joannavenneri
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The Promising Practices document was discontinued a number of years ago and is no longer used. See Formats 1.5 and 1.6 for guidance with lower grade material. Also, the agency now plays a greater role in determining what is appropriate for lower grade readers with regard to volume size, page size, interpoint, and line spacing. Other provisions in Formats are the same.
--Joanna
HI Joanna, I hope this attached. The box starts at the bottom of the page and continues to the next page. Title (after Years) has 2 reference symbols an asterisk and a dagger and end of first paragraph (after white) has a third symbol, the double dagger. These are not number references like the rest of the reference notes. To me it makes more sense to keep these with the boxed material and either place them before the closing box line or after the title like the tables.
Can you possibly send me a scan of the actual print page so I can see what this situation looks like in print?
Thanks!
--JoannaThank you for your patience. I realize that I will never make another mistake again since I've used my lifetime quota on this post. What a relief.
--Joanna
Yes indeed. It should be [simbraille]s[/simbraille] as you have it. The dot assignment 234 for Greek signma is the same as it is for English s and the special symbol listing for the Greek letters should also be modified. I'm very sorry for the mistake and very glad you caught it.
--Joanna
On the headings--Collumn headings that follow a cell-5 heading work just as shown in Example 4-12. Normally, there is no blank line after a cell-5 heading, which is why there is no blank line separating a cell-5 heading from a cell-7 heading that follows it. But a blank line is added to separate the cell-5 heading from from columns so that it is clear that the cell-5 heading refers to all the columns and not just one of them. This is stated in that Formats section, in the example and in the Formats Appendix C Blank Lines. Cell-7 headings work the same way.
On UEB:
1. Yes, contractions are used with diacritics unless there is a modified letter involved that is part of a contraction
2. The diacritic hyphen is not a valid UEB symbol. Use a regular UEB hyphen if there is a hyphen in print.
3. In UEB, spaces are left as spaces, even in diacritics, just as the example shows.There has not been any announcement from BANA or ICEB regarding a future UEB manual. There is a BANA task force working on updating Formats to be consistent with UEB and therefore some of the above provisions may change, particularly with regard to the use of hyphen within diacritics. But this is not approved by BANA at this time, so the current UEB usages apply to formatting.
I consulted with Cindi Laurent who is the chair of the NBA and BANA Formats committees.
--Joanna
Definitely NO on the letter sign. I would go so far as to say don't even think about it. That is because the letter sign is used for a letter(s) that means a letter. THIS letter is part of a word. The special symbols list tells the reader exactly what the symbols mean.
I used the latest edition of World Braille Usage and the NBA Interim Manual for Foreign Language Braille Transcription.
Please let me know if you need any further information.
--Joanna
Thank you, Joanna!
Just two more questions:
1) Should we use the letter indicator before the Greek word? Like so: [simbraille];8<&oe[/simbraille]
2) Could you please tell us where you found the braille symbol for the Greek smooth breathing mark?--Kyle
edited by Kyle Transcriber on 12/8/2014Thanks for getting back to me. IMO this title was divided into two volumes because the publisher thought the full text would be too heavy for a 6th grader to handle.
The covers are identical except that one says Volume 1 and the other says Volume 2. The title pages are identical (with no mention of volumes). The backs of the title pages are identical except that the two volumes have different consecutive ISBN numbers. Copyright, publisher etc. are identical.
The letter to the student is identical in both volumes. The author page is identical in both volumes.
The table of contents is identical in both volumes. It starts with the words "Volume 1". Then it lists all the information for chapters 1 through 6. Then it says "Volume 2" and lists all the information for chapters 7 through 13. The print page numbers continue on without a break between chapter 6 and chapter 7 (at page 353).
At the end of the contents for chapter 13, the following are listed (with page numbers from H1-H39): Glossary, Common Core Standards, Index, Table of Measures.
After the Table of Contents, the chapters start - Chapter 1 in Volume 1 and Chapter 7 in Volume 2. HOWEVER, those H pages appear identically at the end of both volumes - after chapter 6 in volume 1 and after chapter 13 in volume 2. That is, the identical Glossary, Common Core Standards, Index and Table of Measures (with the identical H page numbers) appear in both volumes, even though not listed in the TOC after volume 1. (The Index shows page numbers from all text pages as if there was only one continuous text.)
The agency informs me that, although the current client has ordered both volumes, it is always possible that a future client will want only one or the other.
Can you help me with the format of the TOC, please? TIA bt
You have undoubtedly noticed that there is no specific provision in Formats for facing material printed on the same page. The following is a suggestion based on guidelines that do exist. The idea here is to follow print and maintain clarity in braille. Explain in a TN that the modern text is printed on the same page facing the original text and that in braille the original text begins at the left margin and the modern text is indented in relation to the original.
Treat the scene setting as an indented paragraph and follow it with a blank line.
Original text scene setting, 3-1, modern text scene setting, 5-3.
Orignal text dialog (left side print) is 1-5. Start with speaker’s name followed by colon. Follow Formats for this.
Modern text dialog, (right side print) is 3-5. Repeat speaker’s name because it’s repeated in print. After first original text dialog, follow with modern text diaglog so that both versions of each speaker's dialog are presented in braille as intended to be read in print.
Antonio original text has a paragraph that the modern text doesn't have. Just start a new 1-5 paragraph in the original and keep the modern in one 3-5 paragraph.
Salarino dialog is interrupted by page turn, but it appears that this interruption is matched in the same location in the modern text.
Follow print on this. Salarino original stops at [u]petty traffickers[/u] in print. Follow print and continue with Salarino modern text in 3-5 and insert next print page indicator line after [u]get out of the[/u], again following print.
Hopefully the rest of these pages are printed the same way with this matching consistency. If you get to a place in the book where the print layout departs from this pattern, or this suggestion just doesn’t work, please feel free to post again.
--Joanna
I am consulting about a suggestion I have for this. I'll post back as soon as possible.
Thanks for your patience.
--Joanna
The Interim Manual for Foreign Language Braille Transcription is the only published set of guidelines for foreign language braille. It is available ONLY from National Braille Association, so please contact the NBA national office. This publication has the general procedures for transcribing in foreign languages and has the specific special symbols used for accented letters in several foreign languages, including Spanish. It is important to be aware of both the formatting requirements AND the usage of braille accented letters.
A new, updated BANA foreign language braille document is currently being edited, but has not been released for use by BANA yet.
--Joanna
