claurent
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After polling the committee, here is a suggestion: Make Conditional Mood (and other items like that) paragraph headings...use some kind of typeform indicator to make the "heading" stand out (since there is bold within the displayed phrases, use something different - I can't tell if they are colored in print but a transcriber-defined typeform would work). If you choose to do blocked paragraphs, a blank line would be required preceding it - since the entry word is a cell 5 heading, this would still be "under" the entry...and it leaves less confusion between that and the displayed material.
Hope this helps! I'd love a .pdf of this page to use for possible workshops in the future - this is certainly a challenge! Let me know how you decide to precede.
Cindi
The main entry words (such as MOOD) are cell 5 headings (as you said).
The definitions are 1-1 or 3-1 (as you said - just pick one and be consistent [I would do 1-1 but either is fine]).
The examples are displayed sentences...so blank line before/after and margins of 3-5 (see the rules for displayed sentences when there are more than 1).
When you get to the GENDER entry where there are "headings" my suggestion would be cell 7 headings for Masculine and Feminine with each example then starting in 3 with runovers in cell 5 (again using the displayed sentences rule in 9.2.2e).
Cindi
I think the color is unnecessary - it is either an entire entry or is separated from the rest of the text by some type of punctuation. so what you did seems good. Following that same reasoning, I would not keep the bold on Math Reasoning (as you did not keep the bold on Social Studies Connection).
The other thing I noticed was the dash before the first entry - STARTING THE UNIT. I believe that is just a stylized print line and would not consider that a dash.
It looks like you are considering the text at the bottom of the page a reference note. If you only keep the bold o the word Algebra within the text, it would follow the rules in Section of BF - and a TN is required stating that bold words have a reference at the end of the page.
I'm glad you find Ask An Expert to be a benefit! Thanks for posting.
Cindi
See page 44 of the Rules of UEB (section 4.2.1) where there is an example of this (about halfway down the page) - a transcriber-defined modifier is used.
Cindi
Question:
Subject: BF 2.10.2g (print identifier in TOC - chapter, lesson, etc.) and BF Sample 2-12
In BF Sample 2-12 the word CHAPTER is placed in cell 1 at the beginning of the TOC according to
BF 2.10.2g. If you were to braille the entire sample, would 2.10.2g also apply to the word APPENDIX
before the back matter entries? Would you place APPENDIX in cell 1 by itself and omit it before
individual entries, or would you retain APPENDIX before individual entries?Answer:
The same rule could be applied to Appendix. Pull it out and put it above the Appendix entries. If you don't, then the Chapter entry may appear to also apply to the Appendix entries.
Cindi
This is not specifically addressed in Braille Formats. Some would say that "if it is in print, it should be in braille". If you feel strongly that information should be included, I would suggest putting a TN on the first page saying Number Corner Check up [TN] 5 total pages [TN]. Or if there is actually a heading on EACH of the 5 pages that this information could be placed with, just include it. If the headings don't repeat on pages 2-5 and the only that that repeats is the page 2 of 5 stuff, I would not interrupt the text to include that. But since there are no rules, my main suggestion is "choose a format and then be consistent".
Cindi
I have never done this! I've always been told that folding is a no-no 🙂
My suggestion would be to print out a page of full cells and measure for what you need.
Cindi
According to Braille Formats 14.3.1, Scene numbers are treated as Centered headings. That would mean that Acts would also have to be centered headings.
Cindi
BF does not directly address this (it is in the plan to do so at some point).
General consensus is that "The End" goes at the end of the print book material not at the end of the last volume of braille supplied. So in your case, "The End" would go at the end of Supplement 2.
I do know of agencies that do this differently and place "The End" at the last volume of braille supplied to the reader - so if the front and back matter are done first, "The End" would go at the end of the last "regular" volume...but again, BF doesn't address it.
Cindi
I like the second option better. You could also make it part of the sentence... put the words "make a drawing to show" on the same line as the 4 in the division problem (blank lines would, of course be required before and after this part of the sentence). You could, I think continue on the same like with at least part of the next sentence. In essence, you put the spatial thing right within a line of braille.
Sorry for the delay in answering - I was asking others' opinions.
Cindi
I guess I should also say - either way you need to remember that both codes have rules about representing a problem like this (which is that it is presented horizontally) - if you change those rules, you change the way the student will "normally" see problems like this. If the lesson is about long division, surely there will be other problems that actually show the "long division" version of problems - and showing how to solve them ...without seeing the whole page - or at least more - it's hard to answer this.
Cindi
