Braille Production Study Group 2015-02-24
This video is posted online with the following chapter markers:
Chapter 1. Introduction -
Chapter 2. Word 2010 and MathType for Duxbury Translation - Using MathType or the equation editor in MS Word 2010 for Duxbury translation
Chapter 3. Word 2010 and MathType for Tiger Translation - Formatting documents and graphics in MS Word 2010 for Tiger Production translation
Chapter 4. Questions or Comments - Questions & Comments
Braille Production Study Group 2015-02-24 Transcript
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Chapter 1. Introduction
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Pat: I'm Patrick Van Geem, Outreach Consultant with the Texas School for the Blind and the Visually Impaired, and my esteemed colleague here is...
Sue: Hi everybody, I'm Sue Mattson, and I'm going to take the first part of our little study group this afternoon, and I'm going to talk about Word 2010, and MathType for Duxbury Translation for Mathematics.
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Chapter 2. Word 2010 and MathType for Duxbury Translation
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One of the reasons why that I have found the importance of using MathType, to enter equations into our Word document before translating, and I want to make it clear here, and little disclaimer, I'm not promoting a product or a company, but I am promoting a real workable solution. That, unless we are certified in Nemeth Code, or have worked in many of the lessons leading to Nemeth certification, really should be using an equation editor rather than hand brailling or six key brailling, and to Duxbury. Personally, I do all levels of math here at TSBVI, and I understand the need to meet tight deadlines, and I have found this to be a workable solution, and I also have not found errors in my translation when I am very careful about entering the equations or mathematical expressions. What I think is real important here is that over the years, I was first introduced to Scientific Notebook, but when I started doing higher level math, especially pre-calculus and calculus, I found that some of the symbol sets I needed weren't available, and that's when I moved over to MathType.
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I want to talk about some of the common errors we see when we are doing six-key entry, and one of the first ones, and some of these things are things I've been asked about, or I have had documents sent to me to ask how these should be, and one of the most important and common errors I see, is if we look at the first variable on this slide, one half plus one half equals x, x is our variable. That x, even though it appears italicized in print, it is not italicized in Braille, nor is the letter indicator used when it is part of a mathematical expression. You'll notice I have the Braille translation in Nemeth Code down underneath that. The rule is that the English letter indicator must not be used with an English letter, or a short-form combination in regular type, immediately proceeding or following a sign of comparison. In our Nemeth example there, we see the equal sign is there, proceeding the variable sign x. I have provided reference to the book, An Introduction to Braille Mathematics, the section number and the page number.
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The second example, really a great example of why MathType works so well, if you'll notice, when we're doing Brailling function, that ‑‑ that there is always, even though it doesn't appear so in print, in Braille, there's always a space after the function name. We also do not use contractions in the function names. For instance, in the function sign, we do not use the lower sign im contraction. The reason being I think all of us would readily recognize that if we put that lower sign im in there, it would look like the number 9 rather than the contraction. But the great thing about using MathType is when we type the equation as it's written in print, save it in the Word doc, translate it with the correct spacing automatically done during the translation into Duxbury. It would be really great if all of us had time to memorize every Nemeth rule, but we don't. The rules are oftentimes difficult to find and to apply. And especially if we aren't familiar with the math and not really sure what we're looking at. I'm going to show you an example later of just that. I'm going to show you some of the worksheets that I've received recently.
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Okay. Now, sometimes we have questions about when do we use MathType and exactly what on the page do we enter in with MathType? All numbers? Or just mathematical expressions? And it is ‑‑ in MathType it works if you just enter the mathematical expressions. For instance, all of these equations would work very fine in MathType.
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But we don't want to use MathType for the problem numbers.
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We also don't want to use MathType not just for the problem numbers, but also for the A, B, C, D and E.
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So what happens, to kind of give you a demonstration of what happens here, for an example of what happens when if we put the problem number into MathType rather than just typing it in Word and our first example in Nemeth on this page shows you the number 1, yes, the drop number it should be, but instead of the punctuation indicator with the literary period, we now see the Nemeth dot. That is incorrect.
The second example there, I showed you how it looks when it's done correctly. On this problem, what I've done is I've answered the number one in Word and then entered my equation editor in MathType and inputted [indiscernible] the equation.
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I have done the same thing with the written problem that I showed you earlier. This is an example of what happens when the problem number and the answer choice letter designations are all entered into MathType rather than just the answer choices. Again, we see that the punctuation indicator isn't used after any of them. But the Nemeth dot is used.
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What it should look like is what's on this side. Again, we see the number 1, the Nemeth number 1 with the punctuation indicator and the literary period. And we'll notice, too, that each of the answer choices are correctly formatted, also.
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One other thing I want to always encourage is to always watch for updates and new releases in your software. We have found that upgrades seem to improve translation. This has been especially true over the past several years with MathType and Duxbury. Currently, if you have MathType 6.9, there is a free upgrade to 6.9 A and I have put here the web address to the download page with that. You'll want to do that. I have noticed several improvements when working with the docx file formats in Word by going ahead and doing this update. How many of you have the MathType 6.9?
[ Inaudible ]
Okay.
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All right. One of the things that I have found that's been so important, I'm going to be getting out of this PowerPoint for just a minute, and going to some math worksheets and kind of looking them over, but one of the things that I do is I spend some time analyzing the worksheets that I receive. And I do this in order to plan my work because we know it's math, there's always the Braille is one part of this and the second part is the tactile graphics. Then, of course when we are doing the Braille there's also important formatting decisions that need to be made and those apply equally to the tactile graphics. At this point I'm going to stop this PowerPoint and I'm going to pull sup some documents. Get one here.
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The very first one that I'm going to pull up is a worksheet and I'm going to tell you why it's been so important to spend some time analyzing this. This is kind of a ‑‑ interesting looking worksheet. This is pre-calculus. This came from a class, the student takes outside of TSBVI in one of the local high schools, this worksheet comes to our school, sent to me through email. And as I'm looking at this, and I'm thinking ‑‑ this is probably not out of a book. That she did not just take this PDF from a book. Because I noticed a couple of things about it. One of them being this up at the top, I noticed this converting polar equations, looks like a little Word Art there. Then I happened to notice as I carefully looked at some of the equations on this page, there are two different font types here, that kind of was interesting to me. This I can't click on this because it's‑‑ within this ‑‑ within this program, but when went through and clicked on some of these equations, what I discovered were that these things were actually created in an equation editor. When I opened this document in Word, I did not have to retype any of the equations that she had already entered into equation editor. Now, I would not have known that if I had not spent some time in the beginning going through and analyzing this. These equations up here were not done in equation editor. But any of these where I noticed the times new Roman font were all done in equation editor. \When I went through and added them up, over 14 of these did not have to be retyped. The diagrams in here, of course, are not usable to the student who is blind. They had to be recreated in another format on different paper and so I just simply stripped those out of this file and I want to go ahead and show you what the final file then looked like. It's kind of a gnarly looking worksheet. But the final file, when it was done, simply looks like this. And all of the equations 11 through 25 I did not have to retype, I only had to do the first 10 of this document. So for this document, to but this into Braille using MathType took me only about 15 minutes, which meant that I could spend the rest of my time working on the tactile graphics that needed to go with this, and they weren't so bad since all those graphs were blank, the student was expected to graph these equations, all that I had to do was make him blank graphs to go along with this. I'm going to get out of here and go to one more document that I wanted to share today. And this document is a PDF I received, and in addition to receiving some of my documents in Braille, or excuse me in Word, about half of them came in as PDFs and they were simply notes that the teacher had taken, this is what they looked like. And these all had to be, of course, just typed into Word, and there was just nothing else to do with them. But one of the things that I discovered in here, and it's this particular, I'm bringing up problem 4, number 4, where you see it says vertices. I looked at that. This is why it's so important that we maintain a good relationship with our math teachers or at least have someone who knows the math that we can go to, because even though I've done a little bit of this type of math years ago, I could not tell what order any of this went into by looking at it. And I needed to go to one of the math teachers and ask them. Okay, well, let's just say where it says 4 squared over b scared plus 2 squared over 25 equals 1. It goes from there to the equation directly underneath it. It then goes up to the left but then it goes ‑‑ excuse me up to the right, but then it goes across and then back down. This problem does not ‑‑ this problem is not written out very ‑‑ in a very orderly manner. So this is why it was so important to be able to go through the teacher and say, "I'm not really sure where this is going." So hopefully everybody has a relationship with a math teacher so that we can deal with this. This would have been extremely confusing for the student if I had not found out how to get this right on the page for him.
Pat: Kristin asked, I need to add a few more math function keys for the shortcut menus on the equation window. I forgot how to do that from boot camp.
Sue: Oh, okay, I'm going to bring my PowerPoint back up, I'm just about done here, Kirsten,
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I will answer your question here in just a second. I actually have the handout as one of the documents that you can download.
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Okay. So the process that's used when using MathType, Word and Duxbury is this. You begin by analyzing our document. We open it in Word, we use MathType for entering all mathematical expressions. Then attach the BANA Braille 2014 template and format the document using the Styles Pane. Save your document as a doc or docx. As I said, I found after upgrading MathType it takes the docx document just wonderfully.
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Then we open in Duxbury. And remember, we have to select the template in Duxbury, also. So we select the English American textbook DE, BANA Nemeth template. And once your document is in Duxbury, we translate and if we've entered our equations accurately, your document should be in very good shape and ready to go to the embosser and on to your student.
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Now, are there any questions or comments? Now, the reason I put a little picture of a duck in here is because we wanted to make sure ‑‑ Pat is going to talk about ‑‑ about the ‑‑ about the process for doing this in ‑‑ with the Tiger Translation software, it's a little bit different than the process that I just explained using MathType and Duxbury. I'm using a duck to symbolize that and I want to thank everybody very much. And, again, I placed the MathType keyboard shortcuts, handout, in the documents and I've also placed a handout on MathType how to create keyboard shortcuts. Please go ahead and download both of those. And thank you very much.
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Chapter 3. Word 2010 and MathType for Tiger Translation
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Pat: Okay, let me call up my document here. Just a minute here. I'm going to talk about Word 2010 and MathType for a Tiger emobossing, translating with the Tiger Software Suite for embossing on the Tiger embosser. So the process like what Sue was saying is a little bit different here with a Tiger embosser.
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Here's like the order of completion for Tiger graphic production. First, of course, like all documents you analyze the content for where you think the placement should be. If you are looking for headings and directions and whether ‑‑ what illustration, where you are going to put the illustration and questions and answers and other things like that. Okay. And then once you analyzed the document, then you're going to start to plan your ‑‑ your production. Actually, what I think this is just you don't have to do it this way, but I think this is the easiest way to do it. Is to draw the diagram first and add all of the object labels. And the reason why you want to do that is because you have to determine how big ‑‑ it's going to be a lot bigger than your worksheet, print worksheet, so you have to determine how much space you have and whether you want to do the full page, one page document, two page or three page, what content you need to add and what content you can omit in order to produce that. Okay, the next thing that you do is you translate the diagram labels, the labels are going to be at size 24 point font, I will talk about that in more in just a minute. And so you've got to make sure that if you draw on a diagram, you have to add labels because that adds to the size difference of the diagram. Okay? Then you create the in‑line text document, the inline text document would be like the heading, directions, questions, answers, if you have it, tables or anything that can be entered in a document using the inline cursor without making text boxes and stuff like that. Okay. So the next thing you do, you translate and format the inline text, we'll go over that. And unfortunately the Tiger embosser will not take any of the formats from the BANA template, so you have to do things all by hand. Then you translate the document with all of the MathType entries, also. So you do that next. Okay? Then you create a space for the diagram. If it's a one‑page document, it's the space between the questions and the answers or after the questions. Okay. And then you import the diagram into the inline text, if it's a one‑page document or any page document because you're importing what's ‑‑ what you've finished on one Word document and putting it into the inline text document. Okay. And then you ‑‑ then your tactile graphic is complete. It's kind of like how you do art in a graphic design. You kind of make things in ‑‑ in layers. You kind of have to do this here because the Tiger, either the Tiger directions say to do things all ‑‑ all in one page and translate, that does not work real well. You have to do it in stages. In order to ‑‑ to really get the full benefit of using this particular product.
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Okay. So the first thing you do is you are going to make ‑‑ let's say you do ‑‑ draw the diagram ‑‑ drew ‑‑ ew ‑‑ you make the text boxes. Okay. Did you all get that? [ Laughter ]. Make the text boxes first. What you do for the labels, you have to change the font type to courier new and change to font size to 24‑29 point for Tiger. They say on the Tiger Software Suite and direction you should use 29 point, but I think that's too big. Sometimes you can vary the font anywhere from 24 to 29. On the Word document it goes from 28 and then 32. So somewhere in between 28 and 24 would be optimum. I wish that I could give you an honest, clearer answer, number there, but this is not exact world I guess.
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Okay. So then what you do, is you make your text box label, you have a typical Braille font, the same size as a .25 gridline square. I will show you how to make those in a minute. But if you look on the graph, on the graphic there, you see the ‑‑ the letter L on the label. Look how close in size that is to the gridlines, if you can see that. It's about as wide as a .25‑inch spacing and as tall as one, too. That's the same way ‑‑ by doing that in print at that size, you can see that in the next line below that, that's the Braille version of the same ‑‑ same label. See how it takes in the ‑‑ the character takes in ‑‑ in that space. And this is a good way to figure out how to space things on your document. Okay? So that's that.
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Okay. Then you produce the diagram. You produce the diagram with your ‑‑ with your labels, you know, first you put your print labels on there, put them next to your diagrams, make the diagram first. Enter each letter, symbol, separately. You enter each variable separately and this is in MathType, so you put ‑‑ so in MathType you need a variable, you put them ‑‑ the variable in the MathType layout window, then you put that on to your ‑‑ your document here. Where your graph is. And the line labels need to be about an eighth of an inch from the object. Okay, once that's translated in Tiger, that's all going to change, you have to reformat that or recorrect that again. [ Laughter ]. You all are familiar with that, right? It just keeps you guessing, keeps you awake, too, plus it makes you earn your money. But anyway ... so here's what you do in ‑‑ in MathType for Tiger Software Suite.
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Again, it's the same thing Sue said, you enter an equation, enter a full equation expression here as one entry into your MathType, and that goes into your text box and makes sure that you ‑‑ that it's ‑‑ that it's big enough. You can ‑‑ in the MathType equation, you can set the type ‑‑ the way that the type looks in a larger font. It's good to do that so you know how much room it's going to take on your document. Okay. All equations are entered as one unit. Including the numbers and variables and constants if it's part of that equation and that can go in one text box. Okay?
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Then the next one, if you have like ‑‑ these are separate character MathType entries. The difference between ‑‑ between the entering the information in the Tiger and the way you enter information in the MathType for Duxbury is that you have to enter the numbers to questions or answers in MathType. You have to enter them separately for it to come out right. Okay. That's real ‑‑ that's completely opposite what you do for ‑‑ for ‑‑ for literary type ‑‑ math literary expressions. Okay? I mean if you are translating with Duxbury. Okay. Then you have to put the letters to the questions, yeah, okay, you have to always put the shape symbols in there by themselves like the angle or vector or triangle or square or circle, all of those shapes symbols, you have to enter those in those shape symbols, you have to enter those separately in their own little MathType box here. In their own little text box. Okay. Then the other standalone things that you have to enter are variables, constants and numbers, you have to make their own little text box, put that variable in there or a constant and other standalone numbers. Like if you have got an equation like she ate 17,000 cup cakes, 17,000 has to be in the MathType. Entered in MathType and then placed in the text box.
I have no idea what you are saying.
Pat: What's that? Say that again.
No idea.
Pat: You can't hear me. Okay. Am I fading out? Sorry. Okay. You have no idea what I'm saying. Let me show you this. Let me show you the ‑‑ the document ‑‑
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here's the document, right. There is text in there. Which is all ‑‑ this is all 24 point font. See the formula? The formula that has the highlighted red around it, can all be entered together in one MathType layout window. Okay? You can enter that in, one‑half, bh equals x. You can put that in MathType, make a text box, dump that into your expression. Okay. Then ‑‑ if it's on the graphic. But this is inline text so you just put that into the inline text. Then see the little triangle, the little triangle is a shaped symbol that has to be entered separately. If you enter the little triangle, the a and the b and the c altogether as one entity in the single layout MathType window, that will come up different. It won't come up right in the ‑‑ in whatever Nemeth code it's in. See the x, solve for triangle, a, b, c, solve for x ‑‑ the x there has to be in it's own ‑‑ inserted from MathType into the document. See the 1, 2, 3, those are the answers to the questions. Each one of those have to be entered separately into MathType. And the 6, 15, and 12 also have to be entered separately in MathType. Does that make sense?
Okay. I guess so.
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Okay. So after you get the ‑‑ after you get the what do you call it? The diagram finished with all of the MathType text boxes, equations, entries, then you ‑‑ what you ought ‑‑ on the inline text document, you can ‑‑ you configure the gridline to grid guidelines by opening the drawing grid dialogue window, set the spaces to .25 inches vertical and horizontal, that's in the grid settings, keeps the grid origins, margins at one inch and then display gridlines one, every one vertical and horizontal space, that means the ‑‑ the gridlines are going to be displayed at every single increment. Okay? Spacing with that .25 inches. Okay. So you got that done. Then this is what you do.
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Because you have to manually enter the formatting and ‑‑ for the Tiger after you translate ‑‑ after you translate the document, then you have to manually enter the 1 Braille format styles. Okay? Because the Tiger, if you do that using the BANA template, translate them all of your formatting will go away because you just lost your formatting structure. In order to enter the format styles, enter your text, translate in Tiger software suite, then you manually enter it, then you move that by using the space bar, put yours cursor in front of the text and entering your space bar until you feel like it in the center. Where it says 3‑1 you put the cursor after the front of the text and you press the space bar 3 times until your dot six, which is the capitalization symbol is in the third block. These are in ‑‑ these are in .25‑inch blocks. Each block is considered a ‑‑ a full cell spacing. And then if you needed in the third space, you just put the character in the third cell. Okay? Third block. Also, you see on the bottom where the answers are, you know, that's the ‑‑ the Braille style format, 3‑5, so you enter, you put the cursor in front of the number sign symbol and you move over until it's in the third space, third block. Okay? Any questions about that?
Okay.
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Then after you get that figured out, you know, then you probably should do the formatting before you do the spacing, because you apply the formatting, it will change the spacing on the document. Okay. So here's what you do once you get that formatting done manually. The graphic itself will be placed between the question and the answers. Okay? And on this ‑‑ if it's a one‑page document, which this is. Again, you have to determine how much space you need, by making the diagram first. Okay. So you separate the questions from the answers by pressing the enter key on the first question. I mean the first answer. That will separate the spaces, what they used to call it "blessing the document". What that does, it activates each line of text. It also separates the question from the answer. You want to also activate the line of text because when you ‑‑ when you incorporate ‑‑ import the diagram it's going to lay on top of the inline text instead of being embedded. You want it on top so you can move it around, if it's embedded at a cursor inter-point will change everything. That's why you want to also make sure that every line of text on that document is active and the way you do this, by pressing the enter key. You are doing that for two reasons. To create the space between the question and answer, according to guideline standards, and to activate the line of text so that the illustration will float on top of the ‑‑ of the inline text. Any questions about that? That's a hard concept to explain sometimes, but that's what that is. Okay. So once get that ready,
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you activate the gridlines again, see where your text is and then you copy and paste from your other document where you had drawn the text ‑‑ the diagram and make sure it's all grouped so you can take all of your labels with it. Then you paste it into the inline text document here. Notice that the C, on the angle C of the document is lined up with the left‑most margin. Make sure that you keep a margin, especially if you have a Braille-- tractor feed Braille paper because you're going to need that space for it to go through the tractor feed if you don't have that. If you have your margin all the way to the end, it might be cut off by the tractor feed. Or cut off by the tractor feed space there. So make sure that you have at least a one inch and depending on your embosser, you might need more or less. But you have to figure that out. Run a few test documents here to figure that out. In other words, you placed the diagram close to the left margin. In this case it would be that label on the tactile graphic. A lot of times I would see the diagram in the middle of the document. According to guideline standards they have to be lined up to the left corner, left side. Okay? And so then what
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you have is a final product here. You have your completed document. And you've got your headings. Your ‑‑ your 3‑1 paragraph, your questions, your illustration, and your answers on the bottom. This is a one page tactile graphic document. Two pages, the questions and answering together, the graphic goes on the next document, you enter a title. Okay. Also ‑‑ have some handouts here, this one called element placement of a tactile graphic. For your downloading pleasures. Also the Braille study group that's ‑‑ that this handout, handout of this PowerPoint. The element of styles ‑‑ the element placement of styles ‑‑ explains this a lot better than what I'm doing right now about how you place documents on the ‑‑ how you place elements on a particular document that explains one page and two page input for documents. I mean for tactile graphics.
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Chapter 4. Questions or Comments
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See ‑‑ notice that the Tiger is very different from the duck. The processes, the reason why ‑‑ I think the reason why we put these on there, because they are very different processes. They don't work the same way. Like with the hand formatting that you have to do. The tiger can eat the duck.
[ Laughter ] No, no, no, no.
Pat: Because they are very different ways of doing it. It took me a while to figure out you have to enter the numbers of the questions in order for it to look right because it won't come out right with the Tiger embossing.
Sue: Which was the opposite of Duxbury, you really need to take those numbers in Word and enter really only the equations in MathType.
Pat: You have to really make a decision. Am I going to translate with this Tiger Software Suite or am I going to translate with Duxbury, that makes a difference in how you produce this stuff. You can use the BANA template, if you are translating with Duxbury and you must forget the BANA template if you are doing the Tiger Software Suite. That's not intuitive.
Sue: Yes, MathType is separate software from the Tiger Software Suite. MathType, one of the best things about MathType, it's actually fairly inexpensive. I think an educational license through, you know, through school is right around $50.
Pat: Yeah, yeah.
Sue: Kristen, what a good idea. So your math teachers were able to get it for you. That's great. I think that MathType works just fabulous with Duxbury, there's been a lot of cooperation between the two companies. And I've noticed that they've got, one software updates, the next one updates right about the same time. So I think they're doing a great job of keepings things up to date for us. Each time that I've up ‑‑ gone ahead and upgraded my software, I have found it works so much better.
Pat: Really depends ‑‑ it works well with Tiger software if you do it right. You have to enter the equations right. But the question here is not really so much about the ‑‑ about one is better than the other, it's how you're producing the document. If it's tactile graphics you can translate it using the Tiger Software Suite you're going to have to use the Tiger ‑‑ you're going to have to use MathType and the Tiger software suite. They work both in Duxbury and the Tiger.
Sue: Say Kristen, I have a comment, if you are using MathType then you probably don't have to be retyping all of the equations. Have you clicked on any of the documents that you've received in any of equations to see if they're already in MathType?
Pat: All you need to do is get them to email it to you, though. That's a ‑‑ saving a step right there.
Sue: The other thing I discovered that even with one teacher, even though she wasn't using MathType, she was using the equation editor that's built into Word. And when I ‑‑ when I opened the document on my computer, those equations automatically converted to MathType. So I didn't need to retype those, either.
Pat: We are doing the Braille boot camp here in August here. We're going to put it up, post it here real soon here sometime next week. I think. Maybe. Hopefully. And ‑‑ and it's going to be ‑‑ going to be four days of ‑‑ of information. Fun information.
[ Laughter ]
Sue: Well, four days of collaborative, experiential, hands‑on training.
Pat: Well, here's what I would do, Lourdes. If you are making a tactile graphic document, I would use MathType and Word with the Tiger Software Suite, translate using the Tiger Software Suite. Any time you have to have a diagram. If you are using just content, if your document is just content, I would use MathType with Duxbury. Translated with Duxbury. Does that answer your question? It's not a part by part. It's how you ‑‑ it's what is included on the document itself, in a particular page. The part by part, yeah, you could have two sections of a ‑‑ of a tactile graphic worksheet, with one ‑‑ but one page can be all inline content like let's say directions and a question, a paragraph, and answers you can have that. That you can put, you can use MathType and translate that with Duxbury. Okay? And then ‑‑ but if you have to have an illustration in there with labels, text boxes and other stuff like that, along with other inline content, you probably need to use translate that using the Tiger Software Suite with the MathType equation expressions or labels in text boxes. Does that explain that? Thank you for asking. That does get confusing sometimes. Any time you put a tactile graphic on a document, if you want to emboss it with a Tiger, you are going to have to use the Tiger Software Suite to translate the text. Okay? We will go over that in our lovely boot camp when we do this in ‑‑ in August. I'm going to share the date, we're going to try to talk to the powers that be and figure out what dates are available. And we will let you know through our group ‑‑ through our Braille transcribers group and also through ‑‑ through emails that you want maybe more information.
Sue: On another subject, I'm sure you're all busy studying UEB right now.
I've just ‑‑ I would just like to suggest for those of you that are starting to work on that, if you have not looked at the UEB online site from ‑‑ from Australia, that that is an excellent little course and you can work through the certification online. At your own pace.
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Pat: Okay. Here's the website for that. Here's what it looks like. You just log in. Here's one of the courses on the UEB online, this one is lesson 10, I'm on it right now. You go through a little blurb of what you are expected to learn for this lesson, in this case it's the lower groupsigns at the beginning of the words. So you do that. And you go through all of this information about short forms, all of this, this is a long one. Going to take me a while. Once you do, this is the exercise, here's ‑‑ these are all of the words here, you enter the information in the six key entry. Okay? And you have got to go through all of this and if you are ‑‑ if you enter the word I'm going to tell you the wrong word or something like that. 7 and then when you finish, if you say ‑‑ if it says congratulations you pass your thingie, you can go to the next lesson. Which is this one here. This one will ‑‑ is one where you have to ‑‑ to enter your ‑‑ your information using the QWERTY keyboard.
Translating these ‑‑ these exercises. On line 1, 2, 3 and 4 that's showing up on the window. Does that make sense? Kind of fun. I enjoy doing it, sorta, and then you can ‑‑ you can log, you can save and log out, you can continue on wherever you left off. Then you can take three weeks or three years to complete it. Okay.
Sue: Well, we thank you all for joining us today.
And hope we've provided some information about Word, MathType and Duxbury and Word, MathType and Tiger Translation for you.
Pat: Thank you all for participating and showing your best out there.
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