have a superscript and a subscript.

Now we see some red, green and blue tex Industrial Gases Company
Planning and identify sub clauses out of Clause 6 from the requirements of the standard (up to
Industrial Gases Company Planning and identify sub clauses out of Clause 6 from the requirements of
the standard (up to The skills a child learns are important part of any lesson, and it is the same
with technology. IT needs to be used and understood in all subjects in the same way as the ability
to read is necessary for all subjects, and “must be used across the curriculum, in the same way
that a pen and pencil are used in most subject areas” (Ager, 2000, p. 15). The best way to plan
the use of IT in the classroom is to approach it as simply a learning tool that is more advanced
(and more exciting) than the traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need to
be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware
that the contexts in which they use IT will change, and they need to know what the appropriate
use of IT is and what is not. Whilst it is important that children learn to use IT effectively,
teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is
that the “computer dehumanizes people and inevitably leads them to act like machines
themselves” (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much
IT instruction may be just as harmful to a child as not enough. The usefulness of IT in The skills
a child learns are important part of any lesson, and it is the same with technology. IT needs to be
used and understood in all subjects in the same way as the ability to read is necessary for all
subjects, and “must be used across the curriculum, in the same way that a pen and pencil are used
in most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need to
be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware
that the contexts in which they use IT will change, and they need to know what the appropriate
use of IT is and what is not. Whilst it is important that children learn to use IT effectively,
teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is
that the “computer dehumanizes people and inevitably leads them to act like machines
themselves” (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much
IT instruction may be just as harmful to a child as not enough. The usefulness of IT in t. Some
text with a yellow highlight. Some text in a box. Some text in inverse video.

A paragraph with styled text: subtle emphasis followed by strong text and intense emphasis. This
paragraph uses document wide styles for styling rather than inline text properties as demonstrated in
the previous paragraph — calibre can handle both with equal ease. Industrial Gases Company Planning
and identify sub clauses out of Clause 6 from the requirements of the standard (up to Industrial Gases
Company Planning and identify sub clauses out of Clause 6 from the requirements of the standard (up
to Industrial Gases Company Planning and identify sub clauses out of Clause 6 from the requirements of
the standard (up to

Fun with fonts

This document has embedded the Ubuntu font family. The body text is in the Ubuntu typeface, here is
some text in the Ubuntu Mono typeface, notice how every letter has the same width, even i and m. Every
embedded font will automatically be embedded in the output ebook during conversion.

Paragraph level formatting

You can do crazy things with paragraphs, if the urge strikes you. For instance this paragraph is right
aligned and has a right border. It has also been given a light gray background.
For the lovers of poetry amongst you, paragraphs with hanging indents, like this often come in handy.
You can use ha an image means, not how it looks.

QEG

GQ

GQ

have a superscript and a subscript. Now we see some red, green and blue text. Some text with a yellow
highlight. Some text in a box. Some text in inverse video.

A paragraph with styled text: subtle emphasis followed by strong text and intense emphasis. This
paragraph uses document wide styles for styling rather than inline text properties as demonstrated in
the previous paragraph — calibre can handle both with equal ease.

Fun with fonts

This document has embedded the Ubuntu font family. The body text is in the Ubuntu typeface, here is
some text in the Ubuntu Mono typeface, notice how every letter has the same width, even i and m. Every
embedded font will automatically be embedded in the output ebook during conversion.

Paragraph level formatting

You can do crazy things with paragraphs, if the urge strikes you. For instance this paragraph is right
aligned and has a right border. It has also been given a light gray background.
For the lovers of poetry amongst you, paragraphs with hanging indents, like this often come in handy.
You can use ha an image means, not how it looks.

QEG
GQ

GQ

, lists, image alternate text, tables, and columns. It sh have a superscript and a subscript. Now we see some
red, green and blue text. Some text with a yellow highlight. Some text in a box. Some text in inverse
video.
A paragraph with styled text: subtle emphasis followed by strong text and intense emphasis. This
paragraph uses document wide styles for styling rather than inline text properties as demonstrated in
the previous paragraph — calibre can handle both with equal ease.

Fun with fonts

This document has embedded the Ubuntu font family. The body text is in the Ubuntu typeface, here is
some text in the Ubuntu Mono typeface, notice how every letter has the same width, even i and m. Every
embedded font will automatically be embedded in the output ebook during conversion.

Paragraph level formatting

You can do crazy things with paragraphs, if the urge strikes you. For instance this paragraph is right
aligned and has a right border. It has also been given a light gray background.
For the lovers of poetry amongst you, paragraphs with hanging indents, like this often come in handy.
You can use ha an image means, not how it looks.

QEG

GQ

GQ

ould be completely accessible using assistive technologies such as screen readers.

Headings
There are eight section headings in this document. At the beginning, "Sample Document" is a level 1
heading. The main section headings, such as "Headings" and "Lists" are level 2 headings. The Tables
section contains two sub-headings, "Simple Table" and "Complex Table," which are both level 3
headings.

Lists
T
P76P
769P The skills a child learns are important part of any lesson, and it is the same with technology.
IT needs to be used and understood in all subjects in the same way as the ability to read is
necessary for all subjects, and “must be used across the curriculum, in the same way that a pen
and pencil are used in most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT
in the classroom is to approach it as simply a learning tool that is more advanced (and more
exciting) than the traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need to
be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware
that the contexts in which they use IT will change, and they need to know what the appropriate
use of IT is and what is not. Whilst it is important that children learn to use IT effectively,
teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is
that the “computer dehumanizes people and inevitably leads them to act like machines
themselves” (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much
IT instruction may be just as harmful to a child as not enough. The usefulness of IT in The skills
a child learns are important part of any lesson, and it is the same with technology. IT needs to be
used and understood in all subjects in the same way as the ability to read is necessary for all
subjects, and “must be used across the curriculum, in the same way that a pen and pencil are used
in most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need to
be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware
that the contexts in which they use IT will change, and they need to know what the appropriate
use of IT is and what is not. Whilst it is important that children learn to use IT effectively,
teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is
that the “computer dehumanizes people and inevitably leads them to act like machines
themselves” (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much
IT instruction may be just as harmful to a child as not enough. The usefulness of IT in The skills
a child learns are important part of any lesson, and it is the same with technology. IT needs to be
used and understood in all subjects in the same way as the ability to read is necessary for all
subjects, and “must be used across the curriculum, in the same way that a pen and pencil are used
in most subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is
to approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need to
be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware
that the contexts in which they use IT will change, and they need to know what the appropriate
use of IT is and what is not. Whilst it is important that children learn to use IT effectively,
teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is
that the “computer dehumanizes people and inevitably leads them to act like machines
themselves” (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much
IT instruction may be just as harmful to a child as not enough. The usefulness of IT in
79
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9

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SKNKLHAKFHKJHGLHF FJBIKH KJH JK HK HKJH OHOH JHOHOHOOU OIPI P[O ] PO PUOIHGH JGH
JGKJGJG OIU I] PUOPOU[OYU[ OU U POU[ U[U\
0UPOUO UPOU The main section headings, such as "Headings" and "Lists" are level 2 headings. The
Tables section contains two sub-headings, "Simple Table" and "Co The skills a child learns are
important part of any lesson, and it is the same with technology. IT needs to be used and
understood in all subjects in the same way as the ability to read is necessary for all subjects, and
“must be used across the curriculum, in the same way that a pen and pencil are used in most
subject areas” (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is to
approach it as simply a learning tool that is more advanced (and more exciting) than the
traditional pen and paper.
It is vitally important for students to be taught the strategies for using IT. Children also need to
be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware
that the contexts in which they use IT will change, and they need to know what the appropriate
use of IT is and what is not. Whilst it is important that children learn to use IT effectively,
teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is
that the “computer dehumanizes people and inevitably leads them to act like machines
themselves” (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much
IT instruction may be just as harmful to a child as not enough. The usefulness of IT in mplex
Table," which are both level The main section headings, such as "Headings" and "Lists" are level 2
headings. The Tables section contains two sub-headings, "Simple Table" and "Complex Table," which are
both level The main section headings, such as "Headings" and "Lists" are level 2 headings. The Tables
section contains two sub-headings, "Simple Table" and "Complex Table," which are both level [ I[ UP9U
UY YTY U GFTYF UYFUYF YU FUYF UYFUF
Lists
1. Links
2. Images
3. Tables
 Simple Tables
 Complex Tables
4. Columns

Links
In web documents, links can point different locations on the page, different pages, or even
downloadable docu The main section headings, such as "Headings" and "Lists" are level 2 headings. The
Tables section contains two sub-headings, "Simple Table" and "Complex Table," which are both level The
main section headings, such as "Headings" and "Lists" are level 2 headings. The Tables section contains
two sub-headings, "Simple Table" and "Complex Table," which are both level The main section headings,
such as "Headings" and "Lists" are level 2 headings. The Tables section contains two sub-headings,
"Simple Table" and "Complex Table," which are both level ments, such as Word documents or PDFs:
Top of this Page
Sample Document The main section headings, such as "Headings" and "Lists" are level 2 headings. The
Tables section contains two sub-headings, "Simple Table" and "Complex Table," which are both level The
main section headings, such as "Headings" and "Lists" are level 2 headings. The Tables section contains
two sub-headings, "Simple Table" and "Complex Table," which are both level The main section headings,
such as "Headings" and "Lists" are level 2 headings. The Tables section contains two sub-headings,
"Simple Table" and "Complex Table," which are both level
Sample Document (docx) The main section headings, such as "Headings" and "Lists" are level 2 headings.
The Tables section contains two sub-headings, "Simple Table" and "Complex Table," which are both level
The main section headings, such as "Headings" and "Lists" are level 2 headings. The Tables section
contains two sub-headings, "Simple Table" and "Complex Table," which are both level The main section
headings, such as "Headings" and "Lists" are level 2 headings. The Tables section contains two sub-
headings, "Simple Table" and "Complex Table," which are both level The main section headings, such as
"Headings" and "Lists" are level 2 headings. The Tables section contains two sub-headings, "Simple
Table" and "Complex Table," which are both level

Images
Documents may contain images. For example, there is an image of the web
accessibility symbol to the left of this paragraph. Its alternate text is "Web
Access Symbol".
Alt text should communicate what an image means, not how it looks.
 Some images, such as charts or graphs, require long
descriptions, but not all document types allow that. In
web pages, long descriptions may be provided in
several ways: on the page below the image, via a link
below the image, or via a link on the image.

Tables
Simple Tables
Simple tables have a uniform number of columns and rows, without any merged cells:

Screen Reader Responses Share

JAWS 853 49%
NVDA 238 14%
Window-Eyes 214 12%
System Access 181 10%
VoiceOver 159 9%

Complex Tables
The following is a complex table, using merged cells as headers for sections within the table. This can't
be made accessible in all types of documents:

Some images, such as charts or graphs

Some images, such as charts or graphs

May 2012 September 2010

Screen Reader Responses Share Responses Share
JAWS 853 49% 727 59%
NVDA 238 14% 105 9%
Window-Eyes 214 12% 138 11%
System Access 181 10% 58 5%
 VoiceOver 159 9% 120 10%

Columns
This is an example of columns. With columns,
When columns are not created correctly, screen
the page is split into two or more horizontal
readers may run lines together, reading the first
sections. Unlike tables, in which you usually
line of the first column, then the first line of the
read across a row and then down to the next, in
second column, then the second line of the first
column, and so on. Obviously, that is not
accessible.

columns, you read down a column and then C

Some images, such as charts or graphs

Some images, such as charts or graphs across to

the next.