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qti 0.9.18 → 0.9.19

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-<title>Mixed Module Schedule Example 2</title>
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-<meta name="editing_roles" content="teachers"/>
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-<p><strong>Note:</strong> This schedule is subject to change, and you are responsible for any changes announced in class whether or not you are physically present on the day of the announced changes. <strong>All assigned readings are should be completed before class meets on the day the text is assigned.</strong> All papers are due at the beginning of the class period. <strong>T</strong> indicates that the assigned readings are in the anthology.</p>
-<p>Class meets on Mondays and Wednesdays from 10:30am to 11:20pm in CL1 109. The Friday portion of this web-mediated class takes place online in WebCourses AML3643 - 10Spring_0M02.</p>
-<div class="tcenter ">
-<table class="tborder" border="1">
-<tbody>
-<tr>
-<th scope="col">Day</th>
-<th scope="col">Date</th>
-<th scope="col">Content</th>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>1/11</strong></td>
-<td>Course Introduction; “What is Native American (American Indian) Literature(s)?</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>1/13</strong></td>
-<td>Intro pp 1-4 and Swan, “Introduction: Only the Beginning” pp 172-89; Cook-Lynn, “The American Indian Fiction Writers pp 23-38 and Owens, “Fiction” pp 190-3 <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>1/15</strong></td>
-<td>
-<strong>Online Assignment</strong> American Indian stereotypes in popular culture [Go to Discussions for assignment. Online assignments will be posted on Mondays and are due NLT 11:00 pm on Fridays.]</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>1/18</strong></td>
-<td><strong>HOLIDAY—ML King, Jr. Day</strong></td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>1/20</strong></td>
-<td>E. Pauline Johnson, “As It Was in the Beginning” pp 282-8 <strong>T Assign Paper 1</strong>
-</td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>1/22</strong></td>
-<td>
-<strong>Online Assignment</strong> Carter Revard, “Report to the Nation: Repossessing Europe” pp 333-44<strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>1/25</strong></td>
-<td>from <cite>Sand Creek</cite> (poetry collection)</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>1/27</strong></td>
-<td>from <cite>Sand Creek</cite>
-</td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>1/29</strong></td>
-<td>
-<strong>Online Assignment </strong>from <cite>Sand Creek</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>2/1</strong></td>
-<td>
-<cite>Tracks</cite> (novel)</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>2/3</strong></td>
-<td><cite>Tracks</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>2/5</strong></td>
-<td>
-<strong>Online Assignment</strong> <cite>Tracks</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>2/8</strong></td>
-<td>Linda Hogan, “Aunt Moon’s Young Man” pp 266-81<strong> T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>2/10</strong></td>
-<td>Vine Deloria, Jr., “Indian Humor” pp 39-53 <strong>T; Paper 1 Due</strong>
-</td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>2/12</strong></td>
-<td>
-<strong>Online Assignment on </strong>Alexie, “My Favorite Tumor” pp 194-204 <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>2/15</strong></td>
-<td>
-<cite>Winter in the Blood</cite> (novel)</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>2/17</strong></td>
-<td><cite>Winter in the Blood</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>2/19</strong></td>
-<td>
-<strong>Online Assignment</strong> <cite>Winter in the Blood</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>2/22</strong></td>
-<td>Harjo, all poems pp 474-482 <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>2/24</strong></td>
-<td><strong>MIDTERM</strong></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>2/26</strong></td>
-<td>
-<strong>Online Assignment </strong>Hogan, “Aunt Moon’s Young Man” pp 2681 <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>3/1</strong></td>
-<td>
-<cite>Ceremony</cite> (novel)</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>3/3</strong></td>
-<td><cite>Ceremony</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>3/5</strong></td>
-<td>
-<strong>Online Assignment </strong> <cite>Ceremony</cite>; <strong>Withdrawal Deadline 11:59pm</strong>
-</td>
-</tr>
-<tr>
-<td><strong>M - F</strong></td>
-<td><strong>3/8 - 3/12</strong></td>
-<td><strong>Spring Break</strong></td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>3/15</strong></td>
-<td>
-<cite>Radiant Curve</cite> (poetry collection); <strong>Assign Paper 2</strong>
-</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>3/17</strong></td>
-<td><cite>Radiant Curve</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>3/19</strong></td>
-<td>
-<strong>Online Assignment </strong> Tapahonso</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>3/22</strong></td>
-<td>Alexie, all poetry pp <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>3/24</strong></td>
-<td>Sarris, “How I Got to be Queen” pp 342-57<strong> T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>3/26</strong></td>
-<td>
-<strong>Online Assignment </strong>Momaday, “The Man of Words” pp 82-93 all poems pp 510-15 <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>3/29</strong></td>
-<td><cite>Bone Game (novel)</cite></td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>3/31</strong></td>
-<td><cite>Bone Game</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>4/2</strong></td>
-<td>
-<strong>Online Assignment </strong> <cite>Bone Game</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>4/5</strong></td>
-<td>Simon J. Ortiz, “The Killing of a State Cop” pp 321-25 <strong>T</strong> Silko, “Tony’s Story” pp 362-66 <strong>T; Paper 2 due </strong>
-</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>4/7</strong></td>
-<td>Vizenor, <cite>Harold of Orange: A Screenplay </cite>pp 591-619 <strong>T</strong>
-</td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>4/9</strong></td>
-<td>
-<strong>Online Assignment </strong><cite>Harold of Orange</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>4/12</strong></td>
-<td>
-<cite>Reservation Blues</cite> (novel)</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>4/14</strong></td>
-<td><cite>Reservation Blues</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>4/16</strong></td>
-<td>
-<strong>Online Assignment </strong><cite>Reservation Blues</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>4/19</strong></td>
-<td>
-<cite>The Woman Who Watches Over the World</cite> (memoir)</td>
-</tr>
-<tr>
-<td><strong>W</strong></td>
-<td><strong>4/21</strong></td>
-<td><cite>The Woman Who Watches Over the World</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>4/23</strong></td>
-<td>
-<strong>Online Assignment</strong> <cite>The Woman Who Watches Over the World</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>4/20</strong></td>
-<td>
-<cite>Smoke Signals</cite> (film)</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>4/22</strong></td>
-<td><cite>Smoke Signals</cite></td>
-</tr>
-<tr>
-<td><strong>F</strong></td>
-<td><strong>4/24</strong></td>
-<td>
-<strong>Online Assignment</strong> <cite>Smoke Signals</cite>
-</td>
-</tr>
-<tr>
-<td><strong>M</strong></td>
-<td><strong>4/26</strong></td>
-<td>Last Class; Review for Final</td>
-</tr>
-</tbody>
-</table>
-</div>
-<p><strong>Final Exam to be held in CL1 109 on Wednesday, April 28<sup>th</sup> from 10:00am - 12:50am.</strong></p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<title>Mobile Devices and Apps</title>
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-<meta name="editing_roles" content="teachers"/>
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-<body>
-<h2 style="color: #446f9a;">What is Mobile Learning?</h2>
-<p><img style="float: left;" src="%24IMS-CC-FILEBASE%24/images/icon_info.jpg" alt="Info" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_info.jpg" data-api-returntype="File">Mobile learning is defined as any learning that happens whenever the learner is not at a fixed, predetermined location. Mobile learning can also mean that the learner takes advantage of the learning opportunities offered by mobile technologies (MLearning, 2009). As a basis for this module, we will use the <a href="http://www.adlnet.org/">Advanced Distributed Learning Initiative </a>definition of mobile learning:</p>
-<p><span style="font-size: 10pt;"><em>Leveraging ubiquitous mobile technology for the adoption or augmentation of knowledge, behaviors, or skills through education, training, or performance support while the mobility of the learner may be independent of time, location, and space.</em></span></p>
-<p>As you begin to explore the possibilities that mobile learning may afford you and the students enrolled in your courses, understanding the mobile device and ecosystem will become a key component in the process.</p>
-<p><img style="float: left;" src="%24IMS-CC-FILEBASE%24/images/icon_watchthis.jpg" alt="Watch This" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_watchthis.jpg" data-api-returntype="File">The video below is a brief talk by Dr. William Rankin from ACU. The video helps illustrate the concept of mobile learning and what it can do for your students. <a id="" class=" instructure_scribd_file instructure_file_link" title="Transcript - Mobile Learning.txt" href="%24IMS-CC-FILEBASE%24/weekly_content/week06/Transcript%20-%20Mobile%20Learning.txt?canvas_download=1&amp;canvas_qs_wrap=1" target="" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/weekly_content/week06/Transcript%20-%20Mobile%20Learning.txt" data-api-returntype="File">Transcript for Video</a>.</p>
-<p><iframe style="display: block; margin-left: auto; margin-right: auto;" src="https://www.youtube.com/embed/aVZI-7E1Plc?feature=player_detailpage" width="640" height="360"></iframe></p>
-<p> </p>
-<p>Mobile learning provides the student the opportunity to learn “in the moment.” These devices typically follow the student everywhere they go beyond the desktop computer or classroom; leaving a unique opportunity to reach students in a variety of settings while facilitating authentic learning. Common devices used for Mobile Learning include:</p>
-<ul>
-<li>
-<strong>Smartphone:</strong> Apple iPhone, Google Android, Windows Phone</li>
-<li>
-<strong>Tablets:</strong> Apple iPad, Kindle Fire, Google Nexus, Samsung Galaxy Tablet</li>
-<li>
-<strong>Internet Communication Devices:</strong> Apple iPod Touch</li>
-<li>
-<strong>E-Readers:</strong> Amazon Kindle, Barnes and Noble Nook, Sony Reader</li>
-</ul>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">
-<img src="%24IMS-CC-FILEBASE%24/images/icon_strategies.jpg" alt="Strategies" width="72" height="73" data-api-endpoint="https://webcourses.ucf.edu/api/v1$IMS-CC-FILEBASE$/images/icon_strategies.jpg" data-api-returntype="File">Mobile Learning @ <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span>
-</h2>
-<p>Listed below are a few ways for you to be informed and be involved with mobile learning at <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span>:</p>
-<blockquote>
-<blockquote>
-<h2 style="color: #446f9a;"><a href="http://online.ucf.edu/teach-online/professional-development/mobile-essentials" target="_blank"></a></h2>
-</blockquote>
-</blockquote>
-<hr class="ucf_blue_threedot">
-<p style="color: #446f9a;"><strong><span style="color: #000000; background-color: #ffff00;">&lt;&lt;Note: This content is provided as an example. The content should be updated with your institution's LMS materials.&gt;&gt;</span></strong></p>
-<h2 style="color: #446f9a;">Designing with Mobile in Mind</h2>
-<p>If you are interested in creating your course content in a mobile friendly format, you will want to design content pages with mobile in mind:</p>
-<p><a id="" class="" title="" href="http://learning.instructure.com/2014/05/designing-courses-with-mobile-in-mind/" target="">http://learning.instructure.com/2014/05/designing-courses-with-mobile-in-mind/</a></p>
-<h2 style="color: #446f9a;">Canvas Mobile for <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span>
-</h2>
-<p>Canvas offers four mobile apps: Canvas by Instructure (iOS and Android) and Speedgrader (iPad and Android).  </p>
-<p>The <em>Canvas by Instructure</em> mobile application will allow students and faculty access to <span style="background-color: #ffff00;">&lt;Replace - Your LMS&gt;</span> through Apple iOS devices (iPhone, iPad, and iPod Touch) and Android devices. Even though these applications do not match all the features of the desktop computer, they contain most of the common features students can use on the go, <em>e.g.,</em> discussion boards, announcements, calendar, viewing module content, assignments, quizzes, and grades.</p>
-<p>For information and to download Canvas by Instructure for iOS visit: <a id="" class="" title="" href="https://itunes.apple.com/us/app/canvas-by-instructure-cloud/id480883488?mt=8" target="">https://itunes.apple.com/us/app/canvas-by-instructure-cloud/id480883488?mt=8</a></p>
-<p>For information and to download Canvas by Instructure for Android visit: <a id="" class="" title="" href="https://play.google.com/store/apps/details?id=com.instructure.candroid" target="">https://play.google.com/store/apps/details?id=com.instructure.candroid</a></p>
-<p><em>Speedgrader</em> is a mobile app that allows faculty to grade assignments while using their Apple iPad, Android smartphone, or Android tablet.  This application includes rubrics, audio and video feedback, and support for many typical assignment file formats.  </p>
-<p>For more information and to download Speedgrader visit: <a id="" class="" title="" href="https://itunes.apple.com/us/app/speedgrader-for-ipad/id418441195?mt=8" target="">https://itunes.apple.com/us/app/speedgrader-for-ipad/id418441195?mt=8</a></p>
-<hr class="ucf_blue_threedot">
-<h2 style="color: #446f9a;">Optional Further Reading</h2>
-<ul>
-<li>Advanced Distributed Learning (ADL) Mobile Newsletter: <a href="http://research.adlnet.gov/newsletter/mobile/" target="_blank">http://research.adlnet.gov/newsletter/mobile/</a>
-</li>
-<li>7 Things You Should Know About Mobile Apps: <a id="" class="" title="" href="http://net.educause.edu/ir/library/pdf/ELI7060.pdf" target="_blank">http://net.educause.edu/ir/library/pdf/ELI7060.pdf</a>
-</li>
-</ul>
-<h2 style="color: #446f9a;">References</h2>
-<p>MLearning. (2009, July). Retrieved February 25, 2011, from Wikipedia, the free encyclopedia: <a href="http://en.wikipedia.org/wiki/MLearning" target="_new">http://en.wikipedia.org/wiki/MLearning</a> </p>
-<p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course was prepared by the <a href="http://www.ucf.edu/" target="_blank">University of Central Florida (UCF)</a>. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<html>
-<head>
-<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
-<title>Model Copyright Permission Letter</title>
-<meta name="identifier" content="i7a90e530b0afb876f3e31cf631bfe485"/>
-<meta name="editing_roles" content="teachers"/>
-<meta name="workflow_state" content="active"/>
-</head>
-<body>
-<p><span style="background-color: #ffff00;">[Insert: Today’s Date and Your Address and Contact Information]</span></p>
-<p><span style="background-color: #ffff00;">Name and Address of Addressee</span></p>
-<p><span style="background-color: #ffff00;">Dear ______________________________:</span></p>
-<p>I am requesting permission to reprint [a portion of] the following work:</p>
-<p><span style="background-color: #ffff00;">[Add here full citation information about the work, including author, title, publisher, date of publication, exact pages you are requesting, and any other identifying information; include similar information about a book, motion picture, photograph, music, or any other type of work you might want to use.]</span> </p>
-<p>This request is for permission to include the above content on my university’s course management system, known as <span style="background-color: #ffff00;">&lt;Replace -Your LMS&gt;</span> here at the <span style="background-color: #ffff00;">&lt;Replace - Institution Name&gt;</span>. The materials are currently hosted on a “cloud” server, and they are accessible only to registered students with username and password access to the system. </p>
-<p>I believe that you/your company,<span style="background-color: #ffff00;"> __________,</span> are/is currently the holder of the copyright, because the</p>
-<p>original work states that copyright is held in your name/the name of the publisher, and my research</p>
-<p>indicates that<span style="background-color: #ffff00;"> ________________</span> [additional reason you think this person/company owns the</p>
-<p>copyright]. If you do not currently hold the rights, please provide me with any information that can</p>
-<p>help me contact the proper rights holder. Otherwise, your permission confirms that you hold the right</p>
-<p>to grant this permission.</p>
-<p> </p>
-<p>This request is for a non-exclusive, irrevocable, and royalty-free permission, and it is not intended to</p>
-<p>interfere with other uses of the same work by you. I hope that you will support our educational</p>
-<p>programs by granting this permission. I would be pleased to include a full citation to the work and</p>
-<p>other acknowledgement as you might request.</p>
-<p> </p>
-<p>I would greatly appreciate your permission. If you require any additional information, do not hesitate</p>
-<p>to contact me at the address, email address or number above.</p>
-<p> </p>
-<p><span style="background-color: #ffff00;">Optional: A duplicate copy of this request has been provided for your records. If you agree with the terms as described above, please sign the letter where indicated below and return one copy in the enclosed return envelope.</span> </p>
-<p>Sincerely,</p>
-<p> </p>
-<p>Permission is hereby granted:</p>
-<p> </p>
-<p>Signature: ___________________________                Name &amp; Title: _______________________</p>
-<p> </p>
-<p>Company/Affiliation: ______________________________     Date: __________________</p>
-<p> </p>
-<p>Used with permission:  Revised: 09/04/2014    www.copyright.columbia.edu</p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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-<h2 style="text-align: center;">HFT 6267 – Case Studies in Restaurant Management</h2>
-<h2 style="text-align: center;">Spring/2012</h2>
-<h2 style="text-align: center;">Protocols</h2>
-<h2>Classroom Expectations</h2>
-<p>The following expectations will help you be successful in this course. Please carefully review these expectations and follow them.</p>
-<ol>
-<li>Log in to the course at least twice a week to check course mail, announcements, and discussions.</li>
-<li>Keep up with the weekly readings and assignments. You have online content to read each week for this class. Students who keep up with the weekly reading and assignments tend to do much better in this kind of class than those who do not.</li>
-<li>Actively participate in the online and face-to-face discussions. The more engaged you are in the course, the more active your participation, the more you will get out of this experience.</li>
-<li>Don’t miss a quiz. Missed quizzes may not be retaken.</li>
-<li>Late assignment submissions will not be accepted and will result in a grade of zero.  Please refer to the course schedule to ensure that you submit assignments on time.</li>
-<li>Academic integrity will be appraised according to the student academic behavior standards outlined in The Golden Rule of the University of Central Florida’s Student Handbook. See <a href="http://www.goldenrule.sdes.ucf.edu/">http://www.goldenrule.sdes.ucf.edu</a>/ for further details.</li>
-</ol>
-<h2>Course Communication</h2>
-<p>Email and discussions are an integral part of this course. All course communications will be sent to you through the Webcourses@UCF mail tool. In addition, communication will occur via course announcements, discussion postings, and through your personal email address.</p>
-<h2>E-mail</h2>
-<p>E-mail will be an integral part of this course. Make sure you:</p>
-<ol start="1">
-<li>Check your Webcourses@UCF e-mail at least twice per week (more often is better).</li>
-<li>Be patient and do not expect an immediate response when you send a message. Generally, two days is considered a reasonable amount of time to receive a reply.</li>
-<li>Include "Subject" headings: use something that is descriptive and refer to a particular assignment or topic.</li>
-<li>Be courteous and considerate. Being honest and expressing yourself freely is very important but being considerate of others online is just as important as in the classroom.</li>
-<li>Make every effort to be clear. Online communication lacks the nonverbal cues that fill in much of the meaning in face-to-face communication.</li>
-<li>Do not use all caps. This makes the message very hard to read and is considered "shouting."</li>
-<li>Check spelling, grammar, and punctuation (you may want to compose in a word processor, then cut and paste the message into the discussion or e-mail).</li>
-<li>Break up large blocks of text into paragraphs and use a space between paragraphs.</li>
-<li>Sign your e-mail messages.</li>
-<li>Never assume that your e-mail can be read by only you; others may be able to read or access your mail. Never send or keep anything that you would not mind seeing on the evening news.</li>
-</ol>
-<h2>Discussion Board</h2>
-<p>Many of the "rules of the road" or protocols that apply to e-mail also apply to the use of discussions. Use the following conventions when composing a discussion posting:</p>
-<ol start="1">
-<li>During a Discussion assignment, deadlines for posting to and replying will be specified with each assignment. It is a good practice to always check the Discussions multiple times during the week.</li>
-<li>If you want to send a personal message to the instructor or to another student, use e-mail rather than the discussions (see above E-mail Protocols).</li>
-<li>Use the appropriate Discussion Topic; don’t post everything on the "Main" Discussion Topic.</li>
-<li>Be patient. Don’t expect an immediate response when you send a message.</li>
-<li>A helpful hint for use with both discussions and e-mail --- Compose your message in your word-processing application in order to check spelling, punctuation, and grammar --- then copy and paste your composition into e-mail or the discussion. This also saves online time.</li>
-<li>Everyone should feel free to participate in class and online discussions. Regular and meaningful discussion postings contribute to the learning experiences of students in the class.</li>
-<li>Respect each other’s ideas, feelings and experience.</li>
-<li>Be courteous and considerate. It is important to be honest and to express yourself freely, but being considerate of others is just as important and expected online, as it is in the classroom.</li>
-<li>Explore disagreements and support assertions with data and evidence.</li>
-<li>"Subject" headings: use something that is descriptive and refer to a particular assignment or discussion topic when applicable. Some assignments will specify the subject heading.</li>
-<li>Use the "reply" button rather than the "compose" button if you are replying to someone else’s posting.</li>
-<li>Do not use postings such as "I agree," "I don’t know either," "Who cares," or "ditto." They do not add to the discussion, take up space on the Discussions, and will not be counted for assignment credit.</li>
-<li>Avoid posting large blocks of text. If you must, break them into paragraphs and use a space between paragraphs.</li>
-<li>Use the Technical Discussion topic for assistance with technical issues. Use the Help Discussion topic for questions about course material or assignments. There will be specific discussion topics for particular discussions - pay close attention to the assignment, and post appropriately.</li>
-</ol>
-<h2>Assignment Protocols</h2>
-<ul>
-<li>All assignments must be turned in via the <em>"Assignment Tool"</em>. Please submit assignments by the due date and time indicated. Only assignments submitted to the "<em>Assignments tool</em>" will be graded. If your computer malfunctions, e-mail your assignment to the Instructor - before the deadline expires.</li>
-<li>Late work will not be accepted.</li>
-<li>Please read carefully the instructions for each assignment.</li>
-<li>Each assignment will have a specific subject heading. It is important to use the assigned subject heading and your name when submitting assignments.</li>
-<li>You will write directly the assignment in the tool or send assignments as word attachments. Assignments that are copy/pasted into course e-mail often lose formatting and are difficult to read, so if you are pasting an assignment make sure that it can be read.</li>
-<li>Please practice safe computing by having a virus detection program loaded on your computer that checks for viruses on e-mail, attachments, document, etc.</li>
-<li>If the subject heading of the attached assignment you are submitting does not match the assigned subject heading, I will not open the message and will delete it. Many viruses are spread in attachments. Using the proper assigned subject lets me know that a student in the class is sending the attachment.</li>
-<li>Please follow the directions to written assignments when submitting a word attachment. <strong>All papers submitted must comply with the following guidelines:</strong>
-<ul>
-<li>Typed using 12 point font (Times New Roman)</li>
-<li>1.0 spaced with 1" margins</li>
-<li>Pages numbered on all pages except title page</li>
-<li>Include tables or graphics only as needed and if they facilitate the understanding of the content. If you include tables or graphics, please make sure that you reference and discuss them in your text.  All graphics and tables should be included in attachments and not be considered as part of the number of text pages required. All tables and graphics should have an annotated source.</li>
-<li>Please make sure to adhere to the page guidelines. Do not go over or under the stated page lengths. For example, if you are asked to write 2 pages for a specific section, please do not write 2.5 pates or 1 full page and the second page with missing lines or extra spaces.</li>
-<li>Be error free - make sure you do a spell check and grammar check before submitting!</li>
-</ul>
-</li>
-</ul>
-<p>growing language. The important thing to remember is that all of the "cute" symbols in</p>
-<h2>Viruses and Technical Issues</h2>
-<p>A virus can spell disaster. Your use of a reputable anti-virus program is a requirement for participation in this course (good ones include McAfee or Norton).  Also, back up your files: "My hard drive crashed." "My modem doesn’t work." "My printer is out of ink." These events really do occur and they are really inconvenient when they do.  However, these are not valid excuses for failing to get your work in on time.</p>
-<h2>Technical Resources</h2>
-<p>For specific problems in any of the areas below or for further information go to the corresponding link for assistance.</p>
-<ul>
-<li>
-<a href="http://www.ucf.edu">UCF Home Page</a> will help find UCF resources</li>
-<li>
-<a href="http://servicedesk.ucf.edu/">UCF Computer Service Desk</a> – You can also call the Service Desk at 407-823-5117.</li>
-<li>
-<a href="http://learn.ucf.edu">Learning Online</a> This site provides information on study skills for distance learners, the library and the writing center.</li>
-<li>Buying a new computer or upgrading your current equipment – <a href="http://www.cstore.ucf.edu/">http://www.cstore.ucf.edu/ </a>
-</li>
-<li><a href="http://learn.ucf.edu/webcourses/support.html">Hardware/Software Requirements</a></li>
-<li>Technical Discussion Topic: If you have technical questions and/or problems, please post a message to the Technical Discussion Topic. I encourage members of the class who are technically proficient to also monitor this discussion topic and assist your classmates.</li>
-<li>If your equipment problems prevent you from using e-mail from home, there are computer labs on campus and virtually every public library offers Internet access.</li>
-</ul>
-<p> </p><p><img style="border-width: 0px; display: block; margin-left: auto; margin-right: auto;" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" alt="Creative Commons License"></p>
-<p style="text-align: center;"><span style="font-weight: 400;">TOPKit Sample Course created by Sue Bauer, John Raible, and Jessica Tojo. </span><span style="font-weight: 400;">This work is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc-sa/4.0/"><span style="font-weight: 400;">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</span></a><span style="font-weight: 400;">.</span></p>
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