susierc
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Thank you for answering so quickly. Your suggestion is much easier than what I was trying to do. We have a lot of this kind of problem with the boxes across the pages with each box representing hundreds, tens, and ones. The student is also told to use this method to do their work using the boxes on other problems. I've had these problems in every math book or worksheets I've had to do for the last couple of years. This is the first one that could not fit across the page. I've been adding the boxes. Thanks again.
Thanks for your patience in getting an answer back on this post. Region 4 (in Houston, TX) created the original tactile used for Example 10 of the Supplement. Here is the response that I received, along with a couple of attached files (for Tiger).
"Debbie Holliday is the artist that made this graphic. She says the grid and shading were done on the Tiger. The shading was done with a pattern and then manually omitting every other dot. She saved a square of shading and then pasted it in where she needed it. She removed shading as she needed it around numbers and next to diagonal lines."
Hope you find this information helpful! Thanks Region 4 for the explanation!!
Hi, again,
I found a copy of the Guidelines and Standards Supplement that had a similar Cartesian Graph in Example 10. Do you know what they used to make the shaded regions? I thought at first they were the metal plates that came in the gray boxed graphic tools from years ago. I do not think they are though, at least not the ones I have. Any help would be appreciated.
Thanks,
SusieHere are my suggestions:
Figure 12.3 If you wish to feel it necessary to show a sample of the atoms in a molecule, do only the first one (Monosaccharide) and use only the captions for the other 2 examples. Since the atoms are overlapping in the Monosaccharide glucose example, use one glucose molecule (as indicated in the attached .jpeg) from the Polysaccharide example to accompany the Monosaccharide caption.Figure 12.4 Create a tactile of the flowchart using only the words. (Do not add any of the pictures.)
Figure 12.6. Following the heading, I would list the 3 steps, and then make a tactile of the flowchart using the words (no pictures). You will need to key the type of arrows (ex. shaft with a dashed line) since text refers to their colour. Use a transcriber's note to explain which labels are shown in blue, and which are shown in red.Have not received any further feedback on this, I will attempt an answer. I think that I would probably do an overview page with the general "figure 8" shape, along with the lines of latitude labelled and the approximate horizontal placement of the month labels. Then I would do a detailed cropped page of only the area from 20 degrees North to the Equator. The text provides a detailed description, so simplify as much as possible to provide a reference to accompany the text.
This is a tough one, overcrowding to get in all the information will make it cluttered and of little value to the reader. Good luck!Consistency is important to the reader, too. If the transcriber has been using box lines for the material prior to this point in the transcription, she should continue to do so. For the print graphic you attached, an open box line would be followed by the centered heading and then a blank line. I would then move the description of the prokaryotic cell [u]above[/u] a simplified version of that cell illustration (with a blank line between the text and the graphic). The tactile would be followed by a another blank line and the descriptive text for the eukaryotic cell, a blank line, and a simplified version of that cell. You would then need another blank line before the closing box line. Guidelines and Standards 5.1.2 requires a blank line before and after a graphic, even though Braille Formats would say that you cannot have one before a closing box line. It is doubtful whether all of this information would fit on one tactile graphic page, even with simplified graphics, so I would probably place the title and left side of the print graphic on the first page, followed by the right side of the print graphic on the next page. The closing box line would therefore be on the 2nd page.
Please note that there do not seem to be any examples in Guidelines and Standards where boxing lines are used. Please refer to the Counting Symbols example on page
6-62 through 6-64 where it could have been argued that boxing lines should be used. However, two of the key points made in Guidelines and Standards are to simplify, and reduce clutter.Betty
There's still questions in my local group about the boxing lines. I've attached an example of what's troubling some people. The boxed material has both a good amount of text as well as the graphic. The braillist has been using boxing lines around all boxed text. She likes to be consistent so she thinks she should box all graphics that have boxes in print. Should the boxing lines still be ignored in this example? Sorry I wasn't clearer in my original question.
Since it is not clear what the line is supposed to represent, and it isn't a fraction line, I think I would spur the line and put the text in as it is shown in print, making the line long enough in each case to accomodate the text.
Hi. I checked with someone who has more chemistry experience than I. Her response: I have seen "samples" like this before. These horizontal lines should indeed be yields arrows. My guess is that the file has been corrupted somehow, and the arrowheads have disappeared. We cannot guess what kind of arrow this might be. The original document needs to be found.
