Lindy Walton
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Lindy WaltonModerator
I am searching for an answer to this question as well. Why would line 1 of any page ever be blank in a transcription that does not use a running head? I would like to see a summary of page layout for transcriptions with no running heads. This topic has my head spinning.
Lindy WaltonModeratorThank you for the clarification, Joanna. It makes all kinds of sense.
Lindy WaltonModeratorHello--Joanna here from Foreign Language. This entire matter is somewhat simplified in the NEW BANA Foreign Language guidelines that have not yet been officially approved by BANA. However, I am able to advise regarding what they cover. In Nemeth, use all the applicable Nemeth rules and formatting. Do not be concerned with any overlapping of symbols between the French and Nemeth. Just as with Nemeth and standard English, the reader will get the context. In the non-Nemeth French portion of course, use the appropriate foreign language symbols and rules. The ellipses, for instance, will be unspaced in French and not in Nemeth. This also happens in a straight foreign language textbook, when the ellipses is unspaced in the foreign language and spaced in English. Same thing. Only here we have Nemeth instead of non-Nemeth English.
--Joanna
Lindy WaltonModeratorHi, Susan. Guidelines and Standards for Tactile Graphics, 2010 does not answer your question, other than giving the wise advice to be consistent in placement of the labels.
TG 6.11.1 Simple Geometric Shapes. (Two-dimensional) does say this in 6.11.1.5: "Labels should be placed outside the shape if possible and 1/8 inch (3 millimeters) away from the shape or point symbol."Some teachers may request that labels be placed as they appear in print, to make it obvious to non-braille-reading assistants what they are looking at.
However, I would suggest putting the labels in the proper cell for a displayed expression, aligned with the top part of the drawing which then is placed to the right of the label.The five shapes should be arranged vertically on the braille page, not horizontally as in print.
Lindy WaltonModeratorBecause this discussion is becoming complex, I feel it is appropriate to do our discussing in private e-mail and if you wish, we can post the eventual resolution on this forum.
--Joanna
Lindy WaltonModeratorHi Isabelle.
The statement you have quoted has been deleted. The revision to Sec.47.a.i. says this: "A line must be left blank before the beginning and after the end of the entire labeled statement or formal proof." The newest errata/addenda to our lesson book is dated 2-22-2013 and is posted on the NFB's website. It applies to the original printing of the lesson manual. You can download it here: https://nfb.org/math-transcribing at the bottom of that web page.
We follow Braille Formats 2011 for the blank lines required before or after a page change indicator. There is also a helpful blank line summary in Appendix C of that document. Note that a Nemeth braille transcription has one exception to the rules when a spatial arrangement falls at the end of a print page.
Step-numbered items which we have reformatted as a list follow Braille Format rules for a list.
As more updates and errata are posted, it can be difficult to make sense of which rule to follow. If your lesson books have been revised beyond recognition, it might be a good idea to get a new copy and start over with the latest revisions.
Lindy WaltonModeratorCartesian graph
Guideline 6.6.2 of the Tactile Graphics guidelines gives only a few remarks about Cartesian Graphs. 6.6.2.1 says that numeric indicators should not precede the numbers on the x-axis and y-axis lines. (I don't know if the supplement of braille examples is available yet.)
My recommendation is to include only what is in the print copy, that is, braille the 10s and the -10s, aligning as you would in a number line only without the numeric indicators. Because the graph is isolated in this example (there is only one of them on this page) I would reproduce exactly what you see in print.
As a side comment, having brailled hundreds of these graphs, within a chapter full of Cartesian graphs I do not feel that it is necessary to reproduce all 400 dots for every single graph. The first graph should be shown in full, but following graphs in the chapter can be simplified. You can tell the reader in a transcriber's note that all squares or dots or tic marks on the x- and y-axis scale are "one unit" which eliminates the need to constantly show the 10s and -10s (which often get in the way of the graph line). You also need not show the entirely empty quadrants, as long as you include the origin and a few units above/below/left/right of it for orientation within the plane. I would apply these suggestions only to high school and levels above that.
**IF THE SCALE CHANGES you must be very sure to show a full graph grid and include all labels. A TN telling the reader that the scale has changed in the next graph is very important.
As always, I welcome comments to the contrary.
Lindy WaltonModeratorThis complex fraction presents the interesting problem of having a cancelled denominator in the numerator of the larger overall (complex) fraction. Although I have presented the solution, I encourage you to read my explanation for understanding of the application of the rules, so that you can apply the same logic to further problems.
Since we are required to braille a fraction containing cancellations spatially (NC Sec.60), you will have a spatially-arranged fraction in the numerator of this spatially-arranged complex fraction.
In your example, the denominator has no cancelled items and so is brailled linearly within the overall arrangement. The numerator requires a spatial presentation of the simple fraction. The first factor in the numerator, as well as the parentheses which enclose the second factor, are brailled on the main line of the spatially-arranged simple fraction--that is, on the line which contains the fraction line. Items are centered over/under their respective fraction lines.
Take a look at example (3) on page 79 of the Nemeth code for a different application of the same general idea. Although the codebook example illustrates a hypercomplex fraction, it demonstrates spatially-arranged numerators and denominators within a larger structure.
Lindy WaltonModeratorThank you for pointing out my error. After applying the Chemistry Code approach to chemical SYMBOLS (C is *not an abbreviation for carbon, it is the chemical SYMBOL for carbon), Section 11.d of the Nemeth Code is what to follow for C-14: no ELI, no NI. Section 9.f is followed for carbon-14 since carbon is a word: yes contract "ar," yes NI. Here is the path of Nemeth Code rules to follow when searching for hyphen rules:
NC §9.b. The numeric indicator must be used after a punctuation mark. However, the hyphen requires special attention (see section f below). [4 examples]
NC §9.f. The numeric indicator must be used after a hyphen when the hyphen follows a word, an abbreviation, or a mark of punctuation. However, also see §11d. [6 examples]
NC §11.d. The numeric indicator must not be used after a hyphen if the hyphen follows a numeral, a letter, or other mathematical expression. [3 examples]
I will delete my original answer so future readers are not misled.
Lindy WaltonModeratorHello Lindy,
I only have information from a question that was answered in the NBA forum.
The information which I pasted below states not to use the NI after the hyphen in chemical isotopes.This question was asked March 25, 2009.
Subject: ELI and NI in chemical isotopes
Question: When brailling isotopes in chemistry such as U-235, Ba-142, Kr-91, etc., are the ELI and NI used?
Does it make a difference if the text is narrative or showing a reaction equation?Answer: (Dorothy asked a Chemical Code Expert and then answered)
Here is the answer I got: the Chem Code says that the symbol for an element is not an abbreviation by rule, so ... no ELI with a single element symbol and no NI with the number following the hyphen. I know it looks really weird, but that's the way it is.Lindy WaltonModeratorThank you very much for the clarification. I am sorry to say that I had not intrepreted that to mean also in tables, but I certainly will from now on.
Thanks again,
PattyLindy WaltonModeratorHi Susan. Graphs are diagrams, not tables, even though the narrative calls it a table.
In the first graph, as you said, M T W Th F are abbreviations. Use the ELI for M T W F; don't contract Th.
In the second graph (trail points), although the points would use no ELI in the actual drawing (not shown), they are single letters here (as axis labels) just as they would be in narrative. Use an ELI for each letter.
Note that if either graph showed labels next to the actual *points within the graph grid, that would qualify as a labeled diagram and you would not use an ELI for those capital single letters.
Lindy WaltonModeratorA transcription is brailled based on the BANA braille codes, not on the lesson manuals. (The lesson manuals are not BANA publications.) The BANA Updates apply to the Codebooks. The most recent Nemeth code update was posted on the BANA website in 2012.
Lindy WaltonModeratorWhat an interesting question this is! My opinion is that, if you put the termination of the note on the same line as the bottom box line, it will be overlooked by the reader. For clarity, I would put it on the next line, in cell 1, but I would use a regular transcriber's note here for clarity: ..End of graphic..
Lindy WaltonModeratorThank you for your guidance. That makes sense about not splitting up diagram into two separate ones. Here is one more question related to the same page. In my quest to declutter it as much as I can, I have keyed many of the labels and am going with facing pages with fold-out flap.
On the first (left page), my directions followed by reference notes are on the top of the first braille page, and my transcriber's notes about the placement and layout of the diagram follow, and finally the key on the bottom of the first page, which face the diagram. So, I have no room for questions that should follow directions. Can I add to the TN on this first page that the questions begin on the page after the diagram? This will mean the student will have to flip back and forth between pages.
Thanks, for all you help.
Susan -
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