Merge branch 'main' into patrickhlauke-html-file-cleanup

w3c · Mar 22, 2024 · d5e14a8 · d5e14a8
2 parents 66fb80c + bf44269
commit d5e14a8
Show file tree

Hide file tree

Showing 32 changed files with 424 additions and 331 deletions.
diff --git a/conformance-challenges/index.html b/conformance-challenges/index.html
@@ -296,7 +296,7 @@ <h3>Mitigations</h3>
         </section>
 	<section id="Challenge-2">
             <h2>Challenge #2: Large, complex, and dynamic websites may have too many changing permutations to validate effectively</h2>
-            <p>Large websites often have complex content publishing pipelines, which may render content dynamically depending upon a large number of variables (such as what is known about the logged in user and her content preferences, the geographical location that the user is visiting the site from, and the capabilities of the web rendering agent being used). It is difficult, and may not be feasible, to validate every possible publishing permutation with a page-level test, each of which can have an impact on whether that particular rendering of the content at that particular moment conforms.</p>
+            <p>Large websites often have complex content publishing pipelines, which may render content dynamically depending upon a large number of variables (such as what is known about logged in users and their content preferences, the geographical location that the users are visiting the site from, and the capabilities of the web rendering agent being used). It is difficult, and may not be feasible, to validate every possible publishing permutation with a page-level test, each of which can have an impact on whether that particular rendering of the content at that particular moment conforms.</p>
 
 	    <section class="mitigation">
 		    <h3>Mitigations</h3>

diff --git a/guidelines/terms/21/single-pointer.html b/guidelines/terms/21/single-pointer.html
@@ -1,7 +1,6 @@
 <dt><dfn id="dfn-single-pointer">single pointer</dfn></dt>
 <dd>
-
-   <p>pointer input that operates with one point of contact with the screen, including single taps and clicks, double-taps and clicks, long presses, and path-based gestures</p>
-
+   <p>an input that only targets a single point on the page/screen at a time – such as a mouse, single finger on a touch screen, or stylus.</p>
+   <p class="note">In contrast to single pointer inputs, multipoint interactions involve the use of two or more pointers at the same time – such as two finger interactions on a touchscreen, or the simultaneous use of a mouse and stylus.</p>
 </dd>
 
diff --git a/techniques/failures/F111.html b/techniques/failures/F111.html
@@ -0,0 +1,83 @@
+<!DOCTYPE html>
+<html xmlns="http://www.w3.org/1999/xhtml" lang="en">
+	<head>
+		<title>Failure of Success Criteria 1.3.1, 2.5.3, and 4.1.2 due to a control with visible label text but no accessible name</title>
+		<link rel="stylesheet" type="text/css" href="../../css/editors.css"/>
+	</head>
+	<body>
+		<h1>Failure of Success Criteria 1.3.1, 2.5.3, and 4.1.2 due to a control with visible label text but no accessible name</h1>
+		<section id="meta">
+			<h2>Metadata</h2>
+			<p id="id"></p>
+			<p id="technology">general</p>
+			<p id="type">failure</p>
+		</section>
+
+		<section id="applicability">
+			<h2>When to Use</h2>
+			<p>All technologies that include interactive controls (such as links or form inputs).</p>
+		</section>
+
+		<section id="description">
+			<h2>Description</h2>
+			<p>The objective of this Failure is to describe situations where speech input users cannot reliably speak the name of a control because although it has a visible label, it lacks an accessible name.</p>
+			<p>When speech input users interact with a web page, they usually speak a command followed by the reference to some visible label (like the text in a button or a link, or the text labelling some input). If the control lacks an accessible name, speech users won't be able to activate the control using its visible label.</p>	
+		</section>
+
+		<section id="examples">
+			<h2>Examples</h2>
+
+      <section class="example">
+				<h3>A text input with a visible label, but without an accessible name</h3>
+				<p>The text input is preceded by a visible text label "Enter name", but the text is not marked up as a <code>&lt;label&gt;</code> for the input, and there is no alternative way (e.g., <code>aria-label</code>) to provide the input with an accessible name at all.</p>
+				<pre><code>
+					&lt;p&gt;Enter name&lt;/p&gt;
+					&lt;input type="text"&gt;
+        </code></pre>
+      </section>
+
+			<section class="example">
+				<h3>A text input with a visible label and aria-labelledby pointing to a non-existent id</h3>
+				<p>The text input is preceded by a visible text label "Enter name". The text's container has an <code>id</code> of <code>nameEntry</code>, but the input has an <code>aria-labelledby</code> referencing a non-existent <code>name-entry</code> <code>id</code>. As a result, the input lacks an accessible name altogether.</p>
+				<pre><code>
+					&lt;p id="nameEntry"&gt;Enter name&lt;/p&gt;
+					&lt;input type="text" aria-labelledby="name-entry" &gt;
+        </code></pre>
+      </section>
+    </section>
+
+		<section id="tests">
+			<h2>Tests</h2>
+			<section class="test-procedure">
+				<h3>Procedure</h3>
+				<p>For all controls with a visible label (e.g., link text, button text, programmatically linked label, images in links or buttons with text, etc.), check that:</p>
+				<ol>
+					<li>The control has a visible text label.</li>
+					<li>The control has an accessible name.</li>
+          <li>The accessible name contains the text that appears as the visible label.</li>
+				</ol>
+			</section>
+			<section class="test-results">
+				<h3>Expected Results</h3>
+				<ul>
+					<li>If check #1 is false, the Success Criterion does not apply.</li>
+					<li>If check #1 is true, but checks #2 and/or #3 are false, the content fails the Success Criterion.</li>
+					<li>If all checks are true, the content passes the Success Criterion.</li>
+				</ul>
+			</section>
+		</section>
+		<section id="related">
+			<h2>Related Techniques</h2>
+			<ul>
+				<li><a href="../../techniques/general/F96">F96</a></li>
+        <li><a href="../../techniques/general/G131">G131</a></li>
+        <li><a href="../../techniques/aria/ARIA7">ARIA7</a></li>
+        <li><a href="../../techniques/aria/ARIA8">ARIA8</a></li>
+        <li><a href="../../techniques/aria/ARIA9">ARIA9</a></li>
+				<li><a href="../../techniques/aria/ARIA14">ARIA14</a></li>
+        <li><a href="../../techniques/aria/ARIA16">ARIA16</a></li>
+        <li><a href="../../techniques/client-side-script/SCR30">SCR30</a></li>
+			</ul>
+		</section>
+	</body>
+</html>
diff --git a/techniques/failures/F12.html b/techniques/failures/F12.html
@@ -11,11 +11,11 @@
                         This is sometimes done for security reasons, to protect users who are
                         assumed to have left their computer exposed in a state where someone could
                         do something harmful to them such as transfer bank funds or make an
-                        unauthorized purchase. A user with a disability may actually still be
-                        working to complete the form as it may take him or her longer to complete
+                        unauthorized purchase. Users with disabilities may actually still be
+                        working to complete the form as it may take them longer to complete
                         the form than would normally be expected. Upon re-authentication, if the
-                        state of the user's session is not restored, including all data that had
-                        been previously entered into the form, he or she will have to start over.
+                        state of users' sessions are not restored, including all data that had
+                        been previously entered into the form, they will have to start over.
                         And for these users, it is likely that the session will time out again
                         before they can complete the form. This sets up a situation where a user who
                         needs more time to complete the form can never complete it.</p>

diff --git a/techniques/failures/F9.html b/techniques/failures/F9.html
@@ -1,19 +1,30 @@
-<!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><head><title>Failure of Success Criterion 3.2.5 due to changing the context when the user removes
-                    focus from a form element</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"/></head><body><h1>Failure of Success Criterion 3.2.5 due to changing the context when the user removes
-                    focus from a form element</h1><section class="meta"><p class="id">ID: F9</p><p class="technology">Technology: failures</p><p class="type">Type: Failure</p></section><section id="applicability"><h2>When to Use</h2>
-      <p>General. </p>
+<!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">
+  <head>
+    <title>Failure of Success Criterion 3.2.5 due to changing the context when the user removes focus from a form element</title>
+    <link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"/>
+  </head>
+  <body>
+    <h1>Failure of Success Criterion 3.2.5 due to changing the context when the user removes focus from a form element</h1>
+    <section class="meta">
+      <p class="id">ID: F9</p>
+      <p class="technology">Technology: failures</p>
+      <p class="type">Type: Failure</p>
+    </section>
+    <section id="applicability">
+      <h2>When to Use</h2>
+      <p>General.</p>
    </section><section id="description"><h2>Description</h2>
       <p>This document describes a failure that occurs when removing focus from a form
                         element, such as by moving to the next element, causes a change of context.
                     </p>
    </section><section id="examples"><h2>Examples</h2>
       <section class="example">
          <h3></h3>
-         
-            <p> The user is going through the form filling out the fields in order.
-                                When he moves from the third field to the forth, the form submits.
-                            </p>
-         
+
+            <p>Users are going through the form filling out the fields in order.
+               When they move from the third field to the forth, the form submits.
+            </p>
+
       </section>
    </section><section id="tests"><h2>Tests</h2>
       <section class="procedure"><h3>Procedure</h3>
@@ -38,5 +49,5 @@ <h3></h3>
       <li><a href="../failures/F37">F37</a></li>
       <li><a href="../failures/F60">F60</a></li>
    </ul></section><section id="resources"><h2>Resources</h2>
-      
+
    </section></body></html>
diff --git a/techniques/failures/F96.html b/techniques/failures/F96.html
@@ -71,6 +71,7 @@ <h3>Expected Results</h3>
 		<section id="related">
 			<h2>Related Techniques</h2>
 			<ul>
+				<li><a href="../../techniques/general/F111">F111</a></li>
         <li><a href="../../techniques/general/G131">G131</a></li>
         <li><a href="../../techniques/aria/ARIA7">ARIA7</a></li>
         <li><a href="../../techniques/aria/ARIA8">ARIA8</a></li>

diff --git a/techniques/general/G115.html b/techniques/general/G115.html
@@ -53,7 +53,7 @@ <h3>Using the <code class="language-html">strong</code> element to emphasize imp
       <section class="example">
 				<h3>Using the <code class="language-html">em</code> and <code class="language-html">strong</code> elements to emphasize text</h3>
 
-<pre xml:space="preserve"><code class="language-html">&lt;p&gt;What she &lt;em&gt;really&lt;/em&gt; meant to say was, 
+<pre xml:space="preserve"><code class="language-html">&lt;p&gt;What the user &lt;em&gt;really&lt;/em&gt; meant to say was, 
    &lt;q&gt;This is not ok, it is &lt;strong&gt;excellent&lt;/strong&gt;!&lt;/q&gt;
 &lt;/p&gt;</code></pre>
       </section>

diff --git a/techniques/general/G163.html b/techniques/general/G163.html
@@ -12,7 +12,7 @@
                <li>Use the footmark (‘) for the ʻokina, but do not display macrons</li>
                <li>Show all diacritical markings</li>
             </ul>
-            <p>The visitor selects the level he or she prefers, and this preference is stored into a session cookie. All subsequent pages during that same session have access to the cookie, and show or hide diacritics according to the selected level.</p>
+            <p>Visitors select the level they prefer, and this preference is stored into a session cookie. All subsequent pages during that same session have access to the cookie, and show or hide diacritics according to the selected level.</p>
             <p>On the server side, content is stored with all diacritical markings. If a visitor prefers fewer or no diacritics, a server-side function replaces or removes diacritics as desired before sending the response.</p>
             <p>Example at
                 <a href="http://www.hawaii.edu/site/info/diacritics.php">Hawaiian language online</a>.</p>

diff --git a/techniques/html/H49.html b/techniques/html/H49.html
@@ -38,7 +38,7 @@ <h3>Using the <code class="language-html">em</code> and <code class="language-ht
                 designed to indicate structural emphasis that may be rendered in a variety of ways
                 (font style changes, speech inflection changes, etc.).</p>
 
-         <pre xml:space="preserve"> ... What she &lt;em&gt;really&lt;/em&gt; meant to say was, &amp;quot;This is not OK, 
+         <pre xml:space="preserve"> ... What the user &lt;em&gt;really&lt;/em&gt; meant to say was, &amp;quot;This is not OK, 
  it is &lt;strong&gt;excellent&lt;/strong&gt;&amp;quot;! ...</pre>
       </section>
       <section class="example">

diff --git a/understanding/20/change-on-request.html b/understanding/20/change-on-request.html
@@ -105,8 +105,8 @@ <h2>Examples of Change on Request</h2>
          <dd> Instead of automatically updating the content, the author provides an "Update now"
                button that requests a refresh of the content.</dd>
          <dt>An automatic redirection</dt>
-         <dd>A user is automatically redirected from an old page to a new page in such a way that
-               he or she never realizes the redirect has occurred.</dd>
+         <dd>Users are automatically redirected from an old page to a new page in such a way that
+               they never realize the redirect has occurred.</dd>
       </dl>
 
    </section>

diff --git a/understanding/20/error-prevention-legal-financial-data.html b/understanding/20/error-prevention-legal-financial-data.html
@@ -26,9 +26,9 @@ <h2>Intent of Error Prevention (Legal, Financial, Data)</h2>
          consequences as the result of a mistake when performing an action that cannot be reversed.
          For example, purchasing non-refundable airline tickets or submitting an order to purchase
          stock in a brokerage account are financial transactions with serious consequences.
-         If a user has made a mistake on the date of air travel, he or she could end up with
-         a ticket for the wrong day that cannot be exchanged. If the user made a mistake on
-         the number of stock shares to be purchased, he or she could end up purchasing more
+         If users have made a mistake on the date of air travel, they could end up with
+         a ticket for the wrong day that cannot be exchanged. If users made a mistake on
+         the number of stock shares to be purchased, they could end up purchasing more
          stock than intended. Both of these types of mistakes involve transactions that take
          place immediately and cannot be altered afterwards, and can be very costly. Likewise,
          it may be an unrecoverable error if users unintentionally modify or delete data stored

diff --git a/understanding/20/extended-audio-description-prerecorded.html b/understanding/20/extended-audio-description-prerecorded.html
@@ -60,10 +60,10 @@ <h2>Examples of Extended Audio Description (Prerecorded)</h2>
       <ul>
 
          <li>
-            <em>Example 1. Video of a lecture.</em> A physics professor is giving a lecture. He makes freehand sketches on the whiteboard,
-            speaking rapidly as he draws. As soon as he has finished discussing one problem, he
-            erases the drawing and makes another sketch while continuing to speak and gesture
-            with his other hand.  The video is paused between problems, and extended audio description
+            <em>Example 1. Video of a lecture.</em> A physics professor is giving a lecture. The professor makes freehand sketches on the whiteboard,
+            speaking rapidly while drawing. As soon as discussion on one problem is finished, the professor
+            erases the drawing and makes another sketch while continuing to speak and gesture.
+             The video is paused between problems, and extended audio description
             of the professor's drawings and gestures is provided; the video is then resumed.
          </li>
 

diff --git a/understanding/20/images-of-text.html b/understanding/20/images-of-text.html
@@ -29,7 +29,7 @@ <h2>Intent of Images of Text</h2>
          font size, foreground and background color, font family, line spacing or alignment.
       </p>
 
-      <p>If an author can use text to achieve the same visual effect, he or she should present
+      <p>If authors can use text to achieve the same visual effect, they should present
          the information as text rather than using an image. If for any reason, the author
          cannot format the text to get the same effect, the effect won't be reliably presented
          on the commonly available user agents, or using a technology to meet this criterion

diff --git a/understanding/20/non-text-content.html b/understanding/20/non-text-content.html
@@ -29,9 +29,9 @@ <h2>Intent of Non-text Content</h2>
          way for making information accessible because they can be rendered through any sensory
          modality (for example, visual, auditory or tactile) to match the needs of the user.
          Providing text alternatives allows the information to be rendered in a variety of
-         ways by a variety of user agents. For example, a person who cannot see a picture can
-         have the text alternative read aloud using synthesized speech. A person who cannot
-         hear an audio file can have the text alternative displayed so that he or she can read
+         ways by a variety of user agents. For example, people who cannot see a picture can
+         have the text alternative read aloud using synthesized speech. People who cannot
+         hear an audio file can have the text alternative displayed so that they can read
          it. In the future, text alternatives will also allow information to be more easily
          translated into sign language or into a simpler form of the same language.
       </p>

diff --git a/understanding/20/resize-text.html b/understanding/20/resize-text.html
@@ -123,7 +123,7 @@ <h2>Examples of Resize Text</h2>
          <li>
             A user with vision impairments increases the text size on a Web page in a browser
             from 1 em to 1.2 ems. While the user could not read the text at the smaller size,
-            she can read the larger text. All the information on the page is still displayed when
+            they can read the larger text. All the information on the page is still displayed when
             the larger font is used for the text.
 
          </li>
@@ -135,7 +135,7 @@ <h2>Examples of Resize Text</h2>
          </li>
 
          <li>
-            A user uses a zoom function in his user agent to change the scale of the content.
+            Users with a zoom function in their user agent change the scale of the content.
             All the content scales uniformly, and the user agent provides scroll bars, if necessary.
 
          </li>

diff --git a/understanding/21/character-key-shortcuts.html b/understanding/21/character-key-shortcuts.html
@@ -50,7 +50,7 @@ <h3>Disable Shortcuts</h3>
 
 <h3>Alternate Control</h3>
 
-<p>A keyboard-only user is in a long issues thread. While reading the thread she accidentally hits the S key, which moves focus to the search bar at the top of the document. This causes her to lose her place and her train of thought. However, a mechanism is provided to allow users to change character-key shortcuts. She changes the shortcut to include another key so she can avoid future interruptions.</p>
+<p>Keyboard-only users are in a long issues thread. While reading the thread they accidentally hit the S key, which moves focus to the search bar at the top of the document. This causes them to lose their place and train of thought. However, a mechanism is provided to allow users to change character-key shortcuts. They change the shortcut to include another key so they can avoid future interruptions.</p>
 			</section>
 
   </section>