This was marked pending March 2004 to encourage discussion. Since then, John proposed that the new L3SC5 addresses this issue.
Propose: Close this issue.
Rationale: addressed by L3SC5.
The comment (made in May 2004) is that the Success Criterion about marking up definitions so that the appropriate definition can be located "should be harmonized with UAAG." Since then, the criterion has changed from, "Where a word has multiple meanings and the intended meaning is not the first in the associated dictionary(s), then additional markup or another mechanism is provided for determining the correct meaning." to "A mechanism is available for finding definitions for all words in text content." and "A mechanism is available for identifying specific definitions of words used in an unusual or restricted way, including idioms and jargon."
Techniques for UAAG 1.0 Checkpoint 2.1 "Render content according to specification" include providing information about expansions of abbreviations and would cover the rel="glossary" technique.
Propose: Close this issue.
Rationale: The use of "a mechanism" in the two success criteria should be harmonious with UAAG.
Here is a summary of the current and proposed examples. I thought it would be good to have at least one example for each success criterion. Currently, we have 4 examples for L3SC5. I propose that we choose one or two and delete the other 2.
| Maps to SC... | Current text | Proposed text |
|---|---|---|
| L1SC1 | none. | Example for L1SC1. A document with English, French, and German
translations.
A corporate Web server identifies the user's prefered language through user agent preferences causing the appropriate translation to be served. A user's screen reader uses the appropriate pronunciation rules based on the presence of a language-identifier in the document. |
| L2SC1 | Example 2: a French phrase in an English sentence.
In the following sentence, "And with a certain je ne sais quoi, she entered both the room, and his life, forever." the French phrase "je ne sais quoi" is marked as French. Depending on the markup language, English may either be marked as the language for the entire document except where specified, or marked at the paragraph level. |
Example for L2SC1: a German phrase in an English sentence. [issue
1567]
In the following sentence, "He maintained that the DDR (German Democratic Republic) was just a 'Treppenwitz der Weltgeschichte'.", the German phrase 'Treppenwitz der Weltgeschichte' is marked as German. Depending on the markup language, English may either be marked as the language for the entire document except where specified, or marked at the paragraph level. When a screen reader encounters the German phrase, it changes pronunciation rules from English to German to pronouce the word correctly. |
| L3SC2 | None | Example for L3SC2. Defining an unusual technical term.
A user encounters an unfamiliar technical term and follows the link to the document's glossary for a definition of the term. [Issue 959] |
| L3SC3 | Example 1: an acronym in a page title. In the following heading, "People of the W3C." the acronym "W3C" is marked as an acronym. Because it has been marked appropriately, the user agent would be able to speak the letters of the acronym one at a time rather than attempting to pronounce it as though it were a word. |
s/acronym/abbreviation and s/page title/delete [issue
1101]
Example 1: an abbreviation. In the following phrase, "People of the W3C." the abbreviation "W3C" is associated with the expansion, "World Wide Web Consortium." A user agent is able to either spell out the abbreviation, to read the expansion, or to display the expansion. |
| L3SC4 | None. | Example for L3SC4: descriptive headings.
An article describes how to use a new technology. The headings that divide each section have titles that give an idea about the content of the paragraphs that follow. For example: Introduction, The multi-column module, Cautions, Browsers, Learn More. |
| L3SC5 | Example 3: a description of a process. A page describes how to learn to play soccer. Each step in learning the fundamentals of the game is illustrated with a photograph of a player doing what is described in the text. |
|
| L3SC5 | Example 4: a description of a complex natural event. A Web page discusses Mt. Pinatubo in the Phillipines. The page includes a description of the 1991 eruption as well as photos of the eruption and its aftermath. The page also includes a brief explanation of why volcanoes erupt. To clarify this explanation, there is also a link to an accessible video and 3D simulation of what happened underneath the crust and within the volcano during the eruption. |
[issue
1406] Example 4: a description of a complex natural event.
A Web page discusses Mt. Pinatubo in the Phillipines. The page includes a description of the 1991 eruption as well as photos of the eruption and its aftermath. The page also includes a summary of why volcanoes erupt. To clarify this explanation, there is also a link to an accessible video and 3D simulation of what happened underneath the crust and within the volcano during the eruption. This example illustrates L3SC5 [Note that I proposed this to the list and John said he would take an action to rewrite it]. For the time being, perhaps it doesn't need this change or one of the other examples are better? |
| L3SC5 | Example 6: stock trading data. A news site is comparing the performance of the economy from 3rd quarter of this year with 3rd quarter from the last 3 years. They compare prices of the most popular stocks. They present the data in a bar graph with a link to the raw data they used to create the bar graph. |
Example 5: ... |
| L3SC5 | Example 7: history of music. A grandfather's hobby is listening to and playing music. He creates a Web site that includes examples of many different types of music and musical instruments. When describing specific types of music, he links to a short sound clip. |
Example 6: history of music. [issue
1407, issue
1435]
A music historian creates a Web site that describes many different types of music and musical instruments. When describing specific types of music, he links to a short, sound clip in the public domain. The description of the type of music describes what the listener will hear in the sound clip, satisfying Guideline 1.1 Level 1 Success Criterion 3. |
Issue: It is recommended that the home page contains at least one image (which could be a photo, graphic, diagram, etc.) which clearly represents the content of the site. Web authors should ask themselves the following question: “If I just looked at this image without reading supporting text, would I be able to guess correctly what the site is about?” Rationale is provided in the issue text.
Thoughts: This seems most related to L3SC5 (provide a supplement), although unsure if it would be considered a "graphical illustration of a concept" - the concept being the home page. This is potentially an optionl General Technique.
Propose: discuss. Get feedback from team b.
Issue: It is proposed that all pages include a simple summary of the page’s content in the form of an abstract in the meta tag description.
Thoughts: this is similar to the proposals that lisa made, although instead of using title, using meta. someone develop technique? seems could be sufficient to satisfy l3sc5 or is it optional?
Propose: if sufficient - someone develop the technique. if optional - wendy add to "optional bug."
Issue: provides example for similar Japanese characters that look the same but mean different things. No longer have a SC related to marking up phrases for pronunciation nor about making text perceivable (which would fall under Principle 1 somewhere).
Thoughts: This seems most related to the language-specific extensions we've discussed or including it in a Guide somewhere.
Propose:
Issue: John's June proposal introduced Signed video as L3 requirement "Signed video is available for key pages or sections of pages." WCAG WG rejected the proposal at the 14 June 2005 face-to-face meeting and 23 June 2005 teleconference. The proposed next action for the issue (to close it) is for someone to summarize why the proposal was rejected to respond to the reviewer. However, the reasons that John and I could remember seemed fairly weak so we would like to propose the following addition to L3SC5: Signed video of concepts or processes that must be understood in order to use the content.
This makes it an "or" in a level 3 criterion. It gives it some balance with signed video at level 3 for guideline 1.2.
Propose: Add an option "d" to L3SC5 so that it reads:
When text requires reading ability beyond/more advanced than the lower secondary education level, one or more of the following types of supplemental content is available: