claurent
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I'm so sorry for the late response on this - it was inadvertantly posted somewhere else and Chris moved it - and I lost sight of the fact that it was here (it really belongs in the UEB literary forum). If you follow the letter of the law, lists are to be capitalized and emphasized as you put in your example (put an open indicator at the front of each item and close once at the end). There has been some debate on whether bullets and/or itemized numbers/letters might change that (are they PART OF the list or SEPARATE from it?) I find it especially difficult when you come across a situation just like what you have here...where it actually saves braille cells to treat each item as a separate item. I can tell you that the BANA Formats committee is suggesting some wording that would clarify this to some degree (an errata is being worked on - and still needs to go through an approval process so it will be some time until it's out). In the meantime, you can indeed use the idea that saving cells is the reason for treating these as separate items. But be consistent for all such lists within your text.
Cindi
Maybe if they are using them someone there could provide you with a draft? I've seen them, but it was a couple years ago and I don't know what has changed since then.
Cindi
There is not a version that is available yet. The BANA board is meeting this week. I do believe that the document is with the BANA Publications committee and we should see it published soon (ish).
Cindi
Because it is for an early learner, I would use italics (the words are actually italicized) and then put a TN on the TN page that when a blank is filled in with an answer, italics are used and the blank is omitted. Another option is to insert the blank and then put the answer in parentheses following the blank (be sure to keep at least one word of the answer on the same braille line as the blank). This would also require a TN. It would, however, be a better reminder for the reader of where the blank actually is.
Cindi
Hey Betsy! Hope you and yours are well.
You have a couple of options here. You could do them as two separate "books". Put the original text in one volume and the modern text in another. I'm assuming the point of this text is to compare the two...so that option may not be the best for the reader. You could put a TN on the TN page that says that the original text is on odd numbered print pages followed by the modern text on the next even page. I do see the reason why you would use combined print page numbers - except for the fact that there would then be no indicator to show when the modern text starts (which is why I suggested the 2nd option above - you'd have the page change indicator to offset the two versions). Do the notes apply only to one of the versions? That would be another reason to use the "correct" print page numbers. There is, of course, no rule for this situation so you should just pick a way and then explain to the reader what you've done.
Take Care
Cindi
Transcribing ordinal numbers is a UEB code issue - not a formats issue. Because the numeric indicator sets grade 1 mode, no contractions can be used in ordinal endings (1st, 4th). See UEB 6.5.3 If an ordinal ending is in the superscript position in print, this can be ignored in braille (no superscript required).
Cindi
You should list them as T1-5, p1-3 and 1-140. The back sides of t5 and p3 should be completely blank (no page numbers).
Cindi
There are no specific rules in Braille Formats that addresses this. General practice is that "GO ON" is not included while "STOP..." is. The STOP information should begin in cell 1.
Cindi
This should be done as a tactile drawing. In my opinion, there is no other way to make clear how the terms relate.
Cindi
This question is better suited to the UEB literary forum - I've asked that "expert" to answer it and they will do so as quickly as possible - stay tuned!
Cindi
When something ends on line 24 or 25 of a braille page that requires a blank line following it, that blank line should be at the top of the next braille page. If there is a running head, that means on line 3, if no running head, line 2. I know that BF is a bit unclear regarding this point - a clarification is being written (subject to BANA approval) in a errata that is currently being worked on.
Cindi
If you feel that the information under the paragraph headings is not a sub entry of the cell 5 heading, you can make them cell 5 headings. The only way to ensure that the reader understands that more than one paragraph applies to that "paragraph heading" is to make it a heading. Personally, I might make the WE CREATED IT... heading a centered heading and the paragraph headings cell 5 - but without seeing more of the book, that's a decision for you to make. Making the paragraph headings a heading also requires a blank line before it - which automatically separates the material from "regular text".
That being said, there is no hard and fast rule about this and you, as the transcriber, need to format it in a way that makes the reader understand the content as presented.
I still would contend that this is not listed material as it is obviously indented paragraphs.
Cindi
Based solely on these few pages: I would make the paragraph headings cell 7 headings - that would make it clear that they apply to more than one paragraph. I would not treat the paragraphs as lists, but as 3-1 paragraphs...actually I don't see any lists here. Just "grouped" paragraphs. The cell 5 heading is the start of a new "section" and placing it in cell 5 works well...and allows you to continue with cell 7 headings for the next set of "grouped" paragraphs.
Cindi
