Added hyperlinks in ack appendix; moved apostrophes to their escaped …

…form

index.html

@@ -38,7 +38,7 @@ <h3>Our Scope: Distinctive features of collaboration tools</h3>
         <p>The distinctive capabilities of collaboration tools are illustrated by the examples described in the section: <a href="#collaboration-tools"></a>. It is important to consider how these features are manifested in the tool&apos;s user interface. From this perspective, the distinguishing features may be described as follows.</p>
         <dl>
           <dt>Real-time and asynchronous co-editing</dt>
-          <dd>A feature enabling multiple authors to edit the same content simultaneously or over days, weeks months, and years. In synchronous co-editing, the changes introduced by different authors in real-time are combined almost immediately, using algorithms such as operational transformation [[concurrency-control]]. The combined changes are then made immediately visible in all of the participating authors' editing sessions. The effect is that each author may perceive, in real time,
+          <dd>A feature enabling multiple authors to edit the same content simultaneously or over days, weeks months, and years. In synchronous co-editing, the changes introduced by different authors in real-time are combined almost immediately, using algorithms such as operational transformation [[concurrency-control]]. The combined changes are then made immediately visible in all of the participating authors&apos; editing sessions. The effect is that each author may perceive, in real time,
 		  <ul>
 			  <li>Edits proposed by collaborators,</li>
 			  <li>The location of other editors&apos; focus within content.</li>
@@ -71,7 +71,7 @@ <h3>Our Scope: Distinctive features of collaboration tools</h3>
 
     <section id="need-definition">
       <h3>Defining User needs</h3>
-      <p>Specific user needs are frequently defined both by   task required to achieve a particular goal and also by environmental conditions. Context matters. For example, the cognitive demands imposed by interacting with the collaboration-related features of an application depend not only on the needs and capabilities of the user, including the possible presence of assistive technology, but also on the context. A collaborative task that the user can perform independently while working alone in a distraction-free environment may quickly become cognitively burdensome when performed during a working teleconference session. Working with comments and suggested changes becomes more cognitively demanding when other authors are simultaneously editing the same content, and the user needs to be aware of their activities (e.g., to avoid introducing conflicting changes) while still performing the editing task. The use of different input types and methods, such as speech input or switch-based input, can significantly affect the amount of time required to enter and edit text, as well as the user&apos;s ability to respond to potentially disruptive changes introduced by collaborators.'</p>
+      <p>Specific user needs are frequently defined both by   task required to achieve a particular goal and also by environmental conditions. Context matters. For example, the cognitive demands imposed by interacting with the collaboration-related features of an application depend not only on the needs and capabilities of the user, including the possible presence of assistive technology, but also on the context. A collaborative task that the user can perform independently while working alone in a distraction-free environment may quickly become cognitively burdensome when performed during a working teleconference session. Working with comments and suggested changes becomes more cognitively demanding when other authors are simultaneously editing the same content, and the user needs to be aware of their activities (e.g., to avoid introducing conflicting changes) while still performing the editing task. The use of different input types and methods, such as speech input or switch-based input, can significantly affect the amount of time required to enter and edit text, as well as the user&apos;s ability to respond to potentially disruptive changes introduced by collaborators.&apos;</p>
     </section>
             <section id="collab-a11y">
 		            <h3>Collaboration tools and accessibility</h3>
@@ -205,8 +205,8 @@ <h2>General Guidance on Implementing Accessibility Features of Collaborative Env
         <li><strong>User Need 19:</strong> Users with learning or cognitive disabilities or who use assistive technologies need to learn and use collaboration tools efficiently.
 	</li>
         <li><strong>REQ 19A:</strong> In implementing collaboration features, follow established user interface conventions and design patterns. For example, use conventional terminology, labels, or icons for functionality that may be familiar to users.</li>
-        <li><strong>REQ 19B:</strong> Support the accessibility-related features of the user's operating system, user agent, and assistive technology. For example, some assistive technologies, such as screen readers, have features designed specifically for reading comments and suggested changes in textual content, which should be supported instead of defining application-specific functionality or keyboard commands that achieve the same purpose.</li>
-        <li><strong>REQ 19C:</strong>Make collaborative features available via an <abbr title="application programming interface">API</abbr> to allow interoperability with tools with which the user may already be familiar, and which may better satisfy a person's specific accessibility-related needs. For example, a revision control system could interoperate via an <abbr>API</abbr> with a user's chosen text editor or integrated development environment.</li>
+        <li><strong>REQ 19B:</strong> Support the accessibility-related features of the user&apos;s operating system, user agent, and assistive technology. For example, some assistive technologies, such as screen readers, have features designed specifically for reading comments and suggested changes in textual content, which should be supported instead of defining application-specific functionality or keyboard commands that achieve the same purpose.</li>
+        <li><strong>REQ 19C:</strong>Make collaborative features available via an <abbr title="application programming interface">API</abbr> to allow interoperability with tools with which the user may already be familiar, and which may better satisfy a person&apos;s specific accessibility-related needs. For example, a revision control system could interoperate via an <abbr>API</abbr> with a user&apos;s chosen text editor or integrated development environment.</li>
       </ul>
       <aside class="note">
       <p>Provision of an <abbr>API</abbr> does not diminish the importance of ensuring that user interfaces provided by the application satisfy accessibility requirements. Nor is REQ 19C applicable to all collaborative environments. For example, some applications are highly dependent on editing functions specific to the tool itself, and should not be expected to interoperate with external editors.</p>
@@ -215,7 +215,7 @@ <h2>General Guidance on Implementing Accessibility Features of Collaborative Env
     </section>
     <section class="appendix">
 	    <h2>Acknowledgments</h2>
-	    <p>The Accessible Platform Architectures Working Group gratefully acknowledges the vision and multi-year effort of our Research Questions Task Force (RQTF) in developing this publication. In addition we wish to acknowledge the contributions of all who provided comments and suggestions as this publication moved through multiple revisions. We especially thank members of our Cognitive and Learning Disabilities (COGA) Task Force for their particular diligence in comments and suggestions. Without COGA's help this publication would have been a far less formidable document.</p>
+	    <p>The Accessible Platform Architectures Working Group gratefully acknowledges the vision and multi-year effort of our <a href="https://www.w3.org/WAI/APA/task-forces/research-questions/wiki/Main_Page">Research Questions Task Force (RQTF)</a> in developing this publication. In addition we wish to acknowledge the contributions of all who provided comments and suggestions as this publication moved through multiple revisions. We especially thank our colleagues in the <a href="https://www.w3.org/WAI/cognitive/">Cognitive and Learning Disabilities (COGA)</a> Task Force for their particular diligence providing comments and suggestions. Without COGA&apos;s help this publication would have been a far less formidable document.</p>
     </section>
   </body>
 </html>