claurent
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Hi - I'm sorry for the delay in answering this email. I was away from my desk for a day or two 🙂
Do not add print page numbers where none exist. For the front matter material that has no page numbers, don't consider them implied. If ANY of the print pages has a roman numeral on it, THEN you would consider the others as implied roman numeral pages. Oftentimes material like this is the type of text that each print page begins on a new braille page. If that is the case here, we would suggest not confusing things by adding in the rows of dots 36. If this is NOT the case here, then the rows of dots 36 would be appropriate.
For the A1, B1 situation, the blank back sides do not have to be accounted for. Just use A1, aA1, etc and then switch to B1.
Cindi
Hi Susan - would you be able to upload an example of a page? It sounds like you might have intended to do that but I don't see an attachment.
Cindi
If you cannot determine significance for the blue punctuation, ignore it. If the hyphen represents a change from, say, a period to a comma, do period hyphen comma. Include a transcribers note telling the reader what that means.
Without seeing the print, this advice is all I've got 😁. You get some if the most complicated stuff!!
Cindi
Unfortunately, yes. Each frame should be described. I would stay pretty basic...try to include what you think is necessary to keep the story moving...what a daunting task!
Cindi
Follow print for the symbol used. I have seen hyphens (or dashes) spaced between words with no issues so I see no difference using it here standing alone.
Cindi
There is not a "Preference" as is shown with the examples and samples used in the guidelines. The transcriber makes the decision (or the teacher if that is possible) and then consistency is maintained as much as possible. For the example you attached, I would say not to put each description within TN indicators - use the TN before the descriptions. But that is my opinion and is not based on a rule. Either way, be sure the descriptions fit the grade level of the book/reader.
Keep in mind that one of the purposes of the Teacher's Reference Materials is so that someone who may not know braille can see what the transcriber has done. By keeping the descriptions outside TN indicators (and off the Ref Materials) the teacher/para/parent may not know what you use as descriptions...and then may not be able to easily help the reader if they need help - like a first grader may not know that a "car where riders pay a fare" is a taxi.
Cindi
The printing history statement was a statement that went on t2 that basically explained what a printing history was. So THAT statement is not required any longer...but the printing history IS still required on the title page.
Does that clarify?
Cindi
I agree that you will need/should use the Grade 1 terminator so that contractions can be used in the words that follow the superscripts.
Cindi
There is no specific guidelines related to thought bubbles. I would suggest using italics for the thoughts and formatting the same as dialog. If you are concerned that the reader won't understand you could put in a TN to explain that the italics represent thoughts rather than words.
Cindi
The emphasis on the period here is not significant. 9.1.2 of the UEB code says: Typeform indicators are considered necessary in braille when the print change in typeform is significant because it indicates emphasis or shows distinction. 9.7.3 of the UEB guidelines says: ignore a change in typeform for incidental punctuation within a passage.
The answer here is...you choose and be consistent. There are arguments that would say that a word indicator should be used as the period is clearly bold in print. There are arguments for the idea that the punctuation is for the end of the sentence - it does NOT apply to the letter B - that makes it insignificant to the bold phrase and, as such, a symbol indicator should be used. It won't significantly change the way it reads either way.
Cindi
There are not a whole lot of guidelines regarding double-spaced braille. Using the Guidelines for the Transcription of Early Educational Materials is exactly right. Decide how you will interpret those rules and then be consistent.
My opinion (which is just that - MY opinion) is that one blank line at the top of a braille page is enough to set the material apart from what came before - which is the intent of the blank lines.
Cindi
From the BANA website at https://brailleauthority.org/sites/default/files/FormatsFiles/addendum_tobraille_formats_%2001232020_final_v3.pdf
Any further reproduction or distribution other than in an accessible format is an infringement.
Cindi
According to 3.2.1b: "The note may contain multiple notes and paragraphs before it is closed. However, I do see the Example related to Cartoons. Technically, either could be considered correct. The example in section 14 is done that way to distinguish between the two different elements of the cartoon...this is not the case where you have a continued paragraph (per 3.2.1)...the caption is a separate element. I would suggest following the lead of the BF guidelines. Make the Caption a separate TN.
Cindi
Wow. That's a lot of references!
It would be best if the reference marks were on the same line as the word to which they apply.
In the 2nd example you sent, they will not all fit! I don't think I've ever seen that. There are spaces between the reference marks so I don't think the continuation indicator would apply...and if you did use it you might still need to explain it. In my opinion, a transcriber's note might be your best option here. You could place it after the references as it looks they follow the last word in the paragraph and just say something like "The numbers following the last word of the previous paragraph are all reference marks". If you are including the superscript position (you should!) then it helps that the numbers are all superscripts.
Cindi
