joannavenneri
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My $.02. I agree with 3d, etc. but I think I would omit for lower case Roman numerals precisely because there's no confusion without them. I'm not sure that EBAE refers to UNCONTRACTED braille. Never thought of it that way. Since EBAE contains all the braille rules, including contractions, I assumed it refers to contracted braille. Have no idea if that's documented anywhere either.
--JoannaThe print page is very helpful. Formats refers only to alphabetical letter divisions and these are not letters. I would treat these as headings, specifically cell-5 for the larger red print and cell-7 for the smaller print. Guide words are optional in an index. See Formats 22.3.2 which states an agency may choose to omit braille guide words in certain alphabetic references such as an index. Personally, Given the nature of this material, I would omit guide words unless requested to include them.
--Joanna
Thanks for sending the print pages. First, I do not think that the letters themselves are displayed because there is no surrounding text. From the print pages you sent, the letters themselves ARE the text. So, do not treat the letters as displayed. These letters are a series of blocked paragraphs, with some occasional indented paragraphs within the body of the letter. Since the closings for all the letters is at the left margin, these are not treated as an attribution, but simply as very short blocked paragraphs. Each closing is on the same print page as its associated letter, so there is no issue with page change indicators.
If the closing falls on the next BRAILLE page, I would treat it as any other blocked paragraph that starts on a new braille page. Since the closing is NOT an attribution, the guidelines for attributions do not apply. Consider also that the text of the letters is clear and consistent, and the meaning should be clear to the reader as the text is read.
--Joanna
Please humor me and send me a scan of the page showing these headings and their entries.
Thanks.
--Joanna
Thank you. That was my interpretation as well, but felt it necessary to get clarification for the others in the office. Have a great day.
Follow print here. Do not insert two spaces and do include Page/Pages as printed. The two spaces are shown and discussed for reference entries that are followed by definitions. The purpose is to clearly indicate where the entry leaves off and the definition begins when there is no other indication such as separating punctuation or capitalization. This can otherwise be a difficult distinction to make, especially in the case of multi-word entries. In the Index, the reader expects to be directed to a page, not a definition, and the print Page/Pages indicates exactly where the entry terminates even in the case of multi-word entries. Also note that the insertion of two spaces is mentioned only in regard to references involving definitions, not indexes.
--Joanna
On your first question about the picture description. The identifier enclosed in TN indicators is used ONLY when there is a caption. The caption is actually in print, so it has no TN indicators. The identifier, Picture, is enclosed in TN indicators because that word is NOT in print and it is placed there by the transcriber to inform the reader what type of illustration the caption refers to. Look at the example 6-3 that follows 6.3.1. Pretend that the picture there did NOT have a caption. Notice that the entire description is enclosed in TN indicators without an identifier. If you want to identify what you are describer, include the identifier in the description.
TNPicture shows girl holding a red balloon.TN
Look carefully at the surrounding text. If there is relevant material in the text, use it to determine the description. If the text mentions something like, The picture tells the whole story about the girl, you can simply describe the picture TNThe girl is holding a red balloon.TN If text does not provide a description or part of a description, then you describe it more completely. Use judgment.
For your second question, the M is not a single letter all by itself. It is part of a sentence and the reason it gets a letter sign is so that it won't be read as "More." Pretend the M is the first word of the sentence, which is really what it is here.
Double italics letter sign cap M is for close italics music.
[simbraille]..;'m is = .music4[/simbraille]
--Joanna
A page change indicator on line 23 would leave the cell-5 heading on line 25 because line 24 would have to be blank. Start the new print page on the NEXT BRAILLE PAGE, just as you mentioned. Leave those two lines blank on the preceding page. Happens all the time. Now you are on line 1 of a new braille page that also happens to be a new print page. There is no running head. See Formats 4.3.1. ANY heading can be on line 1 if there is no running head. Since the new print page falls on a new braille page, there is no page change indicator anyway. Your cell-5 heading is on line 1 and you're all set. Braille on.
--Joanna
List the last print page that has braille on it. If your print ends at a164, list that--a164 as your final print page on the title page for that volume.
--Joanna
Any time there is an emphasized letter or group of letters within a word, it becomes harder to read in braille. Just using italics inserts the italic symbol and the termination sign, interrupting the word in two places. Adding more emphasis makes that word impossible to read.
I suggest using italics once and a transcriber's note to describe the rest of the situation.
The text states that a consonant follows a stressed vowel. The text itself differentiates the two sets of letters in this way.
Before those words, and AFTER the introduction sentence, We never double ..., place a transcriber's note that says the stressed vowel is printed in blue and the consonant that follows is printed in bold. Then, braille the word list using italics followed by the termination sign for the blue vowels. Ignore the bold in braille. The TN describes it. It is not necessary say in the TN that the stressed vowel is in italics in braille. The reader is reading the braille and will see the italics. Also, the print text has explained that there are stressed vowels.
In this way you have explained the situation to the reader and explained the two sets of letter and interrupted the actual words as little as possible. You have also followed the guidelines that says to use only italics for emphasized letters.
--Joanna
There's a little typo--it's actually 4.1.1 that refers to consistency. And if it might provide any further support to you and your student, this is interpreted to refer to consistency of structure, in context with the rest of that guideline. This means that once you have figured out the book, centered headings, cell-5 headings and so forth will be designated in braille in a consistent manner. It does not particularly refer to balancing centered headings. As you rightly suggest, that old rule about the chapter number on a line by itself is gone, gone, gone!
I'm very glad to have been of any help.
--Joanna
We have an additional question relating “Balanced” headings.
The current Braille format Guidelines no longer states to place the chapter/lesson number/letter on a braille line by itself when any of these headings is too long to fit on a single Braille line.
§ 4.4.1 States: “It is important to be consistent in the treatment of similar print headings throughout the entire transcription.”
§ 4.4.3 States: “Headings should be balanced and divided at a logical location when longer than one line.”
§ 4.4.3 appears to give the transcriber the authorization to make this structuring decision for balanced purposes. This is confirmed by the answer given in this thread back in 2012
We believe segregating the chapter/lesson number to its own line is no longer necessary and can now be included with the balanced heading should the transcriber decide it so. , i.e., sample #2 found in the attached document. Is this correct?
