Commit baba46b2 by Jay Zoldak

Update course with changes to match Production

parent 2245b651
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<course url_name="edx_demo_course" org="edX" course="Open_DemoX"/> <course url_name="Demo_Course" org="edX" course="DemoX"/>
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3&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour4.html&quot;, &quot;title&quot;: &quot;Hour 4&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour5.html&quot;, &quot;title&quot;: &quot;Hour 5&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour6.html&quot;, &quot;title&quot;: &quot;Hour 6&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour7.html&quot;, &quot;title&quot;: &quot;Hour 7&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour8.html&quot;, &quot;title&quot;: &quot;Hour 8&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour9.html&quot;, &quot;title&quot;: &quot;Hour 9&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour10.html&quot;, &quot;title&quot;: &quot;Hour 10&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour11.html&quot;, &quot;title&quot;: &quot;Hour 11&quot;}, {&quot;url&quot;: &quot;/static/book/h24h/h24h-hour12.html&quot;, &quot;title&quot;: &quot;Hour 12&quot;}, {&quot;url&quot;: 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&quot;Sophocles: Oedipus Tyrannos&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/euripides-hippolytus.html&quot;, &quot;title&quot;: &quot;Euripides: Hyppolytus&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/euripides-bacchae.html&quot;, &quot;title&quot;: &quot;Euripides: Bacchae&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/aristotle.html&quot;, &quot;title&quot;: &quot;Aristotle: Selections&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/herodotus-croesus.html&quot;, &quot;title&quot;: &quot;Herodotus: Croesus&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/herodotus-kyrnos.html&quot;, &quot;title&quot;: &quot;Herodotus: Kyrnos&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/herodotus-timesios.html&quot;, &quot;title&quot;: &quot;Herodotus: Timesios&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/herodotus-miltiades.html&quot;, &quot;title&quot;: &quot;Herodotus: Miltiades&quot;}, {&quot;url&quot;: 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&quot;Pausanias: Selections&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/hesiod-theogony.html&quot;, &quot;title&quot;: &quot;Hesiod: Theogony&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/hesiod-works-and-days.html&quot;, &quot;title&quot;: &quot;Hesiod: Works and Days&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/theognis-of-megara.html&quot;, &quot;title&quot;: &quot;Theognis of Megara&quot;}, {&quot;url&quot;: &quot;/static/book/sourcebook/the-sign-of-the-hero.html&quot;, &quot;title&quot;: &quot;The Sign of the hero&quot;}]}]" ispublic="false" rerandomize="never" show_calculator="Yes" showanswer="attempted" source_file="null" start="1970-01-01T05:00:00Z" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64">
<chapter url_name="d8a6192ade314473a78242dfeedfbf5b"/>
<chapter url_name="interactive_demonstrations"/>
<chapter url_name="graded_interactions"/>
<chapter url_name="social_integration"/>
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<discussion discussion_category="Getting Started" discussion_id="1d153da210844719a1a6cc39ca09673c" discussion_target="Video Demonstrations" display_name="Video Demonstrations"/>
<discussion discussion_category="Essays" discussion_id="d18f0d5a5afb4b6381dd4f531599e1f0" discussion_target="Peer-Graded Essays" display_name=""/>
<combinedopenended max_score="1" accept_file_upload="false" display_name="Peer-Graded Essay" markdown="null" max_attempts="10000" skip_spelling_checks="false" version="1">
<rubric>
<rubric>
<category>
<description>Writing Applications</description>
<option> The essay loses focus, has little information or supporting details, and the organization makes it difficult to follow.</option>
<option> The essay presents a mostly unified theme, includes sufficient information to convey the theme, and is generally organized well.</option>
</category>
<category>
<description> Language Conventions </description>
<option> The essay demonstrates a reasonable command of proper spelling and grammar. </option>
<option> The essay demonstrates superior command of proper spelling and grammar.</option>
</category>
</rubric>
</rubric>
<prompt>
<h4>Censorship in the Libraries</h4>
<p>"All of us can think of a book that we hope none of our children or any other children have taken off the shelf. But if I have the right to remove that book from the shelf -- that work I abhor -- then you also have exactly the same right and so does everyone else. And then we have no books left on the shelf for any of us." --Katherine Paterson, Author</p>
<p>Write a persuasive essay to a newspaper reflecting your views on censorship in libraries. Do you believe that certain materials, such as books, music, movies, magazines, etc., should be removed from the shelves if they are found offensive? Support your position with convincing arguments from your own experience, observations, and/or reading.</p>
</prompt>
<task>
<openended>
<openendedparam>
<initial_display>Enter essay here.</initial_display>
<answer_display>This is the answer.</answer_display>
<grader_payload>{"grader_settings" : "peer_grading.conf", "problem_id" : "700x/Demo"}</grader_payload>
</openendedparam>
</openended>
</task>
</combinedopenended>
<discussion discussion_category="Essays" discussion_id="829461ad9b6542ed965786997d19b617" discussion_target="Peer-Graded Essays" display_name=""/>
<h2>Peer-Graded Essay</h2>
<p>Lastly, your course might use peer-graded essay assignments. &nbsp;One of the best ways to learn is to be exposed to other people's responses to a question that you have already thought critically about. Reading incorrect responses will make you more aware of many of the subtleties in a question that you might have otherwise taken for granted. Reading correct responses allows you to see different perspectives on the same question. &nbsp;</p>
<p>In some courses, several of these essays tools are used together to really provide a great learning experience.&nbsp;</p>
<p>How does the peer-grading tool work? &nbsp;There are three steps:</p>
<ol>
<li>Answer the question. Write a response to the prompt to the best of your ability.</li>
<li>Contributing to the student community: grade other people's responses. You will be provided with a rubric by the instructor, and asked to evaluate how other people's responses compare to the rubric. You can participate in this grading workflow by clicking on the "Open Ended Panel" option on the top of the screen, or by using the "Peer Grading" panel on this page below your submission.</li>
<li>After you have graded other student responses, your response will be included in the pool of responses to be graded, and other students will provide you with feedback on how you have done. You will see the results of the peer grading process in the same place in the courseware that you originally submitted your response.&nbsp;</li>
</ol>
<p>You can use the example embedded here to see the peer grading concept in action.&nbsp;</p>
<div id="ap_listener_added">&nbsp;</div>
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<html filename="625da8989bdc4b7fa0acdb98618c98ac" display_name="Peer-Graded Essay"/>
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</vertical> </vertical>
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......
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<video sub="name_of_file" youtube="1.00:b7xgknqkQk8" display_name="Welcome!" html5_sources="[&quot;https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-H010000_100.mp4&quot;]" show_captions="true" source="https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-H010000_100.mp4" track="" youtube_id_0_75="" youtube_id_1_0="b7xgknqkQk8" youtube_id_1_25="" youtube_id_1_5="">
<source src="https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-H010000_100.mp4"/>
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<videoalpha youtube="1.00:b7xgknqkQk8" sub="name_of_file" show_captions="true" display_name="Welcome!" html5_sources="[&quot;https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-H010000_100.mp4&quot;]" source="https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-H010000_100.mp4" track="" youtube_id_1_0="b7xgknqkQk8">
<source src="https://s3.amazonaws.com/edx-course-videos/edx-edx101/EDXSPCPJSP13-H010000_100.mp4"/>
</videoalpha>
...@@ -3,6 +3,6 @@ ...@@ -3,6 +3,6 @@
</div> </div>
<div> <div>
<p style="font-size: 16px;"><span style="line-height: 1.6;">If you passed your edX course, your certificate will be delivered online through&nbsp;</span><a style="line-height: 1.6;" href="http://www.edx.org/">edx.org</a><span style="line-height: 1.6;">. &nbsp;Be sure to check your email in the weeks following the final grading &ndash; you will be able to download and print your certificate.</span>&nbsp;Once the certificate generation process has completed, you will be able to download it from your profile page.</p> <p style="font-size: 16px;"><span style="line-height: 1.6;">If you passed your edX course, your certificate will be delivered online through&nbsp;</span><a style="line-height: 1.6;" href="http://www.edx.org/">edx.org</a><span style="line-height: 1.6;">. &nbsp;Be sure to check your email in the weeks following the final grading &ndash; you will be able to download and print your certificate.</span>&nbsp;Once the certificate generation process has completed, you will be able to download it from your profile page.</p>
<p><img alt="" src="/static/edX-SampleCertificate-Ux_x400.png" /></p> <p><img alt="" src="/c4x/edX/DemoX/asset/edX-SampleCertificate-Ux_x400.png" /></p>
<p>&nbsp;</p> <p>&nbsp;</p>
</div> </div>
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<h2>Labs and Demos</h2> <h2>Labs and Demos</h2>
<p><img src="/static/labs_x250.png" alt="Labs" width="250" hspace="12" vspace="12" border="0" align="right" />Professors that create courses on edX are able to implement highly interactive experiences that allow you as a student to experiment using easy to use online web applications. These labs are customized to each class and subject area. We have collected a couple of the more popular lab environments here for you to experience and play with.</p> <p><img src="/c4x/edX/DemoX/asset/labs_x250.png" alt="Labs" width="250" hspace="12" vspace="12" border="0" align="right" />Professors that create courses on edX are able to implement highly interactive experiences that allow you as a student to experiment using easy to use online web applications. These labs are customized to each class and subject area. We have collected a couple of the more popular lab environments here for you to experience and play with.</p>
<p>Please be patient with yourself as you take a look around at these lab environments. You probably will not be able to answer these questions without taking a course on the topic first!</p> <p>Please be patient with yourself as you take a look around at these lab environments. You probably will not be able to answer these questions without taking a course on the topic first!</p>
<div id="ap_listener_added">&nbsp;</div> <div id="ap_listener_added">&nbsp;</div>
<h2>Passing a COurse</h2> <h2>Passing a COurse</h2>
<p><span style="line-height: 1.6;"><span style="line-height: 1.6;">After the last assignment in a class has been due, you will see the entry in your student profile change to show progress toward generating your certificate. After the certificate generation process has completed, you will be able to download it from your profile page.</span></span></p> <p><span style="line-height: 1.6;"><span style="line-height: 1.6;">After the last assignment in a class has been due, you will see the entry in your student profile change to show progress toward generating your certificate. After the certificate generation process has completed, you will be able to download it from your profile page.</span></span></p>
<p><img alt="" src="/static/passing.png" /></p> <p><img alt="" src="/c4x/edX/DemoX/asset/passing.png" /></p>
<p>&nbsp;</p> <p>&nbsp;</p>
<div id="ap_listener_added">&nbsp;</div> <div id="ap_listener_added">&nbsp;</div>
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...@@ -2,15 +2,19 @@ ...@@ -2,15 +2,19 @@
<p>Some edX classes use extremely large, extremely detailed graphics. To make it easier to understand we can offer two versions of those graphics, with the zoomed section showing when you click on the main view.&nbsp;</p> <p>Some edX classes use extremely large, extremely detailed graphics. To make it easier to understand we can offer two versions of those graphics, with the zoomed section showing when you click on the main view.&nbsp;</p>
<p>The&nbsp;example below is from&nbsp;<a href="https://www.edx.org/course/mit/7-00x/introduction-biology-secret-life/1014" target="_blank">7.00x: Introduction to Biology</a>&nbsp;and shows a subset of the biochemical reactions that cells carry out.&nbsp;</p> <p>The&nbsp;example below is from&nbsp;<a href="https://www.edx.org/course/mit/7-00x/introduction-biology-secret-life/1014" target="_blank">7.00x: Introduction to Biology</a>&nbsp;and shows a subset of the biochemical reactions that cells carry out.&nbsp;</p>
<p>You can view the chemical structures of the molecules by clicking on them. The magnified view also lists the enzymes involved in each step.</p> <p>You can view the chemical structures of the molecules by clicking on them. The magnified view also lists the enzymes involved in each step.</p>
<div id="place1" class="place" style="position: relative;"><a class="loupe" href="/static/pathways_detail_01.png"> <img alt="magnify" src="/static/pathways_overview_01.png" /> </a></div> <div class="zooming-image-place" style="position: relative;">
<script type="text/javascript" src="/static/jquery.loupeAndLightbox.js"></script> <a class="loupe" href="//studio.edx.org/c4x/edX/DemoX/asset/pathways_detail_01.png">
<img alt="magnify" src="//studio.edx.org/c4x/edX/DemoX/asset/pathways_overview_01.png" />
</a>
<div class="script_placeholder" data-src="//studio.edx.org/c4x/edX/DemoX/asset/jquery.loupeAndLightbox.js" />
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<div id="ap_listener_added">&nbsp;</div> <div id="ap_listener_added"></div>
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...@@ -2,6 +2,6 @@ ...@@ -2,6 +2,6 @@
<h2>Lesson 2: Let's Get INTERACTIVE!</h2> <h2>Lesson 2: Let's Get INTERACTIVE!</h2>
</div> </div>
<div> <div>
<p><img src="/static/interactive_x250.png" alt="Interactive" width="250" hspace="12" vspace="12" border="0" align="right" />Now that you know your way around an edX course let's look at some of the exciting interactive tools you may encounter. Use the learning sequence above to explore. &nbsp;</p> <p><img src="/c4x/edX/DemoX/asset/interactive_x250.png" alt="Interactive" width="250" hspace="12" vspace="12" border="0" align="right" />Now that you know your way around an edX course let's look at some of the exciting interactive tools you may encounter. Use the learning sequence above to explore. &nbsp;</p>
<p>Once you have tried the interactive tools in this lesson, make sure to check out the week 2 homework where we show you several of the really cool interactive labs we&rsquo;ve created for past courses. &nbsp;They&rsquo;re fun to play with. &nbsp;Many courses will have tools and labs that you need to use to complete homework assignments.</p> <p>Once you have tried the interactive tools in this lesson, make sure to check out the week 2 homework where we show you several of the really cool interactive labs we&rsquo;ve created for past courses. &nbsp;They&rsquo;re fun to play with. &nbsp;Many courses will have tools and labs that you need to use to complete homework assignments.</p>
</div> </div>
...@@ -2,7 +2,7 @@ ...@@ -2,7 +2,7 @@
<h2>EDX EXAMS</h2> <h2>EDX EXAMS</h2>
</div> </div>
<div> <div>
<p><img src="/static/exam_x250.png" alt="Exam" width="250" hspace="12" vspace="12" border="0" align="right" />Not all edX courses have exams; many do, but not all. When choosing a course, it's a good idea to check the exam and study requirements, as well as any prerequisites.</p> <p><img src="/c4x/edX/DemoX/asset/exam_x250.png" alt="Exam" width="250" hspace="12" vspace="12" border="0" align="right" />Not all edX courses have exams; many do, but not all. When choosing a course, it's a good idea to check the exam and study requirements, as well as any prerequisites.</p>
<p>Of course &nbsp;- you can "audit" any edX course, which means you can study alongside other students using the same content, tools and materials, but you're not focused on grades and might skip the exams and assignments.&nbsp;</p> <p>Of course &nbsp;- you can "audit" any edX course, which means you can study alongside other students using the same content, tools and materials, but you're not focused on grades and might skip the exams and assignments.&nbsp;</p>
<p>Follow this learning sequence via the links above to understand more about how we grade your work and track your progress.</p> <p>Follow this learning sequence via the links above to understand more about how we grade your work and track your progress.</p>
<p>&nbsp;&nbsp;</p> <p>&nbsp;&nbsp;</p>
......
<p>After you complete the peer grading question, you will be able to participate in the grading process here.</p>
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<p>The demonstrations that professors are able to put together for their edX videos can be extremely engaging and informative at the same time. Here is an example of another kind of presentation that you might encounter in a class.&nbsp;</p>
<div id="ap_listener_added">&nbsp;</div>
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<h2>&nbsp;OVERALL GRADE PERFORMANCE</h2> <h2>&nbsp;OVERALL GRADE PERFORMANCE</h2>
<p style="margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">The progress tab (selectable near the top of each page in your course) shows your performance. Click on it now, and you will see how you're doing in this demo course.</p> <p style="margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">The progress tab (selectable near the top of each page in your course) shows your performance. Click on it now, and you will see how you're doing in this demo course.</p>
<p style="margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">The bar chart shows the overall percentage that you have earned on each assignment in the course, and how each of those assignments combine into your overall grade. Further down the page is a detailed breakdown of your score on every graded question in the class.&nbsp;</p> <p style="margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">The bar chart shows the overall percentage that you have earned on each assignment in the course, and how each of those assignments combine into your overall grade. Further down the page is a detailed breakdown of your score on every graded question in the class.&nbsp;</p>
<p><img alt="" src="/static/ProgressPage.png" /></p> <p><img alt="" src="/c4x/edX/DemoX/asset/ProgressPage.png" /></p>
<p style="margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">You might notice that some of your assignments on the bar chart show an 'x'. The 'x's indicate the assignments that the edX system will NOT be counting toward your final grade, according to the course grading. The 'x's go to the assignments that you scored the lowest on. &nbsp;</p> <p style="margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">You might notice that some of your assignments on the bar chart show an 'x'. The 'x's indicate the assignments that the edX system will NOT be counting toward your final grade, according to the course grading. The 'x's go to the assignments that you scored the lowest on. &nbsp;</p>
<p style="margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">Each course has its own percentage cutoff for a Certificate of Mastery. You can see where those cutoffs are by looking at the vertical description. In this demo, a "pass" is considered 60%. When you "pass" a live edX course, you will receive a certificate after the class has closed. Sorry - the demo course does not grant certificates!</p> <p style="margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-size: 16px; vertical-align: baseline; color: #4c4c4c;">Each course has its own percentage cutoff for a Certificate of Mastery. You can see where those cutoffs are by looking at the vertical description. In this demo, a "pass" is considered 60%. When you "pass" a live edX course, you will receive a certificate after the class has closed. Sorry - the demo course does not grant certificates!</p>
<h2 id="ap_listener_added">&nbsp;</h2> <h2 id="ap_listener_added">&nbsp;</h2>
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<h2 style="text-rendering: optimizelegibility; font-size: 19px; margin: 30px 40px 30px 0px; padding: 0px; border: 0px; outline: 0px; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; vertical-align: baseline;">Be SOCIAL</h2> <h2 style="text-rendering: optimizelegibility; font-size: 19px; margin: 30px 40px 30px 0px; padding: 0px; border: 0px; outline: 0px; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; vertical-align: baseline;">Be SOCIAL</h2>
<img src="/static/social_x250.png" alt="Be Social" width="250" hspace="12" vspace="12" border="0" align="right"><p>A big part of learning online includes &ldquo;being social.&rdquo; EdX encourages all students to communicate within the course discussion forums &ndash; a great place to connect with other students and to get support from the course staff. Some students and professors also engage through other social mediums like <a href="http://www.meetup.com/edX-Global-Community/">MeetUps</a> and <a href="https://www.facebook.com/EdxOnline" target="_blank">Facebook</a>.</p> <img src="/c4x/edX/DemoX/asset/social_x250.png" alt="Be Social" width="250" hspace="12" vspace="12" border="0" align="right"><p>A big part of learning online includes &ldquo;being social.&rdquo; EdX encourages all students to communicate within the course discussion forums &ndash; a great place to connect with other students and to get support from the course staff. Some students and professors also engage through other social mediums like <a href="http://www.meetup.com/edX-communities/">MeetUps</a> and <a href="https://www.facebook.com/EdxOnline" target="_blank">Facebook</a>.</p>
<p>Recent research has found that if you take a class with a friend, or engage socially with other learners while taking a course, there is a higher likelihood that you will complete a course. If you haven&rsquo;t already, consider finding a study buddy!</p> <p>Recent research has found that if you take a class with a friend, or engage socially with other learners while taking a course, there is a higher likelihood that you will complete a course. If you haven&rsquo;t already, consider finding a study buddy!</p>
<p>Check out more information about the discussion forum by navigating to the next item in this learning sequence.</p> <p>Check out more information about the discussion forum by navigating to the next item in this learning sequence.</p>
<p>NOTE: To learn more about the rules of engagement, please visit the edX <a href="https://www.edx.org/terms" target="_blank">Honor Code</a>. We actively monitor the forums. If people post inappropriately, or do not behave in a respectful way, we reserve the right to terminate their account. Simply put, treat others the way you want to be treated.</p> <p>NOTE: To learn more about the rules of engagement, please visit the edX <a href="https://www.edx.org/terms" target="_blank">Honor Code</a>. We actively monitor the forums. If people post inappropriately, or do not behave in a respectful way, we reserve the right to terminate their account. Simply put, treat others the way you want to be treated.</p>
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<ol class="treeview-handoutsnav"> <ol class="treeview-handoutsnav">
<li><a href="/static/demoPDF.pdf"> Example handout </a> </li> <li><a href="/c4x/edX/DemoX/asset/demoPDF.pdf"> Example handout </a> </li>
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"title": "Homeric Iliad: Scroll XIII"}, {"url": "/static/book/sourcebook/homeric-iliad-14.html", "title": "Homeric Iliad: Scroll XIV"}, {"url": "/static/book/sourcebook/homeric-iliad-15.html", "title": "Homeric Iliad: Scroll XV"}, {"url": "/static/book/sourcebook/homeric-iliad-16.html", "title": "Homeric Iliad: Scroll XVI"}, {"url": "/static/book/sourcebook/homeric-iliad-17.html", "title": "Homeric Iliad: Scroll XVII"}, {"url": "/static/book/sourcebook/homeric-iliad-18.html", "title": "Homeric Iliad: Scroll XVIII"}, {"url": "/static/book/sourcebook/homeric-iliad-19.html", "title": "Homeric Iliad: Scroll XIX"}, {"url": "/static/book/sourcebook/homeric-iliad-20.html", "title": "Homeric Iliad: Scroll XX"}, {"url": "/static/book/sourcebook/homeric-iliad-21.html", "title": "Homeric Iliad: Scroll XXI"}, {"url": "/static/book/sourcebook/homeric-iliad-22.html", "title": "Homeric Iliad: Scroll XXII"}, {"url": "/static/book/sourcebook/homeric-iliad-23.html", "title": "Homeric Iliad: Scroll 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\ No newline at end of file
This source diff could not be displayed because it is too large. You can view the blob instead.
<problem markdown="Two alternative explanations are offered for the fact that the key would not open any of the doors. Which one is correct?&#10;&#10;( ) The key was too small.&#10;( ) The locks were too large. &#10;(x) Neither - because there is no 'correct' frame of reference, the only true statement can be that there was no lock-to-key match.&#10;" display_name="Attributing Blame" rerandomize="never" showanswer="finished"> <problem display_name="Attributing Blame" markdown="Two alternative explanations are offered for the fact that the key would not open any of the doors. Which one is correct?&#10;&#10;( ) The key was too small.&#10;( ) The locks were too large. &#10;(x) Neither - because there is no 'correct' frame of reference, the only true statement can be that there was no lock-to-key match.&#10;" rerandomize="never" showanswer="finished">
<p>Two alternative explanations are offered for the fact that the key would not open any of the doors. Which one is correct?</p> <p>Two alternative explanations are offered for the fact that the key would not open any of the doors. Which one is correct?</p>
<multiplechoiceresponse> <multiplechoiceresponse>
<choicegroup type="MultipleChoice"> <choicegroup type="MultipleChoice">
......
...@@ -16,6 +16,6 @@ def check1(expect, ans): ...@@ -16,6 +16,6 @@ def check1(expect, ans):
</editamoleculeinput> </editamoleculeinput>
</customresponse> </customresponse>
<solution> <solution>
<img src="/static/Screen_Shot_2013-04-16_at_1.43.36_PM.png"/> <img src="/c4x/edX/DemoX/asset/Screen_Shot_2013-04-16_at_1.43.36_PM.png"/>
</solution> </solution>
</problem> </problem>
<problem markdown="Some course questions ask that you insert numbers into web-text fields, and your answers can be judged exactly - or approximately - according to the question. &#10;&#10;Note that the edX system uses a period to indicate decimals, so fifteen and three quarters is written &quot;15.75&quot;, not &quot;15,75&quot;. &#10;&#10;Enter the numerical value of Pi:&#10;= 3.14159 +- .02&#10;&#10;Enter the approximate value of 502*9:&#10;= 4518 +- 15%&#10;&#10;Enter the number of fingernails on a healthy human hand. For the purposes of this question, please consider the thumb as a finger:&#10;= 5&#10;&#10;[explanation] Pi, or the the ratio between a circle's circumference to its diameter, is an irrational number known to extreme precision. It is value is approximately equal to 3.14.&#10;Although you can get an exact value by typing 502*9 into a calculator, the result will be close to 500*10, or 5,000. The grader accepts any response within 15% of the true value, 4518, so that you can use any estimation technique that you like.&#10;The index finger, middle finger, ring finger, pinky, and thumb are the five different fingers on a human hand.[explanation] " max_attempts="" weight="" display_name="Numerical Input" rerandomize="never" showanswer="always"> <problem display_name="Numerical Input" markdown="Some course questions ask that you insert numbers into web-text fields, and your answers can be judged exactly - or approximately - according to the question. &#10;&#10;Note that the edX system uses a period to indicate decimals, so fifteen and three quarters is written &quot;15.75&quot;, not &quot;15,75&quot;. &#10;&#10;Enter the numerical value of Pi:&#10;= 3.14159 +- .02&#10;&#10;Enter the approximate value of 502*9:&#10;= 4518 +- 15%&#10;&#10;Enter the number of fingernails on a healthy human hand. For the purposes of this question, please consider the thumb as a finger:&#10;= 5&#10;&#10;[explanation] Pi, or the the ratio between a circle's circumference to its diameter, is an irrational number known to extreme precision. It is value is approximately equal to 3.14.&#10;Although you can get an exact value by typing 502*9 into a calculator, the result will be close to 500*10, or 5,000. The grader accepts any response within 15% of the true value, 4518, so that you can use any estimation technique that you like.&#10;The index finger, middle finger, ring finger, pinky, and thumb are the five different fingers on a human hand.[explanation] " max_attempts="" rerandomize="never" showanswer="always" weight="">
<p>Some course questions ask that you insert numbers into web-text fields, and your answers can be judged exactly - or approximately - according to the question. </p> <p>Some course questions ask that you insert numbers into web-text fields, and your answers can be judged exactly - or approximately - according to the question. </p>
<p>Note that the edX system uses a period to indicate decimals, so fifteen and three quarters is written "15.75", not "15,75". </p> <p>Note that the edX system uses a period to indicate decimals, so fifteen and three quarters is written "15.75", not "15,75". </p>
<p>Enter the numerical value of Pi:</p> <p>Enter the numerical value of Pi:</p>
......
<problem markdown="The paragraph contains references to sleepiness and an unexpected event. Why?&#10;&#10;( ) Feeling sleepy can cause white rabbits to appear.&#10;( ) There is foreshadowing of a tea party.&#10;(x) There is an implication that the strangeness to follow can be considered like a dream.&#10;&#10;" display_name="Perchance to Dream" rerandomize="never" showanswer="always"> <problem display_name="Perchance to Dream" markdown="The paragraph contains references to sleepiness and an unexpected event. Why?&#10;&#10;( ) Feeling sleepy can cause white rabbits to appear.&#10;( ) There is foreshadowing of a tea party.&#10;(x) There is an implication that the strangeness to follow can be considered like a dream.&#10;&#10;" rerandomize="never" showanswer="always">
<p>The paragraph contains references to sleepiness and an unexpected event. Why?</p> <p>The paragraph contains references to sleepiness and an unexpected event. Why?</p>
<multiplechoiceresponse> <multiplechoiceresponse>
<choicegroup type="MultipleChoice"> <choicegroup type="MultipleChoice">
......
...@@ -4,7 +4,7 @@ Some course questions may show you an image and ask that you click on it to answ ...@@ -4,7 +4,7 @@ Some course questions may show you an image and ask that you click on it to answ
</p> </p>
<p>Which animal is a kitten?</p> <p>Which animal is a kitten?</p>
<imageresponse> <imageresponse>
<imageinput src="/static/Dog-and-Cat.jpg" width="640" height="400" rectangle="(385,98)-(600,337)"/> <imageinput src="/c4x/edX/DemoX/asset/Dog-and-Cat.jpg" width="640" height="400" rectangle="(385,98)-(600,337)"/>
</imageresponse> </imageresponse>
<solution> <solution>
<div class="detailed-solution"> <div class="detailed-solution">
......
<problem max_attempts="" weight="" markdown="null" display_name="Drag and Drop" rerandomize="never" showanswer="never"> <problem max_attempts="" weight="" display_name="Drag and Drop" markdown="null" rerandomize="never" showanswer="never">
Here's an example of a "Drag and Drop" question set. Click and drag EVERY word in the scrollbar below, up to the numbered bucket which matches the number of letters in the word. Here's an example of a "Drag and Drop" question set. Click and drag EVERY word in the scrollbar below, up to the numbered bucket which matches the number of letters in the word.
<customresponse><drag_and_drop_input img="/static/L9_buckets.png"><draggable id="1" label="a"/><draggable id="2" label="cat"/><draggable id="3" label="there"/><draggable id="4" label="pear"/><draggable id="5" label="kitty"/><draggable id="6" label="in"/><draggable id="7" label="them"/><draggable id="8" label="za"/><draggable id="9" label="dog"/><draggable id="10" label="slate"/></drag_and_drop_input><answer type="loncapa/python"> <customresponse><drag_and_drop_input img="/c4x/edX/DemoX/asset/L9_buckets.png"><draggable id="1" label="a"/><draggable id="2" label="cat"/><draggable id="3" label="there"/><draggable id="4" label="pear"/><draggable id="5" label="kitty"/><draggable id="6" label="in"/><draggable id="7" label="them"/><draggable id="8" label="za"/><draggable id="9" label="dog"/><draggable id="10" label="slate"/></drag_and_drop_input><answer type="loncapa/python">
correct_answer = { correct_answer = {
'1': [[70, 150], 121], '1': [[70, 150], 121],
'6': [[190, 150], 121], '6': [[190, 150], 121],
......
<problem markdown="null" display_name="" graceperiod="0 day 5 hours 0 minutes 0 seconds" rerandomize="never" showanswer="never" start="2013-02-05T00:00" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64"> <problem display_name="" graceperiod="0 day 5 hours 0 minutes 0 seconds" markdown="null" rerandomize="never" showanswer="never" start="2013-02-05T00:00" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64">
<startouttext/> <startouttext/>
<p>Here's a sandbox where you can experiment with a wide variety of electronic components. If you click on CHECK below, your diagram <p>Here's a sandbox where you can experiment with a wide variety of electronic components. If you click on CHECK below, your diagram
will be saved on the website and you can return at some later time.</p> will be saved on the website and you can return at some later time.</p>
......
<problem markdown="null" display_name="" graceperiod="0 day 5 hours 0 minutes 0 seconds" rerandomize="never" showanswer="always" start="2013-02-05T00:00" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64"> <problem display_name="" graceperiod="0 day 5 hours 0 minutes 0 seconds" markdown="null" rerandomize="never" showanswer="always" start="2013-02-05T00:00" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64">
<startouttext/> <startouttext/>
<p>Many problems in real courses that use the schematic editor will have an initial position and question that you shold design a solution for. It will accept any of many correct solutions that solve its requirements.</p> <p>Many problems in real courses that use the schematic editor will have an initial position and question that you shold design a solution for. It will accept any of many correct solutions that solve its requirements.</p>
<p> The following problem statement is contained within 6.002x: Circuits and Electronics.</p> <p> The following problem statement is contained within 6.002x: Circuits and Electronics.</p>
...@@ -70,7 +70,7 @@ only <i>after</i> you've performed the transient simulation so that ...@@ -70,7 +70,7 @@ only <i>after</i> you've performed the transient simulation so that
the checker will have a waveform to check!</p> the checker will have a waveform to check!</p>
<p>When the gate is correctly implemented, the plot produced by the transient <p>When the gate is correctly implemented, the plot produced by the transient
analysis should like similar to the following figure.</p> analysis should like similar to the following figure.</p>
<center><img src="/static/images_logic_gate_image.png"/><br/>Figure 1. Example plot output <center><img src="/c4x/edX/DemoX/asset/images_logic_gate_image.png"/><br/>Figure 1. Example plot output
</center> </center>
<p>Food for thought: You'll notice there are little spikes, <p>Food for thought: You'll notice there are little spikes,
sometimes called <i>glitches</i>, in the output waveform (see the sometimes called <i>glitches</i>, in the output waveform (see the
...@@ -83,7 +83,7 @@ circuitry at the time the glitches occur.</p> ...@@ -83,7 +83,7 @@ circuitry at the time the glitches occur.</p>
<div class="detailed-solution"> <div class="detailed-solution">
<p>Explanation:</p> <p>Explanation:</p>
<p>We are asked to implement the logic function \( \overline{C\cdot\left(A + B\right)}\). This can be achieved with three transistors, as shown below; a series connection between \(C\) and \(\left(A+B\right)\) to implement the AND function, and a parallel connection between \(A\) and \(B\) to implement the OR function:</p> <p>We are asked to implement the logic function \( \overline{C\cdot\left(A + B\right)}\). This can be achieved with three transistors, as shown below; a series connection between \(C\) and \(\left(A+B\right)\) to implement the AND function, and a parallel connection between \(A\) and \(B\) to implement the OR function:</p>
<img src="/static/images_logic_gate_sln.png"/> <img src="/c4x/edX/DemoX/asset/images_logic_gate_sln.png"/>
<p>We are told that \(V_{DD} = 3V\) and that \(R_{n} = 26.5K\Omega\). Furthermore, we <p>We are told that \(V_{DD} = 3V\) and that \(R_{n} = 26.5K\Omega\). Furthermore, we
are told that we are to use the switch-resistor model of the MOSFETS, treating are told that we are to use the switch-resistor model of the MOSFETS, treating
them like resistors with resistances \(R_{ON}\) when they are given a high input. \(R_{ON}\) them like resistors with resistances \(R_{ON}\) when they are given a high input. \(R_{ON}\)
......
<problem title="Embedded Code Box" markdown="null" display_name="" graceperiod="0 day 5 hours 0 minutes 0 seconds" rerandomize="never" showanswer="always" start="2013-02-05T00:00" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64"> <problem title="Embedded Code Box" display_name="" graceperiod="0 day 5 hours 0 minutes 0 seconds" markdown="null" rerandomize="never" showanswer="always" start="2013-02-05T00:00" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64">
<text> <text>
<p> We are searching for <p> We are searching for
the smallest monthly payment such that we can pay off the the smallest monthly payment such that we can pay off the
......
...@@ -2,7 +2,7 @@ ...@@ -2,7 +2,7 @@
<vertical url_name="867dddb6f55d410caaa9c1eb9c6743ec"/> <vertical url_name="867dddb6f55d410caaa9c1eb9c6743ec"/>
<vertical url_name="4f6c1b4e316a419ab5b6bf30e6c708e9"/> <vertical url_name="4f6c1b4e316a419ab5b6bf30e6c708e9"/>
<vertical url_name="3dc16db8d14842e38324e95d4030b8a0"/> <vertical url_name="3dc16db8d14842e38324e95d4030b8a0"/>
<vertical url_name="f0e6d90842c44cc7a50fd1a18a7dd982"/> <vertical url_name="4a1bba2a403f40bca5ec245e945b0d76"/>
<vertical url_name="256f17a44983429fb1a60802203ee4e0"/> <vertical url_name="256f17a44983429fb1a60802203ee4e0"/>
<vertical url_name="e3601c0abee6427d8c17e6d6f8fdddd1"/> <vertical url_name="e3601c0abee6427d8c17e6d6f8fdddd1"/>
<vertical url_name="134df56c516a4a0dbb24dd5facef746e"/> <vertical url_name="134df56c516a4a0dbb24dd5facef746e"/>
......
<sequential days_early_for_beta="null" display_name="Homework - Essays" format="Homework" giturl="null" graceperiod="0 day 5 hours 0 minutes 0 seconds" graded="true" rerandomize="never" showanswer="attempted" start="1970-01-01T00:00:00Z" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64"> <sequential days_early_for_beta="null" display_name="Homework - Essays" format="Homework" giturl="null" graceperiod="18000 seconds" graded="true" rerandomize="never" showanswer="attempted" start="1970-01-01T00:00:00Z" xqa_key="qaijS3UatK020Wc0sfCtFe0V6jpB4d64">
<vertical url_name="72a7649a078b43a3bc539d62ef145f87"/> <vertical url_name="72a7649a078b43a3bc539d62ef145f87"/>
<vertical url_name="1938e21ae6654571806a8e129fbda730"/> <vertical url_name="1938e21ae6654571806a8e129fbda730"/>
<vertical url_name="vertical_ce1a91955d1f"/> <vertical url_name="vertical_ce1a91955d1f"/>
<vertical url_name="c2ad8729f7aa4e429f72bc03ecf96e3d"/> <vertical url_name="c2ad8729f7aa4e429f72bc03ecf96e3d"/>
<vertical url_name="831dc167f15b45238705925a9468b033"/>
<vertical url_name="fd86ec5f942542349b791acb880e704a"/> <vertical url_name="fd86ec5f942542349b791acb880e704a"/>
<vertical url_name="85398281cb7741849d5bbb7d5abe34d8"/> <vertical url_name="85398281cb7741849d5bbb7d5abe34d8"/>
</sequential> </sequential>
...@@ -57,8 +57,8 @@ WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE. ...@@ -57,8 +57,8 @@ WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.
border:settings.border, border:settings.border,
height:settings.height, height:settings.height,
overflow:'hidden', overflow:'hidden',
position:'relative', position:'absolute',
top:-settings.height, bottom:0,
left:-settings.width, left:-settings.width,
width:settings.width, width:settings.width,
zIndex:settings.zIndex, zIndex:settings.zIndex,
...@@ -186,7 +186,7 @@ WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE. ...@@ -186,7 +186,7 @@ WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE SOFTWARE.
function appendLoupe() { function appendLoupe() {
$loupe $loupe
.appendTo($('div.place')) .appendTo($('div.zooming-image-place'))
.append($magnifiedImage) .append($magnifiedImage)
.fadeIn(settings.fadeSpeed, function() { .fadeIn(settings.fadeSpeed, function() {
$(this).addClass('visible'); $(this).addClass('visible');
......
/* GNU LESSER GENERAL PUBLIC LICENSE
Version 3, 29 June 2007
Copyright (C) 2007 Free Software Foundation, Inc. <http://fsf.org/>
Everyone is permitted to copy and distribute verbatim copies
of this license document, but changing it is not allowed.
This version of the GNU Lesser General Public License incorporates
the terms and conditions of version 3 of the GNU General Public
License, supplemented by the additional permissions listed below.
0. Additional Definitions.
As used herein, "this License" refers to version 3 of the GNU Lesser
General Public License, and the "GNU GPL" refers to version 3 of the GNU
General Public License.
"The Library" refers to a covered work governed by this License,
other than an Application or a Combined Work as defined below.
An "Application" is any work that makes use of an interface provided
by the Library, but which is not otherwise based on the Library.
Defining a subclass of a class defined by the Library is deemed a mode
of using an interface provided by the Library.
A "Combined Work" is a work produced by combining or linking an
Application with the Library. The particular version of the Library
with which the Combined Work was made is also called the "Linked
Version".
The "Minimal Corresponding Source" for a Combined Work means the
Corresponding Source for the Combined Work, excluding any source code
for portions of the Combined Work that, considered in isolation, are
based on the Application, and not on the Linked Version.
The "Corresponding Application Code" for a Combined Work means the
object code and/or source code for the Application, including any data
and utility programs needed for reproducing the Combined Work from the
Application, but excluding the System Libraries of the Combined Work.
1. Exception to Section 3 of the GNU GPL.
You may convey a covered work under sections 3 and 4 of this License
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2. Conveying Modified Versions.
If you modify a copy of the Library, and, in your modifications, a
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function or data, the facility still operates, and performs
whatever part of its purpose remains meaningful, or
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The object code form of an Application may incorporate material from
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Library is used in it and that the Library and its use are
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You may convey a Combined Work under terms of your choice that,
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the following:
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the Library is used in it and that the Library and its use are
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b) Accompany the Combined Work with a copy of the GNU GPL and this license
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c) For a Combined Work that displays copyright notices during
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these notices, as well as a reference directing the user to the
copies of the GNU GPL and this license document.
d) Do one of the following:
0) Convey the Minimal Corresponding Source under the terms of this
License, and the Corresponding Application Code in a form
suitable for, and under terms that permit, the user to
recombine or relink the Application with a modified version of
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Corresponding Source.
1) Use a suitable shared library mechanism for linking with the
Library. A suitable mechanism is one that (a) uses at run time
a copy of the Library already present on the user's computer
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e) Provide Installation Information, but only if you would otherwise
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you use option 4d0, the Installation Information must accompany
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Information in the manner specified by section 6 of the GNU GPL
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5. Combined Libraries.
You may place library facilities that are a work based on the
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choice, if you do both of the following:
a) Accompany the combined library with a copy of the same work based
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b) Give prominent notice with the combined library that part of it
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If the Library as you received it specifies that a proxy can decide
whether future versions of the GNU Lesser General Public License shall
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*/
/*
* js_channel is a very lightweight abstraction on top of
* postMessage which defines message formats and semantics
* to support interactions more rich than just message passing
* js_channel supports:
* + query/response - traditional rpc
* + query/update/response - incremental async return of results
* to a query
* + notifications - fire and forget
* + error handling
*
* js_channel is based heavily on json-rpc, but is focused at the
* problem of inter-iframe RPC.
*
* Message types:
* There are 5 types of messages that can flow over this channel,
* and you may determine what type of message an object is by
* examining its parameters:
* 1. Requests
* + integer id
* + string method
* + (optional) any params
* 2. Callback Invocations (or just "Callbacks")
* + integer id
* + string callback
* + (optional) params
* 3. Error Responses (or just "Errors)
* + integer id
* + string error
* + (optional) string message
* 4. Responses
* + integer id
* + (optional) any result
* 5. Notifications
* + string method
* + (optional) any params
*/
;var Channel = (function() {
"use strict";
// current transaction id, start out at a random *odd* number between 1 and a million
// There is one current transaction counter id per page, and it's shared between
// channel instances. That means of all messages posted from a single javascript
// evaluation context, we'll never have two with the same id.
var s_curTranId = Math.floor(Math.random()*1000001);
// no two bound channels in the same javascript evaluation context may have the same origin, scope, and window.
// futher if two bound channels have the same window and scope, they may not have *overlapping* origins
// (either one or both support '*'). This restriction allows a single onMessage handler to efficiently
// route messages based on origin and scope. The s_boundChans maps origins to scopes, to message
// handlers. Request and Notification messages are routed using this table.
// Finally, channels are inserted into this table when built, and removed when destroyed.
var s_boundChans = { };
// add a channel to s_boundChans, throwing if a dup exists
function s_addBoundChan(win, origin, scope, handler) {
function hasWin(arr) {
for (var i = 0; i < arr.length; i++) if (arr[i].win === win) return true;
return false;
}
// does she exist?
var exists = false;
if (origin === '*') {
// we must check all other origins, sadly.
for (var k in s_boundChans) {
if (!s_boundChans.hasOwnProperty(k)) continue;
if (k === '*') continue;
if (typeof s_boundChans[k][scope] === 'object') {
exists = hasWin(s_boundChans[k][scope]);
if (exists) break;
}
}
} else {
// we must check only '*'
if ((s_boundChans['*'] && s_boundChans['*'][scope])) {
exists = hasWin(s_boundChans['*'][scope]);
}
if (!exists && s_boundChans[origin] && s_boundChans[origin][scope])
{
exists = hasWin(s_boundChans[origin][scope]);
}
}
if (exists) throw "A channel is already bound to the same window which overlaps with origin '"+ origin +"' and has scope '"+scope+"'";
if (typeof s_boundChans[origin] != 'object') s_boundChans[origin] = { };
if (typeof s_boundChans[origin][scope] != 'object') s_boundChans[origin][scope] = [ ];
s_boundChans[origin][scope].push({win: win, handler: handler});
}
function s_removeBoundChan(win, origin, scope) {
var arr = s_boundChans[origin][scope];
for (var i = 0; i < arr.length; i++) {
if (arr[i].win === win) {
arr.splice(i,1);
}
}
if (s_boundChans[origin][scope].length === 0) {
delete s_boundChans[origin][scope];
}
}
function s_isArray(obj) {
if (Array.isArray) return Array.isArray(obj);
else {
return (obj.constructor.toString().indexOf("Array") != -1);
}
}
// No two outstanding outbound messages may have the same id, period. Given that, a single table
// mapping "transaction ids" to message handlers, allows efficient routing of Callback, Error, and
// Response messages. Entries are added to this table when requests are sent, and removed when
// responses are received.
var s_transIds = { };
// class singleton onMessage handler
// this function is registered once and all incoming messages route through here. This
// arrangement allows certain efficiencies, message data is only parsed once and dispatch
// is more efficient, especially for large numbers of simultaneous channels.
var s_onMessage = function(e) {
try {
var m = JSON.parse(e.data);
if (typeof m !== 'object' || m === null) throw "malformed";
} catch(e) {
// just ignore any posted messages that do not consist of valid JSON
return;
}
var w = e.source;
var o = e.origin;
var s, i, meth;
if (typeof m.method === 'string') {
var ar = m.method.split('::');
if (ar.length == 2) {
s = ar[0];
meth = ar[1];
} else {
meth = m.method;
}
}
if (typeof m.id !== 'undefined') i = m.id;
// w is message source window
// o is message origin
// m is parsed message
// s is message scope
// i is message id (or undefined)
// meth is unscoped method name
// ^^ based on these factors we can route the message
// if it has a method it's either a notification or a request,
// route using s_boundChans
if (typeof meth === 'string') {
var delivered = false;
if (s_boundChans[o] && s_boundChans[o][s]) {
for (var j = 0; j < s_boundChans[o][s].length; j++) {
if (s_boundChans[o][s][j].win === w) {
s_boundChans[o][s][j].handler(o, meth, m);
delivered = true;
break;
}
}
}
if (!delivered && s_boundChans['*'] && s_boundChans['*'][s]) {
for (var j = 0; j < s_boundChans['*'][s].length; j++) {
if (s_boundChans['*'][s][j].win === w) {
s_boundChans['*'][s][j].handler(o, meth, m);
break;
}
}
}
}
// otherwise it must have an id (or be poorly formed
else if (typeof i != 'undefined') {
if (s_transIds[i]) s_transIds[i](o, meth, m);
}
};
// Setup postMessage event listeners
if (window.addEventListener) window.addEventListener('message', s_onMessage, false);
else if(window.attachEvent) window.attachEvent('onmessage', s_onMessage);
/* a messaging channel is constructed from a window and an origin.
* the channel will assert that all messages received over the
* channel match the origin
*
* Arguments to Channel.build(cfg):
*
* cfg.window - the remote window with which we'll communicate
* cfg.origin - the expected origin of the remote window, may be '*'
* which matches any origin
* cfg.scope - the 'scope' of messages. a scope string that is
* prepended to message names. local and remote endpoints
* of a single channel must agree upon scope. Scope may
* not contain double colons ('::').
* cfg.debugOutput - A boolean value. If true and window.console.log is
* a function, then debug strings will be emitted to that
* function.
* cfg.debugOutput - A boolean value. If true and window.console.log is
* a function, then debug strings will be emitted to that
* function.
* cfg.postMessageObserver - A function that will be passed two arguments,
* an origin and a message. It will be passed these immediately
* before messages are posted.
* cfg.gotMessageObserver - A function that will be passed two arguments,
* an origin and a message. It will be passed these arguments
* immediately after they pass scope and origin checks, but before
* they are processed.
* cfg.onReady - A function that will be invoked when a channel becomes "ready",
* this occurs once both sides of the channel have been
* instantiated and an application level handshake is exchanged.
* the onReady function will be passed a single argument which is
* the channel object that was returned from build().
*/
return {
build: function(cfg) {
var debug = function(m) {
if (cfg.debugOutput && window.console && window.console.log) {
// try to stringify, if it doesn't work we'll let javascript's built in toString do its magic
try { if (typeof m !== 'string') m = JSON.stringify(m); } catch(e) { }
console.log("["+chanId+"] " + m);
}
};
/* browser capabilities check */
if (!window.postMessage) throw("jschannel cannot run this browser, no postMessage");
if (!window.JSON || !window.JSON.stringify || ! window.JSON.parse) {
throw("jschannel cannot run this browser, no JSON parsing/serialization");
}
/* basic argument validation */
if (typeof cfg != 'object') throw("Channel build invoked without a proper object argument");
if (!cfg.window || !cfg.window.postMessage) throw("Channel.build() called without a valid window argument");
/* we'd have to do a little more work to be able to run multiple channels that intercommunicate the same
* window... Not sure if we care to support that */
if (window === cfg.window) throw("target window is same as present window -- not allowed");
// let's require that the client specify an origin. if we just assume '*' we'll be
// propagating unsafe practices. that would be lame.
var validOrigin = false;
if (typeof cfg.origin === 'string') {
var oMatch;
if (cfg.origin === "*") validOrigin = true;
// allow valid domains under http and https. Also, trim paths off otherwise valid origins.
else if (null !== (oMatch = cfg.origin.match(/^https?:\/\/(?:[-a-zA-Z0-9_\.])+(?::\d+)?/))) {
cfg.origin = oMatch[0].toLowerCase();
validOrigin = true;
}
}
if (!validOrigin) throw ("Channel.build() called with an invalid origin");
if (typeof cfg.scope !== 'undefined') {
if (typeof cfg.scope !== 'string') throw 'scope, when specified, must be a string';
if (cfg.scope.split('::').length > 1) throw "scope may not contain double colons: '::'";
}
/* private variables */
// generate a random and psuedo unique id for this channel
var chanId = (function () {
var text = "";
var alpha = "abcdefghijklmnopqrstuvwxyzABCDEFGHIJKLMNOPQRSTUVWXYZ0123456789";
for(var i=0; i < 5; i++) text += alpha.charAt(Math.floor(Math.random() * alpha.length));
return text;
})();
// registrations: mapping method names to call objects
var regTbl = { };
// current oustanding sent requests
var outTbl = { };
// current oustanding received requests
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This source diff could not be displayed because it is too large. You can view the blob instead.
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"text": [
"[MUSIC PLAYING]",
"",
"JOSE ANDRES: Hello, people of Harvard, people of the world.",
"My name is Jose Andres.",
"I am a chef.",
"You, I, we are at minibar.",
"minibar is very much the heart of everything I do.",
"",
"I've been cooking since I was 14.",
"I began working in kitchens in Barcelona, and especially in one of a",
"restaurant called El Bulli, a restaurant that nobody knew back in",
"the '80s, and where the chef was a young guy called Ferran Adria.",
"Almost 30 years later, I'm very proud to tell you that he's",
"one of my best friends.",
"He's my mentor.",
"And he's the person I learned the most from, and is, without a doubt, the",
"reason that we were able to put together this amazing",
"physics class at Harvard.",
"So, just for the record, I am a chef.",
"We are chefs.",
"We cook.",
"We are not trying to be physicists.",
"We are not trying to be scientists.",
"We are only trying to make sure that the culinary world and the science",
"world talk to each other.",
"",
"Everything you're going to be learning is the very clear explanation of",
"everything that happens in cooking every day in every kitchen and through",
"hundreds of years of history.",
"",
"minibar every night, more than 30 courses.",
"And, quite frankly, probably many of the techniques we use here, you've",
"been learning them through the class.",
"And if not, you will.",
"But one of the classes I give every year is about gelation.",
"And probably the star of gelation will be a spherification.",
"And here, we are doing a lot of spheres.",
"",
"But this one is cooler.",
"Come here.",
"When you're able to do a spherification using a beautiful clam",
"and kind of making sure that the natural juice of the clam will remain",
"outside the meat of the clam, this is brilliant.",
"And this is why I'm so happy about this class at Harvard, that for the",
"first time, we've really been able to take seriously the amazing connection",
"between science and the food we eat.",
"Before, we were in the dark.",
"Today, I see light on the horizon.",
"Today, we are far away more prepared.",
"So, see you soon.",
"Hasta pronto.",
"Bye bye.",
"I'm very funny, because for the few people that sometimes have something",
"against molecular cooking, well, take a look at this.",
"We are grating Parmesan cheese.",
"Wow.",
"This is really molecular.",
"[MUSIC PLAYING]",
""
]
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\ No newline at end of file
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"text": [
"I have here a pendulum.",
"I have an object that weighs 15 kilograms, and I can lift it up",
"one meter, which I have done now. That means I've done work--",
"MGH is the work I have done. Believe me, I've increased the potential energy of",
"this object",
"15 times 10, so about 150 joules.",
"If I let it fall, then",
"that will be converted to kinetic energy. If I would let it swing",
"from one meter height,",
"and you would be there and it would hit you, you'd be dead.",
"150 joules is enough to kill you. They use these devices--",
"it's called a wrecker ball-- they use them to demolish buildings.",
"You lift up a very heavy object,",
"even heavier than this, and then you let it go, you swing it,",
"thereby converting gravitational potential energy into",
"kinetic energy, and that way, you can demolish a building.",
"You just let it hit...(glass shattering)... and it breaks a building.",
"And that's the whole idea of wrecking. (laughter) So you're using, then,",
"the conversion of gravitational potential energy",
"to kinetic energy. Now,",
"I am such a strong believer of",
"the conservation of mechanical energy",
"that I am willing to put my life",
"on the line.",
"If I release that bob from a certain height,",
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"come back to a point where the height",
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"There is a conversion from gravitational potential energy to kinetic energy back",
"to",
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"And when it swings back, it should not be able to reach",
"any higher, provided that",
"I do not give this object an initial speed when I stand here.",
"I trust the conservation of mechanical energy",
"100 percent. I may not trust myself.",
"I'm going to release this object,",
"and I hope I will be able to do it at zero speed",
"so that when it comes back it may touch my chin,",
"but it may not crush my chin. I want you to be extremely quiet because this is no",
"joke.",
"If I don't succeed in giving it zero speed,",
"then this will be my last lecture. (laughter) I will close my eyes. I don't want to see this.",
"So please be very quiet. I almost didn't sleep all night.",
"Three, two, one.",
"Zero.",
"Physics works and I'm still alive!"
]
}
\ No newline at end of file
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"text": [
"GREGORY NAGY: In hour zero, where I try to introduce Homeric poetry to",
"people who may never have been exposed to the Iliad and the Odyssey even in",
"translation, my idea was to get a sense of the medium, which is not a",
"readable medium because Homeric poetry, in its historical context, was",
"meant to be heard, not read.",
"And there are various ways of describing it-- call it oral poetry or",
"call it a very specialized kind of oral poetry.",
"But the important thing is that we, as modern readers, just",
"don't get the medium.",
"And so I thought before we get into hours 1 through 24, it would be",
"important to do some kind of big, grand cover everything introduction.",
"But at the same time, in this introduction, I wanted to get people",
"already interested in my technique of using close readings of very specific",
"parts of the text in order to get an idea of the overall",
"meaning of the text.",
"And so I chose eight such tests, and they're all very famous, well, some",
"more famous than others.",
"And as with the 24 hours, I number these sample texts by",
"letters of the alphabet.",
"So its texts A through H.",
"What I'd like to do is just go over those passages or text and go through",
"them; try to do close readings; try to exemplify the principle of having to",
"read out of the text, not into the text; and also try to say why I picked",
"the passages that I picked.",
"And in this case my dialogic partners were Jeff Emanuel and Claudia Filos",
"who are former students.",
"They took former versions of the project that we're engaged with here.",
"And as very perceptive fellow learners, they really got the hang of",
"how to ask very incisive questions that go to the core of what this whole",
"project is all about like what's at stake in the Iliad?",
"What's at stake for the number one hero?",
"But what's at stake for some very secondary, bit player hero, as well?",
"How does Achilles see himself as the prototype for the ultimate heroic",
"experiment--",
"which is the way I look at the Iliad--",
"and how is he self-conscious about it?",
"CLAUDIA FILOS: So, Greg, can you talk a bit about why you chose these",
"particular eight passages as the focus passages four hour zero?",
"GREGORY NAGY: Well, here I was trying to introduce all of Homeric poetry to",
"people who may not ever have read the Iliad and the Odyssey.",
"So I thought how can I talk about the Iliad and the Odyssey and show some",
"very representative pieces of text?",
"And sometimes, I call them passages.",
"Sometimes, I call them texts.",
"When I number them, I call them text.",
"And all eight of these that I have selected are what in popular culture",
"would be parts of the greatest hits, so to speak, of the Iliad and Odyssey.",
"So, for example, if you look at text A on this introduction to Homeric poetry",
"which I call appropriately hour zero, there it is--",
"the first few verses of the Iliad.",
"In fact, the first 10 verses.",
"So Iliad scroll one, verses 1 through 10.",
"SPEAKER: Anger, goddess, sing it of Achilles, son of Peleus.",
"Disastrous anger that made countless pains for the Achaeans and many",
"steadfast lives it drove down to Hades, heroes' lives.",
"But their bodies, it made prizes for the dogs and for all birds.",
"And the will of Zeus was reaching its fulfillment.",
"Sing starting from the point where the two, I see it now, first had a falling",
"out, engaging in strife.",
"I mean--",
"Agamemnon, the son of Atreus, lord of men, and radiant Achilles.",
"So, which one of the gods was it who impelled the two to fight with each",
"other in strife?",
"It was Apollo, the son of Leda and of Zeus.",
"For he, infuriated at the king, Agamemnon, caused an evil disease to",
"rise throughout the mass of warriors, and the people were getting destroyed.",
"GREGORY NAGY: I tried to replicate in my translation the fact that the very",
"first word of the Iliad is menis, which means anger, a special kind of",
"anger, a cosmic anger.",
"We'll talk more about that.",
"That man, tell me, oh muse, the song of that man.",
"That versatile man who, in very many ways, veered from his path and",
"wandered off far and wide after he had destroyed the sacred citadel of Troy.",
"Many different cities of many different people did he see, getting",
"to know different ways of thinking.",
"Many were the pains he suffered in his heart while crossing the sea,",
"struggling to merit the saving of his own life and his own homecoming, as",
"well as the homecoming of his comrades.",
"But do it he might, he could not save his comrades even though he",
"very much wanted to.",
"For they perished through their own deeds of sheer recklessness,",
"disconnected as they were because of what they did to the cattle of the sun",
"god Helios--",
"they ate them.",
"So the god deprived them of their day of homecoming.",
"Starting from any single point of departure, oh goddess, daughter of",
"Zeus, tell me as you've told those who came before me.",
"GREGORY NAGY: And then if we go to text B, look at that.",
"The first quote unquote word is man.",
"All right, in English, we have to say the man, but in the original Greek,",
"andra, the man.",
"And that's the subject of that epic.",
"Just as the subject of the Iliad is the anger of Achilles, the subject the",
"Odyssey is the man who is Odyssey.",
"So there you are.",
"That's why I shall zone text B to be the first few verses of the Odyssey.",
"And in fact just as with the Iliad, it's the first 10 verses.",
"Nice and symmetrical.",
"CLAUDIA FILOS: so those first words are so key.",
"The epics are telling us right away.",
"GREGORY NAGY: These epics are-- both of them, Iliad and the Odyssey--",
"telling what the subject is with the first word.",
"In the case of the Iliad, first word of 15,000 plus verses.",
"In the case of the Odyssey, the first word of 12,000 plus verses.",
"Pretty good.",
"SPEAKER: And now, tell me, oh muses, who live in your Olympian abodes,",
"since you are goddesses, and you were there, and you know everything.",
"But we only hear the kleos and we hear nothing.",
"Who are the princes of the Danaans?",
"GREGORY NAGY: Now look at text C for hour zero.",
"This is where Hector says there'll be a memory of the time that my fire",
"nearly destroyed not just the Achaeans but the entirety of Greek",
"civilization.",
"You see, if the fire of Hector had reached the ships of the Achaeans that",
"were beached like sitting ducks on the Hellespont, then, essentially, there",
"would be no more Greeks.",
"And so Hector, this character, is very aware of it-- says let there be a",
"memory of the time when this was about to happen.",
"And so poetic how the fire will confound the key Achaeans who the",
"Argives, who are the Danaans, by the smoke.",
"CLAUDIA FILOS: choosing it, you're saying there's something very",
"important about memory for both.",
"GREGORY NAGY: It's all important because this isn't just memory, this",
"is poetic memory.",
"And as we'll see when we get to hour two, it's a kind of total recall, if I",
"may use science fiction term.",
"SPEAKER: Ah, me, the pitiful one.",
"Ah, me, the mother, so sad it is of the very best.",
"I gave birth to a faultless and strong son, the very best of heroes, and he",
"shot up equal to a seedling.",
"I nurtured him like a shoot in the choicest spot of the orchard only to",
"send him off on curved ships to Troy to fight Trojan men.",
"And I will never be welcoming him back home as a returning warrior, back to",
"the house of Peleus.",
"GREGORY NAGY: Let's go to text D of hour zero, which is where Thetas, the",
"mother of Achilles, is speaking.",
"And she's not just speaking, in terms of the medium, she's actually singing",
"a song of lament, and we'll talk a lot more about lament later.",
"But I love the fact that as she is lamenting Achilles, who's not even",
"dead yet, she is comparing him to a tender, young shoot or seedling.",
"And I'm pretty deliberate on why I use not just the translation seedling but",
"also shoot for imagining the hero as a beautiful, young planet.",
"OK, so there it is.",
"And even the specifics of the language that she uses, Thetas uses, in her",
"song of lament for Achilles, who's not even dead yet--",
"some of the specific language like [INAUDIBLE]",
"which I translated as he shot up.",
"It's a kind of violent, vegetal activity that you would associate with",
"mutant phenomena, not necessarily natural phenomena.",
"Sure, a growing planet is natural but this is an unnatural growth.",
"It's just so much quicker and so much more vibrant.",
"CLAUDIA FILOS: going to be thinking about what's",
"natural and what's unnatural?",
"GREGORY NAGY: Very much so.",
"I try never to use the word supernatural.",
"I'll try to use a superhuman because even the superhuman realm can still be",
"a function of nature.",
"JEFF EMANUEL: This an example maybe of what we're going to be thinking in",
"extremes as well.",
"GREGORY NAGY: Very much extremes.",
"And as we'll see it in our working definition of the",
"hero, the hero is extreme.",
"That's definitely one of the major characteristics.",
"When we talk about the growth spurt of Achilles, I'm tempted to say that it's",
"an unnatural growth spurt.",
"But what I'm really trying to say-- it's part of nature, but it's",
"exaggerated, extreme, as Jeff said.",
"We'll get back to that, but I wanted to expose people as soon as possible",
"to the idea that a hero is the subject of lament, And lament will be a very",
"important part of our agenda."
]
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...@@ -79,13 +79,13 @@ ...@@ -79,13 +79,13 @@
<div class="options"> <div class="options">
<div class="img_block"> <div class="img_block">
<p>Teacher-to-Student</p> <p>Teacher-to-Student</p>
<a href="/course/courseware/interactive_demonstrations/"><img alt="" src="/static/teacher_to_student.png" /> </a></div> <a href="/course/courseware/interactive_demonstrations/"><img alt="" src="/c4x/edX/DemoX/asset/teacher_to_student.png" /> </a></div>
<div class="img_block"> <div class="img_block">
<p>Student-to-Teacher</p> <p>Student-to-Teacher</p>
<a href="/course/courseware/graded_interactions/"><img alt="" src="/static/student_to_teacher.png" /> </a></div> <a href="/course/courseware/graded_interactions/"><img alt="" src="/c4x/edX/DemoX/asset/student_to_teacher.png" /> </a></div>
<div class="img_block"> <div class="img_block">
<p>Student-to-Student</p> <p>Student-to-Student</p>
<a href="/course/courseware/social_integration/"><img alt="" src="/static/student_to_student.png" /> </a></div> <a href="/course/courseware/social_integration/"><img alt="" src="/c4x/edX/DemoX/asset/student_to_student.png" /> </a></div>
</div> </div>
<div id="ap_listener_added">&nbsp;</div> <div id="ap_listener_added">&nbsp;</div>
<p class="new">When you are ready to begin learning new subject, learn how to pick a class and get started!</p> <p class="new">When you are ready to begin learning new subject, learn how to pick a class and get started!</p>
......
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<h1>Syllabus</h1>
<p>Many courses include a syllabus tab that includes an overview of the course and what is expected of you.&nbsp;</p>
<p>This demonstration course shows examples of everything that instructors might include in an edX course, and an explanation of how to interact with those components. The demo course does not distribute a certificate, although the grading system is active so that you can see how the grading system works.&nbsp;</p>
<p>Like most courses on edX, the courseware is organized into a schedule, which you can see when you access the course material. In this case, that schedule is only there in order to illustrate how normal classes are organized. It is NOT expected that you take an entire week to go through "Week 1" of this demo course.&nbsp;The illustration schedule is roughly ordered by how often you might come across aspects of the edX platform.&nbsp;</p>
<p>This syllabus allows you to access the course material by topic, in case you are looking for something specific on how to use the edX platform.&nbsp;If you just want a basic description of how to take a course on edX, start by clicking on 'the basics', below.</p>
<p><a class="img_block" style="color: black;" href="/course/courseware/d8a6192ade314473a78242dfeedfbf5b/edx_introduction/">The Basics</a></p>
<p>&nbsp;</p>
<p class="new">Use the interface below to explore the three general types of interactions in a classroom:</p>
<div class="options">
<div class="img_block">
<p>Teacher-to-Student</p>
<img alt="" src="/static/teacher_to_student.png" />
<ul>
<li><a href="/course/courseware/interactive_demonstrations/19a30717eff543078a5d94ae9d6c18a5/">Video Presentations</a></li>
<li><a href="/course//courseware/d8a6192ade314473a78242dfeedfbf5b/a35028715cb74b02bfae9bc072a740d6/">Scheduling</a></li>
<li><a style="line-height: 1.6;" href="/course/courseware/graded_interactions/simulations/">Interactive Visualizations</a></li>
</ul>
</div>
<div class="img_block">
<p>Student-to-Teacher</p>
<img alt="" src="/static/student_to_teacher.png" />
<ul>
<li><a href="/course/courseware/d8a6192ade314473a78242dfeedfbf5b/workflow/">Getting Graded</a></li>
<li><a href="/course/courseware/interactive_demonstrations/basic_questions/">Basic Question Types</a></li>
<li><a href="/course/courseware/social_integration/machine_grading/">Essays</a></li>
<li><a href="/course/courseware/graded_interactions/graded_simulations/">Labs and Simulations</a></li>
</ul>
</div>
<div class="img_block">
<p>Student-to-Student</p>
<img alt="" src="/static/student_to_student.png" />
<ul>
<li><a href="/course/courseware/social_integration/48ecb924d7fe4b66a230137626bfa93e/">Discussion Forum</a></li>
</ul>
</div>
</div>
<div id="ap_listener_added">&nbsp;</div>
<p class="new">&nbsp;</p>
<p class="new">When you are ready to begin learning a new subject, pick a class and get started!</p>
<p><a class="img_block" style="color: black;" href="/courses/">Course Catalog</a></p>
<p>&nbsp;</p>
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