Lindy Walton
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Hi Sue. It would help me if you could send me a pdf copy of the print, but here is my answer based on what you have said in your note. The line on which this equation falls should be preceded and followed by a blank line. I am wondering if it isn't only the 2s that are cancelled -- it is more likely that the +2 and the -2 are cancelled -- look closely at the print to determine what needs to be brailled between the cancellation indicators.
Thank you for sending the file--it always helps if we can see the example in its original form. This is not a published file, but rather a Word document with a mathematical expression inserted in the text that, yes, could have fit on the line above. I see this as an embedded expression as it is not set off by different margins or blank lines. Brailling it as an embedded expression makes sense.
Thank you Lindy for the quick response to my question. After reading your response I went back and looked at the problems closely and found that the negative and positive number signs were just slightly raised (almost non-detectable) so therefore I will go back and braille them as left superscripts. Also, in knowing that standardized test handle these numbers as superscripts is good information that will help me in the future when this situation comes up.
Thanks again for your help!!!
The proper way to braille a division arrangement which contains only a divisor and a dividend composed entirely of numerals is simply this:
[braille]#8O8
This worksheet looks like a test or quiz so I suggest using the same layout as the print copy does--in three columns--since the problems are not numbered. I also suggest double spacing.
It's always better to understand the rule than to copy an example. The rule to apply here is Section 27g of the Nemeth Code which states that the ELI must not be used with a letter which is not a "single letter." -x is not a single letter by definition (Section 25 defines "single letter") because it is not preceded by a space (Sec.25v). No ELI is used. The rule does not change if a period follows the -x because the x is still not preceded by a space. We often need to challenge our translation software because it cannot read in context. You are smart to question it and to understand its limitations.
Right. Just copy what you see in print for that column you are eliminating -- no arrow to the ellipsis.
[quote=Lindy]OK. Use the same print page numbers you see in the print copy. Continue braille page numbering as it falls consecutively. It may require a bit of software wrestling to get this to work! I see no guidance in our codebooks regarding the use/nonuse of a letter indicator for an alphabetic page number that has no number associated with it. I would use the letter indicator for the capitalized letters A B C and D, but not for the lettered continuation letter (if any). Like this (the colon represents a letter indicator; the period represents a capitalization indicator)
:.A then a:.A then b:.A then :.B then a:.B etc.
I welcome arguments.
( :[/quote]THANK YOU
OK. Use the same print page numbers you see in the print copy. Continue braille page numbering as it falls consecutively. It may require a bit of software wrestling to get this to work! I see no guidance in our codebooks regarding the use/nonuse of a letter indicator for an alphabetic page number that has no number associated with it. I would use the letter indicator for the capitalized letters A B C and D, but not for the lettered continuation letter (if any). Like this (the colon represents a letter indicator; the period represents a capitalization indicator)
:.A then a:.A then b:.A then :.B then a:.B etc.
I welcome arguments.
( :Good morning.
Number lines for grades K-3 must be drawn as a graphic.
You will find excellent guidance for the production of number lines in the lower grades in the new GUIDELINES AND STANDARDS FOR TACTILE GRAPHICS which you can view or download at this site:http://www.brailleauthority.org/tg/web-manual/index.html
By searching for the keywords "number line" you will be able to learn all about it. Unit 6 gives the details of any number line; 6.5.1.12 gives requirements for grades K-3. Unit 11 further discusses graphics for early grades. Blue underlined links take you to illustrative examples.
Let me know if you have further questions. Thanks for asking.
Since the dollar sign and decimal point are not shown in the numbers above the cancelled part, the symbols are not included within the cancellation indicators.
This will be a wide arrangement in braille -- I suggest showing the spatial arrangement first *without the cancellations. A TN should tell the reader that you are brailling it twice.
I'm not sure why there is a zero there... are you?
Thank you for your quick response. For some reason i guess i was just over-thinking the problem and really should have gone with my first instinct to make it a graphic. Its always better to be certain though.
thanks againHello. Your first question regarding iPhone and eMail have been on my mind... In a Nemeth transcription, these are literary words--I would not consider the letters to be abbreviations because they are each part of the word. However, retaining the italics for the i and the e makes for a messy transcription in any code. I am wondering what the Literary experts would say about ignoring the italics for the i and the e. By stating on your Transcriber's Notes page that these letters are italicized in the print copy, you will be able to braille these two words without the emphasis.
Your second question regarding book level: This is really a Braille Formats question but it is my understanding that when a level is indicated by graphics or colors, you are not to add a word (such as "Grade" or "Level") but simply insert a colon and then the Arabic numeral as you have done in your first example. This is according to Braille Formats (1997) Rule 2, Sec.2c3b.
