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3/28/2011 1:48:37 PM
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underlining: multiple situations
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I am sorry for the delayed response. Bad news good news. The bad news is that there is no quick solution or rule to point to. The good news is that you get to use your judgment.
It seems to be that the situation on these pages, and throughout the book, I'm sure, is there there are different kinds of print emphasis used for different reasons. The section of this book that comprises this volume has to be looked at and the REASON for each type of emphasis has to be determined as much as you can figure it out. That means you have to figure out whether it is necessary to make a distinction in braille from one typeface to another. See page 44 in Rule 3 in Braille Formats and distinguishing between regular typeface and two or more special typefaces. The usual procedure is to use braille italics and boldface for the typeface and then various symbols of enclosure (parentheses, brackets, angle brackets, etc.) not used in adjacent print. You might have to do this with each print page or even each exercise. The TN might says that in the following exercise, underlined words are in italics, blue type is in boldface and boldface blue type is in parentheses. It helps to read the print descriptions or directions to determine what the reader is expcected to know about the print appearance. But you are the one who has to figure out the book and it might mean figuring out each print page. Use TN's to tell the reader WHAT you are doing and WHERE you are doing it. It is quite possible that you do not need to indicate each type of emphasis. It depends on the meaning of the text. Please also see Page 45 in Formats about colors of type.
Knowing when to use these is determined by your analysis of the meaning of the print and your best judgment.
--Joanna
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3/29/2011 5:31:51 AM
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Notes Notes and more Notes
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I am so sorry for this delayed response. Thank you for your patience.
Obviously, there isn't just a rule to point to on these--but the upside is you get to use your own common sense and good judgment.
Print page 11 In the spirit of keeping things simple, let's try to keep this simple. I like rule 12 part 5b for this one--and I would treat title, photo, caption as a little commentary or even as a label. These seems to me to be explanations of this text and the rule allows flexibility here. You put the bri before "title" in 7-5 and you can place this either before or after Hitiching a Ride--that's where your judgment comes in. Same with the others. That also works with Introduction. And with all of these, when you get out of 7-5 and back to the indention of the regular text, this signals the reader that the marginal part has ended. Read this section of Rule 12. I think you'll find it helpful.
As for PReview and Set a Purpose--just because it LOOKS like a marginal note, doesn't mean that it actually IS one. It would probably work to treat these a boxed material associated with the other stuff on this page and as with all boxed material, you place it appropriately in the braille. Judgment!
Page 59--Commentary again! Read that part of the rule cited above and also in the "Organized List" post. That note refers to all the underlined words and not just a specific one of them. Treat as commentary.
Page 35--Back to labels. Art and title are labels to this text. Try the same rule section cited above.
Hope this helps and thanks for waiting.
--Joanna
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3/29/2011 6:31:35 PM
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Highlighted Text
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I see that you need to specifically identify yellow highlighted words as vocabulary words, but you can't use the color indicator to do that. The color indicator is NOT used for single words or groups of words. The color indicator is used ONLY for entire paragraphs and refers only to TYPEFACE, not the color of the BOX enclosing the word. See Rule 3, Section 2b(2) and 2c. Rule 3 section 3 covers circled words and words in colored boxes and it refers us back to Section 2b(1) for colored boxes and THAT says that words and groups of words in colored boxes are shown ONLY by symbols of enclosure not used in the adjacent text, NOT color indicators.
The problem here is designating a braille indicator for yellow highlighted vocabulary words. Do you have an emphasis indicator not used for anything else in this text? You can even use the italics sign if there is no other italics. You can use the boldface indicator if that is available. Notification is given on the TN page that yellow highlighted vocabulary words are shown with the boldface indicator in braille.
If braille emphasis indicators are not available, see Rule 6 Section 2 for enclosure symbols. Again, write a TN for the TN page that states which symbols are used for the yellow highlighted vocabulary words.
--Joanna
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3/29/2011 6:39:04 PM
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Superscript Copyright symbol
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I understand. IGNORE the superscript position of the copyright symbol. As the rules for the copyright symbols are given in the 2007 Update, there is no provision for superscript. IGNORE IT!!!! as explained.
I understand that the site does not allow you to show the superscript poisition in print, which I realized while I was writing my first replay. But you have explained very well that the copyright symbol is printed in the superscript position in your print situation. Agagin, IGNORE IT! There is no provision for it in copyright symbol rules.
You have referred to other rules that do exist for other text, such as numbers or letter in superscript, and in those situation those rules should be followed. But rules about number position do NOT apply to the position of other symbols that are not numbers. The copyright symbol is not a number.
--Joanna
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3/29/2011 6:55:03 PM
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Armenian, Chinese, Farsi, Khmer, Korean, Tagalog,
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The Interim Manual for Foreign Language Braille Transcribing is based on BANA rules and of course BANA is the Braille Authorith of NORTH AMERICA and does not directly cover these other languages. The intent has always been to provide English speakers the ability to access foreign language instruction materials that are typically used in the educational setting.
However, there may be some strategies to suggest, based upon the coverage and the rules we do have. What is the nature of the document? Why are so many languages in it? Is this actually a translation of a small English document into all there other languages? Unfortunately, there may not be BANA coverage for languages using non-Latin alphabets, like Korean and Chinese. Can you send some represenative pages?
--Joanna
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3/30/2011 5:37:26 PM
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Notes Notes and more Notes
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I am so glad you found this helpful. Infinite wisdom? I wish!:cool:
--Joanna
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3/31/2011 1:14:01 AM
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Sttrophe and antistrophe
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Thank you very much for including the print page and the additional information you found in the textbook. It is very often true that the textbook itself has internal information that solves formatting problems. That is exactly the case here.I would treat strope and antistrophe as directions in the same manner as Exit Creon and Exit Sentry, appearing on that same print page. The feature here is that the print has instructed the readers as to WHAT KIND of directions these are--directions for the Chorus in this case, just as the others are directions for the Creon and the Sentry. I also feel this is reinforced by the print appearance of Strope and Antistrophe.
--Joanna
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4/7/2011 1:48:51 PM
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Boxes
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Yes. I would take the text on line 25 to the next braille page, follow it with the adjoining box line and carry on with the next box.
--Joanna
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4/8/2011 2:29:09 PM
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First Grade
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I wish I had helpful information. Without Promising Practices, all we have are the directives given in Formats regarding kindgergarten and first grade, given in Rule 1 section 2b. There is no mention of emphasis indicators, so the use of the boldface indicator would follow the rules for print emphasis given in Rule 3. Is there both italics and boldface in the print? Is is necessary to differentiate? Please check in Rule 3 to determine if boldface must be used. Rule 1 section 2b(6) also says that transcriber's notes are not used in braille and a print page of all explanations and special symbols and formats used in the braille edition should be bound with each volume to assist the classroom teacher.
--Joanna
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4/8/2011 2:37:31 PM
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Table Lines for Table Material on full brl. page?
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Please send a scan of the print page. If there is other material on the print page, I am guessing that opening and closing table lines would be needed to differentiate it from the other material on that print page. It doesn't particularly matter whether the table takes the whole braille page. The idea is to inform the braille reader what is happening on the PRINT page.
I can give a more precise suggestion if I can see the print.
--Joanna
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4/19/2011 6:08:37 PM
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First Grade
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I certainly the concern. Promising Practices was a provisional solution to the known shortcomings of the Formats rules for young readers. The BANA technical committee is reassessing the entire document as it continues to work on formulating permanent rules and guidelines for early literacy.
--Joanna
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4/19/2011 6:50:05 PM
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Latin braille
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Obtain the NBA Interim Manual for Foreign Language Braille Transcribing by contacting the NBA office. This manual has the dot assignments for many foreign languages, including Latin, and it also has the formatting rules for foreign languages, such as use and non-use of contracted braille and so forth.
--Joanna
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4/20/2011 7:09:21 PM
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Nutritional Label
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The label itself is brailled as an indented list with a TN to explain. The marginal notes are brailled either as keyed marginal notes or as commentary (one of the final sections in Marginal Notes rule.) I am away from home until tomorrow and I don't have my Formats book with me. I'll be home tomorrow and then I can give you a specific rule reference and a couple of specific suggestions for this.
--Joanna
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4/21/2011 1:28:01 AM
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Nutritional Label
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Lynnette Taylor has sent a solution in .abt format. If this doesn't work for you, please let me know and I'll send a .brf.
Notice that a TN explains how the print is being brailled. A key technique is used, which corresponds mostly closely to the print and table format also presents a close braille equivalent to the print arrangement.
--Joanna
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4/22/2011 9:08:55 PM
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page numbering for a page of footnotes
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Thank you for sending those print pages. They are very helpful. I did have a tentative suggestion to offer that I was going to discuss with Lynnettee Taylor first, but then I noticed something in this print I hadn't noticed before. Page 29 has numbered references notes 10-16, all of which are printed on the next print page 30. But I noticed on Page 29 that numbered references 1 and 2 are printed at the bottom of that page. Where is the text that reference 1 and 2 refer to? And where is text that refers to notes #3-9 and where are THOSE notes actually printed? What page numbers? I am wondering if this situation of references appearing on pages that follow the text occurs in other places in this book.
So if you wouldn't mind providing that information if you can, I can try to help with this entire situation.
--Joanna
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4/23/2011 12:39:10 AM
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Notes
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Braille Formats Rule 12 section 3b applies here. These are the general provisions for note placement. The note must be placed on the braille line immediately following the line on which the reference appears. The line of text is completed and the note is placed on that next line, whether it comes in the middle of a sentence or not. The note is in 7-5. It's all explained quite well in the rule.
--Joanna
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4/24/2011 1:24:35 AM
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page numbering for a page of footnotes
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The additional pages you sent are also very helpful. It is now clear to me that the situation with notes here is covered by Rule 12 Section 4a and b. Note sections. Briefly, you braille the text and show the numbered reference indicator as in print, but you do not braille the actual reference at that time. Just continue with the text. You get to the last page of the chapter, let's say page 29. Finish the text on that page.
A note section must begin on a new braille page. Start a new braille page and the print page number is a29 or whatever the continuation letter is. Braille the notes according to the provisions in this rule. There is a TN required and a specific way of presenting the reference information. When the page turns for the rest of the notes, show a page turn to 30 as usual. This is all laid out on Page 128 in the Formats book.
As for the Biblical references, the textbook rules differ from those in EBAE. See Rule 1 section 15c in Formats. It says all references to legal, scholarly, and religious materials essentially follow print. Again, this is specifically explained in this rule.
Formats rules are designed for easy and consistent navigation and they help readers in all settings, not just educational.
Hope this helps.
--Joanna
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4/26/2011 7:08:48 PM
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A country name in Africa
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The point here is that this is not a foreign language issue at all. The name of a country is not a foreign word. See Formats Rule 1 section 6a(1). Foreign proper names used in an English context are considered to be anglicized. And with all proper names, contraction usage is a matter of judgment. In consultation with Saralyn, we agreed that the BE contraction would be used, based on the pronunciation of similar words and proper nouns.
Hope this helps.
--Joanna
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4/27/2011 9:35:55 PM
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Centered Unit Headings
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In tables of contents, a centered heading is preceded by a blank line but NOT followed by a blank line. If there is a group of centered headings, only the first one is preceded by a blank line and each centered heading follows on the next line with no blank. In this case, after the chapter in cell 1, you would have a blank line to precede the next centered heading.
--Joanna
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5/2/2011 4:12:08 AM
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Question on copy/paste iinto transcription sofware
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Sounds like there are several issues in the Word files you are getting. As for the extra hard returns that make the extra paragraphs, first locate each true paragraph. If you are familiar with the Find and Replace function in Word, do the following.
Highlight a true paragraph. In Replace, set it to Find each paragraph mark in that paragraph and in Replace, just enter a space. Make sure a real paragraph only is highlighted and then tell it to Replace All.
Do this with each real paragraph and this will save the tedium of replacing each unwanted hard return one at a time.
Hope this helps.
--Joanna
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