Endings

content/stories/alan.md

@@ -48,6 +48,6 @@ Video script for [Alan](https://deploy-preview-113--wai-people-use-web.netlify.a
 | 4 | 0:50 - 1:19 | It's tiring to keep switching between the keyboard and mouse -- or, my joystick -- so I got accustomed to using the keyboard and shortcut keys over the years, especially for the programs that I often use. For example, scrolling a page is much easier with the arrow keys on the keyboard than by clicking on that small button in the scroll bars. | [Continuation from previous scene.] We see Alan switching back from using the joystick to the keyboard to type in something brief, then back again to the joystick to continue navigating (e.g. clicking "next" button after typing in something brief on a form). We see Alan using the down-arrow key to scroll down a web page (e.g. the newly loaded page after clicking "next). This back-and-forth switching seems strenuous. |
 | 5 | 1:19 - 1:47 | Unfortunately, many websites and apps don’t work well with my keyboard. The Tab-key should take me through each page object by object in a logical order. But often the focus indicator, which highlights the currently active object on the screen, is not visible or jumps around completely out of order. For example, I have to select a date in a small widget instead of just typing it. | [Continuation from previous scene.] We see Alan now using the Tab-key to move between objects on the web page (e.g. a form in the newly loaded page, the one he was scrolling on). The focus indicator first moves in a logical order (e.g. from "street address" to "post code"), then it jumps somewhere completely unexpected (e.g. "use same as shipping address" at the top of the form, which disables the text fields that Alan just filled in when he check it). |
 | 6 | 1:47 - 2:10 | Sometimes websites and apps work better on my tablet than on the computer because I can click the buttons and links on the touch screen with my knuckles. I can also type the same way using the on-screen keyboard. Sometimes that doesn't work well because some websites and apps don’t work in landscape orientation, which is how I setup my tablet so that the buttons are big enough for me to click. | [New scene.] We see Alan using a tablet computer in landscape orientation (e.g. mounted to his wheelchair or on a stand). We see it first works well, then it doesn't anymore (e.g. Alan clicks the icon of his email program; reads a new email from a friend; follows a link in that email; the website opens in portrait orientation -- sideways for Alan). |
-| 7 | 2:10 - 2:45 | While I can use a keyboard and mouse, I can’t use them for long periods because it's tiring. So, I recently started using speech control software as well. It allows me to dictate text instead of typing, and to say certain commands instead of clicking. It's really hard to learn a new way of working after so many years but I've been patient with it and I'm slowly getting used to it. The most difficult thing is small buttons without labels -- they are difficult to click through speech control, which disrupts my flow. | [New scene.] We see Alan speaking (we only see his mouth move but don't hear what he is saying), and see the words appearing on the screen. We see the words being corrected on the screen (e.g. "white flour" being corrected to "white flowers" in the search field of an online grocery shop). We zoom in on a small icon button beside the search field with no visual label (eg. an icon of binoculars or another icon for "search"). [We don't really see what happens next but from the narration and the way that nothing happens visually, some viewers might assume there is something wrong with the button.] |
+| 7 | 2:10 - 2:45 | While I can use a keyboard and mouse, I can’t use them for long periods because it's tiring. So, I recently started using speech control software as well. It allows me to dictate text instead of typing, and to say certain commands instead of clicking. It's really hard to learn a new way of working after so many years but I've been patient with it and I'm slowly getting used to it. The most difficult thing is small buttons without labels, like these binoculars – I'm not sure if the right command is "search" or "go" or something else. When buttons have a name, I can simply say that without disrupting my flow. | [New scene.] We see Alan speaking (we only see his mouth move but don't hear what he is saying), and see the words appearing on the screen. We see the words being corrected on the screen (e.g. "white flour" being corrected to "white flowers" in the search field of an online grocery shop). We zoom in on a small icon button beside the search field with no visual label (eg. an icon of binoculars or another icon for "search"). [We don't really see what happens next but from the narration and the way that nothing happens visually, some viewers might assume there is something wrong with the button.] |
 | 8 | 0:00 - 0:00 | [Alan:] You can help make technology accessible to me. [Narrator:] Accessibility: It's about people. | [New scene.] We see Alan speaking his line directly to us, as in the first scene [documentary style into the camera, in the same style and continuing the first scene]. We see more and more protagonists from the other videos appear on the screen [to illustrate many people] as the narrator speaks their line. |
 | 9 | 0:00 - 0:00 | For more information on how people with disabilities use the web, visit w3.org/WAI | [End plate.] We see the URL from the narration. |

content/stories/lee.md

@@ -41,6 +41,6 @@ Video script for [Lee](https://deploy-preview-113--wai-people-use-web.netlify.ap
 | 2 | 0:10 - 0:33 | I have difficulty distinguishing between red, green, orange, and brown, all of which appear to me as kind of murky brown. In a store, I often can't tell the color of two shoes or two shirts beside each other. I love online shopping because it's often easier for me when they use the names of the colors in addition to showing the colors. | [New scene.] We see Lexie in a casual environment (e.g. at home or at a cafe etc.) using a computer. We see the computer screen with a colorful website using red, green, orange, and brown as they are mentioned. We realize that Lexie is shoping clothes, selecting colors of a product (e.g. shirt, shoe, etc.) with the names of the colors changing as he selects them  [we intentionally will not turn all colors to brown or such]. |
 | 3 | 0:33 - 1:03 | Unfortunately, not all online shops have an accessible checkout experience for me. Often the sign-up or checkout form says "fields in red are required". Ugh! Most times I can't tell which fields are required when they use color only. Good shops either have the word "required" or that little asterisk beside the fields, or even better put the word "optional" besides the ones I can skip. | [Continuation from previous scene.] We see Lexie continuing to the check-out area; he's a new customer to this website and is asked to register. The registration form has many fields (e.g. street name, number, post code, state, region, country, ...), some of which are in red. We see the note "Fields in red are manadatory", and we see Lexie focusing on the screen more closely. |
 | 4 | 1:03 - 1:31 | Not relying on color alone is important for other websites and apps too! For example, my favorite fantasy football app has a symbol for each team on the jersey of the players, in addition to color. This helps me spot the players on my team more quickly, not just by reading the names under each player. Unfortunately, my friends are not so keen on this app yet and I have some more convincing to do. | [New scene.] We see Lexie in a casual enviroment (same or different setting, depending on filming logistics), who is now playing a fantasy football game. We see the players of the two teams have differently colored jerseys with different symbols as well. Lexie is very engaged in the game (e.g. biting her tongue, moving around with the game controller, ...). |
-| 5 | 1:31 - 2:03 | Color issues also happen at work. For example, when my colleagues highlight words in a document without using the commenting function. The commenting function outlines the marked text in addition to highlighting it. Another example is when charts don't have symbols as well as the colors for lines and bars -- I can't identify them from color alone. My team is usually careful about this but sometimes the suppliers we work with aren't [sigh]. | [New scene.] We see Lexie in a work enviroment (e.g. home office or office) reading a document with comments indicated (e.g. in the document margin). The corresponding text areas are outlined and highlighted as Lexie selects the comments. We then see Lexie studying a bar chart using different colors for the different bars, in addition to a legend that identifies each bar by label. |
+| 5 | 1:31 - 2:03 | Color issues also happen at work. For example, when my colleagues highlight words in a document without using the commenting function. The commenting function outlines the marked text in addition to highlighting it. It's also very important that charts have symbols in addition to colors for the lines and bars, rather than relying on color alone. | [New scene.] We see Lexie in a work enviroment (e.g. home office or office) reading a document with comments indicated (e.g. in the document margin). The corresponding text areas are outlined and highlighted as Lexie selects the comments. We then see Lexie studying a bar chart using different colors for the different bars, in addition to a legend that identifies each bar by label. |
 | 6 | 0:00 - 0:00 | [Lexie:] You can help make technology accessible to me. [Narrator:] Accessibility: It's about people. | [New scene.] We see Lexie speaking her line directly to us, as in the first scene [documentary style into the camera, in the same style and continuing the first scene]. We see more and more protagonists from the other videos appear on the screen [to illustrate many people] as the narrator speaks their line. |
 | 7 | 0:00 - 0:00 | For more information on how people with disabilities use the web, visit w3.org/WAI | [End plate.] We see the URL from the narration. |

content/stories/luis.md

@@ -43,6 +43,6 @@ Video script for [Luis](https://deploy-preview-113--wai-people-use-web.netlify.a
 | 2 | 0:00 - 0:00 | At work, we use an app for our team. It has a calendar with all our practices and games. My job is to record the scores and stuff like that. I can also use it to chat with the coach and with the players, and we use it to exchange photos and jokes too [chuckles]. | [New scene.] We see Sophie with a tablet at a basketball court (e.g. with others playing the background or just on her own, depending on filming logistics). We then transition to Sophie using the app (e.g. recording scores and statistices, get a chat message etc.). |
 | 3 | 0:00 - 0:00 | Sometimes, I take longer to read things but this app is really easy to use. The event or name of the player is at the top, so I know where I am in the app. The calendar is also very clear. It shows the name of the month or the number of the week at the top too. Other apps we tried are too confusing -- I could never tell where I am and how to get back. | [Continuation from previous scene.] We see Sophie using the app but now focus more on the app itself rather than on Sophie and what he is doing. We see Sophie looking at an event, player, and calender as the narration mentions them. [The name of the event, player, month, etc. is clear and placed prominently at the top of the page/view; the app looks neat and tidy, and Sophie looks enjoyed using it.] |
 | 4 | 0:00 - 0:00 | The biggest problem is buying tickets for games. I try to use this app for buying but sometimes I have to use other apps to get tickets. Some of these apps are too hard. When I click on something it goes somerewhere else or opens another page. Or, it doesn't have that blue box at the top and I don't know where I am or how to get back. Sometimes, if I take too long, I have to start all over again. It's a real pain. I wish buying tickets can be easier. | [New scene.] We see Sophie using a ticketing app. It looks more crammed and he is looking more focused while using the app. We see Sophie find a game and select "buy ticket", which takes him to a very differently looking form asking for billing and shipping details for the credit card purchase. Sophie is looking more frustrated. |
-| 5 | 0:00 - 0:00 | My dream is to become a senior assistant. I know I can do it. Soemtimes it is hard for me to write long things but I use the spell-checker every time. It helps me when coaches use words I already know. Otherwise, it takes me even longer to find the words in the dictionary. One day I'll make it! | [New scene.] We see Sophie sorting books in a library. We then transition to see Sophie sitting in front of a computer at work. We see Sophie reading more slowly and with some difficulty, and we see that he has an online dictionary open beside the text he is reading to lookup difficult words. |
+| 5 | 0:00 - 0:00 | My dream is to become a senior assistant. I know I can do it. Soemtimes it is hard for me to write long things but I use the spell-checker every time. I also use a dictionary to find words that I don't know, and it takes me longer to read text with difficult words. It helps me when coaches use words I already know, and most do. One day I'll make it! | [New scene.] We see Sophie sorting books in a library. We then transition to see Sophie sitting in front of a computer at work. We see Sophie reading more slowly and with some difficulty, and we see that he has an online dictionary open beside the text he is reading to lookup difficult words. |
 | 6 | 0:00 - 0:00 | [Sophie:] You can help make technology accessible to me. [Narrator:] Accessibility: It's about people. | [New scene.] We see Sophie speaking directly to us, as in the first scene [documentary style into the camera, in the same style and continuing the first scene]. |
-| 7 | 0:00 - 0:00 | For more information on how people with disabilities use the web, visit w3.org/WAI | [End plate.] We see the URL from the narration. |
+| 7 | 0:00 - 0:00 | For more information on how people with disabilities use the web, visit w3.org/WAI | [End plate.] We see the URL from the narration. |