claurent
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Because it is for an early learner, I would use italics (the words are actually italicized) and then put a TN on the TN page that when a blank is filled in with an answer, italics are used and the blank is omitted. Another option is to insert the blank and then put the answer in parentheses following the blank (be sure to keep at least one word of the answer on the same braille line as the blank). This would also require a TN. It would, however, be a better reminder for the reader of where the blank actually is.
Cindi
Hey Betsy! Hope you and yours are well.
You have a couple of options here. You could do them as two separate "books". Put the original text in one volume and the modern text in another. I'm assuming the point of this text is to compare the two...so that option may not be the best for the reader. You could put a TN on the TN page that says that the original text is on odd numbered print pages followed by the modern text on the next even page. I do see the reason why you would use combined print page numbers - except for the fact that there would then be no indicator to show when the modern text starts (which is why I suggested the 2nd option above - you'd have the page change indicator to offset the two versions). Do the notes apply only to one of the versions? That would be another reason to use the "correct" print page numbers. There is, of course, no rule for this situation so you should just pick a way and then explain to the reader what you've done.
Take Care
Cindi
Transcribing ordinal numbers is a UEB code issue - not a formats issue. Because the numeric indicator sets grade 1 mode, no contractions can be used in ordinal endings (1st, 4th). See UEB 6.5.3 If an ordinal ending is in the superscript position in print, this can be ignored in braille (no superscript required).
Cindi
You should list them as T1-5, p1-3 and 1-140. The back sides of t5 and p3 should be completely blank (no page numbers).
Cindi
There are no specific rules in Braille Formats that addresses this. General practice is that "GO ON" is not included while "STOP..." is. The STOP information should begin in cell 1.
Cindi
This should be done as a tactile drawing. In my opinion, there is no other way to make clear how the terms relate.
Cindi
This question is better suited to the UEB literary forum - I've asked that "expert" to answer it and they will do so as quickly as possible - stay tuned!
Cindi
When something ends on line 24 or 25 of a braille page that requires a blank line following it, that blank line should be at the top of the next braille page. If there is a running head, that means on line 3, if no running head, line 2. I know that BF is a bit unclear regarding this point - a clarification is being written (subject to BANA approval) in a errata that is currently being worked on.
Cindi
If you feel that the information under the paragraph headings is not a sub entry of the cell 5 heading, you can make them cell 5 headings. The only way to ensure that the reader understands that more than one paragraph applies to that "paragraph heading" is to make it a heading. Personally, I might make the WE CREATED IT... heading a centered heading and the paragraph headings cell 5 - but without seeing more of the book, that's a decision for you to make. Making the paragraph headings a heading also requires a blank line before it - which automatically separates the material from "regular text".
That being said, there is no hard and fast rule about this and you, as the transcriber, need to format it in a way that makes the reader understand the content as presented.
I still would contend that this is not listed material as it is obviously indented paragraphs.
Cindi
Based solely on these few pages: I would make the paragraph headings cell 7 headings - that would make it clear that they apply to more than one paragraph. I would not treat the paragraphs as lists, but as 3-1 paragraphs...actually I don't see any lists here. Just "grouped" paragraphs. The cell 5 heading is the start of a new "section" and placing it in cell 5 works well...and allows you to continue with cell 7 headings for the next set of "grouped" paragraphs.
Cindi
Sorry for the delay in answering - I had no internet for the weekend!
There is no rule that says where the blank lines have to go - just that they are between segments and not within them. I always add blank lines from the top down and take them out from the bottom up...but again, there is no rule about it. It also seems that most others I know do the same.
Cindi
When BF talks about established margin it's referring to the articles that may precede an entry word.
Your entry word begins in cell 1; subentries all begin in cell 3. The translation for the subentry follows on the same line as the subentry (separated by a colon). 21.9.2e is only used when there are article that precede an entry word. Follow examples 21-36 and 21-37.
The changing of the margin from page to page just needs to be handled logically...and in a way that makes it clear to the reader that they are looking at entries or subentries.
Cindi
If I understand you correctly:
aufpassen; would go in cell 1 (substitute a semicolon for a colon)
Pass auf!: Watch out!, 6 would go on the next line in cell 3 separated by a colon
Passt auf!: Pay attention!, p. 8 would go on the next line in cell 3, separated by a colon
All the runovers would be in cell 5
As to your other question, this gets so confusing! I would suggest moving 'aussehen to look like, to appear' to the next braille page so that its subentry is in the correct place for this entry word. It does leave some extra blank space at the bottom of a braille page, but it makes it clearer for the reader.
As information: BANA is working on wording to clarify all of this in Formats - as well as putting together a guideline that is a separate document regarding FL. Stay tuned for that as I hope it will "fix" a lot of your questions relating to these sections.
Cindi
