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<!DOCTYPE html>
<html xmlns="http://www.w3.org/1999/xhtml" lang="en" xml:lang="en">
<head>
<meta charset="UTF-8" />
<title>Understanding Success Criterion 1.3.1: Info and Relationships</title>
<link rel="stylesheet" type="text/css" href="https://www.w3.org/StyleSheets/TR/2016/base" />
<link rel="stylesheet" type="text/css" href="base.css" />
<link rel="stylesheet" type="text/css" href="understanding.css" />
<link rel="stylesheet" type="text/css" href="slicenav.css" />
</head>
<body>
<nav>
<ul id="navigation">
<li><a href="." title="Table of Contents">Contents</a></li>
<li><a href="adaptable"><abbr title="Guideline">GL</abbr>: Adaptable</a></li>
<li><a href="audio-only-live">Previous <abbr title="Success Criterion">SC</abbr>: Audio-only (Live)</a></li>
<li><a href="meaningful-sequence">Next <abbr title="Success Criterion">SC</abbr>: Meaningful Sequence</a></li>
</ul>
</nav>
<nav class="navtoc">
<p>On this page:</p>
<ul id="navbar">
<li><a href="#intent">Intent</a></li>
<li><a href="#benefits">Benefits</a></li>
<li><a href="#examples">Examples</a></li>
<li><a href="#resources">Related Resources</a></li>
<li><a href="#techniques">Techniques</a></li>
<li><a href="#key-terms">Key Terms</a></li>
</ul>
</nav>
<h1>Understanding Success Criterion 1.3.1: Info and Relationships</h1>
<blockquote class="scquote">
<p>Success Criterion <a href="https://www.w3.org/TR/WCAG21/#info-and-relationships" style="font-weight: bold;">1.3.1 Info and Relationships</a> (Level A): Information, <a href="#dfn-structure">structure</a>, and <a href="#dfn-relationships">relationships</a> conveyed through <a href="#dfn-presentation">presentation</a> can be <a href="#dfn-programmatically-determined">programmatically determined</a> or are available in text.
</p>
</blockquote>
<main>
<section id="intent">
<h2>Intent</h2>
<p>The intent of this Success Criterion is to ensure that information and relationships
that are implied by visual or auditory formatting are preserved when the presentation
format changes. For example, the presentation format changes when the content is read
by a screen reader or when a user style sheet is substituted for the style sheet provided
by the author.
</p>
<p>
Sighted users perceive structure and relationships through various visual cues
— headings are often in a larger, bold font separated from paragraphs by blank lines;
list items are preceded by a bullet and perhaps indented; paragraphs are separated
by a blank line; items that share a common characteristic are organized into tabular
rows and columns; form fields may be positioned as groups that share text labels;
a different background color may be used to indicate that several items are related
to each other; words that have special status are indicated by changing the font family
and /or bolding, italicizing, or underlining them; items that share a common characteristic
are organized into a table where the relationship of cells sharing the same row or
column and the relationship of each cell to its row and/or column header are necessary
for understanding; and so on. Having these structures and these relationships programmatically
determined or available in text ensures that information important for comprehension
will be perceivable to all.
</p>
<p>Auditory cues may be used as well. For example, a chime might indicate the beginning
of a new section; a change in voice pitch or speech rate may be used to emphasize
important information or to indicate quoted text; etc.
</p>
<p>
When such relationships are perceivable to one set of users, those relationships can
be made to be perceivable to all. One method of determining whether or not information
has been properly provided to all users is to access the information serially in different
modalities.
</p>
<p>If links to glossary items are implemented using anchor elements (or the proper link
element for the technology in use) and identified using a different font face, a screen
reader user will hear that the item is a link when the glossary term is encountered
even though they may not receive information about the change in font face. An on-line
catalog may indicate prices using a larger font colored red. A screen reader or person
who cannot perceive red, still has the information about the price as long as it is
preceded by the currency symbol.
</p>
<p>Some technologies do not provide a means to programmatically determine some types
of information and relationships. In that case then there should be a text description
of the information and relationships. For instance, "all required fields are marked
with an asterisk (*)". The text description should be near the information it is describing
(when the page is linearized), such as in the parent element or in the adjacent element.
</p>
<p>There may also be cases where it may be a judgment call as to whether the relationships
should be programmatically determined or be presented in text. However, when technologies
support programmatic relationships, it is strongly encouraged that information and
relationships be programmatically determined rather than described in text.
</p>
<div class="note">
<div role="heading" class="note-title marker" aria-level="3">Note</div>
<div>
<p>It is not required that color values be programmatically determined. The information
conveyed by color cannot be adequately presented simply by exposing the value. Therefore,
<a href="use-of-color" class="guideline">Success Criterion 1.4.1
</a> addresses the specific case of color, rather than Success Criterion 1.3.1.
</p>
</div>
</div>
</section>
<section id="benefits">
<h2>Benefits</h2>
<ul>
<li>This Success Criterion helps people with different disabilities by allowing user agents
to adapt content according to the needs of individual users.
</li>
<li>Users who are blind (using a screen reader) benefit when information conveyed through
color is also available in text (including text alternatives for images that use color
to convey information).
</li>
<li>Users who are deaf-blind using braille (text) refreshable displays may be unable to
access color-dependent information.
</li>
</ul>
</section>
<section id="examples">
<h2>Examples</h2>
<ul>
<li>
<p>
<strong>
A form with required fields
</strong>
</p>
<p>
A form contains several required fields. The labels for the required fields are displayed
in red. In addition, at the end of each label is an asterisk character, *. The instructions
for completing the form indicate that "all required fields are displayed in red and
marked with an asterisk *", followed by an example.
</p>
</li>
<li>
<p>
<strong>A form that uses color and text to indicate required fields</strong>
</p>
<p>A form contains both required and optional fields. Instructions at the top of the
form explain that required fields are labeled with red text and also with an icon
whose text alternative says, "Required." Both the red text and the icon are programmatically
associated with the appropriate form fields so that assistive technology users can
determine the required fields.
</p>
</li>
<li>
<p>
<strong>A bus schedule table where the headers for each cell can be programmatically determined</strong>
</p>
<p>A bus schedule consists of a table with the bus stops listed vertically in the first
column and the different buses listed horizontally across the first row. Each cell
contains the time when the bus will be at that bus stop. The bus stop and bus cells
are identified as headers for their corresponding row or column so that assistive
technology can programmatically determine which bus and which bus stop are associated
with the time in each cell.
</p>
</li>
<li>
<p>
<strong>A form where the labels for the checkboxes can be programmatically determined</strong>
</p>
<p>In a form, the labels for each checkbox can be programmatically determined by assistive
technology.
</p>
</li>
<li>
<p>
<strong>A text document</strong>
</p>
<p>A simple text document is formatted with double blank lines before titles, asterisks
to indicate list items and other standard formatting conventions so that its structure
can be programmatically determined.
</p>
</li>
</ul>
</section>
<section id="resources">
<h2>Related Resources</h2>
<p>Resources are for information purposes only, no endorsement implied.</p>
<ul>
<li>
<a href="http://webaim.org/techniques/semanticstructure/">WebAIM: Semantic Structure</a>
</li>
<li>
<a href="http://accessibility.psu.edu/headingshtml/">Heading Tags</a>
</li>
</ul>
</section>
<section id="techniques">
<h2>Techniques</h2>
<p>Each numbered item in this section represents a technique or combination of techniques
that the WCAG Working Group deems sufficient for meeting this Success Criterion. However,
it is not necessary to use these particular techniques. For information on using other
techniques, see <a href="understanding-techniques">Understanding Techniques for WCAG Success Criteria</a>, particularly the "Other Techniques" section.</p>
<section id="sufficient">
<h3>Sufficient Techniques</h3>
<p>Select the situation below that matches your content. Each situation includes techniques
or combinations of techniques that are known and documented to be sufficient for that
situation. </p>
<section class="situation" id="info-and-relationships-situation-0">
<h4>Situation A: The technology provides semantic structure to make information and relationships
conveyed through presentation programmatically determinable:
</h4>
<ol>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA11">ARIA11: Using ARIA landmarks to identify regions of a page</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA12">ARIA12: Using role=heading to identify headings</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA13">ARIA13: Using aria-labelledby to name regions and landmarks</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA16">ARIA16: Using aria-labelledby to provide a name for user interface controls</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA17">ARIA17: Using grouping roles to identify related form controls</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA20">ARIA20: Using the region role to identify a region of the page</a>
</li>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G115">G115: Using semantic elements to mark up structure</a>
<strong>AND</strong>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H49">H49: Using semantic markup to mark emphasized or special text</a>
</li>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G117">G117: Using text to convey information that is conveyed by variations in presentation of
text</a>
</li>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G140">G140: Separating information and structure from presentation to enable different presentations</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA24">ARIA24: Semantically identifying a font icon with role="img"</a>
</li>
<li>
<p>Making information and relationships conveyed through presentation programmatically
determinable using the following techniques:
</p>
<ul>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G138">G138: Using semantic markup whenever color cues are used</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H51">H51: Using table markup to present tabular information</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF6">PDF6: Using table elements for table markup in PDF Documents</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF20">PDF20: Using Adobe Acrobat Pro's Table Editor to repair mistagged tables</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H39">H39: Using caption elements to associate data table captions with data tables</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H73">H73: Using the summary attribute of the table element to give an overview of data tables</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H63">H63: Using the scope attribute to associate header cells and data cells in data tables</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H43">H43: Using id and headers attributes to associate data cells with header cells in data
tables</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H44">H44: Using label elements to associate text labels with form controls</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H65">H65: Using the title attribute to identify form controls when the label element cannot
be used</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF10">PDF10: Providing labels for interactive form controls in PDF documents</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF12">PDF12: Providing name, role, value information for form fields in PDF documents</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H71">H71: Providing a description for groups of form controls using fieldset and legend elements
</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H85">H85: Using OPTGROUP to group OPTION elements inside a SELECT</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H48">H48: Using ol, ul and dl for lists or groups of links</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H42">H42: Using h1-h6 to identify headings</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF9">PDF9: Providing headings by marking content with heading tags in PDF documents</a>
</li>
<li>
<a class="script" href="https://www.w3.org/WAI/WCAG21/Techniques/client-side-script/SCR21">SCR21: Using functions of the Document Object Model (DOM) to add content to a page</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF11">PDF11: Providing links and link text using the Link annotation and the /Link structure element
in PDF documents</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF17">PDF17: Specifying consistent page numbering for PDF documents</a>
</li>
<li>
<a class="pdf" href="https://www.w3.org/WAI/WCAG21/Techniques/pdf/PDF21">PDF21: Using List tags for lists in PDF documents</a>
</li>
<li>
<a class="html" href="https://www.w3.org/WAI/WCAG21/Techniques/html/H97">H97: Grouping related links using the nav element</a>
</li>
</ul>
</li>
</ol>
</section>
<section class="situation" id="info-and-relationships-situation-1">
<h4> Situation B: The technology in use does NOT provide the semantic structure to make
the information and relationships conveyed through presentation programmatically determinable:
</h4>
<ol>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G117">G117: Using text to convey information that is conveyed by variations in presentation of
text</a>
</li>
<li>
<p>Making information and relationships conveyed through presentation programmatically
determinable or available in text using the following techniques:
</p>
<ul>
<li>
<a class="text" href="https://www.w3.org/WAI/WCAG21/Techniques/text/T1">T1: Using standard text formatting conventions for paragraphs</a>
</li>
<li>
<a class="text" href="https://www.w3.org/WAI/WCAG21/Techniques/text/T2">T2: Using standard text formatting conventions for lists</a>
</li>
<li>
<a class="text" href="https://www.w3.org/WAI/WCAG21/Techniques/text/T3">T3: Using standard text formatting conventions for headings</a>
</li>
</ul>
</li>
</ol>
</section>
</section>
<section id="advisory">
<h3>Advisory Techniques</h3>
<p>Although not required for conformance, the following additional techniques should
be considered in order to make content more accessible. Not all techniques can be
used or would be effective in all situations.</p>
<ul>
<li>
<a class="css" href="https://www.w3.org/WAI/WCAG21/Techniques/css/C22">C22: Using CSS to control visual presentation of text</a>
</li>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G162">G162: Positioning labels to maximize predictability of relationships</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA1">ARIA1: Using the aria-describedby property to provide a descriptive label for user interface
controls</a>
</li>
<li>
<a class="aria" href="https://www.w3.org/WAI/WCAG21/Techniques/aria/ARIA2">ARIA2: Identifying a required field with the aria-required property</a>
</li>
<li>
<a class="general" href="https://www.w3.org/WAI/WCAG21/Techniques/general/G141">G141: Organizing a page using headings</a>
</li>
</ul>
</section>
<section id="failure">
<h3>Failures</h3>
<p>The following are common mistakes that are considered failures of this Success Criterion
by the WCAG Working Group.</p>
<ul>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F2">F2: Failure of Success Criterion 1.3.1 due to using changes in text presentation to convey
information without using the appropriate markup or text</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F33">F33: Failure of Success Criterion 1.3.1 and 1.3.2 due to using white space characters to
create multiple columns in plain text content</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F34">F34: Failure of Success Criterion 1.3.1 and 1.3.2 due to using white space characters to
format tables in plain text content</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F42">F42: Failure of Success Criteria 1.3.1, 2.1.1, 2.1.3, or 4.1.2 when emulating links</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F43">F43: Failure of Success Criterion 1.3.1 due to using structural markup in a way that does
not represent relationships in the content</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F46">F46: Failure of Success Criterion 1.3.1 due to using th elements, layout tables</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F48">F48: Failure of Success Criterion 1.3.1 due to using the pre element to markup tabular
information</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F87">F87: Failure of Success Criterion 1.3.1 due to inserting non-decorative content by using
::before and ::after pseudo-elements and the 'content' property in CSS</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F90">F90: Failure of Success Criterion 1.3.1 for incorrectly associating table headers and content
via the headers and id attributes</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F91">F91: Failure of Success Criterion 1.3.1 for not correctly marking up table headers</a>
</li>
<li>
<a class="failure" href="https://www.w3.org/WAI/WCAG21/Techniques/failures/F92">F92: Failure of Success Criterion 1.3.1 due to the use of role presentation on content
which conveys semantic information</a>
</li>
</ul>
</section>
</section>
<section id="key-terms">
<h2>Key Terms</h2>
<dt id="dfn-assistive-technology">assistive technology</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">hardware and/or software that acts as a <a href="#dfn-user-agent">user agent</a>, or along with a mainstream user agent, to provide functionality to meet the requirements
of users with disabilities that go beyond those offered by mainstream user agents
</p>
<div xmlns="http://www.w3.org/1999/xhtml" class="note">
<div role="heading" class="note-title marker" aria-level="2">Note</div>
<p>functionality provided by assistive technology includes alternative presentations
(e.g., as synthesized speech or magnified content), alternative input methods (e.g.,
voice), additional navigation or orientation mechanisms, and content transformations
(e.g., to make tables more accessible).
</p>
</div>
<div xmlns="http://www.w3.org/1999/xhtml" class="note">
<div role="heading" class="note-title marker" aria-level="2">Note</div>
<p>Assistive technologies often communicate data and messages with mainstream user agents
by using and monitoring APIs.
</p>
</div>
<div xmlns="http://www.w3.org/1999/xhtml" class="note">
<div role="heading" class="note-title marker" aria-level="2">Note</div>
<p>The distinction between mainstream user agents and assistive technologies is not absolute.
Many mainstream user agents provide some features to assist individuals with disabilities.
The basic difference is that mainstream user agents target broad and diverse audiences
that usually include people with and without disabilities. Assistive technologies
target narrowly defined populations of users with specific disabilities. The assistance
provided by an assistive technology is more specific and appropriate to the needs
of its target users. The mainstream user agent may provide important functionality
to assistive technologies like retrieving Web content from program objects or parsing
markup into identifiable bundles.
</p>
</div>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">Assistive technologies that are important in the context of this document include
the following:
</p>
<ul xmlns="http://www.w3.org/1999/xhtml">
<li>screen magnifiers, and other visual reading assistants, which are used by people with
visual, perceptual and physical print disabilities to change text font, size, spacing,
color, synchronization with speech, etc. in order to improve the visual readability
of rendered text and images;
</li>
<li>screen readers, which are used by people who are blind to read textual information
through synthesized speech or braille;
</li>
<li>text-to-speech software, which is used by some people with cognitive, language, and
learning disabilities to convert text into synthetic speech;
</li>
<li>speech recognition software, which may be used by people who have some physical disabilities;</li>
<li>alternative keyboards, which are used by people with certain physical disabilities
to simulate the keyboard (including alternate keyboards that use head pointers, single
switches, sip/puff and other special input devices.);
</li>
<li>alternative pointing devices, which are used by people with certain physical disabilities
to simulate mouse pointing and button activations.
</li>
</ul>
</definition>
</dd>
<dt id="dfn-content">content</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">information and sensory experience to be communicated to the user by means of a <a href="#dfn-user-agent">user agent</a>, including code or markup that defines the content's <a href="#dfn-structure">structure</a>, <a href="#dfn-presentation">presentation</a>, and interactions
</p>
</definition>
</dd>
<dt id="dfn-presentation">presentation</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">rendering of the <a href="#dfn-content">content</a> in a form to be perceived by users
</p>
</definition>
</dd>
<dt id="dfn-programmatically-determined">programmatically determined</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">determined by software from author-supplied data provided in a way that different
<a href="#dfn-user-agent">user agents</a>, including <a href="#dfn-assistive-technology">assistive technologies</a>, can extract and present this information to users in different modalities
</p>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">Determined in a markup language from elements and attributes that are accessed directly
by commonly available assistive technology.
</p>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">Determined from technology-specific data structures in a non-markup language and exposed
to assistive technology via an accessibility API that is supported by commonly available
assistive technology.
</p>
</definition>
</dd>
<dt id="dfn-relationships">relationships</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">meaningful associations between distinct pieces of content</p>
</definition>
</dd>
<dt id="dfn-structure">structure</dt>
<dd>
<definition xmlns="">
<ol xmlns="http://www.w3.org/1999/xhtml">
<li>The way the parts of a <a href="#dfn-web-page">Web page</a> are organized in relation to each other; and
</li>
<li>The way a collection of <a href="#dfn-web-page">Web pages</a> is organized
</li>
</ol>
</definition>
</dd>
<dt id="dfn-user-agent">user agent</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">any software that retrieves and presents Web content for users</p>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">Web browsers, media players, plug-ins, and other programs — including <a href="#dfn-assistive-technology">assistive technologies</a> — that help in retrieving, rendering, and interacting with Web content.
</p>
</definition>
</dd>
<dt id="dfn-web-page">web page</dt>
<dd>
<definition xmlns="">
<p xmlns="http://www.w3.org/1999/xhtml">a non-embedded resource obtained from a single URI using HTTP plus any other resources
that are used in the rendering or intended to be rendered together with it by a <a href="#dfn-user-agent">user agent</a>
</p>
<div xmlns="http://www.w3.org/1999/xhtml" class="note">
<div role="heading" class="note-title marker" aria-level="2">Note</div>
<p>Although any "other resources" would be rendered together with the primary resource,
they would not necessarily be rendered simultaneously with each other.
</p>
</div>
<div xmlns="http://www.w3.org/1999/xhtml" class="note">
<div role="heading" class="note-title marker" aria-level="2">Note</div>
<p>For the purposes of conformance with these guidelines, a resource must be "non-embedded"
within the scope of conformance to be considered a Web page.
</p>
</div>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">A Web resource including all embedded images and media.</p>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">A Web mail program built using Asynchronous JavaScript and XML (AJAX). The program
lives entirely at http://example.com/mail, but includes an inbox, a contacts area
and a calendar. Links or buttons are provided that cause the inbox, contacts, or calendar
to display, but do not change the URI of the page as a whole.
</p>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">A customizable portal site, where users can choose content to display from a set of
different content modules.
</p>
<p xmlns="http://www.w3.org/1999/xhtml" class="example">When you enter "http://shopping.example.com/" in your browser, you enter a movie-like
interactive shopping environment where you visually move around in a store dragging
products off of the shelves around you and into a visual shopping cart in front of
you. Clicking on a product causes it to be demonstrated with a specification sheet
floating alongside. This might be a single-page Web site or just one page within a
Web site.
</p>
</definition>
</dd>
</section>
</main>
</body>
</html>