Merge pull request #48 from hayden-MB/boilerplate

Boilerplate

website_files/Legal/Accessibility.md

@@ -15,7 +15,7 @@ The main website [www.stack-assessment.org](https://stack-assessment.org),
   * browsers tested on: Chrome, Firefox, Safari, Edge,
   * resolutions tested on: common resolutions for laptop, tablet and mobile,
 * ensures all non-text elements have alternative text,
-* mever uses colour as the sole means of conveying information,
+* never uses colour as the sole means of conveying information,
 * links are bolded to convay that they are links beyond the use of colour,
 
 
@@ -27,6 +27,7 @@ The main website [www.stack-assessment.org](https://stack-assessment.org),
 * The navigation bar cannot be navigated with only keyboard beyond two levels.
 * The user map on /CaseStudies/Overview is not navigable by keyboard.
 * Some elements have a colour contrast ratio of less than 4:5:1, in particular the navigation bar.
+* The website does not have a 'skip to main content' option while using screen reader. 
 * The documentation website ["docs.stack-assessment.org"](https://docs.stack-assessment.org) does not have a 'skip to main content' option while using screen reader.
 * The documentation website ["docs.stack-assessment.org"](https://docs.stack-assessment.org) has not yet been tested for accessibility.
 * The alternative text on the STACK logo link on the website does not include where the link leads.

website_files/Projects/AuthOMath/ActivatingFeedback.md

@@ -39,3 +39,12 @@ Here, GeoGebra provides an interactive applet in both STACK's task and feedback
 <img class="figure-img img-fluid" src="../Images/interactivefeedback06.png" alt="Third Feedback Step">
 <figcaption class="figure-caption">Figure: The third feedback step in an answered AuthOMath task</figcaption>
 </figure></div>
+
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>
+
+

website_files/Projects/AuthOMath/Example-generation-research.md

@@ -38,3 +38,10 @@ There is great potential for further work to develop tasks (and sequences of tas
 Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., Foster, C., Heck, A., Henderson, K., Hunt, T., Iannone, P., Kontorovich, I., Larson, N., Lowe, T., Meyer, J. C., O’Shea, A., Rowlett, P., Sikurajapathi, I., & Wong, T. (2022). A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics. International Journal of Research in Undergraduate Mathematics Education. [https://doi.org/10.1007/s40753-022-00189-6](https://doi.org/10.1007/s40753-022-00189-6)
 
 Kinnear, G., Iannone, P., & Davies, B. (2023). Insights about functions from example-generation tasks: combining e-assessment and written responses. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2399–2406). Alfréd Rényi Institute of Mathematics and ERME.
+
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/Projects/AuthOMath/Fractions-part-whole.md

@@ -27,3 +27,10 @@ The programme also identifies if an equivalent fraction is entered; the feedback
 <img class="figure-img img-fluid" src="../Images/Fractions-part-whole1.png" alt="An incorrect response, with feedback">
 <figcaption class="figure-caption">Figure: Illustrating feedback to an incorrect response.</figcaption>
 </figure></div>
+
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/Projects/AuthOMath/Random-generation.md

@@ -39,3 +39,10 @@ Let's look at the background of the question and how to deal with the randomisat
 The variable \(rd\) defines the denominator of the slope. We pick the denominator to be an even number, in this case a power of \(2\). We could also predefine a list of even numbers and randomly pick from the list. 
 The variable \(rn\) defines the numerator of the slope. For the numerator we pick the values from a predefined list and these values are all odd numbers. 
 We define the slope as \(\dfrac{rn}{rd}\) and in our case all the slopes will be fractions. 
+
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/Projects/AuthOMath/Sample-factor-quadratic.md

@@ -44,3 +44,9 @@ Again, if students write a wrong answer, they get feedback with a GeoGebra apple
 
 This feedback allows the students to interact with a geometric polynomial representation. At the same time, they can find out a strategy to find a factorized expression.  In this way, the geometry and the algebra reinforce each other.
 
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/Projects/AuthOMath/Sample-linear-algebra.md

@@ -28,4 +28,9 @@ In the second figure a student has attempted to illustrate the positions of the
 
 GeoGebra is used to provide a visual representation of the vectors.  In principal this problem could be extended to a wider range of 2D transformations, and other situations where students can demonstrate their understanding of linear algebra by positioning vectors.
 
-
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/Projects/AuthOMath/Sample-linear-equations.md

@@ -37,3 +37,9 @@ These formative hints can be delivered in many ways. Some students are more rece
 
 This is a useful way to distinguish the characteristics of the different feedbacks and determining which are more helpful and effective in fostering mathematical abilities and learning.
 
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/Projects/AuthOMath/Tangram-task.md

@@ -33,3 +33,10 @@ hand with didactical notions.
 <img class="figure-img img-fluid" src="../Images/Tangram2.png" alt="Using Tangram pieces, with feedback">
 <figcaption class="figure-caption">Figure: Measuring areas with Tangram pieces.</figcaption>
 </figure></div>
+
+<!--EU funding message and image-->
+<div class="disclaimer">
+<div class="disclaimer-left"><img src="../Images/AuthOMath_EU.png" alt="AuthOMath Logo, EU flag, Co-founded by the European Union" width="85%" /></div>
+<div class="disclaimer-right">The creation of these resources has been (partially) funded by the ERASMUS+ grant program of the European Union under grant No. 2021-1-DE01-KA220-HED-000032031. Neither the European Commission nor the project's national funding agency DAAD are responsible for the content or liable for any losses or damage resulting of the use of these resources.</div>
+</div>
+</div>

website_files/custom.css

@@ -216,6 +216,10 @@ a: link {
   border-color: #3574b7;
 }
 
+.page-link {
+  line-height: 1.25;
+  color: #3574b7;
+}
 
 /* Trees: https://codepen.io/ross-angus/pen/jwxMjL
 Copyright (c) 2022 by Ross Angus (https://codepen.io/ross-angus/pen/jwxMjL)
@@ -338,3 +342,41 @@ USE OR OTHER DEALINGS IN THE SOFTWARE.
 .dropdown-item.open{
     background-color: #f8f9fa;
 }
+
+.dropdown-item.active, .dropdown-item:active {
+  color: #fff;
+  text-decoration: none;
+  background-color: #3574b7;
+}
+
+footer {
+  display: block;
+}
+
+.disclaimer{
+  border: 7px outset silver;
+  display: block;
+  color: black;
+  width: 104%; 
+  margin: auto;
+  padding-bottom: 10px;
+  padding-top: 10px;
+}
+
+.disclaimer-left {
+  padding-left: 20px;
+  display: table-cell;
+  width: 40%;
+  margin: auto;
+  vertical-align: middle;
+}
+
+.disclaimer-right {
+  display: table-cell;
+  text-align: right;
+  padding-right: 30px;
+  margin: auto;
+  vertical-align: middle;
+}
+
+