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The purpose of these parameters is to provide compatibility with the speaking capability of the IVEO viewer .

If the output SVG file is opened in the IVEO viewer , the title for the svg element is spoken when the user opens the file.

The titles for the individual shapes are spoken by the IVEO viewer when the user touches a corresponding shape on the touchpad or clicks on thatshape on the screen.

If the SVG file won't be used with the IVEO viewer , just leave the title strings unchanged. If the SVG file will be used with thethe IVEO viewer , you can modify those strings to cause the viewer to speak whatever titles you choose. (Don't remove the quotation marks if you modify the title string.)

You can read more about this capability under The SVG graphics library .

SVG code to create a canvas

If you were to delete all of the remaining code in Listing 25 down to but not including the statement that writes the output SVG file, the resulting SVG codewould be that shown in Listing 4 .

Listing 4 . SVG code to create a canvas.
<?xml version="1.0" encoding="UTF-8"?><!DOCTYPE svg PUBLIC "-//W3C//DTD SVG 1.1//EN" "http://www.w3.org/Graphics/SVG/1.1/DTD/svg11.dtd"><svg xmlns="http://www.w3.org/2000/svg" version="1.1" width="990" height="765"><title>Document Title</title>

The width and the height of the canvas

The first three lines of text in Listing 4 constitute housekeeping information that you needn't worry about. It will always be the same.

The fourth and fifth lines of text in Listing 4 define the width and height of the canvas.

As you can see, the width is set to a value of 990 and the height is set to a value of 765.

The last line of text in Listing 4 is the title element discussed earlier .

SVG units

SVG doesn't inherently deal with dimensions in inches (although it is possible to specify inches when you define the value for a size attribute.) . Instead, it deals with dimensions in something that I will refer to as "SVG units", and for reasons that I am unable to explain, there appear to be 90 SVG units per inch or 35.43SVG units per centimeter.

Thus, a width of 990 (as shown in Listing 4 ) corresponds to a width of 11 inches and a height of 765 corresponds to a height of 8.5 inches.

If you elect to write raw SVG code for you drawings, you will need to think in terms of SVG units instead of inches (or write all of the size attribute values something like "8.5in") . However, I designed my SVG graphics library so that you can think in terms of inches instead of SVG units without having toremember to specify the units for every size value.

Draw a rectangular border on the canvas

The Java code in Listing 5 draws a rectangular border on the canvas by creating an SVG element of type rect (for rectangle) .

Listing 5 . Draw a rectangular border on the canvas.
//Draw a rectangular border on the canvas. Element border = SvgLib21.makeRect(svg,ns, "rectangle",//title0.015,/lower-left x-coordinate in inches 0.015,//lower-left y-coordinate in inches10.97,//width in inches 8.47 //height in inches);

Questions & Answers

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Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
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Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
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Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
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I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
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Source:  OpenStax, Accessible physics concepts for blind students. OpenStax CNX. Oct 02, 2015 Download for free at https://legacy.cnx.org/content/col11294/1.36
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