Trans-Tasman Braille Proficiency Examination (UEB)



Trans-Tasman Certificate of Proficiency in

Unified English Braille

Jointly administered by

The Australian Braille Authority and

the Braille Authority of New Zealand Aotearoa Trust

Sample Test - ANZAC Centenary

Package Contents

Candidate's Declaration (not included with sample test)

Test Conditions

Part A: Print to Braille Transcription

• Braille Mark-up codes (Only for candidates who are working from braille)

• Part A Instructions

• Passage 1: Literary prose – Factors that led to the outbreak of World War I

• Passage 2: Recipe – ANZAC caramel slice

• Passage 3: Poem – The Parting

NOTE: Candidates using braille will receive the three passages for transcription in uncontracted, marked-up braille.

Part B: Braille to Print Transcription

• Part B Instructions

• Transcription passage (braille copy) – Impact of World War I

Part C: Proofreading:

• Part C Instructions

• Proofreading passage: braille copy to be checked for errors – What was the Gallipoli campaign?

NOTE: Depending on your preferred format, you will also receive a copy of the Proofreading passage in either print or uncontracted marked-up braille.

Trans-Tasman Certificate of Proficiency in

Unified English Braille

Sample Test – ANZAC Centenary

Test Conditions

In Australia, the Proficiency test is held in the first and second week of October. Candidates nominate their preferred week when enrolling. The test materials will be sent in hard copy to arrive on or before the test date. You may use as much or as little time as you required within your nominated test week.

This is an open book examination. Use of reference materials is permitted and encouraged. These are your essential references in Australia:

• The Rules of Unified English Braille (2013),

• Unified English Braille: Australian Training Manual (2014), unified-english-braille/unified-english-braille-australian-training-manual-2013/

• Australian Braille Authority Rules and Guidelines for Formatting Braille (2016) –

Consultation with other braillists is not permitted.

Use of braille translation software is strictly forbidden. Braille responses must be produced using Perky Duck software or a manual brailler such as a Perkins. Perky Duck is available for free download from . It can only be used in conjunction with a keyboard that can register simultaneous entry of six keys.

Proofreading/checking of your work is both permitted and encouraged, as this is an important component of the transcription process. Check your work carefully for correct braille, formatting and clear braille dots.

The completed test must be returned in the supplied envelope, date stamped on or before 7 October or the 14 October (for weeks one or two). The following materials must be included:

• original test papers

• hard copy braille answers to Parts A and C.

• hard copy print answers to Part B.

• Perky Duck .brf files for Parts A and B must also be submitted unless a manual brailler has been used. These files will be checked to ensure that they have not been opened in braille translation software such as DBT, which would result in automatic failure.

Queries regarding the test papers may be directed to Josie Howse at Josie.howse@det.nsw.edu.au or (02) 9886 7313.

Trans-Tasman Certificate of Proficiency in

Unified English Braille

Sample Test – ANZAC Centenary

Instructions Part A: Print to Braille Transcription

• Candidates are to transcribe three passages into Unified English Braille.

• Transcription must be completed using a manual braille machine (such as a Perkins) or a Perky Duck electronic braille writing software. USE OF BRAILLE TRANSLATION SOFTWARE IS STRICTLY PROHIBITED.

• All responses must be submitted in hard copy braille. Unless produced on a Perkins brailler, the .brf file from Perky Duck must also be supplied.

• Start each passage on a new braille page.

• Print page numbers and braille page numbers should be shown in the braille transcription.

• Candidates are not to divide words at the end of lines unless a hyphen exists in the original copy.

• Check your work carefully for errors.

Marking:

2 marks will be deducted for each occurrence of the following:

• Misused or omitted contractions

• Incorrect use of capitalisation, typeforms or other indicators

• Text omitted or repeated

• Incorrect punctuation

1 mark will be deducted for each occurrence of the following:

• Incorrect formatting, for example headings, paragraphs, pagination

• Noticeable erasures.

Factors that led to the outbreak of World War I

• Nationalism – Put simply, nationalism is a sense of pride in and love of one’s nation. It grows out of an understanding that the people of a nation share a common language, culture and history. Nationalism can unite the people of a nation or region. For example, feelings of nationalism contributed to the unification of many small Germanic kingdoms to form the German Empire in 1871. A sense of nationalism also encouraged cooperation between Germany and Austria–Hungary, because German-language speakers ruled both empires.

Nationalism can also divide people in a region; for example, the French and the Germans – both very nationalistic peoples – were long-time rivals.

• Rivalry over colonies – In the years leading up to World War I, there was fierce competition between powers in Europe to claim and control territories and resources in different parts of the world. This was largely driven by nationalism and imperialism (the process of acquiring and administering colonies for financial and strategic reasons). European powers including Britain, France and Germany had colonised much of the world between the 15th and 19th centuries, and they often competed for control over different parts of Africa, Asia and the Pacific.

• The arms race in Europe – No war can be fought without guns, ammunition and soldiers. In the early 20th century, modern battleships and submarines were also important weapons of war. Despite claims by European powers that they were not preparing for war, most were training armies and building up their stores of ships and weapons. Some historians argue that tension between the European powers was made worse by the build-up of military forces. A more specific and important aspect of the arms race was the decision of the German government to dramatically increase the size of its navy. Britain saw this as a major threat.

• The alliance system – Although the system of alliances was meant to maintain a ‘balance of power’ and help to keep the peace, it backfired. The alliances, in fact, expanded the war and turned a limited, local conflict into a wider European and world war.

• Military plans – Prior to World War I, all major European powers had military plans in place in case war broke out. These plans had strict timetables for what is known as mobilisation (the process of preparing armed forces and resources and getting them in position to fight). These plans put pressure on the politicians and diplomats from all countries during the July Crisis. None of them could afford to let another country get a head start in mobilising. The British historian AJP Taylor referred to this situation as ‘war by timetable’.

Offensives and counter-offensives

Many celebrated people, events and legends in modern Australian history achieved fame during the eight months of fighting at Gallipoli. Some of the most commemorated events of World War I in Australia are the offensives and counter-offensives that took place in Gallipoli. After the ANZAC troops landed in Anzac Cove in May 1915, the Turks launched a major counter-offensive to drive off the invaders. During this action, the now legendary Albert Jacka became the first Australian to receive a Victoria Cross during World War I for single-handedly defending and holding the position of a trench against enemy fi re. The Victoria Cross is the highest Commonwealth military award for acts of bravery in wartime.

In August 1915, the ANZACs launched two famous diversionary attacks. The Australians captured Lone Pine in fighting so fierce that seven Victoria Crosses were awarded to soldiers involved in the attack. At the Nek, a charge by Light Horsemen cost the lives of 234 soldiers on an area the size of three tennis courts.

Despite these offensives and counter-offensives, the situation on Gallipoli was to remain essentially unchanged for the eight months of the campaign. On the battlefield, respect grew between the Turkish soldiers and the ANZAC troops. Each side saw the other as honourable, and agreements were made to hold fire and bury the dead respectfully (see Source 6.33). Both sides had an amnesty to allow a number of dead Turkish soldiers to be buried under the Red Crescent flag of their nation. Over time, the two sides even began trading with each other.

Conditions at Gallipoli

Conditions at Gallipoli were extremely difficult for the ANZACs. As the Turks held the high ground, the ANZACs were always exposed to enemy fi re. Nowhere was safe. They were in constant danger, day and night, from snipers (expert marksmen) or artillery bombardment from the Turkish guns. More Australians and New Zealanders died or were forced into hospital, however, as a result of disease than enemy action. Conditions in the trenches were rough, with variations in weather from extreme heat to cold winds and snow. Food supplies were basic but plentiful, but living in close quarters with poor sanitation and unreliable drinking water encouraged the spread of diseases such as dysentery and gastroenteritis.

Source Study

The Gallipoli landing

Source 6.33

Off at one this morning & about dawn we heard a terrific bombardment … our battalion packed on three or four barges & a destroyer towed us towards the shore as far as she could … then cast us adrift. That position was scarcely safe for bullets were flying all round hitting the boat, but we had only one casualty. Some of us waded neck high to shore … The whole trouble was we had no artillery on land & the warships with their field guns could not reach the enemy’s guns… our losses from their shrapnel was severe … The country is brutal … besides being hilly & broken, the ground is covered with scrub from 4 to 6ft high & you cannot see an enemy if he does not wish it … One other trouble is that the snipers [expert marksmen], seem to be numerous & deadly. One of the consequences of this is that the losses in Officers is out of proportion to the men… Our battalion must have lost close on half its strength. We could not stand many days like this.

An account of the first landing at Anzac Cove from

Acting Sergeant Adrian Wilmot Delamore of the Auckland Infantry Battalion

SOURCE QUESTIONS

1. List the elements mentioned in Source 6.33 that you can identify in Source 6.32.

2. After studying Source 6.32, describe the difficulties you think you would face trying to transport weapons and supplies for the battle at Anzac Cove on 25 April 1915.

3. Use Source 6.33 to list the problems the original ANZACs faced when landing at Anzac Cove.

Anzac caramel slice (Donna Hay)

Makes 20

Ingredients

1 cup (150g) self-raising flour, sifted

½ cup (40g) desiccated coconut

½ cup (90g) brown sugar

220g unsalted butter, melted

1 cup (75g) shredded coconut

1 cup (90g) rolled oats

⅓ cup (115g) golden syrup

1 x 380g can store-bought caramel filling or dulce de leche, softened

Method

1. Preheat oven to 180ºC. Place the flour, desiccated coconut, sugar and 140g butter in a bowl and stir until the mixture resembles coarse breadcrumbs.

2. Using the back of a spoon, press the mixture into the base of a 20cm x 30cm tin lined with non-stick baking paper and bake for 20–25 minutes or until golden.

3. Allow to cool for 10 minutes.

4. Place the shredded coconut, oats, golden syrup, and remaining butter in a bowl and mix to combine.

5. Spread the caramel over the cooled base and spoon over the oat topping.

6. Bake for a further 20–25 minutes or until golden.

7. Allow to cool completely before cutting into squares to serve.



THE PARTING

From Soldiers’ Poems 1914-1918 published by Sergt. C.T. O’Neill

Dear little love, don’t fret,

‘Tis best that I should go,

At the Empire’s call,

To stand or fall

Against this treacherous foe.

You know I shan’t forget,

So, dear little love, don’t fret.

Dear little eyes, don’t weep,

It fills my soul with pain

To see you cry,

For look! the sky

Has a rainbow in the rain;

And death is only sleep,

So, dear little eyes, don’t weep.

Dear little heart, don’t break,

For should the Fates decree

That I no more

See Austral’s shore,

Then truly say to me

I died for England’s sake,

So, dear little heart, don’t break

Trans-Tasman Certificate of Proficiency in

Unified English Braille

Sample Test – ANZAC Centenary

Instructions Part B: Braille to Print Transcription

• Candidates are to transcribe from braille into print a passage of approximately 2-3 braille pages in length.

• The transcription is to be submitted as a hard copy typed passage on a separate sheet. Handwriting is not permitted. The transcription must NOT be written above the braille on the examination sheet.

• Check your work carefully for errors.

Marking:

• 2 marks will be deducted for each error.

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Trans-Tasman Certificate of Proficiency in

Unified English Braille

Sample Test – ANZAC Centenary

Instructions Part C: Proofreading

• Candidates are to indicate any errors found in the supplied braille passage.

• The following information is to be written in braille for each error:

a. the braille page and line number where the error was found

b. the error. It is not necessary to braille any surrounding text.

c. the corrected form of each error.

A gap of two braille spaces is to be left between the error and its corrected form.

Example: #a#b3 acrs  acr

• Answers must be submitted as hard copy braille. Unless produced on a Perkins brailler, the .brf file from Perky Duck must also be supplied.

Marking

2 marks will be deducted for each of the following:

• an error not identified

• a correct braille form is identified as an error

1 mark will be deducted if an error is identified but the corrected form is inaccurate.

Part C

What was the Gallipoli campaign?

The campaign begins

On 1 April 1915, troops of the Australian Imperial Forces (AIF) who were based and training in Egypt had their leave cancelled. Two days later they were moved to the supposedly secret location of Lemnos. Australian and New Zealand soldiers were to land near Gaba Tepe and then capture Hill 971 on Sari Bair. The landing of the Anzacs was timed to be just before dawn. It was expected these two highpoints would be captured on the first day. At 4.30 am on 25 April 1915 the first Anzacs came ashore at Ari Burnu (later renamed Anzac Cove). The 16 000 men in this first wave were faced with steep cliffs and deadly fire from Turkish guns. At the end of the first day they had advanced between 500 and 900 metres inland at a cost of 2000 casualties. Generals Birdwood and Bridges considered evacuating immediately. But General Hamilton refused and ordered the Anzacs to ‘dig yourselves right in and stick it out’. Sources 7.28, 7.29, 7.30 and 7.32 (page 288) are original photographs showing aspects of the Anzac campaign. Source 7.33 A Night on the Hill is an oil painting of the beach at Anzac Cove.

A disastrous campaign

The Gallipoli campaign quickly turned into a stalemate. Attacks and counter-attacks were made on both sides. These usually involved heavy losses. In one attack in May 1915, 1000 Australians and New Zealanders died in one hour. It was not unusual for the Anzacs and the Turks to call ceasefires to let the dead be buried. Anzacs tunnelled and sapped, and periscope rifles were developed to avoid snipers (see source 7.24). Both sides made mortars and crude bombs from jam tins and used shell cases (see source 7.35). The Turks were led by Mustafa Kemal, known as Ataturk, and they outdid the Allied troops throughout the assault. Lord Kitchener, secretary of state for war, inspected Gallipoli in November. A decision was made to evacuate, and troops were withdrawn in December 1915 and January 1916.

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