joannavenneri
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The problem came up in a braille guide word for an index. In print, it was "conflict--connotation", so the 'con' contraction from the second word follows a dash. In the Instructional Manual for Braille Transcribing, Section 7.5c, I see that the 'con' contraction cannot follow a dash, though it can follow other punctuation. I mentioned this to the proofreader, who told me there was no conflict using the dash next to the 'con' contraction. Hence my confusion.
Thanks for the interesting question. The Formats document was created by actual human beings and is therefore, not a perfect work. However, it is what we have. It is also a constant work in progress and possibly that situation might be addressed, along with many others, in the upcoming update. The question is about placement of the pronunciation key when pronunciation are present throughout the volume. In that case, the key still needs to be in the front matter of the volumes. That material still needs to be easily accessible to the reader.
--Joanna
Joanna here from the Formats forum. What was the exact situation that the proofreader corrected? What exactly did the print say? If I can see that, I can try to offer some clarity.
--Joanna
And guess what. I've been overruled. The person I consulted with points out that Formats does indeed say to add the braille for implied page numbers. And the fact that there are items listed in the index with page numbers serves as enough of an implication! I have been convinced that this is a better answer, so follow print for listing items in the index and simply add the implied print page numbers. See Formats 2.7.1. It says NOT to add page numbers when there are no actual or implied page numbers. The index listing implies those numbers. so go ahead and add them. No TN needed.
--Joanna
Hi Ed,
I am so sorry for the delay in responding. I get to blame it on technical problems--but still, I do apologize.
That IS an odd situation. And because it's so odd, you get to make a creative decision. I can offer a suggestion. The criteria I follow with creative decisions is to interfere with print as little as possible. So therefore, I would avoid adding a large number of implied print pages, especially here where there are NO print pages at all.
The items in the index you describe do not seem to be of great significance, but of course, that is your call. You can see the book and you are the transcriber. I would consider a transcriber's note on the TN page that says the following items are listed in the index and omitted in braille and then list those items right there (without page numbers.) The reader will see those items as he or she goes through those preliminary pages and now s/he knows that they won't be found in the index where nobody would expect to find them anyway. I'm assuming there is no table of contents or that these items aren't listed there, since you didn't mention it.
And then you just run these p-pages with p-page numbers only and no print page numbers.
--Joanna
I apologize for the delay in responding--which seems to be due to a technical problem I wasn't aware of.
The attachment you sent is an image that's totally black. Would you please check that and let us know? I THINK it may be a scanner error of some kind. Please try opening the file you sent us and let us know if you see the image. If so, than I'll check on technical issues at our end. Please let us know.
--Joanna
It's a tough question. The lower grade material often requires the most creativity and personal investment from the transcriber.
First, I think your inclination to use simple shapes and textures to give the braille reader what information you can is spot on. Second, I would not suggest sticking too rigidly to Promising Practices. It is currently under revision, so it is not precisely and active set of guidelines. For this project, your common sense and ingenuity will be far more important than any formatting guidelines.
The advice I received from a couple of early education specialists is 1) keep it simple, and 2) "Only include the parts that are necessary to actually answer the question. Leave out extraneous information like the smiling bear and the giant trees if they aren’t directly needed to answer the question."
So, with all that in mind, here are some suggestions for the material you mentioned in your question:
[ul][li]Maybe two standing lion cubs are two tall, shaded rectangles; and the one sitting lion cub is a shorter, shaded square?[/li][/ul][ul][li]Perhaps three red circles are shaded with wavy lines, and one purple circle is shaded with tiny dots. (Sure, the student won't get the colors, but he/she will get to apply the concept of different.)[/li][/ul][ul][li]Maybe cartoons can be headed by a TN-enclosed heading "Picture" and their dialogue could be written out. If you do use any description, I would keep it verrrrry simple (e.g. "In the woods" or "With a ballon").[/li][/ul]
When you write up your estimate for the customer, I would suggest you explain that you'll use simple tactual shapes and textures to represent the concepts that are illustrated in print with complicated drawings and colors. I would include this explanation in the teacher's reference materials as well.
Does that help a bit? If not, please let me know.
Kudos to you for taking on the Kindergarten!
–KyleStating the total number of volumes is an agency decision anyway and if the agency hasn't requested that, you don't have to do it. In this case, since it is not possible to know the total number of volumes, it can't be done anyway! Just leave out that line on the title page. See Formats 2.3.8.a(1).
As for print page numbering, each title page shows the print page numbers in that volume. If every page in every volume starts with 1, that's what it is. If appropriate, consider a transcriber's note on the transcriber's note page of the first volume that states the each braille volume begins with page 1 as printed.
You'll number the volumes themselves consecutively and that's about all you can do in this situation. The reader will have to use the table of contents to find out exactly what is in each volume. All you can show are the print page numbers that are there.
--Joanna
This is actually a formatting question and I don't think it will be answered here. Please move this post over to Braille Formats/Textbook. You can just copy and paste your question over there and please attach the screen shot that goes with it.
Thanks.
--Joanna[quote=JanaBrailles][quote=joannavenneri]Oh what the heck. I'll go with the non-respect thing. Respect is a thing to be earned. I dislike being given a reason to doubt myself by someone who is not qualified to do that.
As I said, I do like learning new things. Webster's New Collegiate Fifth Edition (the latest, just bought it) gives both pronunciations with LEE-ah first. The first pronunciation is usually the one that is preferred. That's why it's first.
--Joanna[/quote][/quote]
... And I almost always pronounce it "Lee" because I have a friend named Leah, who is blind, and who pronounces it "Lee," and she uses the "ea" contraction in it ... also have a friend Lea Ann, pronounced Lee Ann ... what I wanted from UEBOT was an explanation why you use "ea" contraction in "create" but not in "Leah"??
[quote=joannavenneri]Oh what the heck. I'll go with the non-respect thing. Respect is a thing to be earned. I dislike being given a reason to doubt myself by someone who is not qualified to do that.
As I said, I do like learning new things. Webster's New Collegiate Fifth Edition (the latest, just bought it) gives both pronunciations with LEE-ah first. The first pronunciation is usually the one that is preferred. That's why it's first.
--Joanna[/quote]
Oh what the heck. I'll go with the non-respect thing. Respect is a thing to be earned. I dislike being given a reason to doubt myself by someone who is not qualified to do that.
As I said, I do like learning new things. Webster's New Collegiate Fifth Edition (the latest, just bought it) gives both pronunciations with LEE-ah first. The first pronunciation is usually the one that is preferred. That's why it's first.
--Joanna
What do they know in northern Illinois that we don't since ALL of us in this discussion disagree with them? Anyone know who these people are? I couldn't figure it out from the website. I wouldn't mind asking directly, especially since they position themselves as qualified to teach the rest of us. I love to learn new things.
--Joanna
