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Please humor me and send me a scan of the page showing these headings and their entries.
Thanks.
–Joanna
Thank you. That was my interpretation as well, but felt it necessary to get clarification for the others in the office. Have a great day.
Follow print here. Do not insert two spaces and do include Page/Pages as printed. The two spaces are shown and discussed for reference entries that are followed by definitions. The purpose is to clearly indicate where the entry leaves off and the definition begins when there is no other indication such as separating punctuation or capitalization. This can otherwise be a difficult distinction to make, especially in the case of multi-word entries. In the Index, the reader expects to be directed to a page, not a definition, and the print Page/Pages indicates exactly where the entry terminates even in the case of multi-word entries. Also note that the insertion of two spaces is mentioned only in regard to references involving definitions, not indexes.
–Joanna
On your first question about the picture description. The identifier enclosed in TN indicators is used ONLY when there is a caption. The caption is actually in print, so it has no TN indicators. The identifier, Picture, is enclosed in TN indicators because that word is NOT in print and it is placed there by the transcriber to inform the reader what type of illustration the caption refers to. Look at the example 6-3 that follows 6.3.1. Pretend that the picture there did NOT have a caption. Notice that the entire description is enclosed in TN indicators without an identifier. If you want to identify what you are describer, include the identifier in the description.
TNPicture shows girl holding a red balloon.TN
Look carefully at the surrounding text. If there is relevant material in the text, use it to determine the description. If the text mentions something like, The picture tells the whole story about the girl, you can simply describe the picture TNThe girl is holding a red balloon.TN If text does not provide a description or part of a description, then you describe it more completely. Use judgment.
For your second question, the M is not a single letter all by itself. It is part of a sentence and the reason it gets a letter sign is so that it won’t be read as “More.” Pretend the M is the first word of the sentence, which is really what it is here.
Double italics letter sign cap M is for close italics music.
[simbraille]..;’m is = .music4[/simbraille]
–Joanna
A page change indicator on line 23 would leave the cell-5 heading on line 25 because line 24 would have to be blank. Start the new print page on the NEXT BRAILLE PAGE, just as you mentioned. Leave those two lines blank on the preceding page. Happens all the time. Now you are on line 1 of a new braille page that also happens to be a new print page. There is no running head. See Formats 4.3.1. ANY heading can be on line 1 if there is no running head. Since the new print page falls on a new braille page, there is no page change indicator anyway. Your cell-5 heading is on line 1 and you’re all set. Braille on.
–Joanna
List the last print page that has braille on it. If your print ends at a164, list that–a164 as your final print page on the title page for that volume.
–Joanna
Any time there is an emphasized letter or group of letters within a word, it becomes harder to read in braille. Just using italics inserts the italic symbol and the termination sign, interrupting the word in two places. Adding more emphasis makes that word impossible to read.
I suggest using italics once and a transcriber’s note to describe the rest of the situation.
The text states that a consonant follows a stressed vowel. The text itself differentiates the two sets of letters in this way.
Before those words, and AFTER the introduction sentence, We never double …, place a transcriber’s note that says the stressed vowel is printed in blue and the consonant that follows is printed in bold. Then, braille the word list using italics followed by the termination sign for the blue vowels. Ignore the bold in braille. The TN describes it. It is not necessary say in the TN that the stressed vowel is in italics in braille. The reader is reading the braille and will see the italics. Also, the print text has explained that there are stressed vowels.
In this way you have explained the situation to the reader and explained the two sets of letter and interrupted the actual words as little as possible. You have also followed the guidelines that says to use only italics for emphasized letters.
–Joanna
There’s a little typo–it’s actually 4.1.1 that refers to consistency. And if it might provide any further support to you and your student, this is interpreted to refer to consistency of structure, in context with the rest of that guideline. This means that once you have figured out the book, centered headings, cell-5 headings and so forth will be designated in braille in a consistent manner. It does not particularly refer to balancing centered headings. As you rightly suggest, that old rule about the chapter number on a line by itself is gone, gone, gone!
I’m very glad to have been of any help.
–Joanna
We have an additional question relating “Balanced” headings.
The current Braille format Guidelines no longer states to place the chapter/lesson number/letter on a braille line by itself when any of these headings is too long to fit on a single Braille line.
§ 4.4.1 States: “It is important to be consistent in the treatment of similar print headings throughout the entire transcription.”
§ 4.4.3 States: “Headings should be balanced and divided at a logical location when longer than one line.”
§ 4.4.3 appears to give the transcriber the authorization to make this structuring decision for balanced purposes. This is confirmed by the answer given in this thread back in 2012
We believe segregating the chapter/lesson number to its own line is no longer necessary and can now be included with the balanced heading should the transcriber decide it so. , i.e., sample #2 found in the attached document. Is this correct?My understanding is that an errata list has been compiled but not yet published. I suggest that you inquire at the BANA website (www.brailleauthority.org)for further information. Navigate to Contact Us to the contact information for the BANA chair.
–Joanna
As you have implied, this is a literary EBAE question, so I would post this at the literary braille forum. I think that what you have cited here is the statement from Formats that shows how this basic braille EBAE formulation is applied in a specific format, namely, headings. Formats is going to address formatting, after all. My understanding is that ANY letter/number combination such as this, uses the period and the decimal is used only between numbers. I don’t think it matters whether it is a heading or not. But you might inquire over at Literary Braille because that is the jurisdiction of this question.
–Joanna
Thanks, Joanna.
I forgot to ask about numbered/lettered directions. I was unsure if 10.3.3 applied to all numbered/lettered directions. Based on your response, it appears that the runover for numbered/lettered directions will be determined by the furthest level of indention for the subitems. Is that right?
Also, can you explain why the bulleted items in the last exercise are treated as subitems and not additional paragraphs for the directions? What would be an example of “additional paragraphs”?
Best,
RebeccaThere are certainly several different print layouts used here and so there will have to be some different braille formatting for each of there. I don’t see any way that the braille formatting can be the same for all of them.
I’ve seen a similar layout in standardized tests.
I would have the paragraph number by itself in 1-5 (Of course it’s too short for a runover, but that’s what the runover would be if one were needed.)
Blank line and then the displayed paragraph, which is 7-5 for this indented paragraph. (Displayed material in exercises in cell 5.)
See Formats 9.4.1 for the attribution, which is 5 cells to the right of the previous line. Be brave and block that in cell 10.
Answer choices follow in 3-5 after a blank line.
Next is B and C and the general and specific ideas. These are elaborate answer choices and answer choices are listed vertically. It’s especially important for the braille reader to be able to easily distinuguish and word PAIRS from single words. This is easily done visually, but in braille, not so much. I think that is what you were asking about. Vertical listing should address the spacing of words and word pairs.
B. The following items are made up of …. MAIN ENTRY 1-9
11. 3-9 by itself. These numbered items have have two levels (specific and general) in the same item, so each level must be broken out.
Specific ideas: 5-9
beef 7-9
veal 7-9
pork 7-9
General ideas: 5-9
Printed blank lines are omitted.Note what happens with the word pairs in C.
C. For each, 1-9
16. 3-9
General ideas: 5-9
allergy symptoms 7-9
Specific ideas: 5-9
runny nose: 7-9Omit all those print lines to write on. They are not in the middle of a sentence and the text tells the reader what to do and how many answers to give.
This will be relatively painless because most of these are not long enough to have an actual runover except in the first paragraph, but remember that braille readers find the runover position helpful in determining what to expect in the text that follows. It tells them exactly how many levels to anticipate. And the progressive indention and vertical listing provides additional clarity.
That last B. Just maintain the nexted list format.
B. in each pair, one idea 1-9
• Cirle the idea … and DON’T FORGET THE BULLET. 3-9
• Then write one more … 3-9
5-6. 5-9 by itself
light bulb 7-9
lamp 7-9–Joanna
Thanks for attachment. I misread your question and thought you meant per mile. Sorry!
This is a math symbol. If you are not doing this as a general textbook, see Formats 1.3.4 about short examples of math or chemistry notation. Use the beginning and end Nemeth symbols.
Post this question over at Math on Expert and ask them for the exact braille used for this symbol.
–Joanna
