[Lindy Walton]

Thank you so much.
Laura

[Lindy Walton]

Patty, I see what you mean and am glad you pointed this out. I got distracted trying to optimize the number of cells available on the line. The displayed format I used here is not the Nemeth Code format, but is borrowed from BF2011, which is why there is a blank line before and after the displayed material. However, BF 9.2.2.f does say that "the adjusted left margin for displayed material in exercises is cell 5." So, YES, please indent the nested list section two more cells to the right: 5-11; 7-11; 9-11. I still would retain the blank lines to set it apart. We may hear some disagreement to this point ...

In a minute I will correct my original reply and the attachment, so those who read this in the future will get the right information. Thanks, Patty!

[Lindy Walton]

Hi Patty. It's good to come up with a format for this right away, and check to see if you can continue to apply it as the guided practices vary throughout the book.
I have a long answer to your question.

Since we cannot easily apply the usual Nemeth formats to this one, I am going to go out on a limb and suggest a format that reflects some of the new layouts given to us in Braille Formats 2011. I think you will find the result to be easy to read, with the illustration clearly belonging to the itemized problem, and can be confidently applied to similar problems that may be more involved later in the book.

The bigger picture is that, in 1-3 (NC itemized), braille the numbered problem and its conclusion.
In this example, that will be "1. Evaluate {28+[(2x4^2)/8]}. So, {28+[(2x4^2)/8]} = ____."

Interrupt before "So, ..." with the guided practice portion, using the ideas behind displayed material (with indented right margin) and nested lists from BF2011. I think this is what your colleague was suggesting. Like this:
With a blank line before and after the five-step guided practice (BF), put "Write the expression. Find 4^2. Multiply. Divide. Add." each in cell 5;
put each of the five math problems in cell 7;
put the comments in cell 9.
This particular example has no runovers in the guided portion, but I expect you will come across some that do, in which case *all runovers to the displayed portion will go in cell 11 (BF). Ignore the purple lines drawn below the steps.

After a blank line (BF), "So, ..." will go in cell 3--the runover cell for the itemized problem (NC).

I have attached a print rendition of this format, to --hopefully-- clarify what I am suggesting.

Your ideas: Alignment as in print is reserved for problems that need to be solved vertically (spatially). This example does not meet that criterion. Reserve the use of guide dots for tables.
edited by Lindy on 11/28/2012
edited by Lindy on 11/28/2012
edited by NBAStaff on 11/28/2012
edited by Lindy on 11/28/2012

[Lindy Walton]

Thank you, Lindy. As always a great help!!

[Lindy Walton]

First, you need to determine if it is necessary to retain the boldface. Read the accompanying text -- is the non-regular type really necessary for the understanding of the problem or sample? If you decide that it is needed, then I would explain in a transcriber's note. Something like "Numerals 4 and 5/8 are printed in boldface type."

[Lindy Walton]

Hello!
I have a question related to this previous post. I have an equation below:

(4 x 5/8)+2 = ____

The 4 and the 5/8 is in bold print above. 5/8 is a fraction with the numerator on top of the denominator. How would you present the bold indicator with the fraction?
Thanks,
Susan

[Lindy Walton]

Patty, I would follow print and braille this number line as a tactile graphic, using numeric indicators. This appears to be a book for the elementary grades, so it should follow print layout if possible, especially if this is the first time the concept is shown.

If the book has *many more of these, it would be OK to rotate them (at your discretion, and only as a space-saving device) but this change must be explained in a transcriber's note; and if the "move down" text continues, embed a TN changing the directive to "move left" (and "move up" to "move right"). Ordinarily we do not change the wording, but in this case it is needed for clarity.

[Lindy Walton]

Here is how to braille VIIIA/8A following Nemeth Code.

[braille],,VIII,A_/8,A

[Lindy Walton]

Hi. Your interpretation of the headings at the top of the page looks fine to me. *Be sure to include the lesson number with the first centered heading--in this case, "1-2 Study Guide and Intervention" Also, cross references and incidental notes are now placed in 7-5, not blocked in 7-7. (See BF2011 9.6) This is just an fyi since your notes are so short they will not have runovers.

Your question about repeated headings: Braille Formats makes no additional heading rules for tests. Do not braille the repeated headings.

Now, about the layout of the Examples. Making "Example #" a cell-5 heading is fine. But after reading your next question, I think another approach may work better.

The "Example" text is really a problem phrased in the same wording as the directions in the exercises which follow. For example, the first exercise instructions say "Write each power as a product of the same factor." and then four numbered powers follow. Example 1 replaces "each power" with an actual problem: "Write 6^3 as a product of the same factor."

I am going suggest that you refer to Braille Formats 2011 for guidance with Exercise Material (Section 10) where we are told to format examples in the same way the following problems are formatted. (BF2011 10.8.4) I would treat "Example 1" as an item with no subitems: 1-3. The displayed example problem then would fall in 5-7. This makes the special linked expression in Example 2 look just fine, in the display cells of 5-9, 7-9 (no runovers in this case).

In the case of Examples 1 and 3, the explanatory text would be a displayed paragraph (9-7) and the mathematical expression which follows will be in the display cell 5-7.

Do not leave a blank line between examples since they are each simply itemized text. You will find that this layout saves space and falls nicely under the fingers.

One detail I am wondering about is how to handle the labels (Example 1, Example 2, etc.) since BF 10.8.1 tells us to retain emphasis for labels identifying examples when the label is not followed by punctuation. BANA is preparing guidelines for applying BF2011 to a Nemeth transcription so we are on our own right now. I agree with you that retaining emphasis would be cumbersome here since you would need to use the Nemeth type-form indicators. A solution might be to use double caps for the word EXAMPLE much as we do for labeled statements. That sets the label apart from the text better than following print capitalization here. I would call this creative application of a rule in an unusual circumstance.

I would love to hear if this works for other Examples in this test.

[Lindy Walton]

Thank you for the quick reply and again, sorry for the attachment craziness.
I understand your suggestions and the reasoning and will proceed as you have suggested.

The tenths models that you asked about I am planning to spur.
Thank you again for all your help,
Patty

[Lindy Walton]

Hi, Fred. You have correctly applied margins for material displayed in main division/subdivision format. This format is given in §191 "Margins for Non-Spatial Itemized Materials" subsection b (page 195 of the Nemeth Code) which says this: "When non-spatial itemized material contains both main divisions and subdivisions to whatever depth ... i. The main division numbers or letters must begin in cell 1 and the associated material must be run over, if necessary, in cell 5; ii. Subdivision numbers or letters, regardless of depth, must begin in cell 3 and must be run over, if necessary, in cell 5; ... iv. When the special margin requirements for linked expressions do not apply, a displayed expression must begin in cell 7 and must be run over, if necessary, in cell 9.

Note that --in the braille transcription-- there should be no blank lines.

[Lindy Walton]

Thank you both so much for such great information and thoughts. I realize this isn't rocket science, even though it sometimes feels that way.
Thanks again for all you do. It is really appreciated!!!
Patty

[Lindy Walton]

The purpose of the circles is for students with pencils to fill in the answer choice bubble. In the work I do for individuals in a school setting, I have always been asked to replace the circles with letters a b c d using the same style of punctuation as is used for the numbered problems, in this case a single closing parenthesis. I have also seen this done on standardized tests. However it gets to be a problem when the layout on the print page does not arrange the answer choices vertically. With this type of layout, it is not clear which item is b) and which is c):

o wood o paper

o glass o pencil

If you choose this method, you need to be consistent with your lettering and state how you are doing this in the notes to the teacher (in print) so the student's answers b) or c) are not graded incorrectly by the teacher.

If you use a 2-cell dash, as Braille Formats suggests (see below) the braille reader can mark their answer choice with a pencil.

I am not the Braille Formats expert, but let's look at Section 10 "Exercise Material."

BF 10.4.4 says "All answer choices are listed vertically and begin in the same cell."
We do the same in a Nemeth transcription, following the Nemeth Code.

BF 10.4.4.b says this: "It is necessary to make a judgment call when answer choices are unnumbered/unlettered, and there is no discernible order. Be consistent once it has been decided to list items in horizontal or vertical order." Sample 10-2 illustrates this--these answer choices do NOT have any identifiers or circle bubbles. The braille copy does not add anything.

Now I'm looking in Section 20 "Tests."

20.4.4 Answer Choices
a. The vertical or horizontal print arrangement of answer choices may be important and affect grading. The requesting agency should decide if items are listed in horizontal or vertical order.

b. When not advised by the requesting agency, the transcriber lists answer choices vertically in a single column, whether the answer choices are in a single column or in multiple columns.

d. Print may show a circle or other symbol to be filled in by the student. This symbol typically is not included. Use a dash before the question when an agency requests that the symbol be indicated.

Example 20-4 shows a 2-cell dash followed by a space. Note the order of answer choices.

PART 2 OF YOUR QUESTION: If the identifiers are printed inside of a circle you can braille them simply as numerals or letters, ignoring the circle. In a math context this can be confusing so I generally braille such identifiers inside of parentheses. Of course you would state this treatment in a TN at the beginning of the volume. I'm not finding any guidelines about this in Braille Formats, but maybe it would be a good idea to post this question to that topic expert.

[Lindy Walton]

Your graphics should follow the rules of Guidelines and Standards for Tactile Graphics 2011. I find no comment there other than the usual 3 blank cells before the page number on line 25.

[Lindy Walton]

Hi Susan. I will try to address your comments. Let me know if you have further questions.

As with any transcription, your consistency in formatting will result in a layout that makes the reading flow. Simbraille examples are usually taken out of context so you can place them as they fit in YOUR transcription.

EXAMPLE can be a cell-5 or cell-7 heading. I see the orange example as a separate item, not as displayed material, which is why I started at the margin. I was not following an established Nemeth format from the codebook.

I don't know what "Guideline 10" is. Are you referring to Braille Formats? In exercise material, BF 10.8.4 tells us to format examples in the same way as the following questions. If items on page 4 of your book show a format that will apply nicely to this example, you could format it that way instead.

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