claurent
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Very interesting question! There are no rules about this one! This is a situation where you consider the needs of the reader along with the requirements of the person requesting the braille.
Here is a suggestion: Give each separate pdf a letter. So the first one is A with pages A1-A3; the 2nd is B with pages B1-B31, and so on. On the TN page you can explain that you've added the letters to separate the pdf's - and identify which pdf is which letter (by title?). That makes the print page numbering much more clear and easy to follow for the reader...imagine trying to find the correct page 1 among 7 different pdfs! Braille pages can still be consecutive within the volume. Your Title page would then reflect pages A1-A3 and B1-bB31, etc.
I do realize that from the title page the reader won't know which pdf is which - but once they understand your system, it should work. Be sure to make your Table of Contents numbers (are you doing one? this would be a good place for a transcriber-generated Contents for the reader's benefit) match whatever you've decided...it's probably a quicker way for the reader to find what they are looking for.
Again, just a suggestion. Let me know what you decide!
Cindi
I'm going to do a little investigation on this one. The way I read the code, all TN's are included in both the Teacher's Reference Materials and the braille version of the TN page (See the paragraph on page xi under Teacher's Reference Notes which states "These print pages correspond to the braille pages that contain information ... and Transcriber's Notes page". I think all TN's need to be included in case the reader has trouble understanding or interpreting one of the TN's and the person helping them does not know braille well (or at all). However, I'm not 100% sure on this (as this is my interpretation) so I'm going to ask about it and I'll get back to you 🙂
The heading "Teacher's Reference Materials" is for the inkprint pages only.
Cindi
I'm going to do a little investigation on this one. The way I read the code, all TN's are included in both the Teacher's Reference Materials and the braille version of the TN page (See the paragraph on page xi under Teacher's Reference Notes which states "These print pages correspond to the braille pages that contain information ... and Transcriber's Notes page". I think all TN's need to be included in case the reader has trouble understanding or interpreting one of the TN's and the person helping them does not know braille well (or at all). However, I'm not 100% sure on this (as this is my interpretation) so I'm going to ask about it and I'll get back to you 🙂
The heading "Teacher's Reference Materials" is for the inkprint pages only.
Cindi
- Reference notes use the entire width of the braille page - and are placed at the end of the print page following a note separation indicator (see BF 16.5). Stage directions are blocked in cell 7.
- In this case, these are footnotes and should be at the end of the print page. The only notes that follow on the next lines are gloss notes in foreign language materials (materials that are mostly in the foreign language). The material you are transcribing is an English text using some foreign language words...these should still be treated as reference notes.
Hope this helps!
Cindi
This question really belongs in the UEB literary forum...but I'll go ahead and answer it 🙂
They are all technically correct (except for the fact that the last example has the columns out of alignment).
In my opinion, the 2nd option is the "cleanest" - it keeps everything in the box and applies capitals to all the letters...but again, all of them are technically correct.
In the first example, the dot locators can be on the lines immediately preceding and following the box because they apply just to the box.
You mention that contractions are used - in the first line, why is the 'en' in 'gen' not contracted? To me, without seeing the print, this looks like it might be Spanish (using Spanish accented letters) but if it is English, then the 'en' should be used.
Be sure to list the dot locator on the Special Symbols page (or in a TN at the site).
Cindi
Either option is 'acceptable'. From my experience, using the page number at the top of the page makes it easier to find the braille page on which the TN is located...but I have also done work for agencies that use the specific page (meaning your example 1). This is an agency decision as there is no rule for it.
Cindi
You could do a TN before the start of the whole index and state that guide words are only used on sections that take more than one braille page - that would mean starting each of those sections (ones that need guide text) on new braille pages...but I don't think it would be necessary to start ALL of those smaller sections on new pages...but it might be easier (for you AND for the reader) to just eliminate ALL the guide words for this complicated index.
I'd take a couple pages for a workshop example (no rush - whenever you have time) - you should be giving my "It's Complicated" workshop! You tackle some hard things.
Cindi
You get the most interesting things! Guide words would not be useful for this index. My advice is to leave them off. It does break a rule - but the rule is in place for AN INDEX - not multiple forms of an index. I considered suggesting a funning footer that consists of the MAIN entries... but again, those aren't in any order so it wouldn't be useful. Guide words are intended to help someone find information in the index and there is no way to make that happen here.
Cindi
The blank line goes before the Cartoon information. You will also need a blank line before the first frame number.
Cindi
How about BF 11.2.5a which says that tables begin in cell 1.
As for boxes, because the box lines use the width of the braille line (unless BF says otherwise) they should start in cell 1.
In the examples attached here (both of them), the questions tell the reader to complete the table, so there would be no confusion. I get that the ideal situation is to keep the 1-3, or 1-5, 3-5 format for exercise material but sometimes it just isn't possible when following the rules of BF.
Cindi
Boxes always start in cell 1...even within exercise material. The box lines take it 'outside' the 'regular' text.
If you have an example of what you mean about boxes/tables that are numbered/lettered answer choices, attach a copy so I can see what you mean and then I can address that issue.
Have a good day!
Cindi
I agree with you that the first table would be better as something other than a table. It's not really a table anyway - there is no relationship between columns OR rows. You could do this as you suggested (subheading with paragraphs) or you could do it as a list. Since the "headings" are fully capitalized, a 1-3 list would be fine - the capitalization is enough distinction. Or you could do 1-5, 3-5 with the "heading" in 1 and the "definition" in 3. Any of these would work - just be consistent.
Cindi
Sorry for the delay in answering this.
As there are not seven choices for typeform indicators, the committee agrees that the best option is to use the same transcriber-defined typeform indicator for the blue highlighting in the text and the blue typeface in the glossary. As stated, include a transcriber's note to explain what was done. It's not an excellent option as re-purposing typeform indicators is not generally allowed, but it IS the best option given the circumstances.
Cindi
I would say that unit or part is part of the contents and should not be on a line with a page number.
Extraneous material like boxes can be on a line with page numbers, but the right margin must be maintained.
Lists within the contents would be considered part of the contents. Lists in boxes are extraneous material.
Cindi
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