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|editYūgao Uzuki [1]
|卯月夕顔 Uzuki Yūgao
|Volume #16, Naruto Chapter #137
|Naruto Episode #54
|Naruto: Clash of Ninja Revolution 2
|Hidden Leaf Village Grand Sports Festival!
|Appears in
|Anime, Manga, Game
|Voice Actors
|November 3
|Blood type
|Ninja Rank
|Ninja Registration
Yūgao Uzuki (卯月夕顔, Uzuki Yūgao) is a Konohagakure Anbu.
During her early years in Anbu, Yūgao served under Kakashi Hatake, looking up to him as a role model.[2] Some time after Orochimaru of the Sannin defected from Konoha, Kakashi was ordered to investigate one of his secret labs. Upon returning, Kakashi informed the Third Hokage of a Root member who saved him but would be punished by Danzō Shimura for failing his mission. Hiruzen then gave a letter requesting Danzō to meet with him to Yūgao, who quickly rushed to the Root headquarters. Upon arriving, the guards insisted that Danzō was not there at the moment. Yūgao left to report to Hiruzen, soon after returning with the Hokage in time to save Kakashi and a Wood Release user named "Kinoe" from Danzō's punishment.[3]
Six years later, when Itachi Uchiha was promoted to Anbu captain and removed from Team Ro, Yūgao, much to her delight, was assigned as his replacement under Kakashi's commmand. Later, Yūgao and her new team were mobilised to investigate the recent Uchiha clan massacre where Yūgao found the sole survivor, Sasuke Uchiha.[4]
At some point, Hayate was chosen to be Yūgao's instructor in kenjutsu; the time the two spent training together eventually led to them falling in love with each other.[5]
Of the little that has been seen of her, she seems to be a caring and loyal person. She has also been described as someone that puts her all into whatever she does and enjoys watching the moon, which might be a pun on the meaning of her name.[1]
Yūgao is a young woman with straight, purple hair reaching down to her waist, and brown eyes, and a shade of red lipstick. As an Anbu member, Yūgao wears a porcelain mask resembling a cat with three red stripes — one vertical stripe on the forehead and two horizontal stripes, one on each cheek. She also wears the standard Anbu uniform, consisting of black and grey armour, metal arm guards and a katana strapped to her back. She has the signature Anbu tattoo on her right shoulder.
Though her skills are yet to be displayed in the manga, as an Anbu member, Yūgao is a highly skilled kunoichi. In the anime, her skills are greatly expanded on.
Yūgao have displayed some skill and efficiency with basic ninjutsu such as basic fūinjutsu which she used to seal away corpses of fallen shinobi. She has also been noted to be a skilled sensor-type shinobi, able to use it to track down targets. When her division was attacked, Sukui explicitly requested that she join the team that would retrieve the scroll that had been stolen from the camp.[6]
Yūgao is skilled in kenjutsu and she carries one of the standard katana of the group. In the anime, it was revealed that Yūgao spent years training with Hayate — a skilled kenjutsu expert himself — nearly equaling his proficiency and skill level. Like her late lover, she is well-versed in a variety of kenjutsu techniques, including the Dance of the Crescent Moon and Hazy Moon Night, which all allow her to strike with great speed and complex movements that make it difficult for her opponents to react.[5]
Other Skills
As Yūgao was assigned to the Logistical Support and Medical Division, it implies that she has at least capable medical skills.
Part I
Chūnin Exam Arc
In the anime, she and her Anbu squad were the ones to find Hayate after he was killed.
Invasion of Konoha Arc
During the invasion of Konoha, Yūgao visited the memorial stone where Hayate's name had been engraved and swore to avenge him before leaving with her Anbu squad. She visited the memorial again during the Third Hokage's funeral, where she has a conversation with Kakashi Hatake who was also there.
Part II
Twelve Guardian Ninja Arc
Main article: Twelve Guardian Ninja Arc In the anime, Yūgao briefly appeared catching Sora spying on Danzō Shimura's interrogation of Tatsuji while hiding in the ceiling. She and her squad apprehended him, and turned him over to Tsunade. Once caught, Sora tried a failed attempt to attack Asuma with his demonic formed arm. Yūgao and the other Anbu member with her attempt to stop him, but both, however, got injured.[7]
Invasion of Pain Arc
In the anime, Yūgao was one of four Anbu protecting Tsunade as she was using Katsuyu to tend to the villagers. Soon after, Pain was spotted and when Tsunade moved to confront him, they followed her as well. After Pain unleashed a large-scale Shinra Tensei and decimated the entire village, however, she was seen flying away, along with Tsunade and the other Anbu.[8]
Shinobi World War Arc
In the anime, Yūgao was one of the ninja who were working for the Logistical Support and Medical Division. She was responsible for the safekeeping of shinobi corpses which carry valuable intel such as their kekkei genkai. During the corpse infiltration, Yūgao would meet once again a reincarnated Hayate, who was forced to steal the KIA scroll. Much to Yūgao's dismay, she would later on be forced to procure the stolen scroll from Kabuto Yakushi's minions.[6]
They caught up with them and sealed Hayate's comrades but Yūgao was unable to fight with her former lover, so other team members got wounded while protecting her. She then tried to leave, but was stopped by Sakura Haruno, who asked her about her inability to fight. She claimed that the only reason she had left the Anbu was because of the loss of Hayate. While she originally continued to fight to avenge him, she was eventually pushed to the point of emotionally snapping, forcing her to see a sword as a symbol of his death. Sakura then stated they must fight with this "unforgivable" technique and went to retrieve scroll on her own, but Yūgao eventually caught up with her. She and Hayate clashed with their Dance of the Crescent Moon techniques and later she used her Hazy Moon Night against his Secret Sword: Moonlight. He praised her improvement in kenjutsu, but then Kabuto attempted to take over his consciousness. Hayate seemingly pin Yūgao to a tree, but thanks to him fighting with control she was unharmed and managed to pierce him. Hayate was later sealed and the mission ended with a success when they retrieved the scroll.[5]
Video Games
Yūgao Uzuki is a playable character in the following video games:
|Game name
|Japanese release
|English release
|Naruto Shippūden: Clash of Ninja Revolution 3
|17 November 2009
|Naruto Shippūden: Gekitō Ninja Taisen! EX 3
|27 November 2008
|Naruto Shippūden: Gekitō Ninja Taisen! Special
|2 December 2010
|Naruto: Clash of Ninja Revolution 2
|21 October 2008
In Naruto: Clash of Ninja Revolution 2 and Naruto Shippūden: Clash of Ninja Revolution 3, she possesses techniques similar to Hayate's. It is unknown if she uncovered the identity of Hayate's killer, though her battle cry when using Dance of the Crescent Moon when fighting Baki in the game changes to "Revenge… for Hayate!". This battle cry is only heard if it is used on Baki, and it is used in both games. She has a small role in the game's storyline, appearing in the antagonists' hideout to save Naruto, Kakashi, Gaara and Sakura from a group of missing-nin, stating that the Anbu would take care of the situation. However, she does not appear in the story after this. She also has a collaboration technique with Kakashi.
- "Uzuki" is the old name for the fourth month of the Japanese lunar calendar, while "Yūgao" means "moon-flower".
- According to the databook(s):
- Her hobby is moon viewing.
(To Hayate) "Just call on me, Hayate… And I'll come running! When things are being really tough… If you need me, I promise to save you!"[5]


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Important note: This Wiki page is edited by participants of the EOWG. It does not necessarily represent consensus and it may have incorrect information or information that is not supported by other Working Group participants, WAI, or W3C. It may also have some very useful information.
Difference between revisions of "Web Accessibility Preliminary Evaluation"
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* [[#Introduction]] - updated
* [[#Introduction]] - updated
* [[#Check page title]] - updated
* [[#Check page title]] - updated
* [[#Check image text alternatives ("alt text")]] - updated
* [[#Check image text alternatives ("alt text")]] - updated
* [[#Check headings]] - updated 30 Jan
* [[#Check headings]] - updated 30 Jan
* [[#Check keyboard access, labels, content order, visual focus]] - '''Sharron & Suzette updating'''
* [[#Check keyboard access, labels, content order, visual focus]] - '''Sharron & Suzette updating'''
Revision as of 22:12, 1 February 2013
Nav: EOWG wiki main page > Evaluation Pages
Old page on WAI website: Prelim Eval
- For tasks, example use cases with audience, and focus for this and related documents, see the Eval Analysis page, including the table at the top and the specific Analysis section at the bottom
- A template for the check items is at the top of the discussion tab.
- For previous drafts and contributed material, see:
- Prelim Eval 2013-Feb-01 - snapshot of draft on 1 February 2013 before edits
- Prelim Eval 2013-Jan-24 - snapshot of draft on 24 January 2013
- Prelim Eval 2013-Jan-17 - snapshot of draft on 17 January 2013
- Extensive revisions and suggestions at Archived_Work_on_PreLimEval (Links section)
- From Wayne & Tom Prelim Eval input: Smart analysis simplified
- Old page with Denis' edits and Ian's input in Preliminary Eval - old notes
Important Note: For this draft we have some tool-specific guidance. However, there are potential issues with vendor-neutraility and we might need to address this a different way — for example, moving tool-specific guidance to WebPlatform Docs or the WAI-Engage wiki where people can easily add other tools.
Easy Checks - A First Look at Web Accessibility
- #Introduction - updated 1 Feb
- #Check page title - updated 1 Feb
- #Check image text alternatives ("alt text") - updated 1 Feb
- #Check headings - updated 30 Jan
- #Check keyboard access, labels, content order, visual focus - Sharron & Suzette updating
- #Check color contrast - Anna Belle & Sharron updating
- #Check video, sound, (multimedia) - Sharron updating
- #Check forms - Suzette & Sharron considering if most moves to keyboard access, etc. section and what if anything is left here.
- #Check zoom and text enlarge ? - Ian updating - updated 30 Jan
- #Next Steps
[Thanks to #Contributors!]
[Updated 1 February] [previous wording drafts: 23/24 January version, 22 January, 17 January.]
These easy checks guide non-experts to gauge the accessibility temperature of a web page. With these few simple steps, you can get an idea whether or not accessibility is addressed in even the most basic way.
These checks cover just a few accessibility issues and are designed to be quick and easy, rather than definitive. A web page could seem to pass these checks, yet still have accessibility barriers. More robust evaluation would be needed to check all issues comprehensively.
Using this page
Most of these checks you can do with any browser, that is, you do not need to download anything.
However, some checks are easier if you can download tools. To keep it simple, we've included instructions for just two tools - the Web Developer Toolbar for Firefox ("FF Toolbar") and the Web Accessibility Toolbar for IE ("WAT"). Both are free extensions/add-ons available in different languages.
- FF Toolbar - To do the checks that are indicated "with FF Toolbar", you'll need the Firefox browser and the Web Developer extension/add-on.
- WAT for IE - To do the checks that are indicated "with WAT", you'll need the Internet Explorer (IE) browser and the Web Accessibility Toolbar.
Note that we're not endorsing these tools over others. There are other useful tools to help with evaluation.
To learn how to do these checks with other tools, see [TBD either Web Platform Docs -or- WAI-Engage wiki].
(If you can't download these tools, that's OK; you can still do the checks indicated "with any browser".)
WCAG Links
These checks are based on the Web Content Accessibility Guidelines (WCAG) 2.0. The main points in WCAG are called "Success Criteria". In the "Learn more from|References" sections of this page, there are links to pages that explain the relevant success criteria in the "Understanding WCAG 2.0" document.
Visual and Non-Visual Checks
Some checks require you to be able to see the visual rendering of the page. These are marked [visual]. We've indicated checks that do not require seeing the page with [non-visual].
Practicing with BAD, the Before-After Demo
The Before and After Demonstration (BAD) from W3C WAI shows an inaccessible website and a retrofitted version of this same website with the accessibility barriers fixed. You can use the BAD pages to learn how to do these checks. [@@ maybe delete the next sentences if we have the instructions in each section] For example, first, do the check on an accessible version of a page to see what it should look like. Then, do the check on the corresponding inaccessible page to see what it looks like when there are accessibility barriers.[@@end delete]
Little Background
These checks are designed for anyone who knows how to use websites. You don't need much knowledge or skill. There are a couple things to know that will help you understand the explanations in the checks:
- Screen readers read aloud the information in a web page. They are used by people who are blind and by some people with reading disabilities.
- Some people use voice input instead of a keyboard and mouse. For example, ...@@
- [@@anything else needed?]
If you want to learn more, see:
EOWG Comments on the Introduction
- [done] this introduction is very clear. In the paragraph on FF toolbar, what about indicating that this tool is not only free but also available in many languages? {Sylvie}
- [done] It is not clear to me if the section about using bad should be deleted or not. If it remains, what about telling the reader that it comes from wai and giving the link to it? {Sylvie}
- @@ comment {name}
Check page title
[updated 1 February]
[image: top of browser showing full title of current page, and multiple page tabs showing truncated titles. AND page title in window title bar at the top]
Good page titles are particularly useful when people have multiple web pages open at the same time. The first part of the title is shown in browser tabs, as in the above image. Titles are also used for bookmarks/favorites and in search engine results. The first thing screen readers say when the user goes to a different web page is the page title. Page titles are important for orientation — to help users know where they are and move between pages.
What to do [non-visual]
- If possible, use a browser that displays the page title in the window title bar, like this: [image].
Most browsers have a window title bar by default, except Chrome and IE @@#. In those browsers, and most others, you can see the full page title by hovering over the tab, like this: [image]. [@@keyboard way to do this?]
- Look at the page's title (or with a screen reader, listen to it).
- Look at titles of other pages within the website.
What to look for [non-visual]
- Check that there is a title that adequately and briefly describes the content of the page.
- Check that the title is different from other pages on the website, and adequately distinguishes the page from other web pages.
- There is some flexibility on what makes a good page title. Some guidance is linked from the Related Resources section of Understanding Success Criteria 2.4.2.
- Titles should be "front-loaded", meaning the important and unique identifying information is first.
- A common mistake is to put the website name first and then the specific page title, for example:
- Poor titles:
- Acme Web Solutions, Inc. - About Us
- Acme Web Solutions, Inc. - Contact Us
- Acme Web Solutions, Inc. - History
- Better page titles:
- About Acme Web Solutions
- Contact Acme Web Solutions
- History of Acme Web Solutions
- Poor titles:
- Consider how the page title will be used in context; for example, the title of a page in the middle of a multi-step process probably does not need the website name in the title. [@@ maybe it's not worth the clutter to include this point?]
- In HTML: The page title is near the top of the web page markup ("code"), in the <head> area. It looks like this in markup:
<title>Acme Web Solutions home page</title>
BAD Example
In BAD, all of the inaccessible pages have the title "Welcome to CityLights!" (plus a description in brackets that is necessary for people using them demo). The page titles are not unique. Whereas, the accessible pages are titled: Welcome to CityLights!, Citylights News, Citylights Tickets, and Citylights Survey.
- Page Titled - Understanding Success Criteria 2.4.2 for WCAG 2.0 (Level A)
EOWG Notes on Page Title
importance: medium.
5min: maybe not. it is easy to check, but a little more complicated to explain what makes a good title. Also not the most vital to lots of users.
15min: probably.
Without visual rendering: can check
IMPORTANT! - Some browsers don't show title in browser title bar (Chrome, IE) {does this mean it doesn't meet our criteria for including in the 5 min list?}
- [open question]WAT has an option to show the document information, which lists the title so we could include that -- but not sure it's worth the extra instructions. {shawn} What do you think???:
- comment... {name}
17 Jan draft of Check the page title
Check image text alternatives ("alt text")
[updated 1 February]
Text alternatives ("alt text") convey the purpose of an image. They are used by people who cannot see the image. (For example, people who are blind and use screen readers can hear the alt text read out; people who have turned off images to speed download or save bandwidth can see the alt text.)
The text should be functional and provide an equivalent user experience, not necessarily describe the image. (For example, appropriate text alternative for a search button ([/WAI/images/search-icon.png]) would be "search", not "magnifying glass".)
Alt text is in the web page markup ("code"); you don't usually see it in the browser. Every image should have alt defined. If an image conveys information useful for interacting with or understanding the web page content, then it needs alt text. If an image is just decorative and people don't need to know about the image, it should have null alt (which looks like this in the markup:
Automated tests can tell you if alt text is missing. To determine if the alt text is appropriate, you need to see the image and judge it in context.
What to check for:
- Every image has appropriate alternative text.
Appropriate alt text is not an exact science. Some people prefer more description of more images; and others prefer less description.
- Appropriate alt text:
- The text needs to convey the same meaning as the image. That is, if someone cannot see the image, they get the important information from the image in the alt text.
- Alt text depends on content. For example, for an image of a dog on a kennel club website, the alt text might include the breed of the dog; however, the same image on a dog park website may be there just to make the page more attractive, and the image might not need any alt text (null alt explained below). [@@ new sentence:] One way to help think about appropriate alt text is: if you were helping someone read and interact with the web page and they cannot see it, what would you say about the image?
- Images that are functional — for example, images that initiate actions (like submit buttons) and linked images (like in navigation) — need alt text that is the functional equivalent.
- If there is text in the image — for example, in a logo — that text needs to be included in the alt text.
- If the image has complex information — such as charts or graphs — the image should have a short alt text, and then the detailed description of the information should be provided elsewhere.
- What's not needed in alt text:
- If the image is not important for understanding the content — for example, it is just decoration or "eye candy" — it should have null alt (
alt=""). [@@ new sentence:] One way to help determine if an image should have null alt is to ask yourself: if the image was removed, would the user still get all the information from the page?
- If the image is sufficiently described in the text — for example, a simple diagram illustrating what's written in the web page text — it does not need additional alt text. [@@ suggest null or "illustration described in main text" or other?]
- The alt text does not need to include the words "button", "link", or "image of". [@@suzette: because the screen reader will indicate this automatically. shawn: too screen reader focused? what about others not seeing images?]
- If the image is not important for understanding the content — for example, it is just decoration or "eye candy" — it should have null alt (
In HTML: Alt is an attribute of the image tag, and other tags. (So "alt tag" is technically incorrect; it's "alt attribute", or you can say "alt text".) It looks like this in markup:
<img alt="WAI logo" src="/wai/logo.png">
There are three options for checks listed below. The first one is easiest of you have the WAT toolbar. If you don't have any toolbars, there is a check at the end for any browser.
[+/-] To check alt text - with WAT: [non-visual & visual]
- Open the web page you are checking.
- In the toolbar, select "Images", then "Toggle Img/Alt". [image] Or, with the keyboard: [@@keyboard shortcut]
If there are any images missing alt, a dialog box appears with the number of images without alt attributes.
The alt text will be displayed before the images in quotes on a tan background.
- To check for missing alt: Look for the text "NoAlt!" (visually, or with find-in-page). If you find it, that means the following image is missing alt.
- To check if alt text is appropriate: [visual]
For each image, see if the alt text adequately conveys the information in the image it is next to, per the Tips below.
[+/-] To check if alt text is appropriate - with FF toolbar: [visual]
- Open the web page you are checking.
- In the toolbar, select "Images", then "Display Alt Attributes". [image] Or, with the keyboard: [@@keyboard shortcut]
The alt text will be displayed before the images as white letters on a red background.
- For each image, see if the alt text adequately conveys the information in the image it is next to, per the Tips below.
With the FF Toolbar, there is no explicit indication if images are missing alt, so you probably want to do one of the other checks if you want to catch all missing alt. [@@ OPEN: is this true? if so, this sentence could use editing. OR should we just leave this FF check out all together?]
[+/-] To check if alt text - with any browser: [non-visual & visual]
- Open WAVE web accessibility evaluation tool.
- Type the website address in the box after "Enter the URL of the web site you want to evaluate:"
- Click the "WAVE this page!" button.
Your web page will show up in the browser with lots of little icons on it.
- To check for missing alt: Look for the red icon [image], or search for the alt text "ERROR: Missing alt text". If you find it, that means the following image is missing alt.
- To check if alt text is appropriate: [visual]
Look for the green alt icon [image]. Next to it is text on a light blue background; the alt text is inbetween the asterisks (*). See if that text adequately conveys the information in the image it is next to, per the Tips below.
[+/-] To try checking the alt text in BAD:
Checking if any images are missing alt text in BAD: [non-visual]
@@SLH edit
Follow the instructions for "To check if any images are missing alt text" above and use the inaccessible home page:
www.w3.org/WAI/demos/bad/before/home. Notice there are lots of images without alt text. (Many of these are just decorative and should have null alt text, per the Tips above.)
Checking if alt text is appropriate in BAD: [visual]
With one of the "To check if alt text is appropriate" checks above, use the inaccessible home page
www.w3.org/WAI/demos/bad/before/home Notice:
- Missing alt: The weather image of the cloud and sun is missing alt.
- Inappropriate alt text:
- Near the top, left, see the long alt text starting with "Red dot with...". That description is way too detailed and includes unimportant information. The appropriate alt text in the accessible page is: "Citylights: your access to the city."
- Near the bottom in the middle, see the image of text: "(1)269C-H-O-K-E". The alt is 123456789, which is not equivalent.
- Appropriate alt text: Near the top, see the W3C image; the alt text is: "W3C logo".
Learn more from:
- Text alternatives for non-text content is an easy introduction with links to more details
- Non-text Content - Understanding Success Criteria 1.1.1 for WCAG 2.0 (Level A)
EOWG Notes on alt text
importance: HIGH.
5min: yes, at least the easy part.
15min: yes. might want additional checks here.
Without visual rendering: can check that description exist, can check that they are not too verbose, can check that they are appropriate to the general content of the page, but not necessarily appropriate to a specific image.
Would like to be able to use FF Toolbar select "Images", then "View Image Information" to check for missing alt, but null alt is not listed; therefore, you cannot use it to check for missing alt...
17 Jan 2013 draft of Check text descriptions for images
- [done] [JS on 23 Jan.: Do we want to use "alt text" throughout? Isn't alt attribute more correct? I understand the idea of using the word alt, as short for alternative, but . . . Maybe this is just a personal pet peeve of mine, but based on the Twittersphere, I'm not the only one.]
[Shawn: ah, yes, "alt tag" is wrong and we want to avoid it! (which is why I put that Tip, but maybe it was too subtle -- I just updated it) I think "alt attribute" is unnecessarily specific. "alt text" should be OK.]
- [? done] [SK about the null alt tag/text maybe for a literal minded newbie and skim readers we need to be clear that all images need something, either a context relevant text or a null attribute. There are a couple of places above that I think could be clarified]
[Shawn: Agree. I clarified it in a couple of places. Any more needed?]
[Much better, but also needs this one I think: "dog park website, the image might not need any alt text at all".] [done ~Shawn]
[Thank-you - See email, I have tried out changing the order of the tips to put the do's first and the don't's second, and then numbered them to help discussion. 'Good' alt text seems to involve a judgement call on the part of the evaluator on the importance of the image. Maybe the best test is first to determine the consequence of removing the image and asking does the page still make sense.SK]
[Shawn: I reworked the bullets according to your e-mail and input from the telecon. interesting point. I tried adding it... however, I'm beginning to wonder if we're getting into too much detail?]
- [?done] [Bim on 25/01/2013] Within the tips should we specifically mention linked images and the importance of alt text describing the destination of the link rather than the visual aspect of the image? We have made it clear that alt text should give a functional description, but poor alt text on linked images is so common, and the target audience so inexperienced, we may need to be more specific.
[shawn: Right now we have at the beginning: "The text should be functional and provide an equivalent user experience, not necessarily describe the image. (For example, appropriate text alternative for a search button ([image]) would be "search", not "magnifying glass".)" I've edited in the tips: "Images that are functional — for example, images that initiate actions (like submit buttons) and linked images (like in navigation) — need alt text that is the functional equivalent." Is that good? Or other suggestions?]
- [done - deleted] {Sylvie} I'm not convinced about the easy use of the validator. Searching for "missing alt text" may be easy, but if you need to check if the alt text is appropriate, it may be easier to look at the result produced by a tool such as the FF toolbar, than looking at pages of code (in long web sites) and clicking on the link that leads to the image. The validator may be helpful for someone with good technical back ground, but not so easy for someone who has no technical knowledge and needs to quickly check the accessibility of a Web page.
Check headings
[updated 30 Jan]
Web pages often have sections of information separated by visual headings, for example, heading text is bigger and bold (like "Check headings" right above this sentence :-). To make these work for all users, the headings need to be "marked up" in the web page "code" (e.g., HTML). That way people can navigate to the headings — including people who cannot use a mouse and use only the keyboard, and people who use a screen reader.
Heading levels should have a meaningful hierarchy, e.g.:
- Heading Level 1 <h1>
- Heading Level 2 <h2>
- Heading Level 3 <h3>
- Heading Level 3 <h3>
- Heading Level 2 <h2>
- Heading Level 3 <h3>
- Heading Level 4 <h4>
- Heading Level 4 <h4>
- Heading Level 3 <h3>
- Heading Level 2 <h2>
- Heading Level 2 <h2>
What to check for:
- Are there headings marked up?
- Is the hierarchy meaningful? (Ideally the page starts with an "h1" — which is usually similar to the page title — and does not skip levels; however, this is not an absolute requirement.)
- Is there text that looks like headings but is not marked up as a heading?
- Is there text that is marked up as headings that is not really a section heading?
To check headings outline with the W3C Validator: [non-visual & visual]
- In any browser, open the W3C HTML Validator (The W3C Markup Validation Service).
- In the Address field, type the URI (e.g., www.w3.org).
- Click the More Options link.
- Select the Outline checkbox.
- Click the Check button.
The results page appears (with title starting either [Valid] or [Invalid]).
- In the results page, near the top, at the end of the "Jump to:" line, click the Outline text link.
- Non-visual checks:
- Is there anything there? If there is no text between "Below is an outline for this document, automatically generated from the heading tags (<h1> through <h6>.)" and "If this does not look like a real outline..." it means there are no headings marked up on the page.
- Does the outline start with [H1] and follow a meaningful hierarchy? (That's not required, but strongly suggested.)
- Visual checks: Compare the Document Outline to the visual rendering of the page.
- Are the things that look like headings on the page listed in the Document Outline?
- Are there things in the Document Outline that aren't really headings?
[+/-] To check headings outline - with FF toolbar: [non-visual & visual]
- Open the web page you are checking.
- In the toolbar, select "Information", then "View Document Outline". [image] Or, with the keyboard: [@@keyboard shortcut]
A new page opens with the outline
- Non-visual checks:
- [@@ mention what they get if there are no headings marked up]
- Does the outline start with [H1] and follow a meaningful hierarchy? (That's not required, but strongly suggested.)
- Visual checks: Compare the Document Outline to the visual rendering of the page.
- Are the things that look like headings on the page listed in the Document Outline?
- Are there things in the Document Outline that aren't really headings?
[+/-] To show heading markup in the page - with FF toolbar: [visual]
- Open the web page you are checking.
- In the toolbar, select "Outline", then "Show Element Tags Names When Outlining". [image] Or, with the keyboard: [@@keyboard shortcut]
- In the toolbar, select "Outline", then "Outline Headings". [image] Or, with the keyboard: [@@keyboard shortcut]
The headings will be outlined and <h1>, <h2>, etc. icons will be before the headings.
- Anything that is a functional heading should have a heading icon before it.
- Anything that is a not functional heading should not have a heading icon before it.
[+/-] To show heading markup in the page - with any browser: [visual]
- Open WAVE web accessibility evaluation tool.
- Type the website address in the box after "Enter the URL of the web site you want to evaluate:"
- Click the "WAVE this page!" button.
Your web page will show up in the browser with lots of little icons on it.
- Anything that is a functional heading should have a heading icon ([image], [image], ...) before it.
- Anything that is a not functional heading should not have a heading icon before it.
[+/-] To try checking headings in BAD:
Checking headings outline with the W3C Validator in BAD [non-visual]
- Follow the instructions under "To check headings outline with the W3C Validator" above and use the accessible News page:
www.w3.org/WAI/demos/bad/after/news. Notice there is a nice hierarchical outline.
- Next, follow the instructions under "To check headings outline with the W3C Validator" above and use the inaccessible News page:
www.w3.org/WAI/demos/bad/before/news. (The "Check" button might now say "Revalidate".) Notice there is just one heading.
Checking heading markup is appropriate in BAD [visual]
- Start by visually looking at the BAD news page. What looks like headings? (Citylights News, Heat wave linked to temperatures, Man Gets Nine Months in Violin Case, ...)
- Next, see how it should look. Follow one of the instructions for "To show heading markup in the page" above on the accessible News page:
www.w3.org/WAI/demos/bad/after/home. Notice the headings have icons next to them.
- Next, see what it looks like when headings are not marked up. Follow one of the instructions for "To show heading markup in the page" above on the inaccessible News page:
www.w3.org/WAI/demos/bad/before/home. Notice there is text that visually looks like headings, but does not have headings icons next to it. (With WAVE, there are yellow icons with "h?" because it thinks these might be headings.)
Learn more about headings from:
- Info and Relationships - Understanding Success Criteria 1.3.1 for WCAG 2.0 (Level A)
- Headings and Labels - Understanding Success Criteria 2.4.6 for WCAG 2.0 (Level AA)
- Section Headings - Understanding Success Criteria 2.4.10 for WCAG 2.0 (Level AAA)
- Techniques for WCAG 2.0:
- G130: Providing descriptive headings
- G141: Organizing a page using headings
- H42: Using h1-h6 to identify headings
- H69: Providing heading elements at the beginning of each section of content
- 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
- F43: Failure of Success Criterion 1.3.1 due to using structural markup in a way that does not represent relationships in the content
- [@@Do we want to point to a resources that shows how screen reader users navigate with headings? There's not much detail in accessibility principles ... ]
EOWG Notes on Headings
importance: HIGH.
5min: maybe. fairly easy to check if there are at least some headings.
15min: yes.
Without visual rendereing: can check headings exist and make sense, but can't tell that all headings are styled appropriately or that text styled as a heading is marked up as one.
title was: Check headings and other semantic structure
17 Jan draft of Check headings and other semantic structure
low priority:
- can we find an appropriate example of text that is marked up as a heading but it not really a heading?
- can we find an appropriate example of a web page with no headings at all? to show what you get in the Validator outline?
Check keyboard access, labels, content order, visual focus
EOWG notes - importance: HIGH.
5min: maybe.
15min: yes, at least part of it.
Without visual rendering: @@
Many people do not use the mouse and rely on the keyboard to interact with the Web. This requires keyboard access to all functionality, including links, form controls, input, and other user interface components. While screen reader users rely on the keyboard, they are not the only ones. In addition, sighted users with mobility impairments may rely on the keyboard or have assistive technologies that are controlled through keyboard actions. Therefore, key components of effective keyboard access include visible focus indication and a logical tab order.
What To Do
- Click in the address bar, then put your mouse aside and don't use it.
- Press the 'tab' key to move around the page.
- Use the keyboard to set the focus to all focusable elements on the page.
What To Look For
- Can you tab to all the elements, including links, form fields, buttons, and media player controls? Are there any actions you can't get to (e.g., if they are only available on mouse hover)?
- Does the tab order follow the logical reading order, top to bottom, left to right in sequence?
- Does the focus get stuck anywhere - that is, you can tab into a control but not out? (called a "keyboard trap")?
- Does the order that items get focus make sense to sighted users? (e.g., you don't jump around the page out of order logically)
- Can you tab right through to the bottom of the page and then resume again from the top? (e.g. you don't get stuck anywhere and can't move on)
- If there is a drop-down box (for example, for navigating to a different page): If you tab into the drop-down box, can you use the down/up arrow keys to move through the options, and @@use 'tab' to the following item@@? (Make sure it doesn't automatically select the first item.)
- Visually examine progress through elements and verify that the focus indicator is clearly visible (i.e. you can see where you've 'tabbed' to).
- Common failures occur when the default focus indicator is turned off in CSS or when the element is styled with borders that occlude the focus indicator.
- Verify that any visual changes that occur with mouse hover also are triggered with keyboard focus
- Functionality is available from a keyboard
- Browsing the Web by Keyboard section in Better Web Browsing: Tips for Customizing Your Computer
- Focus Visible - Understanding Success Criteria 2.4.7 (Level A)
- Focus Order - Understanding Success Criteria 2.4.3
- Example: web page template that does not enable keyboard access from the WAI Before and After Demo (BAD)
- Mac browsers by default only tab through forms, will need to turn on...
- not work easily in Opera...
- ...
Check color contrast
EOWG notes.
5min: maybe.
15min: yes.
Without visual rendering: yes, with tools
Good contrast between the text and background is very important to people with visual impairments and older people who experience loss of contrast sensitivity. This includes the default black text on white background as well as colour combinations.
Some users may have requirements for very high or very low contrast, or a particular colour combination and they may choose to vary your colour choice by using their own preferred style sheet.
Remember that not all users will have high resolution screens and subtle colour combinations may not be rendered properly if the user is using a reduced colour set.
Screen reader users will hear the text even if the contrast is poor, or deliberately hidden as white on white or black on black!
First stage: What to do
- Inspect the text in the main content, menu tabs, links and selected links and in buttons, labels and captions.
Common failures
- Look out for instances of pale text that might blend into the background eg grey on the default off-white background. Other common combinations are light green, yellow or blue text on the default background or a background that is a slightly darker shade of the same colour.
- Look for instances of dark colours on a dark background eg purple, red or dark blue on black
- Any suspect instances need to be investigated further.
Second stage: What to do
A number of on-line tools can be used to compare the exact ratio of text and background. There are two types:
- A lexical tool can test the declared colour values set in the style sheet and provide a report on contrast. This is useful for checking across the whole website
- list named tools
- A live online colour analyser allows you to select samples of the text and background colours for analysis. Use zoom to increase the font size and follow the tool instructions to pick up a sample of the text colour and a sample of the background colour. If the background is patterned take a sample at different points.
- list named tools
Common failures
- The contrast ratio for normal sized text is less than the minimum recommendation of 4.5:1
- The contrast ration for large, bold text such as a page heading level set at 150% (1.5ems) is less than the minimum recommendation of 3:1
Contrast (minimum) Understanding success criteria 1.4.3 (AA) http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast-contrast.html
Contrast (enhanced) Understanding success criteria 1.4.6 (AAA).
BAD example: http://www.w3.org/WAI/demos/bad/before/annotated/tickets.html Note 6, text in some rows is set dark grey on a light grey background.
There are some exceptions such as large text passing at 3:1 ratio, and special requirements to achieve full conformance. The understanding document contains detailed information on text size that would be useful in understanding text resize.
<insert from Wayne Dick>
<p> There are two types of color contrast testers: The first type, a
lexical evaluator, looks at styles in web page code and computes color contrasts based on coded values. The second type, run time tester, simply allows the user to sample what is on thescreen and computes contrast based on samples.
The lexical evaluator examines what the author declares. It gives a full page report based color contrasts declared by the programmer. These tests are quick and efficient. They break down when run time values change due to actions taken by active content.
The run time tester requires more hands on work. The evaluator can take samples as the web site runs and determine actual contrasts. The problem here is that as contrasts change over time the tester must sample many states of the page.
Both types of test are important. If any active content changes color during run time then WAI advises run time testing. Lexical testing can be very useful and save time with items with static color.
<end Wayne's insert>{thanks-you, Suzette}
[Yesterday's version First pass - I'm working on this:
Good colour contrast between the text and background is very important to people with visual impairements. Some users may chose to vary your colour choice by using their own preferred style sheet.
Screen reader users will hear the text even if the contrast is poor, or deliberately hidden as white on white or black on black!
- First stage - look out for instances of pale text that might blend into the background eg grey on the default off-white background. Other common combinations are pale green, yellow or blue text on a background of a slightly darker shade of the same colour. Check the text in the main content, menu tabs, links and selected links and in buttons, labels and captions. Any suspect instances need to be investigated.
Remember that not all users will have high resolution screens and subtle colour combinations may not be rendered properly if the user is using a reduced colour set.
- Second stage - a number of on-line tools can be used to compare the exact ratio of text and background. Use zoom to increase the font size and follow the tool instructions to pick up a sample of the text colour and a sample of the background colour. If the background is patterned take a sample at different points. The minimum contrast (level AA) is 4.5:1.]
Comments 2012-Nov-30
Shawn: Definite yes
Video, Sound, (multimedia)
EOWG notes.
5min: maybe. vital for some uses, through maybe not really easy to check thoroughly
15min: yes.
Without visual rendering: can check for presense of alt content, but not quality
What to do
- Follow the steps for keyboard access to ensure that the media player controls are labeled and operable by all users.
- Play the audio content
- Play the video content
- Toggle closed captions on (if available)
- Toggle audio description on (if available)
- If no captions or audio description options are provided, check page for transcript or link to transcript
What to look for
- Captions:
- Verify that captions are synchronized to the spoken content
- Ensure they are accurate and complete and that no content is omitted.
- Verify that they are properly formed with correct spelling, sentence structure, and punctuation.
- Make sure that audio content other than dialogue is included (music, relevant ambient sounds, etc)
- Audio Description
- (Judgement call) Watch the video content to verify that audio description is needed for complete understanding.
- If needed, verify that they are provided in a separate track that can be toggled on and that they provide context for those who do not see the video.
- Transcript: As a fall-back when captions and audio descriptions are not provided, check to see if there is text-based content that contains dialogue, any other audio content, and any necessary description of video content. Check for spelling and accuracy.
(see also text alternatives for graphic content)
- Multi Media FAQs from the W3C
- Understanding WCAG SC 1.2.2 Captions(Level A)
- Understanding 1.2.5 Audio Description(Level A)
[can be internal notes for now or maybe will be included in final doc]
- ...
Comments 2012-Nov-30
Shawn: Vital that transcripts are available, so should be included. Rewrite to simplify checks based on presences of alt content rather than checking quality. Leave this for complex check.
Check forms
SK: see email for update 11pm UK, 23 Jan.
[15: maybe not]
[drafted, edited, needs review - move keyboard access, visual focus, content order with other section ?Sharron ?Suzette]
EOWG notes.
5min: no, too complicated.
15min: not sure
Note: Some aspects will be integrated with keyboard access, visual focus, content order.
Forms are everywhere on the web and successful user interaction relies on clear, understandable, and accessible form controls. Several principles of accessibility should be kept in mind when testing forms. Labels for form controls, input, and other user interface components must be provided. Many people do not use the mouse and rely on the keyboard to interact with the Web. This requires visible keyboard access to all functionality, including form controls. Forms may be confusing or difficult to use for many people, and, as a result, they may be more likely to make mistakes. Clear recovery mechanisms must be provided.
Forms - simplified
[Edited by Suzette, is this sufficiently simplified?]
Note: Some aspects of Forms will be integrated with keyboard access, visual focus, content order. {SK - Also have removed references to colour coding and graphics/non text content and CAPTCHA.}
Forms are everywhere on the web and successful user interaction relies on clear, understandable, and accessible form controls. Forms are complex and need in depth assessment.
Some critical elements which can affect screen reader users are much easier to detect using an automatic tool to check the HTML and CSS, or as a user trial with an experienced screen reader user.
The following visual checks can identify some common problems which are particularly important when testing forms.
{There 10 Success criteria references are included to help editorial choices – is this too many? SK}
- Labels for form controls, input, and other user interface components must be provided. (Labels and Instructions 3.3.2 A)
- Keyboard access for people who do not use the mouse and rely on the keyboard to interact with the Web. This requires visible keyboard access to all functionality, including form controls. (Keyboard 2.1.1 A, No keyboard trap 2.1.2 A, Focus visible 2.4.7 AA)
- Information needs to be in a logical order which is followed when tabbing through the input fields. (Meaningful sequence 1.3.2 A, Focus order 2.4.3 A)
- Error correction: Forms may be confusing or difficult to use for many people, and, as a result, they may need more time and be more likely to make mistakes. Clear recovery mechanisms must be provided. (Error identification 3.3.1 A, Error suggestion 3.3.3.AA, Error prevention (legal, financial, data) 3.3.4 AA. Timing 2.2.1 A)
Are there any forms
Check through the web pages to look for examples of forms.
What to look for:
- Forms include registration forms, contact forms, booking and purchase details which include text entry fields, radio buttons, dropdown boxes and submit buttons and also single text entry boxes such as login or search box.
Visually examine the instructions for the form and input fields
Check over each form.
What to look for:
- Are there text instructions at the beginning of the form including if any elements are essential?
- Are there text labels (before/after?) the input fields that describe what to do and if any elements are essential
- {Exclude? If required fields are indicated by use of color cues, ensure that additional, alternative methods are also used – Use of colour 1.4.1 A)
Keyboard access
Use the Tab key to move through form controls, text boxes, radio buttons, drop down box and submit button. (Use shift tab to go back). Use the cursor (arrow) keys to access selection box content.
{SK: recommend refering to Keyboard access (above) and delete the rest of this section}
What to look for:
- Is the focus visible on all form controls, including inputs, submit mechanisms, and check boxes and radio buttons?
- If the form control is a check box or radio button, ensure that focus indication includes form label as well as the actual control (SK –can you do this visually?)
- If the form control is a select box, ensure that arrow keys can move focus between select options and that selection is made by user action and not by default focus. (SK – can you do the second part of this visually?)
Logical sequence
Compare the sequence of information presented visually with the tab through order.
What to look for:
- Ensure that focus moves logically between the fields.
- Enter correct and false data in form input fields
{SK: recommend refering to Keyboard access (above)}
Use the keyboard to enter data into the text field.
Enter correct and incorrect data – eg incorrectly formatted telephone numbers and email addresses.
What to look for:
- Ensure that focus does not automatically advance to the next field, but requires user input to advance (SK – is this easy or advanced, what success criteria?)
- When erroneous data is entered and form submitted:
- Ensure that error message is clear and specific about the nature of the error and the field in which it was made
- Ensure that focus moves to the error message
- Ensure that guidance is provided to help user understand and fix the error.
{SK: recommend referring to Keyboard access (above) but would suggest keeping this practical suggestion to try filling in the form, especially with correct and incorrect information that will trigger error messages}
Several Accessibility Principles are relevant to the accessibility of forms, including these:
- Text alternatives to non-text content
- Functionality is available from a keyboard
- Users can easily navigate, find content, and determine where they are
- Content appears and operates in predictable ways
- Users are helped to avoid and correct mistakes
WCAG2 Guidelines and Success Criteria that may be applied to determining the accessibility of forms include these:
- Non-text Content: Understanding Success Criteria 1.1.1 (Level A)
- Keyboard: Understanding Success Criteria 2.1.1 (Level A)
- Focus Order: Understanding Success Criteria 2.4.3 (Level A)
- Headings and Labels: Understanding Success Criteria 2.4.6 (Level AA)
- Visible Focus: Understanding Success Criteria 2.4.7 (Level AA)
- Predictable: Understanding Guideline 3.2 (Level A and AA)
- Input Assistance: Understanding Guideline 3.3 (Level A and AA)
- Name, Role, Value: Understanding Success Criteria 4.1.2 (level A)
WAI's Before and After Demo (BAD)includes examples of forms that have been made accessible:
[can be internal notes for now or maybe will be included in final doc]
- ...
- Is it possible to have a 'first glance' option to identify potential trouble spots and very common problems, which can then be examined in more depth? {Suzette}
- I have noticed some developers having trouble with single fields such as search boxes or login details, or simple little contact forms - perhaps we could expand the opening description to suggest looking for these. It is not just dedicated forms such as membership details, job applications, tax returns, travel booking and shopping etc.{Suzette}
Comments 2012-Nov-30
Shawn: Maybe, a couple of things are easy, some are complex. We could use the nice writeup somewhere else if not used here. Suzette: I can try and pick the easy bits out of Sharron's content to see if we can get this in. Shawn: Or add notes on forms to Keyboard Access and Visible Focus sections.
Check zoom and text enlarge
People with mild to moderate visual impairments may need to enlarge content in order to read it, or read it without straining. This simple requirement is mostly achieved by the functionality of the browser and ensuring that the page design supports that functionality.
Most browsers offer two ways of enlarging content: page zoom and text resize. Page zoom works by scaling up the page content, so that text, images, and buttons are all increased or decreased in size, and the integrity of the layout is maintained. Text resize only affects text, although implementation techniques can be used to also change the widths and heights of containers, margins, padding, and other aspects of the design.
Not all browsers offer both choices, and some browsers will not resize text if it has been set using fixed units such as pixels.
- In browsers that support zoom, increase zoom level to 200% or maximum zoom if smaller than 200%
- In browsers that support text resizing, increase text size to 200% or maximum size if smaller than 200%
What to do
For each browser to be tested:
- Set the screen window to full width
- Open your preferred browsers. Internet Explorer, Firefox, Chrome and Opera all offer zoom as a function of View or Function menus, or as a keyboard shortcut (usually, Control +, or for Mac Command +).
- In browsers that support page zoom, enable this option and use the appropriate control to increase zoom level to 200% or maximum zoom.
- In browsers that support text resizing, enable this option and use the appropriate control to increase text size to 200% or maximum size.
What you will see
- For page zoom layout should remain approximately the same for fixed width designs, and will reflow in the same way as resizing the window would at small sizes.
- For text resize most aspects of the design will not change and layout will probably not increase in size. Content will reflow appropriately within the same available space as text increases in size.
What to check for
- Text should increase in size in both cases, addionally with page zoom all elements on the page should increase in size.
- No content should overlap.
- All controls must be clickable.
Some browsers can expand the text beyond 200% - this is not covered by the resize requirement as it is recognised that this will cause some of the failures described. It is also accepted that some horizontal scrolling may be necessary but see also 1.4.8 which is a AAA requirement. Users with more severe visual impairments who need larger text are likely to use screen magnifiers to increase text size above 200%.
- link to {appropriate section in Accessibility Requirements page http://www.w3.org/WAI/intro/people-use-web/principles#distinguishable} (doesn't have a lot to say)
- Guideline 1.4 Distinguishable: Make it easier for users to see and hear content including separating foreground from background.
- Resize text: Understanding Success Criteria 1.4.4 (Level AA) {http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast-scale.html}
- Images of Text: Understanding Success Criteria 1.4.5 (Level AA) http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast-text-presentation.html
- Visual Presentation: Understanding Success Criteria 1.4.8 (Level AAA)http://www.w3.org/TR/UNDERSTANDING-WCAG20/visual-audio-contrast-visual-presentation.html
- link to {BAD example} No specific BAD examples – some reference to Text as image in relation to the phone number, and column width.
EOWG notes on zoom and enlarge
We previously thought we wouldn't include this in the easy checks. One of the issues was conflicting perspectives in forums and critiques that 200% is too hard to meet. Ian has re-drafted this section.
Please comment on reasons to include it or not. Feel free to edit the main text as well.
- @@comment {name}
- @@comment {Vicki} I would include this as it's well explained and sounds simple :) Often, this is a check which is quite difficult to understand but as it's explained quite clearly here, I would include it. One comment: at the end of the first section (just before "What to do"), there are two bullet points on the browsers and zooming. Shouldn't this be removed and left (as currently duplicated) in the "What to do" section?
Check page resize
While most traditional web pages will respond well to resizing of the browser window, at worst requiring the user to scroll to see content off screen, the increased use of Responsive Web Design techniques mean that resizing of the window may have a similar effect on layout to page zoom and text resizing.
What to do
For each browser to be tested:
- Set the screen window to full width
- Decrease the browser window width to 3/4, 1/2, and 1/4 screen width
What you will see
- In some designs you will see no change to the layout of content other than the presence of a scroll bar.
- For elastic or responsive designs content will reflow, and possibly be added to or subtracted from the view
What to check for
- Critical content should be visible and accessible at all times, although the user may have to scroll to see it
- No content should overlap.
- All controls must be clickable.
- @@
EOWG notes on page resize
We previously thought we wouldn't include this in the easy checks. Ian has re-drafted it.
Please comment on reasons to include it or not. Feel free to edit the main text as well.
- Should it be "page resize" or window resize"? {Shawn}
- @@comment {name}
Next Steps
@@ What to do with what you find -- point to Contacting Organizations about Inaccessible Websites overall and even if internal reporting, see Describe the Problem section
@@ Doing more thorough evaluation -- point to WCAG-EM Overview (coming soon)
Thanks to:
- Those who edited in December and January: Suzette (forms, @@), Sharron (Intro, @@), Shawn (Intro, page titles, headings, alt text), Ian (zoom n text resize).
- Those who commented in December and January: Sylvie, Wayne, Anna Belle, ...
- Those who drafted checks 16-28 November:
- Sharron for drafting {list sections!}
- Suzette for drafting : Check usable with page zoomed and text enlarged, Check color contrast, Check color coding and shape coding, {?other sections}
- Wayne for drafting {list sections!}
- Andrew & Shawn for editing the keyboard access & visual focus section in early Nov.
- Ian, Suzette, Vicki, Sylvie, Helle, Shawn for working on an early draft at the f2f in Nov.
- Sharron for help making all the early drafts and versions less confusing.
- Wayne and Ian for sharing colleagues' related work.
- Denis for edits to the old page content.
Important Note: For this draft we have some tool-specific guidance. However, there are potential issues with vendor-neutraility and we might need to address this a different way — for example, moving tool-specific guidance to WebPlatform Docs or the WAI-Engage wiki where people can easily add other tools.

subset: commoncrawl


text:
Lil JoJo is dead and Chief Keef is off the radar. Gunned down while riding on the back of a friend's bicycle in the Englewood area of Chicago, Joseph "Lil JoJo" Coleman was an 18-year-old wannabe rapper who boasted of his connections to local gangs and posed for pictures grasping giant stacks of dollars and brandishing guns. When he found out that JoJo had been murdered, 17-year-old Chief Keef, aka Keith Cozart, made light of the incident on his Twitter account, writing, "Its Sad Cuz Dat Nigga Jojo Wanted to Be Jus Like Us #LMAO." Chief Keef has been known to hashtag his tweets "300"—rumored to refer to the Black Disciples gang. His tweet was quickly deleted, and he claimed his account had been hacked, but nothing really vanishes on the Internet: at the writing of this (September), police are investigating whether JoJo's shooting was gang-related and Chief Keef has gone to ground.
The scenario reads like just another case of inner-city black-on-black violence in the social media era. But there's a difference: Chief Keef is hip-hop's next superstar, signed to Interscope Records. By the end of the year, he'll either be rich or in jail. The drama surrounding Chief Keef's alleged role in Lil JoJo's demise has created a media frenzy around him, but over in Compton, Los Angeles, his label-mate Kendrick Lamar is proving you can rise through the rap ranks without relying on a sensationalist story; their debut albums on the label will reveal two different perspectives on a similarly challenging upbringing.
When Kanye West announced he was recording a remix of Chief Keef's song "I Don't Like," the rapper's profile went ballistic, and in June he signed a deal with Interscope for an undisclosed amount. The song is typical of Chief Keef's music: The beats are loud and abrasive, and the raps drip with unbridled testosterone and threats like "Pistol toting and I'm shooting on sight / A snitch nigga, that's that shit I don't like." It's visceral fight-club music, and what Chief Keef lacks in finesse he redresses with aggression. Post Kanye's endorsement, "I Don't Like" now has nearly 15 million YouTube views; the remix is close to topping 20 million.
A modern viral hit, "I Don't Like" has its roots in felonious circumstances. At the time of recording, Chief Keef was under house arrest at his grandmother's abode, convicted of aiming a gun at a cop. Interscope seems to embrace his nefarious upbringing: his biography brags about his status as a "legend among kids" on the South Side of Chicago, which is experiencing an "astonishing rise in murder rate." Even before Lil JoJo's shooting, Chief Keef was being molded as rap's newest gangsta-shaped mainstream crossover—someone whose songs come from a violent and gritty upbringing and can be packaged to offer vicarious thrills to those in safer climes.
Pimping a rapper's notorious backstory is a marketing technique record labels perfected long before Chief Keef was even born. Interscope are past masters of the trick, responsible for forging the careers of a succession of gangsta rap icons including N.W.A., Snoop Doggy Dogg, 2Pac, 50 Cent, and the Game. In each case, an egregious part of the artist's life helped propel him to stardom: Snoop faced a murder trial during the release of his debut album; 50 Cent's breakthrough was hooked around the revelation that he'd been shot nine times. By making fun of JoJo's death, Chief Keef may have stumbled through the gateway to wild success, proving that violence remains as valid an avenue to success in the big-label rap game as ever.
Before there was Chief Keef and the South Side of Chicago, hip-hop had Compton. A repeat candidate for the title of America's murder capital, the city's drive-by shootings and Bloods-versus-Crips gang warfare were oft immortalized in song during the late '80s, most memorably by the Dr. Dre–helmed N.W.A. Kendrick Lamar, now 25 years of age, is a hip-hop artist who grew up in Compton during that era. But he wasn't willing to be defined by the gangsta cliché, he says, even if it was the road to quick riches.
Speaking from the House of Pain recording studio in Los Angeles, where he's finishing up his debut Interscope album, good kid, m.A.A.d. city, Lamar describes his childhood as a "happy time." His most harrowing experience went down at the intersection of Bradfield and Rosencrans avenues: "I remember playing basketball in the middle of the street and one of my homeboys getting hit by a car." Then he pauses, lets out a small laugh, and adds, "He was alright, though."
Yet the depiction of Compton in rap songs wasn't far removed from Lamar's experience. "The reality and everything N.W.A. talked about, that was real," he says. "And my generation and the one before it, we only knew the bad influence." Around the time of his 20th birthday he started to read up on the history of the area and began to "think about certain situations and why certain people act the way they do."
What he discovered filtered through to his music, which settled into a blend of rapping in a voice authentic to Compton's streets and speaking from a more worldly viewpoint. An early mixtape was discovered by local indie label Top Dawg Entertainment, who invited Lamar to their studio and asked him to "rhyme for two hours, so they could see if I could make tracks." Further mixtapes followed, one including the song "Ignorance Is Bliss," which made its way to the ears of Dr. Dre. Impressed by the song, Dre welcomed Lamar into his Aftermath stable of artists, completing the Compton circle of creative life.
The street has defined both Kendrick Lamar and Chief Keef, but whereas Lamar's rise has involved unshackling himself from the negative side of Compton to find a role as the shining voice of a blighted city, Chief Keef has remained beholden to his roots. Since his disappearance in the aftermath of Lil JoJo's shooting, requests to speak to the rapper (even through his attorney) have been fruitless. A representative from his label declined to comment when asked about his current situation. Tellingly, the only quote from Chief Keef in his bio reads, "I really don't want everybody to know me—they gon' like you more if they don't know shit about you." The less he says, the more his story intrigues, be it fictional or the truth.
Kendrick Lamar may have turned away from violence, but he recognizes the draw of a rapper's dramatic life. Talking about the artists that made him want to start rapping, Lamar says, "It was D.M.X., 2Pac, and Jay-Z, 'cause of the backstory and where these people came from. It's the same place I come from, and they still made a success of it." 2Pac was murdered in 1996, D.M.X. has been in and out of jail throughout his career, and Jay-Z, whose drug-dealing street life is household knowledge in the both the suburbs and the projects, is now an exceptionally rich entrepreneur. Chief Keef's next move might determine whose path he follows, but either way he'll probably sell a lot of records.


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ya.. maybe doing pvp is different for different people. Apoca, you may be going about pvp in the wrong way. To enjoy pvp means to enjoy winning the battle before it begins. it means knowing every formula in as much detail as possible, knowing every combo, knowing every spell and how it works, and its weaknesses and strengths.
for example, in neverwinter nights, i know precisely how to calculate the save for a spell cast by a level 20 mage against a level 20 barbarian. the save is based on Charisma score+10 against the barbarians Wisdom stat+1d20, adjusted for any racial bonuses. I know, for example, that a wisdom-based spell will work well against a Barb because barb's need to have low Wisdom Stats in order to boost their Strength stat up. A wisdom-based spell will not work well against a Cleric whose primary stat is Wisdom.
Cumulatively, basically, in Regnum and DAOC style mmos, knowing all those details means I can plan to win and know precisely when I will win and when I will lose even before the fight begins. This is the fun of playing regnum/daoc style mmos.
You can't do that in Tera/action mmos or asian mmos because they never disclose all the formulas for 2 reasons 1) usually they alter it without telling people and 2) because their formulas are full of bugs they do not want to fix. Such games are not for hardcore thorough pvpers who like DAOC style pvp. (even WoW style pvp is acceptable in this way, but the spell structure is not nice in WoW).
so yea, to really get in DAOC means you gotta be hungry to win, gotta be hungry to kill - and not be daunted by little things like spell interrupts and so on. You gotta be ready to die to learn. You gotta be ready to be Number One. (spell interuupts in NWN is calculated vs Concentration skill check which which Concentration discpile+1d20 vs the damage caused by the spell. thats how detailed you want to get to)
There are no easy solutions, no easy wins in PvP. That is why PvP mmos are the best long term entertainment. (Dota does this by having scores of heroes, which means the solution takes years to figure out)
some remarks on your observations aboveI told my friend about Champions of Regnum on steam, and they seemed interested. Not sure if we'll try it out or not. I'm not sure if its population is any better than DAOC is, currently. Plus I think Regnum is a bit more shallow in terms of content (less classes/races and the world isn't as big, I think). Plus the grind in Regnum is a lot worse
1) Regnum is more of a mini-scaled down version of DAOC. DAOC's map is much larger.
2) Regnum's grind to max level may be more than DAOC, but everyone is much closer to the main war and you can capably face pvp at lvl 25+, which is only 8-10 hours solo questing. DAOC's war can be spread out into little groups all over the map. This isn't bad, it's just different.
3) You do not need to be max level in either DAOC or Regnum to enjoy pvp. I believe both of them are well structured so that you actually know how to benchmark your pvp ability below max level.
4) Regnum doesn't need DAOC's population to be enjoyable. In fact, many mmo pvp games do really well with 300-1,000 per server, which is Regnum's sweet spot. See population list ranking here for steam games :-
5) Regnum does not have the skating combat effect.
6) Regnum does not have a subscription. (DAOC Classic is free though)


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May 6, 2016
Gas prices continued to drop in North Carolina, but that will likely soon change after the first of the year.
GasBuddy.com says the average retail price in the state has dropped 1.3 cents per gallon in the past week, to $3.22 a gallon. That's slightly below the national average of $3.23, which actually went up almost a penny over the last week.
That decrease will probably be short lived. A week from now the state's gas tax will jump by almost 4 cents a gallon, to a record 38.9 cents. This comes after state lawmakers couldn't agree on a proposal that would have capped the state's gas tax at 35 cents.
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Step 1
Everything you need to know (and do) before beginning your application to IU Bloomington
- Know our dates and deadlines
At Indiana University Bloomington, we have two priority deadlines related to fall admission: November 1 and February 1. However, we highly encourage you to apply to IU as soon as possible in the fall of your senior year in high school and to meet the November 1 deadline.
For maximum scholarship consideration—that is, to be considered for the majority of IU's merit scholarships—you must submit a complete admission application (including official transcript and test scores) by November 1.
If you meet the November 1 application deadline, you may submit updated SAT and/or ACT scores until January 15 for additional scholarship consideration.
After February 1, applications will only be accepted on a space-available basis.
You will receive a response from us no later than the dates below, which are based on the date your application was completed, and all your application materials were received.
Submit a completed application by one of these priority dates Receive a response no later than the date below November 1 January 15 February 1 March 15 After February 1 All applications submitted after this date will be considered on a space-available, case-by-case basis. May 1 $100 enrollment deposit due
Learn more about the May 1 deadline at Steps to Enroll »
- Review admission standards
Admission to IU is selective, and we consider factors that emphasize academic performance and preparation, as demonstrated by the level and rigor of your coursework, the individual grades and cumulative GPA you have earned through these courses, your SAT and/or ACT scores, and the additional insights offered through your application essay.
Are you a homeschooled student? Here's some additional information just for you »
High school graduation
You must earn a diploma from an accredited high school (or must have completed the Indiana High School Equivalency Diploma) to be eligible for admission consideration. Students who are homeschooled or attend an alternative school should submit credentials that demonstrate equivalent levels of achievement and ability.
Academic preparation
Applicants should complete at least 34 credits of college-preparatory courses, including:
- 8 credits (semesters) of English, such as literature, grammar, or composition
- 7 credits (semesters) of mathematics, including 4 credits of algebra and 2 credits of geometry (or an equivalent 6 credits of integrated algebra and geometry), and 1 credit of pre-calculus, trigonometry, or calculus
- 6 credits (semesters) of social sciences, including 2 credits of U.S. history; 2 credits of world history/civilization/geography; and 2 additional credits in government, economics, sociology, history, or similar topics
- 6 credits (semesters) of sciences, including at least 4 credits of laboratory sciences: biology, chemistry, or physics
- 4 credits (semesters) of world languages
- 3 or more credits (semesters) of additional college-preparatory courses; additional mathematics credits are recommended for students intending to pursue a science degree and additional world language credits are recommended for all students
When available, we encourage students to enroll in a challenging curriculum that includes dual-credit, Advanced Placement (AP), International Baccalaureate (IB), and/or Advance College Project (ACP) courses.
If your high school does not offer the courses needed to meet one or more of the course requirements noted above, alternative college-preparatory courses may be substituted for those that are not available.
Grades in academic classes
Your cumulative GPA, as well the grades you have earned in the 34 courses required for admission, will be an important part of the application review process. If your school computes a weighted GPA and includes this GPA on your transcript, we will consider it for both the admission and scholarship processes.
In fall 2015, the middle 50 percent range for GPA for admitted freshmen was 3.5–4.0.
Standardized test scores
IU Bloomington requires scores from the SAT and/or ACT; your scores must be sent directly from the testing agencies. We superscore, so we encourage students to test early and often.
In fall 2015, the middle 50 percent range of SAT scores for admitted freshmen was 1110–1290 (critical reading and math only), and the middle 50 percent range of ACT scores was 25–31.
Other decision-making factors
As part of our holistic review process, we may consider supplemental information—when provided—in addition to the required materials already mentioned. We may take into account any counselor and teacher recommendations, extracurricular activities, community service, work experience, and leadership experience.
- Research scholarship opportunities
Merit scholarships are awarded based on the academic information you provide at the time you submit your application to IU.
To be considered for IU Achievement and Selective Scholarships, you must submit a complete application for admission (including official transcript and test scores) by November 1.
If you meet the November 1 scholarship deadline, you may submit updated SAT and/or ACT scores until January 15 for additional scholarship consideration. If you qualify for additional scholarship funding based on your updated test scores, you'll receive an award notification in early February. After the November 1 deadline, scholarship opportunities are limited.
You can also look for additional scholarship opportunities within your community and at your high school.
For all other scholarship information, visit the Office of Scholarships.
- See what you need to send
You need to submit the following materials to apply for admission:
- The application, which we highly recommend you complete online. (You can also complete the PDF version.) It includes:
- A $60 application fee
- A brief essay; in 200–400 words, you'll be asked to describe your academic and career plans and any special interest (for example, undergraduate research, academic interests, leadership opportunities, etc.) that you are eager to pursue as an undergraduate at Indiana University. Also, if you encountered any unusual circumstances, challenges, or obstacles in pursuit of your education, share those experiences and how you overcame them.
- This essay may be used in scholarship consideration.
- Your senior year class schedule; list all classes taken in the fall and spring of your senior year in high school
- Your high school transcript, which must come directly from your high school (make sure you make your request early enough to meet the November 1 deadline)
- Your SAT/ACT scores, which must be sent directly from the testing agencies
Ready to apply right now? We suggest reading over the information in Step 2 of our application process before submitting your application.
- The application, which we highly recommend you complete online. (You can also complete the PDF version.) It includes:
- Take your SAT and/or ACT and send your scores
You'll need to take the SAT and/or ACT to apply to IU Bloomington.
You do not need to take both tests to apply, but we do encourage you to take both! We also encourage you to test early and often, and to submit all test scores to increase your chances for admission and scholarship consideration.
We superscore, which means when reviewing your application, we'll consider your best test scores. We'll consider the highest critical reading and math component scores for the SAT. For the ACT, we'll combine the highest scores for each subtest from different exams for a new ACT composite.
We'll only consider official test scores sent directly from the testing agencies. When you take each test, you'll be asked to list the universities where you want your scores sent. Use the codes listed below to have your official scores sent to Indiana University Bloomington.
- Our SAT code is 1324.
- Our ACT code is 1210.
If you're planning to take the redesigned SAT and want to know how it could impact your application to IU Bloomington, please visit our redesigned SAT page.
If you're at least 21 years old or have been out of high school for three or more years, you may be considered for admission without standardized SAT and/or ACT test scores.
If you're over 21, learn more about Adult Applicants.
- Research majors
Before you apply, make sure you spend some time exploring our different schools and programs, along with our 200+ majors.
When you fill out the application, you'll be asked to choose your intended major. If you know what you'd like to major in, write that down.
If you don't know what you want to major in, that's OK! IU students who have not yet chosen a major are considered exploratory students. It's fine to spend time discovering the path that's right for you. Indiana University promotes academic exploration above all else. It's why most freshmen begin their studies in University Division (UD), where they fulfill the general requirements needed to certify into a degree-granting major or school.
- Learn about direct admission
Most new students at IU begin their studies at University Division to complete the general requirements needed to certify into a degree-granting major or school. However, each year, between 10 and 20 percent of incoming students are directly admitted into a major or school.
The following IU Schools offer direct admission:
- College of Arts and Sciences
- Jacobs School of Music (Direct admission for the Jacobs School of Music is based upon a successful audition and/or interview.)
- Kelley School of Business
- The Media School
- School of Education
- School of Public Health
- School of Informatics and Computing
- School of Public and Environmental Affairs
The eligibility requirements, processes for receiving direct admission, and notification processes for direct admission are different for each school or college. To learn more about direct admission, you'll want to visit each school's admissions page.
- Review AP, IB, and other credit guides
IU awards AP and college credit that can help you get a head start on your degree program.
Read more about advanced placement, credit, and exemptions »
- Calculate any transfer credits
If you took a college class while you were in high school, you might be able to transfer that credit to IU Bloomington.
To be considered for credit at IU, the course you took in high school must be taken from an accredited institution and must correspond to a course in our curriculum—in content and credit value. You must also earn a grade of C or better in the course.
If you are admitted to IU, we will evaluate your transcript(s) and supply you with a detailed Credit Transfer Report showing how previous college course work will transfer. You can access your Credit Transfer Report via OneStart. Please be aware that it may take four to six weeks to process and evaluate the transcript once it arrives in our office.
Learn more at our Credit Transfer Service »
- Review fee waiver information (if eligible)
If you are a student with limited financial resources, you may be eligible for an admission application fee waiver.
To obtain a fee waiver, you must meet the requirements for a national fee waiver program, and your high school counselor must submit a completed fee waiver form from one of the three organizations listed below.
We will not process your application or make an admission decision until we receive a completed fee waiver.
- Just for Jacobs School of Music applicants
If you're a student interested in the Jacobs School of Music, visit the Jacobs School of Music website to learn about additional application requirements.
Here are some key differences in the application process:
- You must complete your application for admission by November 1. Supplemental music materials must be received by December 1.
- Your application fee is $140.
- You'll need to send the Counselor Recommendation Form directly to the Office of Admissions.
- You'll need to submit at least one teacher recommendation (you'll find this form on the Jacobs School of Music website).
- You'll complete an audition and interview process.


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ATLANTA, Ga. -- Lillian Lewis was best known publicly as the wife of Atlanta's longtime Congressman, John Lewis (D-Georgia). Her funeral Monday provided a backstage look at the woman who was more than the woman behind the man.
The sanctuary at Ebenzer Baptist Church filled with members of Congress -- Atlanta politicians and luminaries from the civil rights movement.
"The world celebrates this peace loving, freedom fighting woman," Rev. Jesse Jackson told reporters outside the Auburn Avenue church where Dr. Martin Luther King Jr. was co-pastor when he died in 1968. Dr. King mentored Lewis before his death.
Lillian Miles married John Lewis the year of Dr. King's murder. Mrs. Lewis was remembered as a woman who helped guide Lewis's transition into politics-- observed firsthand by their friend, former Atlanta mayor Andrew Young.
"Throughout your life, and throughout the partnership that you and Lillian had, you have helped to shape our world far more than any of us can imagine," Young told Lewis from the pulpit.
"I doubt any member of Congress had a better-informed spouse," said Christine King Farris, Dr. King's sister.
Lillian Lewis collected many close friends during her 73 years. Among them was Anita Hill -- the law professor made famous as the sexual harassment accuser of Supreme Court justice Clarence Thomas.
"Lillian Lewis was a real friend, not the new age / social media kind of friend. She was a friend in public. And in private. And you don't always get that," said Hill, who is now a professor at Brandeis University.
The funeral of Lillian Lewis was also a celebration of the life and career of John Lewis -- a man now grieving the loss of an important source of his strength.


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State lawmakers have set a special hearing on Dec. 19 to examine progress at the Department of Children's Services before the legislature formally reconvenes in January.
"The public is rightfully concerned about children in state custody and how we can best address their needs, whether it be with improved technology for case managers or better tools for law enforcement," said Democratic Sen. Lowe Finney, who requested the hearing . Finney represents Madison, Crockett, Dyer, Lake and Lauderdale Counties. "This update is critical to the legislature's efforts to keep children safe and healthy."
DCS Commissioner Jim Henry last addressed these lawmakers in March.
The agency has been under intense scrutiny for more than a year over a variety of problems that included repeatedly giving out incorrect information on the number of children who had died after being reported to the agency for abuse and neglect.
Child advocates and law enforcement officials criticized caseworkers' handling of severe child abuse. A child abuse hotline dropped calls. More than 70 executive level staffers were fired., And the agency's computer system failed to perform required functions, including tracking children in its care and paying foster parents. The agency also refused to release records of children who died, and media groups led by The Tennessean filed suit, ultimately winning access to those records.
The controversies led to the resignation of former DCS Commissioner Kate O'Day on Feb. 5, a day before she was to testify before lawmakers about the agency's problems. Appointed immediately by Gov. Bill Haslam, Henry has served as the agency's head since.
Henry has reported improvements, including a revamped effort to assess the causes behind child deaths, hiring more caseworkers and improving their training, fixing glitches in the computer system, and improving the hotline, among others. Last month, he also agreed to routinely provide the public with DCS records on children who died after being reported to the agency at no cost and without a legal fight.


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The government and the European Commission have signed a financing agreement under which the former will receive euro 41.1 million (Sh 84.3billion) to be spent in four different areas.
Finance and Economic Affairs Minister Dr William Mgimwa said euro 15 million would be allocated to agriculture and commercial use, euro 10 million to environment, euro 10 million to cultural helitage and euro 6.6 million to the resettlement of 2009 floods victims in Kilosa district, Morogoro region.
The contract, which was inked at the Ministry of Finance headquarters in Dar es Salaam, was signed by Finance Minister Dr. William Mgimwa whereas Ambassador Filberto Sebregondi, head of the European Delegation, represented the EU.
"Despite government's efforts towards decentralization of natural resources management, the impact of legislation on people's livelihood has been so far limited. This can be explained by the fact that implementation and enforcement of the policies, Acts and regulations is complex, lengthy and resource intensive," noted the minister.
Ambassador Sebregondi told the gathering that he was pleased that the agreement was signed, adding that he was sure the funds would be used for the intended purpose.
Minister Mgimwa expressed optimism that the money from European Commission would be directed to the field of sustainable environmental management where non-state actors could formulate projects to enable communities manage natural resources with the ultimate goal of generating income and poverty reduction, adding that it would play a great role in empowering people at the grassroots to ensure resource ownership.
On the area of support to cultural interventions where the European Commission has committed euro 10 million, Dr Mgimwa said the objective was to fully exploit the potential of the cultural sector and promote cultural diversity and to develop the potential contribution of cultural heritage. He said the intervention would result in the strengthening of cultural tourism attractions.
With regard to the resettlement of Kilosa floods victims the agreement shows that the funds would be directed to key areas such as enable the displaced people to move to new and safer settlement sites; provide them with access to basic social services and improve their access to centres of their economic and social activities.
"This came as a response of the European Commission following Tanzania government's request" noted the minister.
The funds would also be dedicated to the construction of one school for each new settelement, construction of two health facilities, construction of a water supply system; supply of electricity to the new settlement areas, and the rehabilitation of 30 kilometres of regional roads as well as construction of 12 kilomtres of feeder roads in the new settlement and the rehabilitation of 20 kilometres of existing feeder roads in Kilosa town.
The final area of the agreement, which will consume euro 15 million, is phase II of the agriculture programme that will be implemented with the aim to increase smallholder farmers' incomes through better access to markets.


text:
TALLAHASSEE, Fla. - Gov. Rick Scott has signed a death warrant for a man convicted of killing a Florida state trooper on Interstate 10 in 1992.
The governor's office announced Friday that 47-year-old Paul Augustus Howell is scheduled to die by lethal injection at Florida State Prison near Raiford on Feb. 26.
Trooper Jimmy Fulford was blown apart when he opened a booby-trapped package during a routine traffic stop on I-10 near Marianna in February 1992.
The pipe bomb, hidden in a gift-wrapped microwave oven, was intended to kill two women because they knew too much about a drug-related murder in 1991.
Howell was convicted of building the bomb and first-degree murder. He was sentenced to death in 1995.
Copyright 2013 by News4Jax.com. The Associated Press contributed to this report. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.


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Clifton Chenier
The King of Zydeco Clifton Chenier!
"Clifton was a great influence on me," Mick [Jagger] says of the zydeco accordionist. "We first listened to him around 1965 when we went to the States and picked up his records on the Arhoolie label."
Mick on the song I'm a Hog for You, one of 5 songs he selected for a custom world music playlist for UK-based Songlines Magazine: "This is a shuffle with the washboard picking up the triplets and it moves along in the classic Chenier style that he really put on the map. We first met up with the band in Los Angeles, I think, and I love the way he just grabs a blues number and adapts it to his style. Now his son is out on the road playing the same accordion and it's all in the great Louisiana tradition."
Clifton Chenier was awarded the 2014 Grammy Lifetime Achievement Award.
This is listing of all of our Clifton CDs and DVDs.
To see our Clifton Chenier vinyl LPs click here. To see our Clifton Chenier vinyl 45s click here.


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$29.99 - $35.00
$29.99 - $39.50
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