claurent
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There is no rule about this.
I asked a couple people and everyone agreed that they would not include the imprint information.
Cindi
You do not need a grade 1 indicator if the letter is not standing alone. So you DO need one on print page v, but not on print page av.
Cindi
You should use the modifiers in Section 4 of UEB for diacritic markings...and the UEB symbols for the eng and schwa shown in 4.4. IPA symbols are only used when other IPA marking are shown (see section 14 of UEB)...not for 'regular' diacritics.
UEB states that contractions may be used in syllabized words or words with pronunciations (diacritics). Formats states that only those items used in spelling lists or in spelling activities would be uncontracted.
Cindi
I'm not sure I am seeing this correctly...but I'm think you have a total of 30 tosses (with their sums) in three columns across the print page. There is no specific rule that says you should keep three columns (or do them in 1), but I would transcribe them in one column so that the relationship between the tosses can be seen more easily by a braille reader. But that is just my opinion.
Cindi
No, you do not need to place this indicator line on the first preliminary page. You are correct in your statement that it is inherently assumed to be the first page.
Cindi
Technically, yes, you CAN use the numeric passage indicator in this situation. But it is NOT required. I agree with you and would not use it here. My understanding of this symbol is that is a tool to be used in situations where using it solves some type of problem...keeps a list of numbers all on one page, keeps the columns aligned as they are in print, etc.
Cindi
According to 10.6.2, the beginning of a word is defined as the letters-sequence which follows a psace, hyphen or dash and which may be preceded by the punctuation and indicator symbols listed in 2.6.2 (which is the standing alone rule). The parentheses are listed in 2.6.2, so you CAN use the shortform for little in this instance.
Cindi
No, you do not need to keep the full caps in these instances. It is a print affectation and not a true paragraph heading. This issue came up when the committee was working on the 2016 Braille Formats update and we considered keeping it...but in the end it adds nothing to the text.
Cindi
We use Juliet embossers mostly where I work. We are a smaller organization so we don't have one of the monster machines. The Juliets are fairly affordable (in the scheme of embossers) and we've found them to be pretty dependable. They do interpoint and single-sided braille (be sure to look for that when buying) and they are pretty fast (depending on which model you buy). You also might want to get a sound enclosure as these machines are pretty loud 🙂
Cindi
OK - this might be more than you asked for...but here is what I would do (and I consulted with another member of my committee). And some of this may not work due to text on other print pages.
I attached my suggestion for the Table of Contents. Unit headings should be centered, but chapter headings start at the margin. See what you think.
For page 135, I would not keep both the yellow highlighting and the bold...a TN on the TN could explain that words in yellow highlighting are also bold in print. Keeping both is NOT against the rules though...so whatever you choose to do is ok.
I would say that ANALYZING... and PLESSY are two separate headings. I would do the ANALYZING as a centered heading, the PLESSY as a cell 5 heading and Background... and How the ... as cell 7 headings. But again, there are multiple ways to do that where you would still be following the rules.
In the box at the bottom right with numbered items...I would suggest that you not use italics for the paragraph headings because of the other italics and bold on this page. Keep both italics and bold to distinguish these items from the other bold and italics items.
Page xxii, I agree with your comments.
Page xxi - the bold is not necessary. But some of the braille programs will keep the bold and you need to decide if it is worth taking it out.
Let me know if you have any other questions! This book seems like it has a lot of interesting situations.
Cindi
Let me ask you a couple of questions with some comments 🙂 :
- Are you doing all of the blue text on the contents page on a line by themselves (Place and Time, Biography, etc)? If so, then the blue isn't necessary because the margins distinguish them from what follows. If not, then are you keeping the blue for that text? If yes, then keep it for all blue text (except headings).
- On print page 135, the text box pointing at ANALYZING SUPREME COURT CASES says "double cap followed by italics double cap". Does that mean you are combining the ANALYZING ... with the court case name "Plessy vs ..."? Or what are you italicizing there? If you are combining the two items on page 135, you should combine them (rather than making them separate entries) on the toc page.
Lots of emphasis here! It would make a good workshop example 🙂
Cindi
There are a couple of ways you could deal with the larger sections...they could be treated as displayed material (with blank lines before and after and adjusted margins), you could use emphasis ...or do them as lists (with blank lines before and after and 1-3 margins) as they are a type of dialogue. If you are pretty far into the book and have been doing boxes, I'm not sure you need to change them. I would probably not use boxes, but that doesn't mean you can't :).
Cindi
Is there other bold in the volume? Could you just use the bold indicators (and, if you feel it necessary, do a tn on the tn page explaining to the reader that bold material is text dialogue).
On the page you sent, it looks like using bold would work...but it will depend on what is in the rest of the book 🙂
Cindi
