Drupal: December 2013

Thursday, December 26, 2013

PHP, Apache and MySQL configuring manually in Window 7 64bit

Apache 2.4 Install

Download Apache 2.4 from http://www.apachelounge.com/download/ (apache_2.4.2-x64-openssl-1.0.1c ).

The following steps will walk you through the installation:

Select Next

Select "I accept the terms in the license agreement"

Select Next

Fill in your server information if it is known. A typical setup will use the "for All Users, on Port 80, as a Service" option. If this is being setup as a test machine, you may use localhost as the Network Domain and the Server Name. Select Next.

Select the Typical Setup

Choose a Destination Folder for the Installer to place the program files into. Note: the default Apache Installer location is C:\Program Files\Apache Software Foundation\Apache2.4. Because of the spaces in the directory name, using this folder may cause cgi and php scripts to not find the paths correctly.

Select Finish

If a Firewall is enabled, make sure that port 80 and port 8080 are unblocked and open.

To test if the Apache server is running, open up http:\\localhost in a browser. A plain black and white page should come up that reads "It Works!"

Configuring Apache:

Using a text editor such as Notepad, open the httpd.conf file. This file is found in the /conf sub-directory under the directory that was set up during installation.

In the Apache configuration files,(forward slashes) / should be used in path names.

Change the DocumentRoot to point to the location of the root document folder. It would point to "C:/Program Files/Apache Software Foundation/Apache2.4/htdocs".
Note: Wrapping the path name in quotes will escape out any spaces that are used.

Change the Directory path to match the one used in the previous step. This is found on line 177 of the default httpd.conf file.

Add to index.php to the DirectoryIndex(replace the index.html)

Append the following lines to the end of the httpd.conf file:
LoadModule php5_module "c:/php/php5apache2_4.dll" AddType application/x-httpd-php .php PHPIniDir "C:/php"

Save and Close.

Download PHP:

Download php from http://windows.php.net/download/

Installing PHP:

Unzip the PHP files to C:\php
Copy c:\php\php-ini-recommended.ini and rename itc:\php\php.ini
Uncomment the Windows include_path.
Note: In the PHP.ini file, semicolons are used to denote that something is commented out. To uncomment a line, simply remove the semicolon.
Update the doc_root to match the one that was set up in the httpd.conf file.
Note: The PHP INI files uses the Windows style backslash \ for path names.
Update the extension_dir on line 520 to "C:\php\ext"
Uncomment php_gd2.dll extension.
Uncomment mysql.dll extension.
Update the sessions.save_path to the Windows temporary files directory (i.e. C:\Temp).
The PHP directory needs to be added to the Path Environment Variables
1. Open the Control Panel
2. Open System > Advanced > Environment Variables
3. Append ;C:\php to the end of the Path System Variables list and Click OK.
Restart Apache
To test PHP on Apache, go to the root directory (i.e. C:\Program Files\Apache Software Foundation\Apache2.2#92;htdocs) and create a new php file in it. In this file, use PHP's phpinfo() function to see the server's configuration information. For example:
<html> <body> <?php phpinfo() ?> </body> </html>

Wednesday, December 11, 2013

"Priority 3" DDA Compliance Checklist by W3C

1.5 Until user agents render text equivalents for client-side image map links, provide redundant text links for each active region of a client-side image map. [Priority 3]

4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs. [Priority 3]

4.3 Identify the primary natural language of a document. [Priority 3]

5.5 Provide summaries for tables. [Priority 3]

5.6 Provide abbreviations for header labels. [Priority 3]

9.4 Create a logical tab order through links, form controls, and objects. [Priority 3]

9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls. [Priority 3]

10.3 Until user agents (including assistive technologies) render side-by-side text correctly, provide a linear text alternative (on the current page or some other) for all tables that lay out text in parallel, word-wrapped columns. [Priority 3]

10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas. [Priority 3]

10.5 Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links. [Priority 3]

11.3 Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.) [Priority 3]

13.5 Provide navigation bars to highlight and give access to the navigation mechanism. [Priority 3]

13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group. [Priority 3]

13.7 If search functions are provided, enable different types of searches for different skill levels and preferences. [Priority 3]

13.8 Place distinguishing information at the beginning of headings, paragraphs, lists, etc. [Priority 3]

13.9 Provide information about document collections (i.e., documents comprising multiple pages.). [Priority 3]

13.10 Provide a means to skip over multi-line ASCII art. [Priority 3]

14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page. [Priority 3]

14.3 Create a style of presentation that is consistent across pages. [Priority 3]

Monday, December 9, 2013

"Priority 2" DDA Compliance Checklist by W3C

3.1 When an appropriate markup language exists, use markup rather than images to convey information. [Priority 2]

3.2 Create documents that validate to published formal grammars. [Priority 2]

3.3 Use style sheets to control layout and presentation. [Priority 2]

3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. [Priority 2]

3.5 Use header elements to convey document structure and use them according to specification. [Priority 2]

3.6 Mark up lists and list items properly. [Priority 2]

3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation. [Priority 2]

5.3 Do not use tables for layout unless the table makes sense when linearized. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearized version). [Priority 2]


5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting. [Priority 2]

6.4 For scripts and applets, ensure that event handlers are input device-independent. [Priority 2]

6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. [Priority 2]

7.2 Until user agents allow users to freeze moving content, avoid movement in pages. [Priority 2]

7.3 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. [Priority 2]

7.4 Until user agents provide the ability to stop auto-redirect, do not use markup to redirect pages automatically. Instead, configure the server to perform redirects. [Priority 2]

7.5 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 1 if functionality is important and not presented elsewhere, otherwise Priority 2.]

9.2 Ensure that any element that has its own interface can be operated in a device-independent manner. [Priority 2]

9.3 For scripts, specify logical event handlers rather than device-dependent event handlers. [Priority 2]

10.1 Until user agents allow users to turn off spawned windows, do not cause pop-ups or other windows to appear and do not change the current window without informing the user. [Priority 2]

10.2 Until user agents support explicit associations between labels and form controls, for all form controls with implicitly associated labels, ensure that the label is properly positioned. [Priority 2]

11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported. [Priority 2]

11.2 Avoid deprecated features of W3C technologies. [Priority 2]

12.2 Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone. [Priority 2]

12.3 Divide large blocks of information into more manageable groups where natural and appropriate. [Priority 2]

12.4 Associate labels explicitly with their controls. [Priority 2]

13.1 Clearly identify the target of each link. [Priority 2]

13.2 Provide metadata to add semantic information to pages and sites. [Priority 2]

13.3 Provide information about the general layout of a site (e.g., a site map or table of contents). [Priority 2]

13.4 Use navigation mechanisms in a consistent manner. [Priority 2]

Friday, December 6, 2013

Drupal Questions

What is a Module in drupal ?

A module is software (code) that extends Drupal features and/or functionality. Drupal Supports – Core modules – included with the main download of Drupal, and you can turn on their functionality without installing additional software. Contributed modules are downloaded from the Modules download section of drupal.org, and installed within your Drupal installation. You can also create your own module – CustomModules” using PHP programming, and Drupal’s module API.

What modules do you always recommend and why?

Views - This module is essential in every website I build. It makes displaying lists of content very easy. If you want an image slideshow, a list of blog posts, a list of products, etc., views is the best place to start.
Panels - Panels gives you the ability to create custom pages easily. These custom pages can have multiple regions of content. For example, you may want to create a home page that has a Slideshow on the top, and a two column layout below.
Ctools - On its own, Ctools does not seem to do a lot. However, it is actually a very powerful framework if you begin developing your own modules. I have used Ctools in the past for developing multi-step forms, modal dialog boxes, and even multi-step forms inside of modal dialog boxes.
Token - Tokens are little snippets of text that can be used as replacement patterns. For example, if your website sends out emails and you want to add in the users name, or you want fill in a link path with a node id to provide a helpful link to content, tokens will save the day.
Pathauto - The Pathauto module is a necessity for any website that frequently adds new content. It is also especially important if you have a website that allows users to create content using content types. Pathauto simplifies creating clean and search engine friendly URLS for the various content you add to your site.
Webform - If you want to provide easy to fill out forms for the visitors of your site, the Webform module will help you out.
Rules - Drupal rules will allow you to set up condition actions.
Date - This is useful for allowing the easy selections of dates in content types (with a nice date popup). It also integrates nicely with the views module.
Quicktabs - Makes it easy to add tabbed content without having to write your own Javascript/Jquery. What more do I have to say?
Libraries - Makes organizing your various libraries of functionality easy (see Jquery UI above for an example).
Google Analytics - I don’t build a Drupal website without adding Google Analytics. This module makes it very simple. What gets measured, gets improved after all.

What are hooks in Drupal ?
hooks are drupal api code which allows module to interact with the Drupal core.
Drupal’s module system is based on the concept of “hooks”. A hook is a PHP function that is named foo_bar(), where “foo” is the name of the module (whose file name is thus foo.module) and “bar” is the name of the hook. Each hook has a defined set of parameters and call back functions to trigger functionality on specific event. For example if you use form with submit button, on submit event you can have specific functionality.

Installing the cUrl in PHP in a windows machine running wamp server

Requirements

In order to use PHP's cURL functions you need to install the » libcurl package. PHP requires that you use libcurl 7.0.2-beta or higher. In PHP 4.2.3, you will need libcurl version 7.9.0 or higher. From PHP 4.3.0, you will need a libcurl version that's 7.9.8 or higher. PHP 5.0.0 requires a libcurl version 7.10.5 or greater.

Follow to steps below to enable the php_curl extension.

Steps to Install php_curl extension:

Left click wamp tray icon and Go to PHP and PHP extension and click the php_curl item to enable it.
The server will restart on its own or restart manually if not.
Remove ';' from extension = php_curl.dll in php.ini file
Go to the ext directory of your php installation and copy php_curl.dll, ssleay32.dll and libeay32.dll to the Windows/system32 folder
That's it. Now restart you server and you have your curl php extension enabled in your php.

Thursday, December 5, 2013

Upgrading the Drupal 7 major and minor versions

Here in this post I point out the steps to Upgrade Drupal major and minor version.

Steps to Upgrade Drupal minor version.

Backing up the site,
Putting it into maintenance mode.
Downloading the new version of the module.
Uncompressing it.
Running "yoursite.com/update.php".
Testing the site.
Taking the site out of maintenance mode.

Steps to Upgrade Drupal minor version.

Backup your existing site and database.
Log in as user ID 1.
Put your site in maintenance mode.
Change all themes to Garland.
Disable non-core modules.
Remove default settings file.
Remove all old core files and directories.
Remove uninstalled modules.
Download Drupal 7.
Re-apply modifications to core files.
Make your settings.php file writeable.
Run the update script.
Backup your database.
Upgrade fields.
Update contrib modules and themes.
Check the Status Report.
Make sure settings.php is secure.
Check Drupal Core Modules.
Remove your site from Maintenance Mode.

"Priority 1" DDA Compliance Checklist by W3C

1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc", or in element content). This includes: images, graphical representations of text (including symbols), image map regions, animations (e.g., animated GIFs), applets and programmatic objects, ascii art, frames, scripts, images used as list bullets, spacers, graphical buttons, sounds (played with or without user interaction), stand-alone audio files, audio tracks of video, and video. [Priority 1]

1.2 Provide redundant text links for each active region of a server-side image map. [Priority 1]

1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation. [Priority 1]

1.4 For any time-based multimedia presentation (e.g., a movie or animation), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation. [Priority 1]

2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. [Priority 1]


4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions). [Priority 1]



5.1 For data tables, identify row and column headers. [Priority 1]


5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells. [Priority 1]


6.1 Organize documents so they may be read without style sheets. For example, when an HTML document is rendered without associated style sheets, it must still be possible to read the document. [Priority 1]


6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. [Priority 1]


6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page. [Priority 1]


7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker. [Priority 1]

8.1 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 1 if functionality is important and not presented elsewhere, otherwise Priority 2.]

9.1 Provide client-side image maps instead of server-side image maps except where the regions cannot be defined with an available geometric shape. [Priority 1]

11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies, is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page. [Priority 1]




12.1 Title each frame to facilitate frame identification and navigation. [Priority 1]
14.1 Use the clearest and simplest language appropriate for a site's content. [Priority 1]

Tuesday, December 3, 2013

DDA Checklist for website developers

DDA(Disability discrimination act) Checklist for web developers:

1.Using style sheets [p. 29] to control font styles and eliminating the FONT element.
2.If the text conveys the same function or purpose for the user with a disability as the image does for other users, then it can be considered a text equivalent.
3.Non-text equivalents of text can make documents accessible to people who may have difficulty accessing written text.
4.An auditory description [p. 28] is an example of a non-text equivalent of visual information.
5.Separate structure from presentation.
6.Provide text (including text equivalents).
7.Create documents that work even if the user cannot see and/or hear.
8.Create documents that do not rely on one type of hardware.
9.Making Content(language) Understandable and Navigable(between pages).
10.Each checkpoint is intended to be specific enough so that someone reviewing a page or site may verify that the checkpoint has been satisfied.

PRIORITIES:

    Each checkpoint has a priority level assigned by the Working Group based on the checkpoint's impact on accessibility.

    [Priority 1]
        A Web content developer must satisfy this checkpoint. Otherwise, one or more groups will find it impossible to access information in the document. Satisfying this checkpoint is a basic requirement for some groups to be able to use Web documents.
    [Priority 2]
        A Web content developer should satisfy this checkpoint. Otherwise, one or more groups will find it difficult to access information in the document. Satisfying this checkpoint will remove significant barriers to accessing Web documents.
    [Priority 3]
        A Web content developer may address this checkpoint. Otherwise, one or more groups will find it somewhat difficult to access information in the document. Satisfying this checkpoint will improve access to Web documents.

    Some checkpoints specify a priority level that may change under certain (indicated) conditions.

CONFORMANCE :

Conformance Level "A" : all Priority 1 checkpoints are satisfied;
Conformance Level "Double-A" : all Priority 1 and 2 checkpoints are satisfied;
Conformance Level "Triple-A" : all Priority 1, 2, and 3 checkpoints are satisfied;

WEB CONTENT ACCESSIBILITY GUIDELINES :

=>Guideline 1. Provide equivalent alternatives to auditory and visual content.

Provide content that, when presented to the user, conveys essentially the same function or purpose as auditory or visual content.

This guideline emphasizes the importance of providing text equivalents of non-text content (images, pre-recorded audio, video).

Text displayed visually benefits users who are deaf as well as the majority of Web users.

Providing non-text equivalents (e.g., pictures, videos, and pre-recorded audio) of text is also beneficial to some users, especially nonreaders or people who have difficulty reading.

Unless verbal descriptions of this visual information are provided, people who cannot see (or look at) the visual content will not be able to perceive it.

Checkpoints:

1.1 Provide a text equivalent for every non-text element (e.g., via "alt", "longdesc", or in element content).

1.2 Provide redundant text links for each active region of a server-side image map.[Priority 1]

Techniques for checkpoint 1.2

1.3 Until user agents can automatically read aloud the text equivalent of a visual track, provide an auditory description of the important information of the visual track of a multimedia presentation. [Priority 1]
Techniques for checkpoint 1.3

1.4 For multimedia presentation (e.g., a movie), synchronize equivalent alternatives (e.g., captions or auditory descriptions of the visual track) with the presentation. [Priority 1]
Techniques for checkpoint 1.4

1.5 Until user agents render text equivalents for client-side image map links, provide redundant text links for each active region of a client-side image map. [Priority 3]
Techniques for checkpoint 1.5

=>Guideline 2. Don't rely on color alone.

Ensure that text and graphics are understandable when viewed without color.

Checkpoints:

2.1 Ensure that all information conveyed with color is also available without color, for example from context or markup. [Priority 1]: Techniques for checkpoint 2.1
2.2 Ensure that foreground and background color combinations provide sufficient contrast when viewed by someone having color deficits or when viewed on a black and white screen. [Priority 2 for images, Priority 3 for text].: Techniques for checkpoint 2.2

=>Guideline 3. Use markup and style sheets and do so properly.

Mark up documents with the proper structural elements.

Control presentation with style sheets rather than with presentation elements and attributes.

Checkpoints:

3.1 When an appropriate markup language exists, use markup rather than images to convey information. [Priority 2]: For example, use MathML to mark up mathematical equations, and style sheets to format text and control layout. Also, avoid using images to represent text -- use text and style sheets instead.; Techniques for checkpoint 3.1
3.2 Create documents that validate to published formal grammars. [Priority 2]: For example, include a document type declaration at the beginning of a document that refers to a published DTD (e.g., the strict HTML 4.0 DTD).; Techniques for checkpoint 3.2
3.3 Use style sheets to control layout and presentation. [Priority 2]: For example, use the CSS 'font' property instead of the HTML FONT element to control font styles.; Techniques for checkpoint 3.3
3.4 Use relative rather than absolute units in markup language attribute values and style sheet property values. [Priority 2]: For example, in CSS, use 'em' or percentage lengths rather than 'pt' or 'cm', which are absolute units. If absolute units are used, validate that the rendered content is usable.; Techniques for checkpoint 3.4
3.5 Use header elements to convey document structure and use them according to specification. [Priority 2]: For example, in HTML, use H2 to indicate a subsection of H1. Do not use headers for font effects.; Techniques for checkpoint 3.5
3.6 Mark up lists and list items properly. [Priority 2]: For example, in HTML, nest OL, UL, and DL lists properly.; Techniques for checkpoint 3.6
3.7 Mark up quotations. Do not use quotation markup for formatting effects such as indentation. [Priority 2]: Techniques for checkpoint 3.7

=>Guideline 4. Clarify natural language usage

Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.

When content developers mark up natural language changes in a document, speech synthesizers and braille devices can automatically switch to the new language, making the document more accessible to multilingual users.

Checkpoints:

4.1 Clearly identify changes in the natural language of a document's text and any text equivalents (e.g., captions). [Priority 1]: Techniques for checkpoint 4.1
4.2 Specify the expansion of each abbreviation or acronym in a document where it first occurs. [Priority 3]: Techniques for checkpoint 4.2
4.3 Identify the primary natural language of a document. [Priority 3]: Techniques for checkpoint 4.3

=>Guideline 5. Create tables that transform gracefully.

Ensure that tables have necessary markup to be transformed by accessible browsers and other user agents.

Tables should be used to mark up truly tabular information ("data tables"). Content developers should avoid using them to lay out pages ("layout tables"). Tables for any use also present special problems to users of screen readers.
Some user agents allow users to navigate among table cells and access header and other table cell information. Unless marked-up properly, these tables will not provide user agents with the appropriate information.
The following checkpoints will directly benefit people who access a table through auditory means (e.g., a screen reader or an automobile-based personal computer) or who view only a portion of the page at a time (e.g., users with blindness or low vision using speech output or a braille display, or other users of devices with small displays, etc.).

Checkpoints:

5.1 For data tables, identify row and column headers. [Priority 1]: For example, in HTML, use TD to identify data cells and TH to identify headers.; Techniques for checkpoint 5.1
5.2 For data tables that have two or more logical levels of row or column headers, use markup to associate data cells and header cells. [Priority 1]: For example, in HTML, use THEAD, TFOOT, and TBODY to group rows, COL and COLGROUP to group columns, and the "axis", "scope", and "headers" attributes, to describe more complex relationships among data.; Techniques for checkpoint 5.2
5.3 Do not use tables for layout unless the table makes sense when linearized. Otherwise, if the table does not make sense, provide an alternative equivalent (which may be a linearized version). [Priority 2]: Techniques for checkpoint 5.3
5.4 If a table is used for layout, do not use any structural markup for the purpose of visual formatting. [Priority 2]: For example, in HTML do not use the TH element to cause the content of a (non-table header) cell to be displayed centered and in bold.; Techniques for checkpoint 5.4
5.5 Provide summaries for tables. [Priority 3]: For example, in HTML, use the "summary" attribute of the TABLE element.; Techniques for checkpoint 5.5
5.6 Provide abbreviations for header labels. [Priority 3]: For example, in HTML, use the "abbr" attribute on the TH element.; Techniques for checkpoint 5.6

=>Guideline 6. Ensure that pages featuring new technologies transform gracefully.

Ensure that pages are accessible even when newer technologies are not supported or are turned off.

Although content developers are encouraged to use new technologies that solve problems raised by existing technologies, they should know how to make their pages still work with older browsers and people who choose to turn off features.

Checkpoints:

6.1 Organize documents so they may be read without style sheets.[Priority 1]: Techniques for checkpoint 6.1
6.2 Ensure that equivalents for dynamic content are updated when the dynamic content changes. [Priority 1]: Techniques for checkpoint 6.2
6.3 Ensure that pages are usable when scripts, applets, or other programmatic objects are turned off or not supported. If this is not possible, provide equivalent information on an alternative accessible page. [Priority 1]: Techniques for checkpoint 6.3
6.4 For scripts and applets, ensure that event handlers are input device-independent. [Priority 2]: Techniques for checkpoint 6.4
6.5 Ensure that dynamic content is accessible or provide an alternative presentation or page. [Priority 2]: For example, in HTML, use NOFRAMES at the end of each frameset. For some applications, server-side scripts may be more accessible than client-side scripts.; Techniques for checkpoint 6.5

=>Guideline 7. Ensure user control of time-sensitive content changes.

Ensure that moving, blinking, scrolling, or auto-updating objects or pages may be paused or stopped.

Some people with cognitive or visual disabilities are unable to read moving text quickly enough or at all. Movement can also cause such a distraction that the rest of the page becomes unreadable for people with cognitive disabilities. Screen readers are unable to read moving text. People with physical disabilities might not be able to move quickly or accurately enough to interact with moving objects.
Note. All of the following checkpoints involve some content developer responsibility until user agents provide adequate feature control mechanisms.

Checkpoints:

7.1 Until user agents allow users to control flickering, avoid causing the screen to flicker. [Priority 1]: Techniques for checkpoint 7.1
7.2 Until user agents allow users to control blinking, avoid causing content to blink (i.e., change presentation at a regular rate, such as turning on and off). [Priority 2]: Techniques for checkpoint 7.2
7.3 Until user agents allow users to freeze moving content, avoid movement in pages. [Priority 2]: When a page includes moving content, provide a mechanism within a script or applet to allow users to freeze motion or updates. Using style sheets with scripting to create movement allows users to turn off or override the effect more easily.; Techniques for checkpoint 7.3
7.4 Until user agents provide the ability to stop the refresh, do not create periodically auto-refreshing pages. [Priority 2]: Techniques for checkpoint 7.4
7.5 Until user agents provide the ability to stop auto-redirect, do not use markup to redirect pages automatically. Instead, configure the server to perform redirects. [Priority 2]: Techniques for checkpoint 7.5

Note. The BLINK and MARQUEE elements are not defined in any W3C HTML specification and should not be used.

=>Guideline 8. Ensure direct accessibility of embedded user interfaces.

Ensure that the user interface follows principles of accessible design: device-independent access to functionality, keyboard operability, self-voicing, etc.

Checkpoint:

8.1 Make programmatic elements such as scripts and applets directly accessible or compatible with assistive technologies [Priority 1 if functionality is important and not presented elsewhere, otherwise Priority 2]: Techniques for checkpoint 8.1

=>Guideline 9. Design for device-independence.

Use features that enable activation of page elements via a variety of input devices.

Device-independent access means that the user may interact with the user agent or document with a preferred input (or output) device -- mouse, keyboard, voice, head wand, or other. If, for example, a form control can only be activated with a mouse or other pointing device, someone who is using the page without sight, with voice input, or with a keyboard or who is using some other non-pointing input device will not be able to use the form.

Checkpoints:

9.1 Provide client-side image maps instead of server-side image maps except where the regions cannot be defined with an available geometric shape. [Priority 1]: Techniques for checkpoint 9.1
9.2 Ensure that any element that has its own interface can be operated in a device-independent manner. [Priority 2]: Refer to the definition of device independence.; Refer also to guideline 8.; Techniques for checkpoint 9.2
9.3 For scripts, specify logical event handlers rather than device-dependent event handlers. [Priority 2]: Techniques for checkpoint 9.3
9.4 Create a logical tab order through links, form controls, and objects. [Priority 3]: For example, in HTML, specify tab order via the "tabindex" attribute or ensure a logical page design.; Techniques for checkpoint 9.4
9.5 Provide keyboard shortcuts to important links (including those in client-side image maps), form controls, and groups of form controls. [Priority 3]: For example, in HTML, specify shortcuts via the "accesskey" attribute.; Techniques for checkpoint 9.5

=>Guideline 10. Use interim solutions.

Use interim accessibility solutions so that assistive technologies and older browsers will operate correctly.

Checkpoints:

10.1 Until user agents allow users to turn off spawned windows, do not cause pop-ups or other windows to appear and do not change the current window without informing the user. [Priority 2]: For example, in HTML, avoid using a frame whose target is a new window.; Techniques for checkpoint 10.1
10.2 Until user agents support explicit associations between labels and form controls, for all form controls with implicitly associated labels, ensure that the label is properly positioned. [Priority 2]: Techniques for checkpoint 10.2
10.3 Until user agents (including assistive technologies) render side-by-side text correctly, provide a linear text alternative (on the current page or some other) for all tables that lay out text in parallel, word-wrapped columns. [Priority 3]: Techniques for checkpoint 10.3
10.4 Until user agents handle empty controls correctly, include default, place-holding characters in edit boxes and text areas. [Priority 3]: For example, in HTML, do this for TEXTAREA and INPUT.; Techniques for checkpoint 10.4
10.5 Until user agents (including assistive technologies) render adjacent links distinctly, include non-link, printable characters (surrounded by spaces) between adjacent links. [Priority 3]: Techniques for checkpoint 10.5

=>Guideline 11. Use W3C technologies and guidelines.

Use W3C technologies (according to specification) and follow accessibility guidelines. Where it is not possible to use a W3C technology, or doing so results in material that does not transform gracefully, provide an alternative version of the content that is accessible.

The current guidelines recommend W3C technologies (e.g., HTML, CSS, etc.) for several reasons:

W3C technologies include "built-in" accessibility features.
W3C specifications undergo early review to ensure that accessibility issues are considered during the design phase.
W3C specifications are developed in an open, industry consensus process.

Many non-W3C formats (e.g., PDF, Shockwave, etc.) require viewing with either plug-ins or stand-alone applications. Often, these formats cannot be viewed or navigated with standard user agents (including assistive technologies). Avoiding non-W3C and non-standard features (proprietary elements, attributes, properties, and extensions) will tend to make pages more accessible to more people using a wider variety of hardware and software.

Checkpoints:

11.1 Use W3C technologies when they are available and appropriate for a task and use the latest versions when supported. [Priority 2]: Techniques for checkpoint 11.1
11.2 Avoid deprecated features of W3C technologies. [Priority 2]: For example, in HTML, don't use the deprecated FONT element; use style sheets instead (e.g., the 'font' property in CSS).; Techniques for checkpoint 11.2
11.3 Provide information so that users may receive documents according to their preferences (e.g., language, content type, etc.) [Priority 3]: Note. Use content negotiation where possible.; Techniques for checkpoint 11.3
11.4 If, after best efforts, you cannot create an accessible page, provide a link to an alternative page that uses W3C technologies, is accessible, has equivalent information (or functionality), and is updated as often as the inaccessible (original) page. [Priority 1]: Techniques for checkpoint 11.4

Note. Content developers should only resort to alternative pages when other solutions fail because alternative pages are generally updated less often than "primary" pages. An out-of-date page may be as frustrating as one that is inaccessible since, in both cases, the information presented on the original page is unavailable. Automatically generating alternative pages may lead to more frequent updates, but content developers must still be careful to ensure that generated pages always make sense, and that users are able to navigate a site by following links on primary pages, alternative pages, or both. Before resorting to an alternative page, reconsider the design of the original page; making it accessible is likely to improve it for all users.

=>Guideline 12. Provide context and orientation information.

Provide context and orientation information to help users understand complex pages or elements.

Grouping elements and providing contextual information about the relationships between elements can be useful for all users. Complex relationships between parts of a page may be difficult for people with cognitive disabilities and people with visual disabilities to interpret.

Checkpoints:

12.1 Title each frame to facilitate frame identification and navigation. [Priority 1]: For example, in HTML use the "title" attribute on FRAME elements.; Techniques for checkpoint 12.1
12.2 Describe the purpose of frames and how frames relate to each other if it is not obvious by frame titles alone. [Priority 2]: For example, in HTML, use "longdesc," or a description link.; Techniques for checkpoint 12.2
12.3 Divide large blocks of information into more manageable groups where natural and appropriate. [Priority 2]: For example, in HTML, use OPTGROUP to group OPTION elements inside a SELECT; group form controls with FIELDSET and LEGEND; use nested lists where appropriate; use headings to structure documents, etc. Refer also to guideline 3.; Techniques for checkpoint 12.3
12.4 Associate labels explicitly with their controls. [Priority 2]: For example, in HTML use LABEL and its "for" attribute.; Techniques for checkpoint 12.4

=>Guideline 13. Provide clear navigation mechanisms.

Provide clear and consistent navigation mechanisms -- orientation information, navigation bars, a site map, etc. -- to increase the likelihood that a person will find what they are looking for at a site.

Clear and consistent navigation mechanisms are important to people with cognitive disabilities or blindness, and benefit all users.

Checkpoints:

13.1 Clearly identify the target of each link. [Priority 2]: Link text should be meaningful enough to make sense when read out of context -- either on its own or as part of a sequence of links. Link text should also be terse.; Techniques for checkpoint 13.1
13.2 Provide metadata to add semantic information to pages and sites. [Priority 2]: Techniques for checkpoint 13.2
13.3 Provide information about the general layout of a site (e.g., a site map or table of contents). [Priority 2]: In describing site layout, highlight and explain available accessibility features.; Techniques for checkpoint 13.3
13.4 Use navigation mechanisms in a consistent manner. [Priority 2]: Techniques for checkpoint 13.4
13.5 Provide navigation bars to highlight and give access to the navigation mechanism. [Priority 3]: Techniques for checkpoint 13.5
13.6 Group related links, identify the group (for user agents), and, until user agents do so, provide a way to bypass the group. [Priority 3]: Techniques for checkpoint 13.6
13.7 If search functions are provided, enable different types of searches for different skill levels and preferences. [Priority 3]: Techniques for checkpoint 13.7
13.8 Place distinguishing information at the beginning of headings, paragraphs, lists, etc. [Priority 3]: Techniques for checkpoint 13.8
13.9 Provide information about document collections (i.e., documents comprising multiple pages.). [Priority 3]: Techniques for checkpoint 13.9
13.10 Provide a means to skip over multi-line ASCII art. [Priority 3]: Techniques for checkpoint 13.10

=>Guideline 14. Ensure that documents are clear and simple.

Ensure that documents are clear and simple so they may be more easily understood.

Consistent page layout, recognizable graphics, and easy to understand language benefit all users. In particular, they help people with cognitive disabilities or who have difficulty reading. (However, ensure that images have text equivalents for people who are blind, have low vision, or for any user who cannot or has chosen not to view graphics. )
Using clear and simple language promotes effective communication. Access to written information can be difficult for people who have cognitive or learning disabilities. Using clear and simple language also benefits people whose first language differs from your own, including those people who communicate primarily in sign language.

Checkpoints:

14.1 Use the clearest and simplest language appropriate for a site's content. [Priority 1]: Techniques for checkpoint 14.1
14.2 Supplement text with graphic or auditory presentations where they will facilitate comprehension of the page. [Priority 3]: Techniques for checkpoint 14.2
14.3 Create a style of presentation that is consistent across pages. [Priority 3]: Techniques for checkpoint 14.3

CopyRight Short Notice:

Copyright © [2013] World Wide Web Consortium, (Massachusetts Institute of Technology, European Research Consortium for Informatics and Mathematics, Keio University, Beihang). All Rights Reserved. This work is distributed under the W3C^® Software License [1] in the hope that it will be useful, but WITHOUT ANY WARRANTY; without even the implied warranty of MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. [1] http://www.w3.org/Consortium/Legal/2002/copyright-software-20021231

Thursday, December 26, 2013

Configuring Apache:

Download PHP:

Download php from http://windows.php.net/download/

Installing PHP:

Wednesday, December 11, 2013

Monday, December 9, 2013

Friday, December 6, 2013

What modules do you always recommend and why?

Requirements

Steps to Install php_curl extension:

Thursday, December 5, 2013

Tuesday, December 3, 2013

DDA(Disability discrimination act) Checklist for web developers:

=>Guideline 1. Provide equivalent alternatives to auditory and visual content.

Checkpoints:

=>Guideline 2. Don't rely on color alone.

Ensure that text and graphics are understandable when viewed without color.

Checkpoints:

=>Guideline 3. Use markup and style sheets and do so properly.

Mark up documents with the proper structural elements.

Control presentation with style sheets rather than with presentation elements and attributes.

Checkpoints:

=>Guideline 4. Clarify natural language usage

Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.

Checkpoints:

=>Guideline 5. Create tables that transform gracefully.

Ensure that tables have necessary markup to be transformed by accessible browsers and other user agents.

Checkpoints:

=>Guideline 6. Ensure that pages featuring new technologies transform gracefully.

Ensure that pages are accessible even when newer technologies are not supported or are turned off.

Checkpoints:

=>Guideline 7. Ensure user control of time-sensitive content changes.

Ensure that moving, blinking, scrolling, or auto-updating objects or pages may be paused or stopped.

Checkpoints:

=>Guideline 8. Ensure direct accessibility of embedded user interfaces.

Ensure that the user interface follows principles of accessible design: device-independent access to functionality, keyboard operability, self-voicing, etc.

Checkpoint:

=>Guideline 9. Design for device-independence.

Use features that enable activation of page elements via a variety of input devices.

Checkpoints:

=>Guideline 10. Use interim solutions.

Use interim accessibility solutions so that assistive technologies and older browsers will operate correctly.

Checkpoints:

=>Guideline 11. Use W3C technologies and guidelines.

Use W3C technologies (according to specification) and follow accessibility guidelines. Where it is not possible to use a W3C technology, or doing so results in material that does not transform gracefully, provide an alternative version of the content that is accessible.

Checkpoints:

=>Guideline 12. Provide context and orientation information.

Provide context and orientation information to help users understand complex pages or elements.

Checkpoints:

=>Guideline 13. Provide clear navigation mechanisms.

Provide clear and consistent navigation mechanisms -- orientation information, navigation bars, a site map, etc. -- to increase the likelihood that a person will find what they are looking for at a site.

Checkpoints:

=>Guideline 14. Ensure that documents are clear and simple.

Ensure that documents are clear and simple so they may be more easily understood.

Checkpoints:

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