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See 6.4 on Omitted Illustrations. If you were going to omit captions that repeat information in the text, I think you would have a TN that says so. TN Captions that repeat text are omitted. But I don’t think you can just omit anything like that without notice. Used to be, but not any more. And consider that including such captions is a way of letting the reader know that there is picture. Part of what the transcriber does is inform the reader about what’s on the page. Words alone aren’t enough. That’s all Formats is, informing the reader about the page. If just the words were enough, we wouldn’t need Formats. We could just do the words. That is actually the way it used to be.
–Joanna
Thanks for the kind words. The only wisdom I have at the moment is to note that I see this same question posted a minute before this one. I’m responding to this one and I will delete the earlier one. I had seen no previous messages about this.
Source citations and attributes are both covered IN Displayed Materials and there is no mention of anything other than a 7-5 margin for source citations. But note that what comes after displayed material is usually an ATTRIBUTION and those are blocked in the fifth cell to the right of the preceding line. It is source citations that are in 7-5. Determine whether you have an attribution or a source citation. See 9.4 and 9.5.
–Joanna
I have no information about an update regarding this issue, so it is best to treat the current situation as permanent unless and until some kind of update eventually addresses it. In the meantime, I suggest a consistent approach. If you have other special symbols AND CBC symbols, I would capitalize all the special symbols as given in 2.5.2.d. If you have ONLY CBC symbols you can leave them as lower case shown in the special update. However, I do not think it would be incorrect to capitalize them anyway because the general guidelines calls for it. Your choice. Be consistent.
–Joanna
Thank you! That’s what I meant. I thought the boxes and arrows were on the actual print page and now I see you added that to explain the meaning of the bullets.
Even though these look like bullets, the text identifies them as dots, and that should usage should be followed in braille. I would think of these as icons which the transcriber creates with a shape indicator, rather than bullets. You might want to label these yd for yellow dot, etc. Place them as in print, preceding the entry followed by a space. List the icons in special symbols. Transcribe the boxed material at the top of the page, right after main heading, so the reader will have that information. If the box is repeated on every print page, I would NOT repeat it in braille, unless the information in that box changes, which is unlikely.
Do not use the dots in guide words. Transcribe guide words as if the dots weren’t there at all.
–Joanna
Body matter starts with print page 3 and if that’s the first print page number you see on the first page of body matter, show that in braille as 1-3 and list it from page 1 on the title page. Pages 1 and 2 are the implied page numbers. Contents is front matter, not body matter, and unless those print page numbers are 1 and 2, which would be unusual, those pages have nothing to do with this.
–Joanna
I am not clear about what you are asking about. Are you asking about ths actual glossary? Does the actual glossary include these colored bullets? Or are you asking about how to do this particular page with the boxes and the arrows? Or did you add the boxes with the arrows? Or are you asking about just colored bullets? How would I tell that?
What is the question here? Please let us know and I’ll try to help.
–Joanna
I agree with you. Treat each word independently. If it has only one stress mark, that is primary. Disregard what stress marks in other words may look like. When you have a word with the two stress marks, it is clear that one of them is primary and the other secondary.
–Joanna
I have to stand by my original suggestions.
See 12.3.1 and note extactly what it says about pointing devices with sidebars. It also covers placement. I think you will see that what I said reflects that. You might want to consider the purpose of that pointing device in print and how it serves the print reader. The arrow had not meaning to the braille reader. It is the PLACEMENT that has meaning and the arrow is used by the transcriber to determine placement.As for inserting a box inside a box, I also stand by what I said. The sighted reader can see whether one box is actually inside another in print. The braille reader cannot. I strongly disagree with informing the braille reader that a box is printed inside another box when in fact it is not actually printed that way.
–Joanna
Could you please answer my first question regarding how to handle notes with lines, arrows, and pointing devices in the new code? Do we just ignore them now?
Since you agree that the pointing device used shows a relationship to the highlighted text, don’t they have to aways follow each other to reflect what the print is showing?
Your format doesn’t make any reference to the fact that there is a pointing device in print, is this just ignored in the new code? Rule 12.3.1.a shows how to use a pointing device to identify where to place the side bar but nowhere in the code does it explain how to braille the arrow in the realted example.Finally, I suggested embedding the blue box inside of the highlighted text box, because if you apply the rules as written, the blue box with the pointing device is either a sidebar to the sidebar with the highlighted text or a note to the sidebar with the highlighted text. Since rule 12.3.1 says that a sidebar is placed with its related text, and the blank lines between the series of side bars in your solution would make this relationship unclear, I am wondering if a TN is needed to clarify the format you are suggesting? Neither of these situations (note or sidebar to a sidebar) are covered in the code, but it seems like there should be a section for notes or sidebars to sidebars as I have seen this format before.
See Section 5 Font Attributes. This has changed a great deal from the old 1997 Braille Formats. In general, follow print for the different types of of attributes. Keep bold for bold and underlining for underlined text. See in particular 5.3 on situations in which font attributes can be ignored and 5.9 for situations in which font attributes can be changed or substituted. This material is used to help the transcriber makes decisions about font attributes.
–Joanna
That is the correct use of the underline indicator. The indicator comes before the first (or only) underlined word and is followed by a space. After the last (or only) underlined word is a spaced termination sign.
–Joanna
I have a nutrition book with little inspirational quotes in the margin that really don’t relate to anything specific in the text. For example:
Feeling gratitude and not expressing it is like wrapping a present and not giving it. –William Arthur Ward
In the past I would have used the marginal note indicator and brailled it in cells 7/5, attribution in cell 9. with no blank lines before or after. Would this now be considered a sidebar? If so, I assume I would put a blank line before and after, braille it in cells 1/1 and attribution in cell 5.
Is the marginal note indicator now defunct?
