Dan Gergen
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Hello and thank you for your question which was discussed with members of the UEB Literary Committee. We hope our reply is helpful.
You are correct, grouping indicator symbols as defined in UEB §3.4.1 are not on the list of punctuation and indicators in §2.6.2 that may precede a letter or letters-sequence to be considered as standing alone. Grade 1 indicators are also not on the list. Other opening print grouping signs, such as parentheses, brackets, and curly brackets, in addition to the opening transcriber's note indicator, are listed in 2.6.2.
As such, the grade 1 indicator followed unspaced by the opening general grouping indicator—neither of which are listed in §2.6.2—prevents the word "It" from standing alone. The second braille example should be used.
The symbols-sequence example you provided would usually need to be preceded unspaced from the symbol it applies to. The purpose in using braille grouping indicators according to UEB §3.4.1 is to ensure that the preceding braille symbol or indicator applies to all the symbols enclosed by the braille grouping indicators.
This means that a symbol —not space—would be preceding the opening grouping indicator. To be considered as standing alone, with or without those listed symbols in §2.6.2 it must be preceded by a space. "It" is preceded by the grade 1 indicator and the opening grouping indicator.
We would be very interested in knowing why your transcription requires the braille grouping indicators. Examples like this are valuable resources for all transcribers who look for answers in the "Ask an Expert" forums. Would you mind sending an image of the print example you are working on? It may shed some light on other possibilities
Dan Gergen, Chair
UEB Literary CommitteeHello Kim,
In your example, the three lines that end with a line continuation indicator (dot 5) leave several cells empty at the end of the lines. These blank cells are not spaces that would terminate grade 1 mode that was set by the last numeric indicator. The line continuation indicator tells the reader that the electronic address continues on the next line because the symbols-sequence is too long for the line.
As such, with on the next line is in grade 1 mode that was set by the last numeric indicator and may not be contracted unless you terminate grade 1 mode after the previous numeric sequence. Whether you terminate grade 1 or spell-out with, you will not save space, but in either case, the four contractions that follow the first hyphen in the remaining symbols-sequnce may be used.
You may want to refer to UEB §5.9.1 to decide if you want to use a grade 1 terminator to "present words in their familiar contracted form," or spell it out to "minimize the number of indicators."
I hope this helps. Please let us know if you have any other questions or comments.
Dan Gergen
Hello Kim,
In your example, the three lines that end with a line continuation indicator (dot 5) leave several cells empty at the end of the lines. These blank cells are not spaces that would terminate grade 1 mode that was set by the last numeric indicator. The line continuation indicator tells the reader that the electronic address continues on the next line because the symbols-sequence is too long for the line.
As such, with on the next line is in grade 1 mode that was set by the last numeric indicator and may not be contracted unless you terminate grade 1 mode after the previous numeric sequence. Whether you terminate grade 1 or spell-out with, you will not save space, but in either case, the four contractions that follow the first hyphen in the remaining symbols-sequnce may be used.
You may want to refer to UEB §5.9.1 to decide if you want to use a grade 1 terminator to "present words in their familiar contracted form," or spell it out to "minimize the number of indicators."
I hope this helps. (I posted the same answer in your previous post.) Please let us know if you have any other questions or comments.
Dan Gergen
Hello Kim,
Shortforms can be confusing when they appear in longer words. Abbreviations, initialisms, and acronyms can be considered "longer words," and can often be overlooked when just a few letters at the beginning in print would represent shortforms in the longer word in braille. Using grade 1 is only required in cases where the group of letters beginning a sequence could be misread as a shortform in braille. Hopefully, we can provide a little clarity.
The UEB Literary Committee's focus in dealing with shortforms in longer words is the UEB Appendix 1 Shortform List, —often simply referred to as "The List." We also referred to §10.9.3 for words not appearing on the the List. We have studied the abbreviations you provided and provided an answer to each:
BLT would read "BLINDT" which is not on the Appendix 1 Shortform List, so we refer to §10.9.3(c) —for words not on the List —which says you may use "bl" for "blind" when it begins the word and is not followed by a vowel or a "y". So, in this example, you DO use a grade 1 indicator:
;,,bltACA would only read "ACA" since "accordinga" is not on the List and not affected by §10.9.3 (shortforms not appearing on the shortform list). In this example, you do NOT need a grade 1 indicator:
,,acaCDL would only read "CDL" since "couldl" is not on the List nor one of the ten shortforms listed in §10.9.3. (If the abbreviation was CDA, then you do use the shortform In this example since "coulda" is on the List.) However, you do NOT use a grade 1 indicator for CDL:
,,cdlAFDC and AFL-CIO would only read "AFDC" and "AFL-CIO" since "afterdc" and "afterl" are not on the List nor affected by §10.9.3 (for words not appearing on the shortform list).
There is some confusion about the "Rules for list construction" that follows the Appendix 1 List. #4 refers to after, blind, and friend, and says "When the shortform for 'after,' 'blind' or 'friend' is part of a longer word and is followed by a vowel or a 'y', do not add the longer word to the Shortforms List. That doesn't mean you may use these three if not followed by a vowel or 'y' in longer words. The longer word must still appear in the List in Appendix 1.
"List construction" is only approved by the ICEB Code Maintenance Committee, which is the only body that may add words to the List . You may not use "after" in a longer word that doesn't appear on the List. So, you do not need a grade 1 indicator for AFDC nor AFL-CIO:
,,afdc ,,afl-,,cioWe hope this adds a little more clarity If you have any other questions or you need more information, please let us know.
Hello Tanna,Thank you for posting your question in the UEB Literary Committee forum. The committee has discussed your question and agrees that it comes down to two questions:Q: Is the ellipsis needed on the Special Symbols page?A: For that answer, we look into Braille Formats, 2016 Appendix G where you'll find a list of symbols that are required on the special symbols page if they are used within a braille volume. There is a second list of symbols that are new with the approval of UEB. These symbols may be included on the Special Symbols list. The ellipsis is included in the second list, which is optional. However, if you are studying toward national certification in braille transcribing, including a certification manuscript, you are required to also include the symbols from the second list if they are used in your exercises and/or your certification manuscript.Q: How do I list the ellipsis symbol in braille order?A: The ellipsis in UEB is not a symbol of its own but rather a series of periods. You would list it on the special symbols page in the same order as the period. (A period is required on the special symbols page only when it is used as a dot or decimal.)I have included a link below to a very informative instructional video that explains braille order in an uncomplicated presentation. If you any other questions, please feel free to ask our experts.Hello Kimberly,
Since you are discussing braille in your transcription you will want to ensure your mention of contractions will give an accurate description of the sign without causing confusion in the braille-in-braille context.
I think Section 3 of the Rules of UEB should apply in this case:
UEB 3.13.1 Use a dot locator for ‘mention’ to set apart a braille symbol that is <u>under discussion</u>, as in a symbols list, a transcriber's note, or in a <u>publication about braille</u> such as this one. Place the dot locator for "mention" before the braille symbol and unspaced from it.
In your print text, “er” and “ing” should be transcribed uncontracted. The dot locator for “mention” is followed unspaced by the contraction as shown here:
“er” and “ing”
8er0 .=] & 8ing0 .=+
I hope this helps.
Dan Gergen
Well Fred, UEB §9.1.3 does say that when it cannot be determined whether or not a change of typeform is significant, indicate the change.
Thanks again and good luck.
Hello Fred,
Thank you for your questions. You are correct that the "ea" lower groupsign (dot 2) is used in "health." (In your SimBraille example, you used dot 5 which would translate as the initial-letter contraction "lord" but "ea" should be dot 2.)
If you use the capitals terminator after the "H" you are not able to use the lower groupsign "ea" when the letters it represents are preceded or followed by a capitals indicator or a capitals terminator. [UEB §10.6.6]
The letter-sequence "CAHealthWellness," is a compound word. A medial capital letter indicator could be used before "H" as was used for the "W". The capitals terminator would not be needed since the single capital indicator terminates capitalized word mode and would permit the use of the "ea" lower sign as well as saving space. [UEB §10.12.12 & UEB §8.4.2]
<u>www.CAHealthWellness.com</u>
www4,,ca,h1l?,well;s4com
UEB §9.1.3 shows an example of two underlined hyperlinks both of which can be activated in the electronic print file: "Go to <u>http://www.iceb.org </u>to learn about <u>UEB rules and examples</u>." The first is considered a print enhancement which need not be shown in braille since the text is sufficient to indicate a hyperlink. The second marks embedded text and unless shown as such the braille reader is unaware of the presence of the link so underlined may be retained.
I hope we were able to help answer your questions.
Hello Kimberly,
The UEB Literary committee discussed your issue and consulted Rules of UEB and Braille Formats. Our answer is provided by a member of the Braille Formats/Textbook committee.
We are assuming the title in italics in not a centered, cell-5, or cell-7 heading, in which case, typeforms should be ignored. Otherwise, typeforms in the normal text should follow print. The asterisk in this situation is a reference marker and not treated as punctuation.
The committee agrees that reference indicators are rarely emphasized along with the text. Our advice is to terminate the italics passage before the asterisk. Follow print spacing for the reference indicator as well as the asterisk in the note that is referenced at the bollom of the print page.
Thank you for the opportunity to address your question. Hopefully our answer may serve to help other transcribers.
Hello Tung,
Thank you for sharing the print with us. We have discussed this at length and believe that you and your proofreader are both correct.
Your interpretation that they should be hyphens based on context is warranted, and many of us would transcribe it that way. A proofreader’s job is to note and correct any deviation from print.
We think we can all agree from the print that those are very obviously dashes. Whether stylistic dashes, because hyphens would look weird, or just because that’s what the publisher wanted isn’t our decision to make. It is a deviation from print.
In cases like this, where both parties are correct, we think the end-user or commissioning agency should make the decision. We encounter this often in braille, even with very seasoned transcribers and proofreaders; we can’t all agree, all the time.
While both parties are correct to the letter of the code, this is an interpretation issue, not a braille rules issue.
Thanks again, and good luck.
UEB Literary Committee
Hello Kim,As you no doubt have studied UEB §10.6.1 and 10.6.2, you have learned that you use the lower groupsign for "be", "con" or "dis" when the letters it represents form the first syllable of a word and only used at the beginning of the word and followed by a letter or contraction.Some of the words you offered are challenging when attempting to determine what is the first syllable. It's important in these instances to have access to an up-to-date collegiate dictionary that shows syllables and pronunciations. I usually refer to merriam-webster.com.Betina is an alternate spelling of Bettina (Hebrew): nickname of Elizabeth. With the alternate spelling of Bettina in mind, I would think the syllables would be: bet-i-na, so you should not use the "be" lower groupsign.
Bezalei is not in the dictionary, but I found a French pronunciation at howtopronounce.com that sounded like the syllables are: be-za-lei, so you could use the "be" lower sign. However, are you sure of the spelling? Could the word be "bezalel" and pronounced as be-za-lel? In either case, I think the "be" lower groupsign could be used.
Bengalia is not in the dictionary and unknown to howtoprounce.com. Again, could the spelling be "bengali" and pronounced ben-ga-li? I think in either case, "be" is not the entire first syllable and the lower groupsign should not be used.
Belize and Belarus are in the dictionary with "be" as the complete first syllable, so you should use the "be" groupsign in both names.
When you're stumped on a word, you can also google the word and look for pronunciation keys or video tutorials.Please let us know if you have any other questions.Dan GergenCommittee ChairHello Tung,The UEB Literary Committee discussed your question and we find it difficult to settle the disagreement without seeing the print copy. The only UEB reference that applies is in §7.1.1 —follow print in transcribing punctuation.However, we agree that the normal print convention for connecting numbers such as 198 and 200 or abbreviations such as R and AZ, is to use hyphens—not dashes. If these are actually dashes by comparison to any recognized hyphens in the print text, then your proofreader is correct in insisting they are dashes—but I think most writers generally use dashes to produce an abrupt pause that draws a dramatic halt to the rhythm and flow of a sentence, not to connect numbers or abbreviations. I don't believe the dashes are what the writer intended.As a transcriber, you often need to make judgment calls based on what is the impact on the braille reader. The committee suggests you base your decision on the surrounding information in the print text and we agree that the normal convention is to use hyphens to connect numbers such as 198-200 or other related text items such as R-AZ, Dashes on the hand divide text items. and may appear distracting to the reader, such as in your example, 198—200 or R—AZ.If you could send a screenshot of the print page, we would be very interested in seeing it.Thank you for posting your question in the UEB Literary forum. We are always willing to answer any questions you have.Dan GergenCommittee ChairHello and thank you for bringing this question to the attention of the UEB Literary Committee. You have no doubt already viewed the answer to your inquiry, provided by Kathy Riessen, an ICEB Code Maintenance Officer.
For the benefit of our NBA members and guests, I will include her reply in this forum:
Looking through the rules and accompanying examples, to me it is clear that "ea" in the word "Obeah" should be contracted.
The word "obeah" having googled it, appears to have been adopted into English, and does not remain as a foreign word used solely in another language.
The fact that the "e" and "a" are pronounced separately is immaterial the same as the example words in 10.6.5 such as acreage, borealis, Carribbean etc.
When we look at what "other rules" are, the ones which come to mind, none of which apply are:
- 10.10 Rules of preference, eg strong contractions taking precedence
- 10.6.7 Prefix followed by word: obeah can't be broken down to "obe" as the prefix and "ah" as the word
- 10.10.9 Seriously distort pronunciation: This is not the case, the same as for the words listed in item 2 above.
Kathy agrees that these are very interesting discussions. Thank you again for posting it here on Ask and Expert.
Thank you, Dani,
You should be aware that Braille Formats rules for the Author's Segment on the braille title page are in §2.3.5. Please scroll down to §2.3.5(f) where it reads, "The editor's name is used only when the authors are not listed." If an author's name is shown in print, you should list it. Then you do not need to list the editor on the braille title page.
For future reference for example, if your print version did not have the author's name, only then would you list the editor. In your example, the name and affiliation of the editor seems to be on two lines for visual balance on the book's title page. However, it would be treated as one unit and listed on one line as a capitalized passage, with the capitals passage indicator preceding JUNE and the capitals terminator following HAWAII as you mentioned. Following print capitalization is found in BF §2.3.5(b).
I hope this provides some guidance. Please let us know if you have any questions.
Dan Gergen
Hello Dani,
Could you reply and tell us whether this two-line (tbd) capitalized passage is being transcribed on the braille title page? If so, is the author's name also being placed on the title page? Or is this a centered heading?
This seems to be an overlapping UEB Literary and Braille Formats issue. Both committees are discussing this and will have an answer shortly.
—Dan Gergen, Chair, UEB Literary Committee
