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The Braille Authority of New Zealand Aotearoa Trust

Essentials of Braille Formatting

Published 2014Content

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Introduction.................................................................................................................1

Braille formatting.........................................................................................................1

Paragraphs..............................................................................................................2

Main headings.........................................................................................................2

Subheadings............................................................................................................2

Simple lists..............................................................................................................2

Complex lists...........................................................................................................2

Page numbers.........................................................................................................3

Typeforms................................................................................................................3

Fractions..................................................................................................................3

Te Reo Māori...........................................................................................................4

Other languages......................................................................................................4

Poetry and hymns....................................................................................................4

Footnotes.................................................................................................................4

Transcriber’s notes..................................................................................................5

Print errors...............................................................................................................5

Table of contents.....................................................................................................5

Tables......................................................................................................................6

Importing tables into Duxbury from Microsoft Word.................................................6

Technical material...................................................................................................7

Copyright and cataloguing.......................................................................................7

Braille paper sizes...................................................................................................7

Braille translation software......................................................................................7

Layout of the examples...........................................................................................8

Conclusion...............................................................................................................8

APPENDIX 1: Examples referred to in the text...........................................................9

Example 1: Paragraphs...........................................................................................9

Example 2: Main headings....................................................................................10

Example 3: Sub headings......................................................................................11

Example 4: Simple list...........................................................................................12

Example 5: Complex list........................................................................................13

Example 6: Print page numbers............................................................................14

Example 7: Typeforms...........................................................................................15

Example 8: Fractions.............................................................................................15

Example 9: Te Reo Māori......................................................................................16

Example 10: Other languages...............................................................................16

Example 11: Poetry and Hymns............................................................................17

Example 12: Footnotes..........................................................................................18

Example 13: Transcriber’s notes...........................................................................19

Example 14: Table of Contents.............................................................................20

Example 15: Table (columnar)...............................................................................21

Example 16a: Table (linear)..................................................................................22

Example 16b: Table (list).......................................................................................23

Example 16c: Table (stairstep)..............................................................................24

APPENDIX 2: Examples of typical documents..........................................................26

Example 17: Recipe..............................................................................................26

Example 18: Letter................................................................................................28

Example 19: Menu.................................................................................................30

Example 20: Agenda.............................................................................................32

Example 21: Instruction manual............................................................................34

APPENDIX 3: Notes for Examples 1 to 21................................................................38

Acknowledgements

This document has been put together by Trustees of the Braille Authority of New Zealand Aotearoa Trust and is licensed under the Creative Commons Attribution-Noncommercial-Sharealike licence. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/3.0/nz/

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Introduction

This document has been produced for people who are using braille translation programs, but who may not be braille readers. BANZAT would like to encourage producers of braille documents to appreciate how important formatting is to the reader.

Each braille character is based on six dots called a cell. A cell has two columns of three dots. Variations of the six dots represent all the letters of the alphabet, punctuation and groups of letters. A space also takes up exactly one cell. You can fit 40 cells across a standard braille page and 25 lines of braille down the page. A blank line is always the same height and consecutive blank lines should not be used. An average page of print fills three braille pages.

In print, a range of colour, borders and fonts are used to draw the reader’s eye to key information. A page of braille consists only of dots and space. Braille is formatted by careful use of that space in the form of indents and blank lines. For example, a subheading is indented by four cells so starts in cell 5. A long subheading may take more than one line in braille and the rules specify that the overrun should also start in cell 5.

Rigorous formatting is essential if a reader is to navigate a document successfully. For example, start each new paragraph on a new braille line, in cell 3 with overruns in cell 1. However when producing agendas, treat the agenda items as a list, each item starting in cell 1 with overruns in cell 3. These two small hints can make it much easier for the braille reader to clearly identify where new paragraphs start and where items up for discussion can be quickly located and understood.

The braille code used in New Zealand is called Unified English Braille. Ensure that your braille translation programme is set to UEB. If you are using the Duxbury Braille Translator then we recommend the Blind Foundation UEB template. This is available from the BANZAT website and can be copied into your Duxbury templates folder. This will ensure that the styles available to you match the advice below.

Braille formatting

The key to braille formatting is to distinguish between the following four types of text:

Paragraph Main heading Subheading List

Most print documents can be adjusted so that every bit of text is flagged as one of those four options. Useful questions to ask are:

Braille Authority of New Zealand Aotearoa Trust Last updated August 2014

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Is this heading best treated as a main heading or a subheading?Is this block of text best treated as a paragraph or a list?

ParagraphsIn braille there is no blank line between paragraphs. Instead the start of each paragraph is indented by two cells, starting in cell 3 and overrunning in cell 1.

See example 1 on print page 9.

Duxbury style: para

Main headingsIn braille main headings are centred with a blank line above and below.


Duxbury style: h1

SubheadingsIn braille subheadings are indented by four cells, starting in cell 5 and overrunning in cell 5. Subheadings have a blank line above but not below.


Duxbury style: h2

Simple listsIn braille each item in a list begins in the margin and if an item overruns to another braille line that overrun is indented. So list items start in cell 1 and overrun in cell 3. A blank line is used between a paragraph and a list. There is no blank line needed between a subheading and a list.

If the print list has bullets then the bullet symbol can be used in braille.


Duxbury style: list

Complex listsIf the print list has sub-items then these should start in cell 3 with the overrun indented to cell 5. Main items still start in the margin and can overrun in cell 3.


Duxbury style: hierarchy levels within the list style

Page numbers


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In New Zealand a standard braille page has 25 lines and each line has 40 cells. Each braille page should have a number at the bottom right on line 25. It should be separated from the text on that line by at least three blank cells.

It is often useful for a braille reader to know which print page his sighted colleagues are looking at. The print page numbers are placed at the top right on line 1. If there are several braille pages for each print page the prefix a, b etc is used for subsequent pages. For example if print page 5 covered three pages in braille they would be numbered 5, a5 and b5. If the print page changes in the middle of a braille page the new print page number is placed on the right preceded by a row of hyphens. This line is called a print page indicator.


Duxbury style: ref.pg.no

(Use this style before the first word of each print page. Braille page numbers will be generated automatically)

TypeformsBraille has special indicators to show that text is italic, bold or underlined.

Only indicate a print typeface when it is being used for emphasis or distinction. When a type face is used for purely visual reasons it should not be indicated in braille. For example in headings the blank lines and indentation are enough to identify that the text is a heading.


Duxbury style: italicDuxbury style: bold

FractionsFractions can be displayed in various ways in a print document. In braille they are most readable when they are transcribed using the simple fraction line. For example ¾ would have four cells in braille (numeric indicator, 3, fraction line, 4). Mixed numbers are unspaced so 1¾ would take up six cells (numeric indicator, 1, numeric indicator, 3, fraction line, 4).


Duxbury: 1¾ is entered as 1[fs]3[fl]4[fe] . These fraction codes are accessed through the layout menu.

Te Reo Māori


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All Māori and Polynesian words should be written uncontracted except for the wh contraction. Single letters do not need the grade 1 symbol indicator. Macrons are represented by preceding the vowel with dots 456. BANZAT has set the standards for English and Te Reo braille and asks that you follow them.


Duxbury style: maori

Other languagesPhrases in a foreign language should be written uncontracted. There is a braille symbol for each type of accent and this should precede the letter in braille. Phonetics should be presented using the IPA alphabet.


Duxbury style: uncontract (accents present in the text will be translated automatically)

Poetry and hymnsFollow the print line breaks when producing hymns or poetry and leave one blank line between verses. This will assist the braille reader to follow the same layout as the print and know when to break or breathe before resuming singing or reading of poetry. Each line should start in the margin and any overruns be indented to cell 3 in the same way as a list.


Duxbury style: list

FootnotesIn print footnotes can appear as small numbers within the text and their content is usually listed at the bottom of each print page. In braille, numbers should be inserted within the text as in print but it may be more helpful to present the footnote contents in list format at the end of the material. If it is necessary to place a footnote on the same page then it should start in cell 7 with overruns in cell 5 and be preceded by its reference number.


Duxbury style: note (for indentation) or list (at end of volume)


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Transcriber’s notes In many print documents there are pictures, maps, timetables, pie charts, cartoons, coloured text for emphasis, boxes enclosing text, just to mention a few instances where the use of the Transcriber’s note would be helpful. A Transcriber’s note is inserted in the braille copy to explain how print matter has been treated. For example:

(The map of the world has been omitted in braille)(The columns of the table are listed in the following order: breakfast; lunch; dinner.)(The picture shows 2 people, 1 smiling and 1 sad)(The footnotes have been listed at the end of the volume)

Transcriber’s notes should be indented and start in cell 7 with overruns in cell 5. They should be enclosed in brackets and ideally these should be the transcriber note brackets: dots 4, 46, 126 and 4, 46, 345.

The Transcriber’s notes assist the braille reader with a clearer understanding of the print and allow the braille producer some leeway to include information which can’t always be reproduced in braille directly from the print copy.


Duxbury style: trans.note

Print errorsIf the print text contains errors then consider approaching the author of the document for clarification.

Table of contentsIf a print document has a table of contents then this should be included in braille. The page numbers will be print page numbers so ensure that print page numbers have been inserted throughout the braille text.


If a print document does not have a table of contents but does have a significant number of headings that need to be easily located, then listing these in a table of contents will help the reader find what they need.

Duxbury: If all your headings have been correctly styled using h1 and h2 then you can generate a table of contents automatically. Translate first to bring up the braille version then you can choose “Generate a table of contents” from the layout menu.


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TablesA print table is a collection of items laid out in rows and columns, often separated by horizontal and vertical lines. It is usually designed to be read horizontally, row by row, with the first row often containing the column headings.

Small tables containing numbers or single words will sometimes fit on the braille page lined up as in print. This is called the “columnar” method and enables the reader to run their fingers either across the rows or down the columns. Column headings should have a braille line underneath (dot 2 followed by several dots 25).See example 15 on print page 21

The simplest way to lay out a table in braille is the “linear” method where each row is treated as a line in a list with the first item followed by a colon and the remaining items separated by semicolons. If the first row contains column headings then these can be placed in a transcriber’s note before the table.See example 16a on print page 22

Some print tables contain lengthy phrases in each cell and the linear method can make these hard to read. An alternative braille layout is the “list” method which lays out the information in a coherent way using repetitive headings. Another approach for wordy tables is the “stairstep” method where each row starts in the margin with its items indented on successive lines.See examples 16b and 16c on print pages 23 and 24

All tables should have a blank line before and a blank line after them in braille.

The choice of braille layout depends on the contents of the table, how the information is to be used and the preferences, if known, of the braille reader.

Importing tables into Duxbury from Microsoft WordSome authors using Microsoft Word apply the table option when the text is not really a table. All Word documents should be examined to identify where the table format has been used and to remove it if it is inappropriate (for example a list or agenda where the numbers are in column 1 and the items in column 2). It is also important to check if the table has merged cells or blank cells as these can make items appear to be in the wrong column.

If a Word document is opened in Duxbury then the import process takes each block of text identified as a table by Microsoft Word and rearranges it in braille as “columnar“, “linear“, “stairstep“ or “list“. Never assume that the import process has chosen the best layout. Always focus on the information that the author is trying to convey and then arrange it so it can be read in a logical order.


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Duxbury: Either change all tables to text before taking them into Duxbury or use the Table menu within Duxbury to control how tables are imported.

Technical materialSpecialised knowledge is required to produce braille versions of material containing Maths, Science, Music, maps, diagrams or complex tables. A braille transcription service is provided by the Accessible Formats Production department at the Blind Foundation.

Copyright and cataloguingIt is illegal to make a copy of a published work without contacting the copyright holder. One-off material for meetings, conferences and training sessions is unlikely to be a copyright risk but books for sale on the public market are. The Blind Foundation is a prescribed body under Section 69 of the New Zealand Copyright Act 1994 and routinely transcribes published works, notifying publishers and cataloguing the new version for the future use of other braille readers.

Braille paper sizesStandard braille paper is 29 cm wide and 28 cm high (11.5 by 11 in). This takes 25 lines of braille and 40 cells across the page.

Narrower braille paper is also available and this is 21 cm wide and 28 cm high. This also takes 25 lines of braille but only 30 cells across the page. This paper is referred to as A4 braille paper. It is slightly shorter than A4 but will fit in an A4 binder and works well for menus or conference material. Duxbury: in the Document menu choose Embosser Setup and adjust the characters per line from 40 to 30 if using A4 paper.

Braille translation softwareIf you are using the Duxbury Braille Translator then we recommend the Blind Foundation UEB template. This is available from the BANZAT website and can be copied into your Duxbury templates folder. Details of the formatting styles included in the RNZFB template are included in Appendix 7 of the Duxbury Braille Translator Producer’s Manual which can also be downloaded via the BANZAT website.

To apply a style, highlight the appropriate text and hit F8.

The Duxbury Braille Translator Producer’s Manual also gives advice on importing documents from Word. This only works well if the author of the document has applied the Word styles appropriately and this is seldom the case. Some braille producers prefer to cut and paste text into Duxbury and apply the Duxbury styles. Others prefer to work in Word, clearing all the formatting, applying Word styles correctly and then importing into Duxbury, either directly or using the Swift add-in.


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Layout of the examples Appendix 1 contains examples referred to in the text above. Appendix 2 contains examples of typical documents including a recipe, letter, menu, agenda, and instruction manual.

In the print version of this document each example is given in print with the braille version of the example in simulated braille either underneath or on a facing page. An extra “note” is available for each example and these are listed in Appendix 3. These notes give guidance on the print features that need to be considered when converting each example into braille.

In the braille version of this document the braille version of each example is preceded by the relevant note which replaces the print version of the example.

Conclusion BANZAT appreciates you taking the time to read through this document and offers further support should you need it by way of the BANZAT website at www.banzat.org.nz


http://www.banzat.org.nz/

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APPENDIX 1: Examples referred to in the text

Example 1: Paragraphs

Hundreds of screaming fans filled Auckland's Queen St to meet Prince Charles and wife Camilla Duchess of Cornwall on their wet walk through the city yesterday. Schoolgirls clutched their hearts, groups of ecstatic royalists yelled compliments to the pair and a couple of hecklers managed to get the attention of police.

Lan Park, who owns a florist in downtown Auckland, handed a huge bouquet of 64 red roses to Prince Charles as a gift for his 64th birthday on Wednesday.

,hundr$s ( scr1m+ fans fill$ ,auckl&'s ,que5 ,st to meet ,pr9ce ,*>les & wife ,camilla ,du*ess ( ,cornwall on _! wet walk "? ! c;y ye/]"d4 ,s*oolgirls clut*$ _! he>ts1 gr\ps ( ec/atic royali/s yell$ compli;ts to ! pair & a c\ple ( heckl]s manag$ to get ! att5;n ( police4 ,lan ,p>k1 :o [ns a flori/ 9 d[nt[n ,auckl&1 h&$ a huge b\quet ( #fd r$ roses to ,pr9ce ,*>les z a gift = 8 #fdth bir?"d on ,w$nes"d4See note for example 1 on print page 38


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Example 2: Main headings

AerodynamicsAerodynamics is the study of how the flow of air interacts with a moving object and affects its motion. Four main forces are involved: thrust, which propels an object forward; drag, which opposes thrust and holds an object back; gravity, which always acts downwards: and lift, which opposes gravity.

,a]odynamics

,a]odynamics is ! /udy ( h[ ! fl[ ( air 9t]acts ) a mov+ object & a6ects xs mo;n4 ,f\r ma9 =ces >e 9volv$3 ?ru/1 : propels an object =w>d2 drag1 : opposes ?ru/ & holds an object back2 grav;y1 : alw acts d[nw>ds3 & lift1 : opposes grav;y4

See note for example 2 on print page 38


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Example 3: Sub headingsFamous People of the 1920’s

Let’s take a trip down memory lane and read about some of the famous people of the 1920’s who still hold a very special place in the hearts of many!

Charlie Chaplin

With many awards to his credit, Sir Charles Spencer Chaplin, also known as Charlie Chaplin was a very talented director, composer as well as a musician.

Greta Garbo

This incredible actress had modest beginnings. She was forced to work at an early age as a soaplather girl and then as a clerk in a departmental store.

,fam\s ,p ( ! #aibj's

,let's take a trip d[n memory lane & r1d ab "s ( ! fam\s p ( ! #aibj's :o / hold a v special place 9 ! he>ts ( _m6

,*>lie ,*apl9 ,) _m aw>ds to 8 cr$it1 ,sir ,*>les ,sp;er ,*apl91 al "kn z ,*>lie ,*apl9 0 a v tal5t$ director1 compos] z well z a musician4

,greta ,g>bo ,? 9cr$ible actress _h mode/ 2g9n+s4 ,%e 0 =c$ to "w at an e>ly age z a soapla!r girl & !n z a cl]k 9 a de"p;tal /ore4



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Example 4: Simple list

Free fire safety checks in your home

A home fire safety check involves a member of your local Fire and Rescue Service visiting your home to carry out an inspection. The visits focus on three key areas:

1. Identifying and being aware of the potential fire risks within your home.

2. Knowing what to do in order to reduce or prevent these risks.

3. Putting together an escape plan in case a fire does break out and ensuring you have working smoke alarms.

To book a home fire safety check, contact the Fire Service on 0800 NZ FIRE (0800 693 473).

,free fire safety *ecks 9 yr home

,a home fire safety *eck 9volves a memb] ( yr local ,fire & ,rescue ,s]vice visit+ yr home to c>ry \ an 9spec;n4 ,! visits focus on ?ree key >1s3

#A4 ,id5tify+ & 2+ aw>e ( ! pot5tial fire risks )9 yr home4#B4 ,"k+ :at to d 9 ord] to r$uce or prev5t ^! risks4#C4 ,putt+ tgr an escape plan 9 case a fire does br1k \ & 5sur+ y h "w+ smoke al>ms4

,to book a home fire safety *eck1 3tact ! ,fire ,s]vice on #jhjj ,,nz ,,fire "<#jhjj #fic #dgc">4



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Example 5: Complex list

Types of DAISY

Full Text o Text can be enlarged on screen or read on a braille display as the audio

plays. o e.g. books produced for the DAISY textbook pilot

Partial Texto Audio is complete but only parts of the book have full text

o e.g. a book with the chapters narrated and the index in synthetic voice

Text only o no audio files but can be navigated with screen reader or braille display

o e.g. books from NZETC or the Internet Archive

,types ( ,,daisy

_4 ,full ,text _4 ,text c 2 5l>g$ on scre5 or r1d on a brl 4play z ! audio plays4 _4 e4g4 books produc$ = ! ,,daisy textbook pilot_4 ,"pial ,text _4 ,audio is complete b only "ps ( ! book h full text _4 e4g4 a book ) ! *apt]s n>rat$ & ! 9dex 9 syn!tic voice_4 ,text only _4 no audio files b c 2 navigat$ ) scre5 r1d] or brl 4play _4 e4g4 books f ,,nzetc or ! ,9t]net ,>*ive


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See notes for examples 5 and 6 on print page 39

Example 6: Print page numbers

Rainforest Animals

The following list of Amazon rainforest animals is an introduction to some of the most beautiful and, in some cases, most dangerous creatures of the jungle.

Your next adventure travel to South America or jungle trekking experience will be better prepared and more enjoyable overall by getting acquainted with them.

Scarlet Macaw

The largest of the parrot family, the macaw has a sharp, hooked beak ideal for eating nuts, fruits and seeds. It can reach from 1 foot to 3 feet in size, like the Hyacinth macaw. The scarlet macaw - like most of tropical rainforest macaws - is endangered due to poaching, hunting and destruction of habitat through deforestation. Its lifespan is about 75 years in captivity.

Pink River Dolphin

There is a huge bundle of legends and myths surrounding the Amazon Pink river dolphin, as Amazon mythology is as vast

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and varying as the cultures that inhabit the Amazon rainforest. They have survived unharmed for centuries because of the local belief that they have magical powers.

Capybara

Among all Amazon rainforest animals, capybara is a fairly common sight that can be seen on the banks of Amazon river and its tributaries. Prized meat for Amazon natives, its enemies are not only human, but other inhabitants of the jungle, such as jaguars, caimans, anacondas and ocelots, among others.

Its biggest threat, however, is the Amazon rainforest deforestation, due to logging, farming, etc.

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,ra9=e/ ,animals #c

,! foll[+ li/ ( ,amazon ra9=e/ animals is an 9troduc;n to "s ( ! mo/ b1uti;l &1 9 "s cases1 mo/ dang]\s cr1tures ( ! jungle4 ,yr next adv5ture travel to ,s\? ,am]ica or jungle trekk+ exp]i;e w 2 bett] prep>$ & m 5joyable ov]all by gett+ acqua9t$ ) !m4

,sc>let ,macaw ,! l>ge/ ( ! p>rot family1 ! macaw has a %>p1 hook$ b1k id1l = eat+ nuts1 fruits & se$s4 ,x c r1* f #a foot to #c feet 9 size1 l ! ,hyac9? macaw4 ,! sc>let macaw,-l mo/ ( tropical ra9=e/ macaws,-is 5dang]$ due to poa*+1 hunt+ & de/ruc;n ( habitat "? de=e/a;n4 ,xs lifespan is ab #ge ye>s 9 captiv;y4 #a

,p9k ,riv] ,dolph9 a#c ,"! is a huge bundle ( leg5ds & my?s surr.d+ ! ,amazon ,p9k riv] dolph91 z ,amazon my?ology is z va/ ----------------------------#d& v>y+ z ! cultures t 9habit ! ,amazon ra9=e/4 ,!y h surviv$ unh>m$ = c5turies 2c ( ! local 2lief t !y h magical p[]s4 ,capyb>a ,am;g all ,amazon ra9=e/ animals1 capyb>a is a fairly common si<t t c 2 se5 on ! banks ( ,amazon riv] & xs tribut>ies4 ,priz$ m1t = ,amazon natives1 xs 5emies >e n only human1 b o!r 9habitants ( ! jungle1 s* z jagu>s1 caimans1 anacondas & ocelots1 am;g o!rs4


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,xs bi7e/ ?r1t1 h["e1 is ! ,amazon ra9=e/ de=e/a;n1 due to lo7+1 f>m+1 etc4 #b

Example 7: Typeforms

Weathering

This type of erosion is referred to as rill and gully erosion.

,w1?]+ ,? type ( .1]o.n is ref]r$ to z ^7rill & gully^' ]o.n4


Example 8: Fractions

Take ½ cup of sugar and 1½ cups of flour and mix thoroughly.

,take #a/b cup ( sug> & #a#a/b cups ( fl\r & mix ?or\<ly4



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Example 9: Te Reo Māori

Mr Waima built his marae where he was living in Wellington and he named the wharenui “Tāne Whaiora” after a very ancient ancestor – Tāne, the god of the forest.

,mr ,waima built 8 marae ": he 0 liv+ 9 ,well+ton & he "nd ! :arenui 8,t_ane ,:aiora0 af a v anci5t ance/or,-,t_ane1 ! god ( ! =e/4


Example 10: Other languages

Her pirouette was lovely but her fouetté en tournant was spectacular.

⠠⠓⠻ ⠏⠊⠗⠳⠑⠞⠞⠑ ⠴ ⠇⠕⠧⠑⠇⠽ ⠃ ⠓⠻ .7⠋⠕⠥⠑⠞⠞⠘⠌⠑ ⠑⠝ ⠞⠕⠥⠗⠝⠁⠝⠞.' ⠴ ⠎⠏⠑⠉⠞⠁⠉⠥⠇⠜⠲



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Example 11: Poetry and Hymns

LORD OF THE DANCE

I danced in the morning when the world was begun,And I danced in the moon and the stars and the sun,And I came down from heaven and I danced on the earth:At Bethlehem I had my birth.

Dance, then, wherever you may be,I am the Lord of the dance, said he,And I'll lead you all, wherever you may be,And I'll lead you all in the dance, said he.

,,,"l ( ! d.e,'

,i d.ed 9 ! morn+ :5 ! _w 0 2gun1,& ,i d.ed 9 ! moon & ! />s & ! sun1,& ,i came d[n f h1v5 & ,i d.ed on ! e>?3,at ,be?lehem ,i _h my bir?4

.7,d.e1 !n1 :]"e y may be1,i am ! ,"l ( ! d.e1 sd he1,& ,i'll l1d y all1 :]"e y may be1,& ,i'll l1d y all 9 ! d.e1 sd he4.'



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Example 12: Footnotes

“I know—that’s what I’m saying—the old stories about the ka’tsina spirit1 and Yellow Woman can’t mean us.”

. . .

1 ka’tsina spirit: A mountain spirit of the Laguna Pueblo Indians.

8,i "k,-t's :at ,i'm say+,-! old /ories ab ! ka'ts9a _s;9#a & ,yell[ ,woman c't m1n u40 #a ka'ts9a _s3 ,a m.ta9 _s ( ! ,laguna ,pueblo ,9dians4

Or, at the end of the volume:

,footnotes 9 ? ,volume3

#a ka'ts9a _s3 ,a m.ta9 _s ( ! ,laguna ,pueblo ,9dians4#b 444



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Example 13: Transcriber’s notes

,favorite ,type ( ,movie @.<,! 9=ma;n f ! pie graph is li/$ 2l4@.>

com$y3 #d "<#bj.0"> ac;n3 #e "<#be.0"> rom.e3 #f "<#cj.0"> drama3 #a "<#e.0"> sci-fi3 #d "<#bj.0">

See note for example 13 on page 40


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Example 14: Table of Contents

Contents

Introduction ...............................................................................................................1Braille formatting .......................................................................................................1 Paragraphs ...........................................................................................................2 Main headings .......................................................................................................2 Subheadings .........................................................................................................2 Simple lists ...........................................................................................................2 Complex lists .........................................................................................................2 Page numbers .......................................................................................................3 Typeforms .............................................................................................................3

,3t5ts ,page,9troduc;n """""""""""""""""""""""""" #a,brl =matt+ """"""""""""""""""""""""" #a ,p>agraphs """""""""""""""""""""""" #b ,ma9 h1d+s """""""""""""""""""""""" #b ,subh1d+s """"""""""""""""""""""""" #b ,simple ,li/s """"""""""""""""""""" #b ,complex ,li/s """""""""""""""""""" #b ,page numb]s """""""""""""""""""""" #c ,type=ms """""""""""""""""""""""""" #c See note for example 14 on print page 40


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Example 15: Table (columnar)

Sunshine HoursJan Feb Mar Apr

Auckland 229 201 180 162

Wellington 246 209 191 155

Dunedin 178 153 140 121

Antarctica 380 110 46 5

,sun%9e ,h\rs

,jan ,feb ,m> ,apr "333 "333 "333 "333,auckl& #bbi #bja #ahj #afb,well+ton #bdf #bji #aia #aee,dun$9 """ #agh #aec #adj #aba,ant>ctica #chj #aaj #df #eSee note for example 15 on print page 41


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Example 16a: Table (linear)

Food Survey

Breakfast Lunch Dinner

Ben cornflakes bagel with ham and cheese

pasta with prawns and sour cream

Annie avocado on toast home made cheese and ciabatta

thai green curry and rice

Josie bread and jam egg salad vegetable frittata

,food ,survey

@.<,9 ! table 2l ! columns foll[ ea* o?] 9 ? ord]3 "n3 br1kfa/2 lun*2 d9n]4@.>

,b53 cornflakes2 bagel ) ham & *eese; pa/a ) prawns & s\r cr1m4,annie3 avocado on toa/2 home made *eese & ciabatta; ?ai gre5 curry & rice4,josie3 br1d & jam2 egg salad; vegetable frittata4

See note for example 16a on print page 41


23

Example 16b: Table (list)

Food Survey







,food ,survey

@.<,! 9=ma;n f ! table is li/$ 2l4@.>

,b5br1kfa/3 cornflakeslun*3 bagel ) ham & *eesed9n]3 pa/a ) prawns & s\r cr1m

,anniebr1kfa/3 avocado on toa/lun*3 home made *eese & ciabattad9n]3 ?ai gre5 curry & rice

,Josiebr1kfa/3 br1d & jamlun*3 egg saladd9n]3 vegetable frittataSee note for example 16b on print page 41


24

Example 16c: Table (stairstep)Food Survey







,food ,survey

@.<,! table columns h be5 9d5t$ z foll[s3 "n br1kfa/ lun* d9n]@.>

,b5 cornflakes bagel ) ham & *eese pa/a ) prawns & s\r cr1m,annie avocado on toa/ home made *eese & ciabatta ?ai gre5 curry & rice,josie br1d & jam egg salad vegetable frittata


25

See note for example 16c on print page 41


26

APPENDIX 2: Examples of typical documents

Example 17: Recipe

A winter warmerMeatloaf with Herbs

Try this tasty winter treat for yourself and warm up from the inside out…

Ingredients

900 grams mince

1.5 cups fresh breadcrumbs

3 tablespoons tomato paste

3 tablespoons red wine or beef stock

2 eggs

1 tablespoon mustard

1.5 teaspoons dried basil

1/2 cup chopped parsley

Method

Lightly oil slow cooker.

Mix all ingredients in a large bowl.

Shape loaf to fit into slow cooker.

Cover with lid and cook on low for 6 to 7 hours, or on high for 3 hours.


27


28

,a w9t] w>m] ,m1tloaf ) ,h]bs

@.<,! photograph %[s slic$ m1tloaf s]v$ ) ma%$ potatoes & brussels spr\ts4@.> ,try ? ta/y w9t] tr1t = yrf & w>m up f! 9side \ 444

,9gr$i5ts #ijj grams m9ce #a4e cups fre% br1dcrumbs #c tablespoons tomato pa/e #c tablespoons r$ w9e or beef /ock #b e7s #a tablespoon m/>d #a4e t1spoons dri$ basil #a/b cup *opp$ p>sley

,me?od ,li<tly oil sl[ cook]4 ,mix all 9gr$i5ts 9 a l>ge b[l4 ,%ape loaf to fit 9to sl[ cook]4 ,cov] ) lid & cook on l[ = #f to #g h\rs1 or on hi< = #c h\rs4



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Example 18: Letter


30

#a ,augu/ #bjad

,john ,smi?#cb ,any ,/reet,auckl&

,de> ,john ,! ,9spira;n ,voyage is = y\? ag$ 2t #af & #bj ye>s :o live ) a physical *all5ge4 ,"picipants come f all ov] ,,nz to take "p 9 a five "d voyage abo>d ! purpose built #dem tall %ip ,_s ( ,,nz4 ,if y "k ( any"o :o wd b5efit f ? ,9spira;n ,programme 9 ,febru>y #bjae & wd l m 9=ma;n1 s5d an email to info@aspiritofadventure4org4nz4

,bob ,dylan,bl ,f.da;n,a:ina ,h\se1 #d ,maunsell ,road ,p>nell1 ,auckl& #ajeb,private ,bag #iiida ,newm>ket1 ,auckl& #aadi,ph"o #jhjj #bdc #ccc,fax #ji #cee #fiai



31

Example 19: Menu


32

,,kid',s ,,m5u

,t[] ( ,london burg] #g4ie ,beef pattie s]v$ 2t toa/$ burg] bun1 melt$ *eese & s]v$ ) *ips ,padd+ton's nu7ets #g4ie ,*ick5 nu7ets 9 a basket ) *ips ,batt]sea fi% & *ips #g4ie ,crumb$ pieces ( fi% s]v$ ) *ips ,pizza #aj4jj ,bacon @& mozz>ella ,pa/a #aj4jj ,*'s por;n,-see specials bo>d

,,dess]t ,kids sundae #g4ej ,raspb]ry or *ocolate

,,kid',s ,,cocktails ,p9k pan!r #d4ej ,raspb]ry1 lemonade1 cr1m @& ice ,tra6ic li<t #d4ej ,yummy ?ree lay]$ dr9k

,ask at ! b> = kids col\r+4



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Example 20: Agenda

Agenda for Meeting 18 of the Braille Authority of New Zealand Aotearoa Trust (BANZAT) to be held on Tuesday 5 November 2013, at 12:30pm

1 Welcome, attendees

2 Minutes

2.1 Confirmation of Minutes of Meeting 16 held on 17 September 2013.

Emailed on 21 October 2013 and attached.

2.2 Matters arising from Minutes not listed elsewhere in the Agenda

2.3 Review of Annual General Minutes Meeting 17 held on 17 September 2013.

Emailed on 21 October 2013. Are there any corrections before these are placed on the BANZAT website please?

3 Correspondence

The Correspondence Schedule is in Attachment A to this Agenda.

4 Braille Competition 2014

Update from Lisette.


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,ag5da = ,meet+ #ah ( ! ,brl ,au?or;y ( ,new ,z1l& ,aotearoa ,tru/ "<,,banzat"> to 2 held on ,tues"d #e ,novemb] #bjac1 at #ab3#cjpm

#a ,welcome1 att5dees #b ,m9utes #b4a ,3firma;n ( ,m9utes ( ,meet+ #af held on #ag ,septemb] #bjac4 ,email$ on #ba ,octob] #bjac & atta*$4 #b4b ,matt]s >is+ f ,m9utes n li/$ else": 9 ! ,ag5da #b4c ,review ( ,annual ,g5]al ,m9utes ,meet+ #ag held on #ag ,septemb] #bjac4 ,email$ on #ba ,octob] #bjac4 ,>e "! any correc;ns 2f ^! >e plac$ on ! ,,banzat website pl1se8 #c ,correspond;e ,! ,correspond;e ,s*$ule is 9 ,atta*;t ,a to ? ,ag5da4#d ,brl ,competi;n #bjad ,update f ,lisette4



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Example 21: Instruction manual


36

Three pages of braille have been included for this example.

,9dex ,v#d emboss] manual #aj

#b4e ,m5u ,,(f ,! m5u ,,(f is available only :5 ! emboss+ is /opp$ by ,,(f dur+ pr9t+ a docu;t4 ,use m5u ,,(f by3 ,,(f "6 ,,m5u "6 ,>r[ up_/d[n "6 ,,ok @.<,! table columns h be5 9d5t$ z foll[s3 ,,m5u ,,sub ,,m5u ,,9fo@.>

,curr5t docu;t ,e*o emboss] /atus 9=ma;n ,e*o numb] ( rema9+ copies,- ,complete emboss+ ( curr5t docu;t & c.el rema9+ copies ,-,- ,/op emboss+ ( curr5t docu;t ,same func;n z ,,(f "6 ,,fe$ #cb


37

,9dex ,v#d emboss] manual a#aj

,l1ve m5u ,,(f & 3t9ue ! orig9al emboss+ sequ;es by press+ ,,on

#b4f ^1,m5u ^1example ,! mo/ e6ective way to le>n ! ,v#d emboss] us] 9t]face is to "w "? ! 2l samples4 ,subsequ5tly mak+ x easi] to "u/& ! us] m5u /ructure1 ! di6];e 2t num]ical keys & >r[ keys etc4

#b4f4a ,/op emboss+ _4 ,press ,,(f _4 ,press ,,fe$#b4f4b ,*ange spee* 9t]face language ^7,example3 *ange local spee* 9t]face to ,sw$i%^' #a4 ,on ! front panel ( ! emboss]1 select ,m5u "<! emboss] w e*o3 curr5t docu;t"> #b4 ,>r[ d[n "<until e*o3 ,op;n"> #c4 ,,ok "<e*o3 ,spee* fe$back"> #d4 ,,ok "<e*o3 spee* fe$back volume"> #e4 ,>r[ d[n "<until e*o3 #cc


38

,9dex ,v#d emboss] manual b#aj ,select spee* language1 curr5t value is ,briti% ,5gli%"> #f4 ,,ok1 "<,curr5t value is ,briti% ,5gli%"> #g4 ,>r[ d[n "<until e*o3 ,sw$i%"> #h4 ,,ok "<e*o3 tal ^$aterkopplings spr^$ak nuvarande v^3arde ^3ar ,svenska"> #i4 ,press ,m5u to saves ! ,sw$i% spee* fe$back "<e*o3 m5u save sett+s">#b4f4c ,*ange pap] size ^7,example3 ,*ange pap] size f ,a#d to ,lr on ,"ee/-;,d #a4 ,on ! front panel ( ! emboss]1 select ,m5u "<! emboss] w e*o3 curr5t docu;t"> #b4 ,>r[ d[n "<until e*o3 ,brl sett+s">-------------------------------------#aa 444

#cd



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APPENDIX 3: Notes for Examples 1 to 21

In the braille version of this document the notes in this Appendix are inserted before each braille example to outline the print features that need consideration. In the print version they are included together here as an extra reference.

Example 1: ParagraphsThis print example has two pieces of text blocked in the margin with a blank space between them (which may or may not have been generated by a hard return).

In braille these have been treated as two paragraphs with the first line of each indented and no blank line between them.

Example 2: Main headingsThis print example has a heading followed by some text blocked in the margin. In print the heading is in a bold script font, a larger point size and is slightly indented but not centred.

In braille the heading has been treated as a main heading so is centred with a blank line below. The change of font can be ignored. The text below is treated as a paragraph.

Example 3: Sub headingsThis print example has a heading in a bold font in the margin followed by text blocked in the margin. The second heading uses the same bold font but is indented and is followed by text blocked directly under it rather than in the margin. The third heading follows the same pattern as the second.

The braille version does not follow the print indentation. The first heading is treated as a main heading in braille and the other two as subheadings. Note that the subheading has a blank line above but no blank line below in braille. The text following each heading is treated as a paragraph.

Example 4: Simple listThis print example has a heading in a bold font in the margin followed by text blocked in the margin. This is followed by a list, which has the numbers 1 to 3 indented from the margin. The third item in the list overruns to a second line in print and this was indented to make the words line up vertically. The list is followed by another block of text in the margin.

The braille version starts with a main heading and a paragraph. Then standard list format has been used with the numbers in the margin, overruns in cell 3 and a blank line above and below. The last piece of text was treated as a paragraph but note the adjustment of the line break to keep the phone number all on one line.


40

Example 5: Complex listThis print example has a heading in a bold font in the margin followed by a bulleted list. The three main items are indented slightly and start with solid circular bullets. Each of these main items has sub items which are indented further and start with hollow circular bullets.

The braille version starts with a main heading and then applies complex list format with the main items in the margin and the subitems starting in cell 3 and overrunning in cell 5. Note that the braille bullet symbol (dots 456, 256) has been used for both types of print bullet.

Example 6: Print page numbersThis print example has two pages. The pattern of main heading, paragraphs and subheadings is similar to previous examples. The first print page finishes half way through a sentence and has a number 3 at the bottom right. The second print page has a number 4 at the bottom right.

Standard page numbering has been used in the braille version. The first braille page has a 3 at the top right to show that this is the start of print page 3 and a 1 at the bottom right to show this is the first braille page. The second braille page has an “a3” at the top to show this is a continuation of print page 3 and then a horizontal line to show where print page 4 begins. This example also illustrates the use of a 30 cell line for A4 braille paper.

Example 7: TypeformsThis print example has typefaces used in three different ways. In print the word “Weathering” was in bold to indicate it is a heading. In addition italic is being used to emphasise types of weathering and bold to distinguish sub classes.

The braille version omits the bold for weathering as the subheading layout is enough. However the italic and bold used to reflect classification have been included in braille.

Example 8: FractionsThis print example illustrates the correct treatment of both a simple fraction and a mixed number.

Example 9: Te Reo MāoriThis print example includes the following māori words: Waima, marae, wharenui, Tāne and Whaiora. These all need identifying by the braille producer so that they can be represented according to the rules of Te Reo braille.

Note for example the word wharenui where the wh has been contracted in braille but the ar has not. Note also the use of the macron symbol 456 before the a in Tāne rather than the two cell UEB accent.


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Example 10: Other languagesThis print example includes a French phrase indicated by the use of italic and also the word pirouette which is now in common use.

Note that the French phrase has no contractions in braille and the UEB symbol for the acute accent has been inserted before the last e of fouetté.

Example 11: Poetry and HymnsThis print example includes the title of a song, the first verse and the chorus. In print the chorus is identified by both italics and indentation.

In braille a main heading is used for the title and the verses are treated as a list with overruns in cell 3 and a blank line between verses. Note that braille italics are used for the chorus but it has not been indented.

Example 12: FootnotesThis print example is a sentence which includes a footnote. The word spirit has a small number 1 in the superscript position immediately after it. The footnote itself was at the bottom of the print page in a small font.

The braille version below shows two alternatives. The first version has the footnote indented at the end of the paragraph which can be intrusive for casual readers. The second version shows how all the footnotes could be listed at the end under the heading “Footnotes in this Volume”.

Example 13: Transcriber’s notesThis print example is a pie graph with each sector blocked in a different colour. The labels sit around the outside of the circle and include numbers and percentages. There is a title above the graph.

In braille it has been decided that the title and labels of this particular pie graph give all the information the reader needs. Note the use of a transcriber’s note to explain what has been changed. It reads “The information from the pie graph is listed below”. Note also that the American spelling used by the author has not been “corrected” in braille.

Example 14: Table of ContentsThis print example contains the first few rows of the table of contents at the start of the document you are reading. The word Contents is in a larger font in the margin and underneath it are listed the headings from the document with the second level headings indented. A row of print full stops leads to each page number on the right.

The braille version is laid out as a complex list with guide dots represented by a row of dot 5s. Note that in braille the references are still to print page numbers so these must be present throughout the braille document.


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Example 15: Table (columnar)This print example is a table with 5 rows and 5 columns within a grid. The heading is in italic above the table. The row and column headings are in bold and are single words. The other items are all single numbers.

In braille each row will fit across the page with two braille spaces between each column. As the print format is being followed there is no need for a transcriber’s note. Note that each column heading is underlined and the use of bold has been omitted. The producer has also inserted guide dots after the word Dunedin.

Example 16a: Table (linear)This print example is a table with 4 rows and 4 columns within a grid. The heading is in bold above the table. The row and column headings are in italic and are single words. The other items vary from one word to six words so will not easily fit into a columnar layout in braille.

The braille version below uses linear format and the list of rows is preceded by the transcriber’s note “In the table below the columns follow each other in this order: name: breakfast; lunch; dinner.” Note that the table had a blank cell in the top left and the braille producer has inserted the word “name” for added clarity. Note also that the use of italic has been omitted.

See examples 16b and 16c for the same table laid out in list format and stairstep format respectively. The best choice for this particular table is the linear format because the content is straightforward and the column headings can be easily memorised. List format with its repetitive headings works well for complex tables where clarity is more important than space. Stairstep format is worth considering in special cases such as example 21 in Appendix 2.

Example 16b: Table (list)This print example is the same table as example 16a.

The braille version below uses list format and the list of rows is preceded by the transcriber’s note “The information from the table is listed below.” Note that the first column has become a series of subheadings and that colons have been inserted for clarity. This layout is easy to read but takes up more space.

Example 16c: Table (stairstep)This print example is the same table as example 16a.

The braille version below uses stairstep format and the list of rows is preceded by the following transcriber’s note:

“The table columns have been indented as follows:name breakfast lunch dinner.”


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Example 17: RecipeThis print example is taken from a recipe book. The title was in a large bold font and the subtitle underneath in italics. There is a photo with a comment underneath and then the headings for ingredients and method. The list of ingredients is bulleted in print and is slightly indented. The method is a series of brief statements each fitting on one line with blank space between them.

The braille version treats the title and subtitle as one main heading and the use of italics has been omitted. The producer has decided that the photo adds value so has included a transcriber’s note reading “The photograph shows sliced meatloaf served with mashed potatoes and brussels sprouts.” Ingredients is treated as a subheading and the bullets have been omitted from this particular list. Method is treated as a second subheading and the items are treated as a list though paragraphs could be considered for more wordy recipes.

Example 18: Letter This print example is a letter printed on letterhead paper. At the top right is the logo of the Blind Foundation which has the words “Blind Foundation, Beyond Vision Loss” underneath. The footer of the page includes the contact details for the organisation including full street address, full postal address, phone, fax and web address. The actual typed information includes the date, the name and address of the recipient, the text of the letter and the salutations.

It is essential to include information from the header and footer so that the recipient knows who the letter is from and how to reply. In this braille version the contact details have been listed after the sender’s name at the end. These have been carefully extracted from the footer of the original Microsoft Word document. The addresses and salutations all start in the margin and the text of the letter itself is treated as two paragraphs. The producer has uncontracted the email address for extra clarity.

Example 19: MenuThis print example is a downloaded menu full of print features designed to catch the eye. It is mainly centred and the menu items are all in full caps. Alongside each item is the price tabbed to the right so the prices line up vertically. The prices do not have dollar signs. Under each item is a brief description. The title is in a large heavily blocked font and the words DESSERT and KID’S COCKTAILS are also present in heavier full caps but slightly smaller. At the bottom are two identical pictures of a sundae side by side followed by a box with information about colouring sheets for children.

The braille version uses a main heading and two subheadings. The producer has decided to include the full caps for these but omit them for the menu items themselves. The menu items have been treated as a complex list with the price separated by one space and the descriptions indented on the next line. It was decided that the photo did not need describing. The reference to colouring sheets has been included as a paragraph but the fact that it is in a box has not been indicated.


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Example 20: AgendaThis print example starts with three lines of text in a large font blocked in the margin. The numbered agenda items start in the margin with their text in bold. The text of the subitems 2.1, 2.2 and 2.3 is also in bold but comments underneath both main and subitems are in normal text and are in the margin.

One option is to treat the main items as subheadings in braille and that can work well with some wordy agendas. In this case the producer has decided to treat them as a complex list. The advantage of the list approach is that all the item numbers are easily located in the margin by touch which is a big help when following the proceedings of a meeting. The producer has decided that this makes the use of bold superfluous.

Example 21: Instruction manualInstruction manuals can be challenging to produce in braille and this single print page includes a header and footer, a three level numbering system, a table with blank cells and bold entries, some keystroke advice and some Swedish text with accents.

The print running footer is “© 2012 Index Braille” which has been omitted in braille. However the producer has decided to include a braille running head “Index V4 embosser manual” which is an abbreviation of the full title of the manual and this appears at the top of every braille page. The print header includes the page number 10 at the top right which the producer has inserted as the print page number in braille. The print header also includes the words “Menu Structure” which the producer has omitted because it is present earlier as the chapter title. The braille page number 32 at the bottom of the first braille page indicates that this sample is taken from part way through a braille volume.

The producer has decided to use braille subheadings for the second level items 2.5 and 2.6 as they had used a main heading for the start of chapter 2 earlier. The third level items 2.6.1 etc are then treated as a complex list with any lists within them indented. The table is too wordy for the columnar method and the producer has decided that the blank cells are crucial for menu navigation so has decided on the stairstep approach. The bold font has not been indicated within the table. The keystroke advice above the table has been laid out as in print with blank spaces either side of the plus signs but note the new braille line after the colon to ensure the key information is all on one line. The Swedish text in 2.6.2 is a foreign phrase so is written uncontracted with UEB accents.

The three braille pages in this example are another illustration of the correct use of print page indicators.


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