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3 \chapter{Preliminaries} |
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4 %############################################################################ |
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5 |
3 \section{List of terms used in the \isac-project}\label{terms} |
6 \section{List of terms used in the \isac-project}\label{terms} |
4 %============================================================================ |
7 %============================================================================ |
5 This list follows the original one in \cite[Appendix D]{isac:all}. It is a |
8 This list follows the original one in \cite[Appendix D]{isac:all}. It is a |
6 selection concerning the specify-phase. In particular, the terms used for this |
9 selection concerning the specify-phase. In particular, the terms used for this |
84 The User Requirements ({\bf UR}s) do not follow the lines of the original ones |
87 The User Requirements ({\bf UR}s) do not follow the lines of the original ones |
85 in \cite[Part I]{isac:all}, but limit themselves to a student in the |
88 in \cite[Part I]{isac:all}, but limit themselves to a student in the |
86 specify-phase and use the updated terms from \S\ref{terms} (which are |
89 specify-phase and use the updated terms from \S\ref{terms} (which are |
87 indicated by initial capital letters). |
90 indicated by initial capital letters). |
88 |
91 |
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92 \subsection{General} |
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93 %---------------------------------------------------------------------------- |
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94 {\bf\UR{The screen-reader superimposes the Braille display \label{sreader-braille}}} in the software hierarchy, i.e. the former determines output of the latter. |
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95 |
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96 \subsection{Specify Phase} |
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97 %---------------------------------------------------------------------------- |
89 {\bf\UR{Examples are selected from |
98 {\bf\UR{Examples are selected from |
90 collections\label{example-coll}}}\footnote{The present test setup bypasses |
99 collections\label{example-coll}}}\footnote{The present test setup bypasses |
91 this UR.} |
100 this UR.} |
92 implemented on web-pages, which look like a text book. A specific link at an |
101 implemented on web-pages, which look like a text book. A specific link at an |
93 Example starts an interactive Calculation for that Example. See |
102 Example starts an interactive Calculation for that Example. See |
136 ``(RMethod)''. |
145 ``(RMethod)''. |
137 \end{compactitem} |
146 \end{compactitem} |
138 |
147 |
139 {\bf\UR{The Model can be switched between RProblem and RMethod,\label{yyy}}} |
148 {\bf\UR{The Model can be switched between RProblem and RMethod,\label{yyy}}} |
140 where the latter is indicated by ``Model (RMethod)''< see Expl.\ref{tab:refs}. |
149 where the latter is indicated by ``Model (RMethod)''< see Expl.\ref{tab:refs}. |
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150 |
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151 \subsection{Terms} |
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152 %---------------------------------------------------------------------------- |
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153 {\bf\UR{Terms are presented as strings in Braille format\label{term-str}}} for |
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154 the blind user and as Isabelle strings for other users at the same time --- |
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155 for the purpose of inclusive learning in front of one and the same screen. |
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156 ?TODO is this reasonable? |
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157 |
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158 {\bf\UR{The Braille-format can be changed\label{braille-format}}} to different |
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159 standards. |
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160 |
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161 {\bf\UR{Sub-terms are presented as strings\label{sub-term-str}}} the same way |
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162 as whole terms. The location within the whole term is indicated by ?TODO? |
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163 |
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164 {\bf\UR{A term can be shown as a tree\label{term-tree}}} if requested by a |
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165 special key, TODO. The key followed by an integer argument determines the |
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166 depth of the tree. For instance $<$TODO 1$>$ displays the term |
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167 $\frac{\frac{1}{x}}{\frac{2}{y}}$ |
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168 \begin{tabbing} |
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169 with argument \=$/$ \=1 / x 1234567890\=$/$ \=$/$ \=\=\kill |
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170 with argument \>$1$ \> \>$2$ \\ |
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171 \>$/$ \> \>$/$ \\ |
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172 \> \> 1 / x \>\>$/$ \\ |
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173 \> \> 2 / y \>\>\> 1 \\ |
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174 \> \> \>\>\> x \\ |
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175 \> \> \>\>$/$ \\ |
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176 \> \> \>\>\> 2 \\ |
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177 \> \> \>\>\> y |
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178 \end{tabbing} |
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179 TODO?: ``Dann eine Taste definieren, durch deren Dr\"ucken das Innere des |
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180 ersten Klammerpaares - Z\"ahler - genauer angezeigt wird, sobald sich der |
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181 Cursor auf einer der begrenzenden Klammern befindet. |
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182 Umgekehrt: Stehe ich irgendwo im Z\"ahler eines Bruches, dann soll es eine |
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183 Taste geben, mit der sich der Z\"ahler zu einem geschweiften Klammerpaar |
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184 verdichtet, vielleicht sogar eine Taste, mit der der Nenner das gleichzeitig |
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185 auch tut.'' |
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186 |
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187 {\bf\UR{Navigation through sub-terms is hierarchical\label{navi-sub-terms}}} |
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188 and supported by a special key combined with the arrow keys as follows: |
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189 \begin{compactenum} |
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190 \item $<$STRG$>$ $<\rightarrow>$ next element right on the same level; |
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191 acoustical indication at the end of the level. |
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192 \item $<$STRG$>$ $<\leftarrow>$ next element left on the same level; |
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193 acoustical indication at the end of the level. |
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194 \item $<$STRG$>$ $<\uparrow>$ next element on the higher level; acoustical |
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195 indication at the root. |
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196 \item $<$STRG$>$ $<\downarrow>$ next element on the lower level; acoustical |
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197 indication at the bottom. |
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198 \end{compactenum} |
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199 |
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200 {\bf\UR{Semantic information is available for all elements of |
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201 terms.\label{term-semantic}}} Such information is: |
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202 \begin{compactenum} |
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203 \item the type for constants and variables by a pop-up. |
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204 \item the scope of a variable by (TODO ``internal'' and ``global'' seems to |
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205 coarse). |
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206 \item the definition of constants and variables by jumping to the respective |
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207 location, probably in another file. |
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208 \end{compactenum} |
141 |
209 |
142 %{\bf\UR{xxx.\label{yyy}}} |
210 %{\bf\UR{xxx.\label{yyy}}} |
143 |
211 |
144 |
212 |
145 \section{Example Calculations} |
213 \section{Example Calculations} |