claurent
Forum Replies Created
-
Posts
-
So sorry! I thought I had answered this (in fact, I'm sure I did but it must not have uploaded). Follow print for paragraphs - so block or indent as print has done. In the sample you've attached, you will have both types of paragraphs. BF 1.9 speaks to this.
Cindi
Here is my suggestion: Make the question a heading (centered or cell 5); use the square symbol with a grade 1 indicator in front of it (dots 56, 1246, 3456, 145) for the boxes, use the checkmark (dot 4, 146) in front of the item that is checked [list these items in 1-3]. If the checkmark is not used elsewhere in the book, you can identify it on the Special Symbols page (or in a TN at the site) as as a checkmark in a box. Then block the paragraph at the bottom.
Cindi
Although Formats does not specifically state this (other than where it applies to lists) the intent is that the reader have no problem understanding when a change in print context occurs...so if something ends on line 24 or 25 of a braille page that requires a blank line following it, leave line 1 of the next braille page blank. In this case, it is the centered heading that requires a blank line preceding it...Braille Formats DOES say that a heading can be on line 1 of a braille page if there is no running head (and it does not address what is on the previous braille page). So it IS confusing!
In your case, I would consider how long the centered heading is and whether or not it might cause the reader some confusion as to whether or not it is a change in print context. If it is an especially long heading, I would definitely leave line 1 blank. If it is a shorter heading, there would likely be no confusion due to the number of blank cells preceding the heading so the heading could be placed on line 1.
I'm sorry that there is no specific rule or guideline to support this! The BANA Formats committee is looking into clarifying the rule that relates to text ending on lines 24/25 and I hope that it will take away some of this confusion. For now, you must do what is best for your reader.
Cindi
There is nothing in the UEB rules about not using the ing contraction before a slash...the "beginning of the word" rule would not apply here as neither ing's in your example is at the beginning of the word.
You are correct, you CAN use ing before the slash.
Cindi
The correct way is (be)(ing). The contraction for be should be used (besides when it is standing alone!) when it appears at the beginning of a word and makes up the first syllable. It's called a lower groupsign (UEB 10.6). It must also be followed by a letter, contraction or modified letter in order to use the contraction.
In words like being, begin, beware, the letters be make up the first syllable so the contraction should be used. In words like benediction, beneficial, beat, bedspread, the letters be do NOT make up the first syllable (ben-, beat, bed-) so the contraction for be cannot be used.
Cindi
UEB actually allows either way. If you can tell that the emphasis in question does not apply to the punctuation in print, then print should be followed. If you can't tell, you should choose to include or not include and then be consistent.
Good job finding it in the code book!
Cindi
It is not a UEB symbol. It is based on the blank entries in a table discussed in 11.16...with the onset of UEB we are to follow print more closely but just leaving a blank space where there is a blank space in print could lead to the student missing the fact that something is to be filled in. It is, essentially, a series of guide dots to lead the reader across the blank space (while also making it clear that there is blank space). A transcriber's note is required (either on the TN page or at the site) letting the reader know that the 3 dots 5s indicate a blank space in print.
Cindi
Hmmm...well, there definitely is no rule that covers this. All I can give you is my opinion.
It seems wrong to put "The End" on a volume when the student does not have all of the volumes...even if the material in that 4th supplement is the end of the print book. The supplements are used as reference materials - which is why they are often transcribed early on.
I would agree with you that "End of Supplement 4" makes the most sense at this point in your work. Then I would put "The End" at the end of Volume 40. I would assume that your title page says "In 40 volumes and 4 supplements" which should be explanation enough for the reader to know what is going on.
I will add this to the list of things that need clarifying when an errata is created for Braille Formats. Thanks for the question!
Cindi
In the example above - apple2cks.com - a grade 1 symbol indicator is used after the 2 in order to tell the reader that the c is a letter c and not the number 3. The grade 1 indicator terminates numeric mode but does not terminate grade 1 mode (which is set by the numeric indicator). In your example, that works because there are no contractions in the web address.
If you had the website 2019raceforthefunofit.com you would want the grade 1 terminator after 2019 so that you can use contractions in the remainder of the web address. The numeric indicator sets both grade 1 mode and numeric mode; the grade 1 terminator terminates both.
If you have 2000cansofspaghetti.com you would also want the grade 1 terminator. If you used the grade 1 symbol indicator after 2000, it would tell the reader that the c is not a 3, but it would not terminator grade 1 mode and, as such, the contractions in of and spaghetti could not be used - and you would want to use them.
Cindi
No, stage directions may not extend into the right margin in line-numbered material - footnotes are the only thing I can think of that can.
They CAN appear on lines 1 or 25 because they do not carry line numbers.
Cindi
My answer was saying to use the terminator and the contraction - my intent was that the word would be in its regular contracted form for the reader. However, in the example given in your follow up (4you.com) you CAN'T use the regular contracted form. In that case, I agree that leaving grade 1 in effect is the best option.
Cindi
When a book is published, we are obligated (and in many ways legally so) to include in the braille what is present in the print. An agency can certainly elect to omit parts of the book that do not apply to the student, but I do not believe that is up to the transcriber (unless you are also the agency!). The notes to the parent should be included where they occur in print. If they occur before the table of contents, put them in the preliminary pages. Include the print page number (if there is one).
If they are being omitted, place a note on the TN page to that effect. That way the reader knows they are there in print and can find a way to access them if needed or wanted.
Cindi
We apologize for the lateness in responding.
Question 1: The page with the most complete information should be used. In the case mentioned above, New York, New York would be best...however, there is no RULE to support that.
Question 2: The idea is to present the words in the form that would be most recognizable to a reader whenever possible (UEB 5.9.1). This specific situation is not addressed in either the UEB codebook or Braille Formats other than in broad terms. Based on 5.9.1, it would be best to use the appropriate contractions.
Cindi
