[rsherwood12]

Arrowheads, not arrows. Which you said and I meant to say. You have the right symbols. I would put those one following the other with no space in between them but spaced away from the b and p. And since the other meaning is "derived from" and "from whence derived" they even starts to make some sense.

--Joanna

[rsherwood12]

I think you can follow print on this, since I don't see any formatting complications for doing so. It should all fit on a line or two like other contents entries.

Thank you for the kind words!

--Joanna

[rsherwood12]

Very helpful. These FL print things can be quite mysterious because they are often different from what is usually done in English language publications. Read the relevant material here for context just to be sure. I think this means the the b and p are pronounced pretty much like each other, like equivalents. Look at some lessons on this point and see if that is what they seem to be saying. Unless you find something that strongly indicates something else, just go with the bi-directional arrows, embed the TN as you suggested and the braille student now has what the print readers have and they can all ask the teacher together what the heck it means.

--Joanna

[rsherwood12]

The agency is requesting that the title of the student textbook be:

Fall into Creative Science Curriculum…; Texas Edition: Grade 3
Student Edition

And the ancillary materials should be formatted:

Amelia Rose Explores; Texas Edition: Grade 3
Student Edition
TPS Creative Science Curriculum with STEM, Literacy and Arts

Science Is a Verb! should not have the series title because it does not appear on the cover.

Hope that helps!
Rebecca

[rsherwood12]

I will let you know what I find out.

In the meantime, a question about running heads: Do you include the edition and grade number if they can fit? Or just the basic title?

Thanks,
Rebecca

[rsherwood12]

Thank you for the example.
It’s so important to see the actual print in order to get a complete picture of the situation in question.

What an interesting situation and excellent question!
Even if the letter indicator was used before the first letter(s), and brailled as an ellipsis with a space before and after, it would completely lose the idea of a stammered word. It would read as 3 separate items: a single letter; an ellipsis (as a hesitation or omission); new word.

c … came

This is one of those situations when we have to reference the rules/guidelines we do have, then use good judgment to create braille that best represents the print concept.
I see two potential options.

Option 1:
Substitute hyphens for the ellipsis and follow the rules for contraction usage as stated in EBAE Rule II.13--Stammering, etc. Then insert a TN in an appropriate place to explain the change.

Option 2:
Use three dot 3’s (ellipsis) unspaced as shown in EBAE Rule I.7a--Omitted letters. However, since these are not missing letters I would follow the rules for contraction usage as stated in EBAE Rule II.13-- Stammering, etc.

Personally I believe the main concept here is that these are stammered words and would use Option 1.
You’ll have to decide what works best for your particular situation.

I hope this helps. Please let me know if I can be of any further assistance.
--Saralyn

[rsherwood12]

I was wondering about those directions. But since they weren't included, I couldn't speak to them. Numbered/lettered directions will be the main entry,which adds an additional level to the total, so that changes everything. As I said, I couldn't show that because it wasn't included in the samples I had.

There is nothing else to do with those bulleted items except to treat them as subitems. The additional paragraph provision applies only with UNNUMBERED directions, and these items are part of B above it, which is a lettered direction. See Formats 10.3.2.

--Joanna

[rsherwood12]

P.S. I greatly appreciate Venneri's Corollary to Murphy's Law of Braille Transcription!

Cheers,
Rebecca

[rsherwood12]

Thank you so much for sending me all the information I requested and for being patient. There is nothing in Foreign Language guidelines for this so we go to Formats. It's a little know fact that Foreign Language is actually a subset of Formats anyway. But I digress.

See Formats 21.4.1 and under that Example 21-8 specifically. From the information you've provided, I think these underdots are about pronunciation, but not really about stress or accented vowels because, as you explain, they denote words that are NOT accented. So, that's about pronunciation, but not about accents or emphasis.

I recommend the diacritic underdot. Just list it and identify it as the underdot and perhaps state that it precedes the affected letter. Don't say anything further because the text explains the rest. It does not appear that the dots assignment 35 conflicts with any of the Italian special symbols.

--Joanna

[rsherwood12]

Venneri's Corollary to the law--And I will get the question about it.

This is definitely a foreign language question that belongs here. How do you know what this dot means? Does it say that in the book? I imagine it does. Please send the page that tells this to the reader. It will give us a strategy about handling this in braille.

--Joanna

[rsherwood12]

Thanks so much, Joanna. Your advice and explanations are invaluable.

Best,
Rebecca

[rsherwood12]

That looks about right. You have a caption with a description, that's all. The caption happens to be Italian. If you haven't already, take a look at 6.3 and its example. It shows the relationship between a description and a caption. It shows WHAT is being described (it's a picture, not a graph not a map, etc.) and the caption as it is printed and the additional of words in the transcriber's note (not appearing in print). In foreign language sometimes you have to get a translation in order to describe, but we don't call it a translation. It's our little secret.

--Joanna

[rsherwood12]

I see what you mean about not being a translator. The sighted student learns from the picture, not from a dictionary, so my job is to produce an alternate format of the picture rather than a translation of the captions.

I am a little unclear where to put the labels and the TNs. For the first picture, would the following be acceptable:

,'Picture,' poltrona ,'label points to an armchair.,' cappotto ,'label points to the overcoat of a girl sitting in the armchair.,'

Thanks,
Rebecca

[rsherwood12]

This is VERY tricky. I will make the following suggestions. First, I would NOT move the picture. We just don't move things unless absolutely necessary and that's not the case here, in my judgment. For the first page, you can put the picture description above the paragraph is refers to. The reader will read the brief picture description and read and on, see the paragraph and get the idea.

Be VERY careful about translating those picture captions. VERY. In fact, don't use translation unless you say simply that the labels point to the coat, the label points to the armchair. For the picture of the mirror, just give the caption and say it's a picture of a boy looking in a mirror. You are NOT translating. You are DESCRIBING.

Hope that helps.

--Joanna

[rsherwood12]

Thanks for your description of how to handle pictures and gloss notes. That was very clear.

The only difference from this book and what you described is that this book does not have a glossary, so I am using a HarperCollins Italian-English dictionary to get the definitions for the picture descriptions.

One more question: Can I move a picture caption and description to another print page in order to place it after the paragraph that refers to the picture?

The attached example shows two situations: one where a picture is at the bottom of a print page, but the paragraph referring to it doesn't end until the next print page and one where the picture is on the page facing the paragraph that refers to it.

Thanks again,
Rebecca

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