Lindy Walton
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In my classroom work, I often see unlabeled answer choices such as you show in your print sample. Since the answer choices are printed on a new line, yes I too see them as displayed text. Since they are unitemized (unlettered/unnumbered) you can follow Braille Formats or you can use a Nemeth Code format.
Here is how I see your braille examples:
(My comments having to do with Braille Formats refers to the original 1997 publication. I do not know if the new guidelines will change any of these directives.)EXAMPLE 1 follows NC for individually displayed items--each starting on a new line in the primary display cell.
EXAMPLE 2 is the same only it adds the BF directive to insert a blank line before and after each "list." Blank lines are unnecessary when braille margins set off the items as they do in NC displayed layouts. Also, if you were following BF list format, the left margin should be cell 1.
EXAMPLE 3 displays the answer choices as a so-called "run-in list" (BF97 terminology) separating each answer choice with one blank cell. This is acceptable, but note that the runover cell should be maintained in 5.b. (the third answer choice should be in cell 9).
EXAMPLE 4 is like Example 3 only with two blank cells separating run-in answer choices. BF97 tells us to insert *three blank cells between widely spaced apart words or phrases printed on the same line. As far as I know, we insert two blank cells only in the context of columned material, which this is not, or in glossaries when the definition does not start with a capital letter. Regardless, since the choices are clearly distinguishable by their enclosure signs, I see no reason to insert extra spaces.
..drumroll..
I vote for EXAMPLE 1. Not only does it follow a familiar Nemeth format, but because there are not always the same number of answer choices it makes it very clear how many choices there are.Thank you so much for your quick response. I am so glad we have this service as members. It is well worth the membership fee!
Hi Georgia. Thank you for posting your concerns about the updated Errata/Addenda to "An Introduction to Braille Mathematics," the lesson manual for learning the Nemeth Code.
YES, you should "undo" the old Errata. This does not necessarily mean that what was stated before is wrong, but may merely mean that it was an unnecessary or misleading comment. For example, many of the items noted in the old errata had to do with spacing issues in the print that--regardless of how they are printed--do not effect spacing rules in braille.
I appreciate your report regarding typos and will make those changes in the next release. An updated version will be available only after the new Braille Formats has been released and we have a chance to incorporate any effects this may have on the Nemeth Code.
Those who do not have a copy of the Errata/Addenda may request a copy from the NFB by contacting Jennifer Dunnam, Manager of Braille Programs, National Federation of the Blind Jernigan Institute, e-mail: transcribers@nfb.org
Hi Susan. Your transcription of the four electron dot configurations is exactly correct. Isn't it nice how simple they are? It's not clear to me in your simbraille example if you have the same number of blank cells between each atom. Three blank cells is standard. No, you do not need to show the box lines around them. Yes, you should list the two bonds on a Special Symbols page. Use the heading "Electron Dots" and use the same description as you find on page 12 of the Chemistry Code.
I am guessing that the chemistry questions are scattered around the test, not all grouped together? If so, it is best to use the same code throughout the test. Including punctuation indicators with all scientific abbreviations will not hinder the reading in any way. State on a Transcriber's Notes page that all material on the test is brailled following the rules of the Braille Code For Chemical Notation 1997.
If, instead, all the chemistry questions are grouped together, you can insert a transcriber's note at that point stating that the rules of the Braille Code For Chemical Notation 1997 are used for questions # - #.
Thank you for your question.
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.
