Braille Module 26 Whole and Part Word Lower Sign ...profitt.gatech.edu/drupal/sites/default/files/curriculum...Whole and Part-Word Lower- Sign Contractions LOC Literary Lesson 7, Sections

Braille Module 26 Whole and Part-Word Lower- Sign Contractions LOC Literary Lesson 7, Sections 7.1-7.4

PROFITT Curriculum Module # 26—Whole- and Part-Word Lower-Signs

Braille Module 26-1

Braille Module 26 Whole and Part-Word Lower Sign Contractions

Literary Lesson 7.1-7.4

Summary

Goal(s): The goal is for the students to gain an understanding of whole-word lower signs for in, enough, be, his, was, and were. The students will also learn the rules concerning the part-word lower signs for in and en. This module expounds on the lower-sign rule.

SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

By the end of this module, students should

be able to:

BS26.1: Demonstrate a growing proficiency and understanding of the application of literary braille code for the whole-word lower signs for in, enough, be, his, was, and were.

BS26.2: Demonstrate a growing proficiency and understanding of the application of literary braille code for the

part-word lower signs for in and en.

BS26.3: Know the rules for the lower-

signs.

BS26.4: Understand how braille evolved.

Instructor:

Braille instructor

Delivery Method(s):

Flash cards

Lecture Classroom reading Discussion One-on-one reading Hands on

Length: 5 hours

Four topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual:

Lesson 7.1

Lesson 7.2 with EBAE XIII.39



Take Away Message(s): Lesson 7 is a long lesson with many rules to learn and to apply to the Drills and Exercises. You can do it. Keep building on your braille foundation and you will achieve your goal. By now you may be recognizing stories and articles that

pertain to what you are learning. This is because your perception is getting broader.

“To learn to read is to light a fire; every syllable that is spelled out is a spark.”

-Victor Hugo


Braille Module 26-2

Instructor Preparation

Title of Module: Whole and Part-Word Lower Sign Contractions

The purpose for this module is for the students to be introduced to the whole-word lower sign contractions for in, enough, be, his, was, and were. The students will also learn the rules concerning the part-word lower signs for in and en. This module gives further details about the lower-sign rule. Time is permitted in this module for the students to continue the practice of proofreading.

Agenda – topics to be covered in the module and length of each item

Topic: Whole and Part-Word Lower Sign Contractions Time Allotted: 5 hours

A. Whole-Word Lower Signs

(1.5 hours)

B. Part-Word Lower Signs

(1 hour)

C. The Lower Sign Rule

(1.5 hours)

D. The Evolution of Braille: Part 3

(1 hour)

Materials and Supplies – items needed in order to carry out the agenda and classroom activities

1. LOC Manual

2. Drill book

3. EBAE

4. Index cards for making flashcards

5. Handouts and Answer Sheets: Lesson 7: Contraction List (26.A.1), Lesson 7: Quiz (26.A.2), Answers to Lesson 7.1: Quiz (26.A.3) (one copy), The Evolution of Braille: Part 3 (26.D.1).

6. A copy of the Contractions Chart and answers.

7. You will need a copy of Lesson 7 flashcards (Les7Flashcards.docx).

8. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).


Braille Module 26-3

Classroom Preparation

1. Each workstation should have a computer, a braille writer, a slate and stylus, an LOC Manual, EBAE, a means of communicating with the embosser (network or thumb drive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, and highlighter.

2. Have the classroom flashcards prepared for Lesson 7 and materials for the students to make their own.

3. Have chalk and erasure board ready for use.


Braille Module 26-4

Curriculum Content

A. Whole-Word Lower Signs. (1.5 hours)

Objective BS26.1: Demonstrate a growing proficiency and understanding of the application

of literary braille code for the whole-word lower signs for in, enough, be, his, was, and

were.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with LOC Manual: Lesson 7.1 which covers the definition of

lower-signs. They will also be familiar with Lesson 7.2 with EBAE XIII.39 pertaining to

whole-word lower-signs for in, enough, be, his, was, and were. This includes sections on

these contractions in contact with punctuation or composition signs, in hyphenated

compound words, and en as contraction for enough. They will also be familiar with Drill

20.

You will need copies of: Lesson 7: Contraction List (26.A.1), Lesson 7: Quiz

(26.A.2) and Answers to Lesson 7: Quiz (26.A.3).

You will need a copy of Lesson 7 flashcards (Les7Flashcards.docx) (whole-word

contractions only in this section).

You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

Each student will need a copy of the Contractions Chart. The instructor will have a copy

of the Answers to the Contractions Chart (Lesson 7 Contractionschart.xls).

CONTENT PRESENTATION AND LEARNER PARTICIPATION

The instructor will pass out the Lesson 7: Quiz (26.A.2). The quiz is an inquiry to the knowledge of the students prior to studying Lesson 7 in class. This quiz is to test to see if the student has read the lesson prior to class.

The quiz contains all of the braille characters the students will learn in Lesson 7. This

includes the whole-word lower-sign, the part-word lower signs and the short-form words

contained in this module. The students will be required to fill in the table with these

characters.

The outcome of this quiz is to test the students of their knowledge of the new braille

characters from Lesson 7.

The instructor will use the classroom flashcards for Lesson 7(Whole-word contractions

only in this section). The flashcards for Lesson 7 introduces the whole-word lower-sign

contractions. Start out slowly and pick up speed. Hold each card up and allow the


Braille Module 26-5

students to shout out the contractions. Then allow time for you to call on the students’

one at a time. This will help to allow each student to test their memory.

Some reminders to the students:

“This list of contractions has whole- and part-word meanings. They are used as whole words when standing alone and parts of words whenever the letters they represent occur, according to the rules.

Use the flashcards in and out of the classroom to your advantage. The flashcards

will help you to memorize the contractions quicker.”

If time permits you may also want to review the flash cards from Lesson 6.

Have the students make their flashcards for Lesson 7 using the index cards.

Continue to encourage the use of the flash cards in the class room and privately.

As a class the students will read and discuss LOC Manual: Lesson 7.1 regarding the

definition of lower-signs.


“Remember this group of contractions is known as lower signs because the take up

the bottom part of the cell, dots 2, 3, 5, and 6. None of them is in contact with a

dot 1 or 4. All of the punctuation signs studied in Lesson 2 are formed in the lower

part of the cell also, so care must be taken to not confuse these contractions with

punctuation. Therefore, it is important for you to learn the rules to avoid confusion

for the braille reader.

Do not confuse the contractions for the word in, enough, and be and the

contractions for the letters in, en, and be. The whole-word and part-word

contractions use the same characters.”

As a class the students will read and discuss LOC Manual: Lesson 7.2 with EBAE XIII.39

pertaining to whole-word lower-sign signs for in, enough, be, his, was, and were.


“Remember when standing alone the whole-word contractions for in, enough, be, his, was, and were represent whole words. To avoid confusion with punctuation, these contractions are only used when they stand alone as whole words, so remember they CANNOT be in contact with any other letter, contraction, word, or punctuation sign. They may be preceded by composition signs, such as the capital indicator and/or emphasis indicator.


Braille Module 26-6

Also remember that these contractions must always stand alone, so they cannot be used when next to a slash. Nor can these contractions be used to form hyphenated compound words because this would bring them into contact with a hyphen, contrary to the rule. However, where such hyphenated compound words are divided between two braille lines, the whole-word lower sign can be used if it starts

the new line and is NOT followed by punctuation.

The whole-word contraction en cannot be used for anything other than the word enough. When the word enough cannot be contracted because it is in contact with

punctuation, the en contraction is used.”

Take turns as a class to read the braille (embossed) answers to Drill 20 from the Drill

book. This will help the students to get a visual idea of reading the embossed copy.


“Remember the contractions you learned in this lesson. This activity will help you to visualize these contractions as you read the simulated braille.

Take your time when you are reading. Remember to be patient and quiet whenever someone else is reading.”

Next students will complete Drill 20 on Page 7-2 using Perky Duck.

Some reminders to the students before they transcribe Drill 20:

“By now you have learned quite a few contractions. Use the tools you were given to find all the contractions in the text. Look up the rules whenever you have a question to see if the contraction can or cannot be used. Then mark your paper so

you don’t have to continue to questions yourself.

Remember to thoroughly structure your print copy prior to transcription. Always print out your Drills to proofread. Proofread your own work before handing it to

someone else to proofread.

Encourage each other to memorize these contractions through the use of the

flashcards.”

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.

FOLLOW-THROUGH ACTIVITIES

The instructor will have the students bring out their copy of the Contractions Chart. The

students will fill in the boxes that pertain to the whole-word lower-signs for in, enough,

be, his, was, and were. Please allow time to go over this chart, fill in the boxes that apply,

and allow for questions/answers.


Braille Module 26-7


“Remember to fill out your Contractions Chart for this section. Today we learned

the whole-word lower-signs for in, enough, be, his, was, and were. Use the “note”

section to remind yourself of the ways you can or cannot use the contraction. This

will save you valuable time when filled out correctly.

The Contractions Chart will be used throughout the braille modules as long as

you will be learning contractions. Take care of the one you have. Remember to fill

it in each time you learn new contractions.”

ASSESSMENT

Discuss the student’s response to these whole-word contractions. Are they grasping the idea? Encourage the student’s to pay attention to the rules and they will begin to

comprehend how a contraction can be used in both ways, depending on the context.

B. Part-Word Lower Signs (1 hour)

Objective BS26.2: Demonstrate a growing proficiency and understanding of the application

of literary braille code for the part-word lower signs for in and en.


The instructor will be familiar with LOC Manual: Lesson 7.3and EBAE XIII.39 pertaining to part-word lower signs. This includes sections on in and en, prefixes, compound words, diphthongs, and preference for and, for, of, the, and with contractions.

You will need a copy of Lesson 7 flashcards (Les7Flashcards.docx). (Part-word

contractions for in and en only in this section)

Each student will need a copy of the Contractions chart. The instructor will have a copy

of the Answers to the Contractions Chart (Lesson 7Contractionschart.xls).


The instructor will use the classroom flashcards for Lesson 7. The flashcards for Lesson 7

introduces the whole- and part-word lower-sign (part-word contractions for in and en only

in this section). Hold each card up and allow the students to shout out the contractions.

Then allow time for you to call on the students’ one at a time. This will help to allow each

student to test their memory.

If time permits you may also want to review the whole-word flashcards from Lesson 7.


Braille Module 26-8

Have the students make their flashcards for in and en from Lesson 7 using the index

cards.

Continue to encourage the use of the flash cards in the class room and privately.

As a class the students will read and discuss LOC Manual: Lesson 7.3 and EBAE XIII.39

about part-word lower signs.


“Remember that the same braille configurations that represent the whole words in and enough are also used to represent the letters in and en as parts of words. Pay attention to the specific rules that allow you to/not to use these contractions. These rules are for the clarity of the braille reader.

Learning the proper use of the words will make it easier for you to know to use or not use the contraction. Here are some helpful hints:

Make sure one syllable does not fall into a prefix and the other into a root or base word. Do not use the contractions in this instance.

Contractions cannot be used if they overlap the elements of a solid compound word.

Some diphthongs can be easily read when the word contains the contractions. Therefore, the contractions are used.

Remember the preference to the contractions for and, for, of, the, and with over any

other contractions provided their use does not waste space.”



students will fill in the boxes that pertain to the part-word lower signs for in and en.

Please allow time to go over this chart, fill in the boxes that apply, and allow for

questions/answers.


“Remember to fill out your Contractions Chart for this section. Today we learned

the part-word lower signs for in and en. Use the “note” section to remind yourself

of the ways you can or cannot use the contraction. This will save you valuable time

when filled out correctly.

The Contractions Chart will be used throughout the braille modules as long as you will

be learning contractions. Take care of the one you have. Remember to fill it in each time

you learn new contractions.”


Braille Module 26-9

ASSESSMENT

Discuss the student’s response to these part-word contractions. Are they grasping the idea that these contractions can be used for whole- and part- words? Encourage the student’s to pay attention to the rules and they will begin to comprehend how a contraction can be used in both ways, depending on the context.

C. The Lower-Sign Rule (1.5 hours)

ObjectiveBS26.3: Know the rules for the lower-signs.


The instructor will be familiar with LOC Manual: Lesson7.4 and EBAE XIII.40 concerning the lower sign rule. They will also be familiar with Drill 21.

You will need copies of the Proofreading Error sheet from Module 6(6.A.1).


As a class the students will read and discussLesson7.4 and EBAE XIII.40 about the lower sign rule.


“Remember that the six WHOLE-WORD lower signs must always stand alone.

When you have any number of un-spaced part-word lower signs they can follow one

another as long as the series is in contact with a character containing an upper dot.

What does an upper dot mean? Dot 1 or dot 4.

Why would you need to pay close attention when dividing words when using these

contractions? When you divide words with these part-word contractions you need to

make sure it is in contact with an upper dot.

What about when two or more lower-sign contractions would follow one another

without being in contact with an upper dot? In this instance the final lower-sign

contraction is not used.

Since dots 3-5 represent both the whole word in and the letters in as part of a word,

it is extremely important to correctly determine how the letters are used.

When used as part of a word, the contractions for en or in may be in contact with

other letters or punctuation as long as the sequence is in touch with an upper dot.”

Take turns as a class to read the braille (embossed) answers to Drill 21 from the Drill book. This will help the students to get a visual idea of reading the embossed copy.



Braille Module 26-10

“Sometimes as you read the characters you just learned will appear funny to you. Take your time reading and you will learn from this experience. Remember to be patient and quiet whenever someone else is reading.”

Next students will complete Drill 21 on Page 7-5 using Perky Duck.

Some reminders to the students before they transcribe Drill 21:

“Remember to thoroughly structure your print copy prior to transcription. By now you have learned both whole- and part-word contraction rules and the lower-sign rule. As you read pay attention to how these contractions are used or not used. Look up the rules whenever you have a question. Mark your paper so you don’t have to continue to questions yourself.

Always print out your Drills to proofread. Proofread your own work before handing

it to someone else to proofread.”

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.



students will fill in the boxes that pertain to the lower sign contractions. Please allow time

to go over this chart, fill in the boxes that apply, and allow for questions/ answers.


“Remember to fill out your Contractions Chart for this section. In this section we

learned the lower-sign contraction rules. Use the “note” section to remind yourself

of the ways you can or cannot use the contraction. This will save you valuable time

when filled out correctly.

The Contractions Chart will be used throughout the braille modules as long as

you will be learning contractions. Take care of the one you have. Remember to fill

it in each time you learn new contractions.”

ASSESSMENT

Discuss the student’s response to these whole and part-word contractions. Are they grasping the idea? Encourage the student’s to pay attention to the rules and they will begin to comprehend how a contraction can be used in both ways, depending on the

context.



D. Handout: The Evolution of Braille: Part 3 (1 hour)

ObjectiveBS26.4: Understand how braille evolved.


The instructor will be familiar with the handout concerning the evolution of braille. This handout is the last in a series of three articles. This handout is titled Can the Past Help Plan the Future?

You will need copies of: The Evolution of Braille: Part 3 (26.D.1).


The instructor will moderate a short discussion to elicit participant’s prior knowledge of the

evolution of braille from the information they have already studied.

The instructor will pass out The Evolution of Braille: Part 3 (26.D.1) handouts to the

students. As a class the students will read this handout. Please leave time for questions

and answers.



Braille Module 26 Whole- and Part-Word Lower Sign Contractions LOC Literary Lesson 7, Sections 7.1-7.4 Handouts and Answer Sheets



Lesson 7: Contraction List (26.A.1)

Contraction Whole-word

Meaning

Contraction Part-Word Meaning

9 in 9 in

5 enough 5 en

2 be 2 be

8 his 3 con

0 was 4 dis

7 were - com

ll little

gd good

lr letter

pd paid

sd said

qk quick

26.A.1



Lesson 7: Quiz (26.A.2)

Fill in the table below.

Whole-Word Meaning Part-Word Meaning

1. 9 2. 5 3. 2 4. 8 5. 0 6. 7 7. 3 8. 4 9. -

Name the following short-form words.

10. ll

11. gd

12. lr

13. pd

14. sd

15. qk

26.A.2



Answers to Lesson 7: Quiz (26.A.3)

Fill in the table below.

Whole-word Meaning Part-Word Meaning

1. 9 in in

2. 5 enough en

3. 2 be be

4. 8 his N/A

5. 0 was N/A

6. 7 were N/A

7. 3 N/A con

8. 4 N/A dis

9. - N/A com

Name the following short-form words.

10. ll little

11. gd good

12. lr letter

13. pd paid

14. sd said

15. qk quick

26.A.3



The Evolution of Braille: Can the Past Help Plan the Future? (26.D.1) Part Three of a three-part article from the Braille Authority of North America (BANA)

NBA Bulletin Winter 2011-2012

The Challenges Ahead

Previous installments of this article traced the changes in braille and print production methods over the past decades and discussed some of the challenges caused by the interaction of current codes with current production methods. This final section discusses

the history of efforts to resolve these issues and briefly outlines possible solutions.

With the proliferation of better and more efficient technology, the relevance of braille as a reading and writing medium is frequently questioned. Technology has made it easier than ever for people who are blind to access a wide variety of texts, to create print documents, and to be more productive at work and home. Some people report that they can read faster with speech than with braille—and they probably can. But are those same people continuing to use braille? Have the ways braille readers use braille in their daily lives

changed so dramatically that it should impact the development of braille codes?

The answer to both questions is a resounding yes. While the ways people are using braille have changed over the years, braille remains a viable and crucially important medium for communication. Speech access allows for quick skimming of information, but braille gives access to text in a manner that allows the reader to read independently and to see the spelling of words, the format of documents, and the symbols used. For these reasons, it's imperative that the codes are kept up to date so braille users can read and write

accurately.

For many years, BANA has continued to make small changes to the braille code where absolutely necessary. Out of consideration for the impact on braille readers, teachers, and transcribers, BANA has acted conservatively in making changes. However, the "small fixes" made over the years have, in some cases, increased the complexity and ambiguity of the braille code. An example of how an effort to make a seemingly simple change to the code led to bigger complications was illustrated in the second installment of this article. To resolve many of the shortcomings of the current braille code outlined in the previous installments, serious efforts at code restructuring have taken place in the past two decades. A more comprehensive approach was needed to create flexible solutions for the changing needs of braille users.

26.D.1



Unified English Braille

The first of these efforts was the Unified English Braille (UEB) code project, which was initiated in 1992 by the Braille Authority of North America (BANA). The impetus for this effort was a memorandum sent to the BANA Board in January, 1991, by Abraham Nemeth and Tim Cranmer. In this memo, Drs. Nemeth and Cranmer expressed their concern over the "proliferation of braille codes" with different symbols for common characters. They stated: "For a long time now, the blindness community has been experiencing a steady erosion in braille usage, both among children and adults. This trend shows no sign of abatement, so that there is now a clear and present danger that braille will become a secondary means of written communication among the blind, or that it will become obsolete altogether." Later in their memo, they cited "the complexity and disarray" of the braille codes then in use, and they asked BANA to give the braille code a major overhaul to improve its usability and flexibility. They stated clearly: "It is time to modernize the braille system." Based on the recommendations in this memo, BANA established a committee to explore the development of a unified code.

The original intent of the unified code project was to explore the possibility of bringing together three of the official braille codes that are used for various purposes: English Braille, American Edition (literary material), Nemeth Code (mathematics and scientific notation), and Computer Braille Code (computer notation). In 1993, the project was adopted by the full International Council on English Braille (ICEB). The project was expanded in scope to explore the possible unification of the braille codes that are used for those purposes in all seven ICEB member countries: Australia, Canada, New Zealand, Nigeria, South Africa, United Kingdom, and the United States. Work to develop a unified code was conducted primarily by braille readers in those countries with input from

transcribers and educators.

At the time the project began, the braille codes used for English literary purposes were similar, though not identical, in most English-speaking countries. Because of this, substantial preservation of that code was one of the basic goals in the development of UEB. However, the codes used for technical purposes in the other ICEB countries were very different from those used in the BANA countries, so that UEB can be regarded as bringing together the braille codes used in different countries as well as those used for different kinds of notation. The only notation specifically exempted from consideration under the UEB project was the music braille code, which was already and still is a well-accepted international code.

In the initial stages of UEB development, one of the most pressing issues to be decided was the placement of numbers. In the U.S., numbers in the literary code were written using the four dots in the upper portion of the cell while in math and science, numbers were written in the lower portion of the cell. For a consistent code, one method for writing

numbers had to be chosen, using either the upper or lower part of the cell.

26.D.1



In addition to these two possibilities, a third way of writing numbers was considered. Called "dot 6" or "Antoine" numbers, this system forms numbers by using the same dots as upper-cell numbers with dot 6 added. In this system, 1 is dots 1-6, 2 is dots 1-2-6, and so on. The zero departs from this pattern. Dot 6 numbers are still widely used in France,

Germany, and other European countries.

To decide which system of numbers should be used, the committees, both in the U.S. and internationally, looked at the ramifications of using upper numbers, lower numbers, or the dot 6 numbers. Using lower numbers would mean changing all of the punctuation signs or having a special mode for numbers. The number sign would still have been needed in most cases because numbers standing alone could easily be misread. Use of Antoine numbers would mean losing ten frequently-used contractions, and many people reported that they were slower to read. Upper numbers had the advantage of being familiar to everyone and not conflicting with punctuation. In an analysis conducted using literature that contained frequent numbers, such as math and economics textbooks, numbers were found to come in contact more frequently with punctuation than with letters. After intense debate, the familiarity of the standard upper number system with its advantage of keeping current punctuation was judged to be more important and suitable, especially for the general reader. Based on this rationale, the upper number system was selected for all

purposes within UEB.

A full discussion of all characteristics of any code would be beyond the scope of this article. However, the primary changes in UEB from the current literary code used in the U.S. are:

1. Spacing: Words that are currently written together such as "and the" must have a

space between them as they do in print.

2. Less ambiguity: Nine contractions are eliminated: "ally," "ation," "ble," "by," "com," "dd," "into," "o'clock," and "to" because of translation difficulties and confusion with

other symbols.

3. Punctuation: A few punctuation marks are different (for example, parentheses are two-cell sequences of dots 5, 1-2-6 and 5, 3-4-5). This change follows a new systematic pattern developed for creating symbols in UEB. In addition, symbols are included for different types of brackets, quotation marks, dashes, and others to show the braille reader exactly which symbol is used in the original text.

4. Indicators: Bold, underline, and italics each have their own indicators. There is a method using three capital signs to show a long passage of uppercase text.

5. Math symbols: Numbers are shown in the upper portion of the cell as they are now in literary braille; operational symbols such as plus and equals, which do not exist in current literary code, have been added and are different from those in the Nemeth code.26.D.1



In 2004, the international community voted that UEB was sufficiently complete to be considered an international standard and for braille authorities of individual countries to vote on its adoption for their respective use. To date, UEB has been adopted in six of the seven ICEB countries, including Canada. The United Kingdom voted in favor of UEB

adoption in October, 2011.

Nemeth Uniform Braille System

The decision to write numbers in the upper portion of the braille cell had a major impact on the technical aspects of the development of UEB. Dr. Abraham Nemeth, the developer of the Nemeth Code for Mathematics and Science Notation, recently completed development of a code that uses lower numbers throughout called the Nemeth Uniform Braille System (NUBS). Like UEB, it is also designed to represent literary, math, and computer information this way. While this system proposes changes to some parts of all three codes, it makes no changes to current literary braille contractions.

The primary changes from the present literary braille code would be:

1. Numerals: Numbers is all contexts occupy the lower part of the cell; these are referred to as “dropped numbers.”

2. Use of modes: There are two modes—narrative, for normal literary material, and notational, for numeric and technical material. Notational mode is invoked with the number sign (dots 3-4-5-6) or by the “begin notational mode indicator” (dots 5-6). Notational mode is terminated by a dash or a space when the space is not within a string of numbers or a mathematical expression. Notational mode can also be terminated by a hyphen or a slash, and when these characters are not followed by a space, they are preceded by a dot 5. Contractions are not allowed in notational mode.

3. Punctuation: Proposed changes in punctuation include new symbols for parentheses, brackets, quotation marks, and the dash. Because the NUBS symbols for parentheses (dots 1-2-3-5-6 and dots 2-3-4-5-6) could be confused with the words "of" and "with," a punctuation indicator (dots 4-5-6) must precede each parenthesis when used in narrative mode. The semicolon, exclamation point, and question mark remain unchanged, but require a punctuation indicator in notational mode to distinguish them from digits. The period, the comma, and the colon are completely different in the two modes.

4. Type indicators: There are some changes in the technique for capitalization and for

implementing italics and other types of emphases.

26.D.1



Similarities of the Codes

Both proposed codes employ the use of “modes.” It should be noted that even the current literary code uses modes, although they are not often referred to in this way. For example, when the word "dance" is written in contracted braille, it uses three cells (d, dots4-6, e). When a number sign is placed before these three cells, their meaning is completely different; that is, it becomes the number 4.5. It can be said that the number sign has invoked a "numbers mode." Similarly, the use of a letter sign before a "c" changes the "mode" so that "c" means "c" instead of "can."

Although modes are not a feature requiring much notice in current literary code, the concept is inherent in the code. Modes do not create conflict within a code if their application is systematic. Part of the problem with current codes, however, is that the concept is not applied systematically, and creates conflict and ambiguity. Both UEB and NUBS were designed to be systematic in their application of modes and symbol

construction.

At a Crossroads

As clearly indicated in the previous parts of this three-part article, braille in the United States must change to keep up with current trends in publishing and technology. It must also be more flexible and responsive to changing conventions of text. Two new braille codes have been developed, one of which has been adopted internationally. Both codes were developed with an effort toward retaining as much of the current literary braille code as possible; both codes have the reduction of ambiguity as a guiding principle to facilitate ease of learning and production. Easier facilitation of forward and backward translation would make it simpler for the user to create print documents and would also make the "on-the-fly" translation required for accessing the screens of computers and mobile devices much more accurate of producing paper braille, which could have the

effect of making much more braille material available for readers.

BANA will soon be at a critical juncture. It appears we have several choices as to how to

proceed:

1. We can continue to tinker with the current codes we have, potentially making them less easy to use and more ambiguous;

2. We can adopt UEB, as have all of the other ICEB countries; 3. We can adopt NUBS; 4. We can do nothing at all to change braille, realizing this might cause braille to

become obsolete.

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The BANA Board recognizes that to preserve the viability of braille, changes must be made. The BANA Literary Technical Committee believes that continuing to make small changes to the current code will place braille readers and transcribers in an ever-worsening spiral of ever more complicated braille codes. The committee recommends that BANA adopt a system such as UEB or NUBS that was designed to be extendible, flexible,

and consistent.

BANA is conducting an impact analysis that will look at the costs and benefits of making changes to the current system of codes as well as the costs inherent in not changing. The impact on transcribing and embossing various materials, training of new teachers and transcribers, the retraining of current braille teachers and transcribers, costs for creating e-texts, and other critical factors are being considered.

Any major change in braille would necessitate careful planning and implementation. New code books would be needed, as well as training sessions for transcribers and teachers. A phase-in period would be necessary with diligent attention to the needs of all braille readers—from the very youngest who are just learning to read and write to the reader who has known and loved braille for many years. The most important consideration of all is to keep braille as practical, usable, and flexible as possible in the future as it has been

for the past 150 years.

As BANA examines the past and considers options for the future of braille, we encourage you to share your ideas, concerns, and suggestions with BANA. Please visit

www.brailleauthority.org and share your thoughts with us.

References

For more information about the history of current braille codes, UEB, and NUBS, please

see the following references and resources.

1. The Nemeth/Cranmer paper from 1991: hftp://www.iceb.org/cranem.html

2. ICEB resolution 1 from the 2004 General Assembly:

http://www.iceb.org/gares04.html

3. BANA's Braille Unification efforts: http://www.brailleauthority.org/unificationunification.html

4. Sullivan's monographs on the ICEB page: http://www.iceb.org/ubc.html

5. The UEB Rule book on ICEB page: http://www.iceb.org/ueb.html

6. UEB training materials available on: http://www.ebility.com/roundtable/aba/ueb.php

7. The NUBS code book on braille2000 page: http://www.braille2000.com/brl20001nubs2.htm

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http://www.braille2000.com/brl20001nubs2.htm



8. American Council of the Blind (ACB) Resolutions 2001-

27:http://www.acb.org/magazine/2001/bf092001 .html, 2004-15

http://www.acb.org/resolutions/res2004 .html#res2004-15. and 2008-16

http://www.acb.org/resolutions/res2008.html

9. National Federation of the Blind (NFB) resolutions 2002-04 and 2002-05:

http://nfb.org/legacy/bm/bm02/bmO209/bmO2091 2.htm

10. BANA's UEB and NUBS research:

http://www.brailleauthority.org/researchueb/research-ueb.html

http://www.brailleauthority.org/executivesummary -nubs.pdf

http://www.brailleauthority.org/nubssamplerresponses.pdf

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Documents

Braille Module 26 Whole and Part Word Lower Sign ...profitt.gatech.edu/drupal/sites/default/files/curriculum...Whole and Part-Word Lower- Sign Contractions LOC Literary Lesson 7, Sections