"Web" to "web", "Success criteria" to "success criteria"

_includes/understanding/intro/advisory.html

@@ -5,7 +5,7 @@
   If there are techniques, however, for addressing this guideline that do not fall under
   any of the success criteria, they are listed here.
   These techniques are not required or sufficient for meeting any success criteria,
-  but can make certain types of Web content more accessible to more people.
+  but can make certain types of web content more accessible to more people.
 </p>
 {%- else -%}
 <p>

techniques/client-side-script/SCR27.html

@@ -151,7 +151,7 @@ <h2>Tests</h2>
     <section class="procedure">
       <h3>Procedure</h3>
       <ol>
-        <li>Find all components in the Web Unit which can be reordered via drag and drop.</li>
+        <li>Find all components which can be reordered via drag and drop.</li>
         <li>Check that there is also a mechanism to reorder them using menus build of lists of links.</li>
         <li>Check that the menus are contained within the re-orderable items in the DOM.</li>
         <li>Check that scripts for reordering are triggered only from the onclick event of links.</li>

techniques/css/C9.html

@@ -16,7 +16,7 @@ <h2>When to Use</h2>
    </section>
 	 <section id="description">
 		<h2>Description</h2>
-		<p> The objective of this technique is to provide a mechanism to add purely decorative images and images used for visual formatting to Web content without requiring additional markup within the content. This makes it possible for assistive technologies to ignore the non-text content. Some user agents can ignore or turn off CSS at the user's request, so that background images included with CSS simply "disappear" and do not interfere with display settings such as enlarged fonts or high contrast settings.</p>
+		<p> The objective of this technique is to provide a mechanism to add purely decorative images and images used for visual formatting to web content without requiring additional markup within the content. This makes it possible for assistive technologies to ignore the non-text content. Some user agents can ignore or turn off CSS at the user's request, so that background images included with CSS simply "disappear" and do not interfere with display settings such as enlarged fonts or high contrast settings.</p>
 		<p>Background images can be included with the following CSS properties:</p>
       <ul>
          <li><code class="language-css">background</code>;</li>

techniques/failures/F2.html

@@ -31,7 +31,7 @@ <h3>Images of text used as headings where the images are not marked up with head
             <p>Chapter1.gif is an image of the words, "Chapter One" in a Garamond font sized at 20 pixels. This is a failure because at a minimum the img element should be enclosed within a header element. A better solution would be to eliminate the image and to enclose the text within a header element which has been styled using CSS.</p>
 
 <pre xml:space="preserve"><code class="language-html">&lt;img src="Chapter1.gif" alt="Chapter One"&gt;
-&lt;p&gt;Once upon a time in the land of the Web...&lt;/p&gt;</code></pre>
+&lt;p&gt;Once upon a time in the land of the web...&lt;/p&gt;</code></pre>
       </section>
 
    </section><section id="tests"><h2>Tests</h2>

techniques/failures/F33.html

@@ -26,10 +26,10 @@
 issues and recommendations for making     difficulties, cognitive limitations, limited 
 Web content more accessible. This         movement, speech difficulties, and 
 document contains principles,             others. Following these guidelines will 
-guidelines, Success Criteria, benefits,   also make your Web content more 
+guidelines, Success Criteria, benefits,   also make your web content more 
 and examples that define and explain      accessible to the vast majority of users, 
 the requirements for making Web-based     including older users. It will also enable
-information and applications accessible.  people to access Web content using 
+information and applications accessible.  people to access web content using 
 "Accessible" means usable to a wide       many different devices - including a 
 range of people with disabilities,        wide variety of assistive technologies.
 </pre>

techniques/failures/F43.html

@@ -57,7 +57,7 @@ <h3>Using <code class="language-html">blockquote</code> elements to provide addi
    the following common problem.&lt;/p&gt;
 
 &lt;blockquote&gt;
-  &lt;p&gt;The use of markup for presentational effects made Web 
+  &lt;p&gt;The use of markup for presentational effects made web 
    pages confusing to screen reader users.&lt;/p&gt;
 &lt;/blockquote&gt;
 

techniques/general/G10.html

@@ -8,7 +8,7 @@
       <p>Programming technologies that have standard components programmed to interface with accessibility APIs.</p>
    </section><section id="description"><h2>Description</h2>
       <p>The objective of this technique is to allow assistive technology to
-            understand Web content so that it can convey equivalent information to the
+            understand web content so that it can convey equivalent information to the
             user through an alternate user interface.</p>
       <p>Sometimes content is not created using markup language but rather using a
             programming language or tools. In many cases, these technologies have

techniques/general/G101.html

@@ -14,7 +14,7 @@
       <section class="example">
          <h3>A term used in a restricted way</h3>
 
-            <p>The word "technology" is widely used to cover everything from the stone tools used by early humans to contemporary digital devices such as cell phones.  But in WCAG 2.0, the word technology is used in a more restricted way:  it means a mechanism for encoding instructions to be rendered, played or executed by user agents, including  markup languages, data formats, and programming languages used in producing and delivering Web content.</p>
+            <p>The word "technology" is widely used to cover everything from the stone tools used by early humans to contemporary digital devices such as cell phones.  But in WCAG 2.0, the word technology is used in a more restricted way:  it means a mechanism for encoding instructions to be rendered, played or executed by user agents, including  markup languages, data formats, and programming languages used in producing and delivering web content.</p>
 
       </section>
       <section class="example">

techniques/general/G108.html

@@ -4,7 +4,7 @@
             changes.</p>
    </section><section id="description"><h2>Description</h2>
       <p>The objective of this technique is to allow assistive technology to
-            understand Web content so that it can convey equivalent information to the
+            understand web content so that it can convey equivalent information to the
             user through an alternate user interface and allow them to operate controls
             through the AT.</p>
       <p>This technique involves using standard, documented and supported features to

techniques/general/G115.html

@@ -16,7 +16,7 @@ <h2>When to Use</h2>
    </section>
 	 <section id="description">
 		<h2>Description</h2>
-		<p>The objective of this technique is to mark up the structure of the Web content using the appropriate semantic elements. In other words, the elements are used according to their meaning, not because of the way they appear visually.</p>
+		<p>The objective of this technique is to mark up the structure of the web content using the appropriate semantic elements. In other words, the elements are used according to their meaning, not because of the way they appear visually.</p>
 		<p>Using the appropriate semantic elements will make sure the structure is available to the user agent. This involves explicitly indicating the role that different units have in understanding the meaning of the content. The nature of a piece of content as a paragraph, header, emphasized text, table, etc. can all be indicated in this way. In some cases, the relationships between units of content should also be indicated, such as between headings and subheadings, or amongst the cells of a table. The user agent can then make the structure perceivable to the user, for example using a different visual presentation for different types of structures or by using a different voice or pitch in an auditory presentation.</p>
 		<p>In HTML, for example, phrase-level elements such as <code class="language-html">em</code>, <code class="language-html">abbr</code>, and <code class="language-html">cite</code> add semantic information within sentences, marking text for emphasis and identifying abbreviations and citations, respectively. MathML, a markup language designed to maintain important distinctions between structure and presentation in mathematics, includes special "presentation" markup for the complex notations used to represent mathematical ideas as well as "content" (semantic) markup for the mathematical ideas themselves.</p>
 	</section>

techniques/general/G125.html

@@ -3,7 +3,7 @@
    </section><section id="description"><h2>Description</h2>
       <p>The objective of this technique is to make it possible for users to locate additional information by providing links to related web pages.
             It is one of a series of techniques for locating content that are sufficient for addressing Success Criterion 2.4.5. 
-            Links are a basic component of the World Wide Web. They are the mechanism that makes the web an interconnected Web of content. Most authors employ this technique automatically when creating web pages.</p>
+            Links are a basic component of the World Wide Web. They are the mechanism that makes the web an interconnected web of content. Most authors employ this technique automatically when creating web pages.</p>
    </section><section id="examples"><h2>Examples</h2>
       <section class="example">
 

techniques/general/G130.html

@@ -15,7 +15,7 @@ <h2>When to Use</h2>
    </section>
    <section id="description">
       <h2>Description</h2>
-      <p>The objective of this technique is to make section headings within Web content descriptive. Descriptive headings and titles (see <a href="../general/G88">Providing descriptive titles for web pages</a>) work together to give users an overview of the content and its organization. Descriptive headings identify sections of the content in relation both to the web page as a whole and to other sections of the same web page.</p>
+      <p>The objective of this technique is to make section headings within web content descriptive. Descriptive headings and titles (see <a href="../general/G88">Providing descriptive titles for web pages</a>) work together to give users an overview of the content and its organization. Descriptive headings identify sections of the content in relation both to the web page as a whole and to other sections of the same web page.</p>
       <p>Descriptive headings help users find specific content and orient themselves within the web page.</p>
       <p>Authors may also want to consider putting the most important information at the beginning of each heading. This helps users "skim" the headings to locate the specific content they need, and is especially helpful when browsers or assistive technology allow navigation from heading to heading.</p>
    </section>

techniques/general/G131.html

@@ -1,7 +1,7 @@
 <!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><head><title>Providing descriptive labels</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"/></head><body><h1>Providing descriptive labels</h1><section class="meta"><p class="id">ID: G131</p><p class="technology">Technology: general</p><p class="type">Type: Technique</p></section><section id="applicability"><h2>When to Use</h2>
       <p>All technologies.</p>
    </section><section id="description"><h2>Description</h2>
-      <p>The objective of this technique is to ensure that the label for any interactive component within Web content makes the component's purpose clear. Using the appropriate technology-specific techniques for technologies for associating labels with interactive controls allows assistive technology to recognize the label and present it to the user, therefore allowing the user to identify the purpose of the control.The label may also be used to include text or a text symbol indicating that input is required.
+      <p>The objective of this technique is to ensure that the label for any interactive component within web content makes the component's purpose clear. Using the appropriate technology-specific techniques for technologies for associating labels with interactive controls allows assistive technology to recognize the label and present it to the user, therefore allowing the user to identify the purpose of the control.The label may also be used to include text or a text symbol indicating that input is required.
       </p>
    </section><section id="examples"><h2>Examples</h2>
       <section class="example">

techniques/general/G133.html

@@ -12,7 +12,7 @@ <h3>A checkbox for requesting a specific extension</h3>
       <section class="example">
          <h3>Requesting an indefinite extension</h3>
 
-            <p>A web page contains the first part of a three-part form. Each part of the form includes more than 10 items. Some items require users to follow links for additional information. Immediately following the general instructions for completing the form is a checkbox with the label, “Allow as much time as I need to complete this form. I understand that I must close (quit) the Web browser if I choose to stop before completing the last part of the form."</p>
+            <p>A web page contains the first part of a three-part form. Each part of the form includes more than 10 items. Some items require users to follow links for additional information. Immediately following the general instructions for completing the form is a checkbox with the label, “Allow as much time as I need to complete this form. I understand that I must close (quit) the web browser if I choose to stop before completing the last part of the form."</p>
 
       </section>
    </section><section id="tests"><h2>Tests</h2>

techniques/general/G134.html

@@ -71,7 +71,7 @@ <h2>Resources</h2>
 				<li>
 					<a href="https://www.w3.org/QA/Tips/Doctype">Do not forget to add a doctype</a> by the W3C Quality Assurance Initiative explains what doctypes are and why you should use them.</li>
 				<li>
-					<a href="https://www.w3.org/QA/2002/04/valid-dtd-list.html">Recommended DTDs to use in your Web document</a> by the W3C Quality Assurance Initiative is a list of commonly used declarations.</li>
+					<a href="https://www.w3.org/QA/2002/04/valid-dtd-list.html">Recommended DTDs to use in your web document</a> by the W3C Quality Assurance Initiative is a list of commonly used declarations.</li>
 				<li>
 					<a href="http://www.chami.com/html-kit/faq/pages/validate_tools.html">How do I validate my code or check for possible errors?</a> describes the tools in the free editor HTML-Kit for checking HTML, <abbr title="Cascading Style Sheets">CSS</abbr> and XML.</li>
 			</ul>

techniques/general/G135.html

@@ -7,7 +7,7 @@
             to interface with accessibility APIs</p>
    </section><section id="description"><h2>Description</h2>
       <p>The objective of this technique is to allow assistive technology to
-            understand Web content so that it can convey equivalent information to the
+            understand web content so that it can convey equivalent information to the
             user through an alternate user interface.</p>
       <p>Sometimes content is not created using markup language but rather using a
             programming language or tools. In many cases, these technologies have

techniques/general/G142.html

@@ -1,8 +1,8 @@
 <!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><head><title>Using a technology that has commonly-available user agents that support zoom</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"/></head><body><h1>Using a technology that has commonly-available user agents that support zoom</h1><section class="meta"><p class="id">ID: G142</p><p class="technology">Technology: general</p><p class="type">Type: Technique</p></section><section id="applicability"><h2>When to Use</h2>
       <p>All technologies with user agent provided zoom capability.</p>
    </section><section id="description"><h2>Description</h2>
-      <p>The objective of this technique is to ensure content can be scaled uniformly by using a Web technology supported by user agents that change text size via a Zoom tool.</p>
-      <p>Content authored in technologies that are supported by user agents that can scale content uniformly (that is, zoom into content) satisfy this Success Criterion. Because this technique relies completely on user agent functionality, it is critical to test with a wide variety of user agents.</p>
+      <p>The objective of this technique is to ensure content can be scaled uniformly by using a web technology supported by user agents that change text size via a Zoom tool.</p>
+      <p>Content authored in technologies that are supported by user agents that can scale content uniformly (that is, zoom into content) satisfy this success criterion. Because this technique relies completely on user agent functionality, it is critical to test with a wide variety of user agents.</p>
       <p>This technique requires that the zoom function preserve all spatial relationships on the page and that all functionality continues to be available.</p>
    </section><section id="examples"><h2>Examples</h2>
       <ul>

techniques/general/G144.html

@@ -1,4 +1,4 @@
-<!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><head><title>Ensuring that the Web Page contains another CAPTCHA serving the same purpose using a different modality</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"/></head><body><h1>Ensuring that the Web Page contains another CAPTCHA serving the same purpose using a different modality</h1><section class="meta"><p class="id">ID: G144</p><p class="technology">Technology: general</p><p class="type">Type: Technique</p></section><section id="applicability"><h2>When to Use</h2>
+<!DOCTYPE html><html lang="en" xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><head><title>Ensuring that the web page contains another CAPTCHA serving the same purpose using a different modality</title><link rel="stylesheet" type="text/css" href="../../css/sources.css" class="remove"/></head><body><h1>Ensuring that the web page contains another CAPTCHA serving the same purpose using a different modality</h1><section class="meta"><p class="id">ID: G144</p><p class="technology">Technology: general</p><p class="type">Type: Technique</p></section><section id="applicability"><h2>When to Use</h2>
       <p>Applies to all technologies.</p>
    </section><section id="description"><h2>Description</h2>
       <p>The purpose of this technique is to reduce occasions in which a user with a disability cannot complete a CAPTCHA task. Because there are alternate CAPTCHA tasks that use different modalities, a user is more likely to be able to complete one of the tasks successfully.</p>

techniques/general/G150.html

@@ -5,7 +5,7 @@
       <p>Real-time typing text entry techniques exist using stenographic and rapid typing technologies. Re-voicing speech-to-text (where a person listens to speech and then carefully re-voices it into a computer trained to their speech) is used today for telephone relay services and may be used in the future for captioning. Eventually speech-to-text with correction will be possible.</p>
    </section><section id="examples"><h2>Examples</h2>
       <ul>
-         <li>A radio station uses Web based captioning services to provide alternatives for live sporting events; the output from the service is incorporated in a viewport of the web page which also includes a streaming audio control.</li>
+         <li>A radio station uses web-based captioning services to provide alternatives for live sporting events; the output from the service is incorporated in a viewport of the web page which also includes a streaming audio control.</li>
       </ul>
    </section><section id="tests"><h2>Tests</h2>
       <section class="procedure"><h3>Procedure</h3>