From be83035d56a1c9c3d46d1829268cf1e094a2c677 Mon Sep 17 00:00:00 2001
From: Jennifer Mankoff <jmankoff@cs.washington.edu>
Date: Tue, 3 Jan 2023 20:52:49 -0800
Subject: [PATCH] Week4 edits
---
assignments/disabilityjustice.md | 4 ++--
assignments/finding-accessibility.md | 4 ++--
assignments/website.md | 8 ++++----
index.md | 10 +++++-----
schedule.md | 13 ++++++-------
slides/accessibility-activities.html | 12 ++++++------
slides/accessibility.html | 20 ++++++++++----------
slides/syllabus.html | 16 ++++++++--------
8 files changed, 43 insertions(+), 44 deletions(-)
diff --git a/assignments/disabilityjustice.md b/assignments/disabilityjustice.md
index 2b1c75ac..dc1d0431 100644
--- a/assignments/disabilityjustice.md
+++ b/assignments/disabilityjustice.md
@@ -25,7 +25,7 @@ The goal of this homework is to apply a disability justice framework to analyzin
2. Select at least 3 of the [10 principles of disability justice](https://static1.squarespace.com/static/5bed3674f8370ad8c02efd9a/t/5f1f0783916d8a179c46126d/1595869064521/10_Principles_of_DJ-2ndEd.pdf), and reflect on the ways in which this technology or service addresses, or fails to address, those principals.
{% details Possible readings %}
-- [masking and disability justice](https://www.thecrimson.com/article/2022/4/21/mask-mandate-disability-justice/) "The most frustrating part that I've had conversations about with people who don’t want the mask mandate has just been me being like, 'I have this condition. I would basically die if I got Covid,'" Shang says. “And then people are like, ‘Yeah, but that’s your issue, not ours.'"
+- [masking and disability justice](https://www.thecrimson.com/article/2022/4/21/mask-mandate-disability-justice/) "The most frustrating part that I've had conversations about with people who don’t want the mask mandate has just been me being like, 'I have this condition. I would basically die if I got COVID,'" Shang says. “And then people are like, ‘Yeah, but that’s your issue, not ours.'"
- [public health and disability justice](https://disabilityvisibilityproject.com/2022/03/07/disabled-people-are-tired-public-health-and-ableism/) "It is clear that the only way out of a global pandemic is collectivity, not individualism, but how are disabled people expected to hand our lives over to a collective that doesn’t seem to care if people like us live or die?"
- [the school to prison pipeline](https://ncd.gov/publications/2015/06182015/) "Studies show that up to 85 percent of youth in juvenile detention facilities have disabilities that make them eligible for special education services, yet only 37 percent receive these services while in school. A disproportionate percentage of these detained youth are youth of color. These statistics should lead to the conclusion that many disabled youth in the juvenile justice and criminal justice systems are deprived of an appropriate education that could have changed their School-to-Prison Pipeline trajectory."
- [policing and disability](https://www.theatlantic.com/health/archive/2014/05/misunderstanding-disability-leads-to-police-violence/361786/) and [policing and autism](https://chicagoreader.com/news-politics/black-autistic-and-killed-by-police/) "People with an autism spectrum disorder are seven times more likely to encounter police than “neurotypical†individuals, or those without developmental disabilities, according to autism experts. Depending on the severity of their disorder, people on the autism spectrum can react inappropriately to police and have trouble following commands."
@@ -44,7 +44,7 @@ The goal of this homework is to apply a disability justice framework to analyzin
{% enddetails %}
# Turnin
-You will need to submit this assignment to an EdStem discussion board before next class. Your discussion post should conform to principles of plain language writing, and should include
+You will need to submit this assignment to the [EdStem discussion board](https://edstem.org/us/courses/31170/discussion/) before next class. Your discussion post should conform to principles of plain language writing, and should include
- a paragraph summarizing the overall technology or service you selected
- at least one paragraph per disability justice issue you selected
- a paragraph summarizing your thoughts on what remedy, if any, could improve the justice of this technology or service
diff --git a/assignments/finding-accessibility.md b/assignments/finding-accessibility.md
index 558f3087..46f3a98f 100644
--- a/assignments/finding-accessibility.md
+++ b/assignments/finding-accessibility.md
@@ -47,7 +47,7 @@ Find first person accounts *by a person with a disability* that is *not an adver
![:youtube Video from black disabled men talk podcast,iTSAK4yRf5A?t=960]
-Alternatively, you should find a blog or review written by a personal with a disability who would benefit from the AT that you are trying to learn about. This may influence your choice of technologies, it is ok to iterate.
+Alternatively, you should find a blog or review written by a personal with a disability who would benefit from the AT that you are trying to learn about. This may influence your choice of technologies, it is OK to iterate.
In addition, *try it yourself*. While some technologies may be expensive or hard to get, many accessibility technologies are easily available and some are even re-purposed everyday items. To meet the requirements for this assignment, you'll also need to make sure that at least one of your chosen technologies is something you can try yourself
@@ -89,7 +89,7 @@ If you were to work on a project to address a user-faced frustration or limitati
This homework will contribute to your competency grade on
- Image description
- Accessible presentation creation
-- Presentating accessibly to an audience with mixed disabilities
+- Presenting accessibly to an audience with mixed disabilities
- Finding first person accounts by and for people with disabilities
- Familiarity with a range of accessibility technologies (requires being present and engaged with student presentations)
- Your participation grade, as a percentage of completeness (are all the required parts present)
diff --git a/assignments/website.md b/assignments/website.md
index 1443b6b0..46702d84 100644
--- a/assignments/website.md
+++ b/assignments/website.md
@@ -18,7 +18,7 @@ revised: Jan 3, 2023
{: toc}
# Learning Goals
-The goal of this homework is to learn about basics of website accessibility and how to assess; Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; Learn how to write up an assessment and prioritize whac problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description.
+The goal of this homework is to learn about basics of website accessibility and how to assess; Learn how to use automated tools (and their limitations); Learn how to address the limitations of automated tools using accessibility tools; Learn how to write up an assessment and prioritize what problems to fix; Practice identifying paths to fixing problems. You will also have the opportunity to practice UI image description.
## 0. Pick a website and/or app and two tasks
You may submit your top three choices for website/app from listing below and include at most one of your own on the [Ed Discussion thread for selection](https://edstem.org/us/courses/31170/discussion/2351217) for this assignment. Our goal is to have *at least four students** working independently on each website. Note that there is a *task* associated with each website/app (and if you pick your own, you should also have a task in mind).
@@ -44,14 +44,14 @@ Assessment](https://xiaoyizhang.me/assets/Paper/ASSETS_2017_Epidemiology.pdf).
## 1. Collect Data on the accessibility problems with that website and/or app
-For each of these steps, you will record data about what you find so that you can complete the writeup at the end.
+For each of these steps, you will record data about what you find so that you can complete the write up at the end.
### Run an accessibility checker
You should run the website and/or app through an accessibility checker. The WebAim accessibility checker, [WAVE](https://wave.webaim.org/), is a great choice for many sites. However, if the site requires that you log in, you may need an alternative. A great choice is the [Chrome plugin Axe](https://chrome.google.com/webstore/detail/axe-devtools-web-accessib/lhdoppojpmngadmnindnejefpokejbdd?hl=en-US).
To install the Accessibility Scanner on android, search for it in the
Play Store and install it on your device or emulator. The installation
-process will be the same for a physical phone or the emulator equipt
+process will be the same for a physical phone or the emulator equipped
with the Play Store. Follow the instructions on the [Getting started
with Google Accessibility
Scanner](https://support.google.com/accessibility/android/answer/6376570?hl=en&ref_topic=6376582)
@@ -75,7 +75,7 @@ For example, consider this view of the the WebAIM automated accessibility checke
- **Screen Shot** as the image and URL ([lib.washington.edu](https://www.lib.washington.edu/));
- **Explanation** A screen reader won't be able to describe this image
-- **Severity** 2. **Justification** This is debatable, but frequency is low (it only occurs once on this site. If you are writting up all missing image alt text as a group, you might increase your estimate of frequency, but this site doesn't appear to have a lot of undescribed images); impact is low (it is possible to determine the purpose of this image by either clicking on it to see what it links to, or inferring some things from the external link and image file name (both unpleasant alternatives for a screen reader user); and persistence is high (it's not going to go away).
+- **Severity** 2. **Justification** This is debatable, but frequency is low (it only occurs once on this site. If you are writing up all missing image alt text as a group, you might increase your estimate of frequency, but this site doesn't appear to have a lot of undescribed images); impact is low (it is possible to determine the purpose of this image by either clicking on it to see what it links to, or inferring some things from the external link and image file name (both unpleasant alternatives for a screen reader user); and persistence is high (it's not going to go away).
- **Possible Solution** This is easy to solve, describe the image and all text in it. "December Update in a white circle surrounded by wintry trees. Around it are the words 'Hours Update', 'New Exhibits', 'Workshops' and 'Finals Help'"
- **Relationship to other problems** Since we only have one example UAR here we don't have much to say, but this could mention for example other areas of the website which are missing labels such as form entries or buttons.
diff --git a/index.md b/index.md
index d3d3df7e..6b20264b 100755
--- a/index.md
+++ b/index.md
@@ -120,7 +120,7 @@ we will do to promote welcoming class environment include:
- **Accessibility**: If you have a temporary health condition or permanent disability (either mental health, learning,
or physical health related) that impacts your academic experience, please let us know how we can
- accomodate you. You are NOT obligated to disclose any of these issues with the instrutor, only specify
+ accommodate you. You are NOT obligated to disclose any of these issues with the instructor, only specify
if there’s any accommodations required.
- If there is something we can do to make your experience better, please let us know. We have attempted
to make all the course materials accessible according to web standards but there are always things we
@@ -159,7 +159,7 @@ we will do to promote welcoming class environment include:
form on UW's site.
- **Inclusivity**: Our goal is to make this classroom a welcoming environment for all. We are working toward
using a broad base of examples in our course material. Please let us know if you see an opportunity to
- improve our course materiale to be more representative of our student population. Additionally, if you
+ improve our course material to be more representative of our student population. Additionally, if you
experience interactions with anyone that are excluding or otherwise uncomfortable, please reach out
to the course staff so that we can address the situation. Should you feel uncomfortable bringing up an
issue with a staff member directly, there are a number of
@@ -167,7 +167,7 @@ we will do to promote welcoming class environment include:
including the [Anonymous Feedback](https://feedback.cs.washington.edu/) form, but understand we can not
respond to you directly if you use the latter. Responses, if possible, will be broadcast to the class as
a whole or systematic changes to the class when necessary.
-- **Sexual Harrassment**: University policy prohibits all forms of sexual harassment.
+- **Sexual Harassment**: University policy prohibits all forms of sexual harassment.
- If you feel you have been a victim of sexual harassment or if you feel you have been discriminated against, you may speak with your instructor, teaching assistant, the chair of the department
- You can also file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206)543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
- **Working Together**: We will encourage students in this class working together, as long as you only turn
@@ -235,7 +235,7 @@ Your effort grade will reflect your participation in the class across multiple d
- Your grade will be calculated as a percentage of the maximum effort. For example, if you fully complete all homework assignments and participated in 80% of reading questions, we would calculate this as (100%+80%)/2=90 points.
-Extra credit on this can also be earned by engaging in other ways, such as helping another student or suggesting improvements to an assignmen tor class materials (self reported)
+Extra credit on this can also be earned by engaging in other ways, such as helping another student or suggesting improvements to an assignment tor class materials (self reported)
## Regrade Policy
@@ -246,7 +246,7 @@ discuss the assignment and your grade in detail**.
It is also possible for the graders to make mistakes. If that happens we certainly would like to
correct the error. Please note the following:
-- Because this class is competency based, you don't necessarily need a regrade, you just need to show that you have learned thi competency in this OR a future assignment. Most competencies show up in more than one place
+- Because this class is competency based, you don't necessarily need a regrade, you just need to show that you have learned this competency in this OR a future assignment. Most competencies show up in more than one place
- When you request a regrade, we may look at the entire assessment, homework or reflection. Therefore,
it is possible for to lose a competency as well as gain one in this process.
diff --git a/schedule.md b/schedule.md
index 0b1668f8..1b1918fb 100644
--- a/schedule.md
+++ b/schedule.md
@@ -38,7 +38,7 @@ layout: default
: **Small Group Discussion** Analysis of the iPhone ([post on Ed](https://edstem.org/us/courses/31170/discussion/2342976))
{: .activity} Skill Goal: Analyze a topic from a disability justice perspective
-: **Small Group Discussion** Analyze masking from a disability justice perpective ([post on Ed](https://edstem.org/us/courses/31170/discussion/2345037))
+: **Small Group Discussion** Analyze masking from a disability justice perspective ([post on Ed](https://edstem.org/us/courses/31170/discussion/2345037))
{: .break} 7:50-8:00
: Break
@@ -49,12 +49,11 @@ Introduction to course syllabus & assignments
{% enddetails %}
-{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
-{: .homework} [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective.
-:
{% details Preparation for next week %}
**Required: Respond to the Reading Questions and Preparation Requirements on Ed**
+- {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
+- {: .homework} [Disability Justice Homework](assignments/disabilityjustice.html) Assigned: Pick an access topic and analyze it from a disability justice perspective.
- Accessibility Testing: Read [The importance of Manual Accessibility Testing](https://www.smashingmagazine.com/2018/09/importance-manual-accessibility-testing/) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345222)
- ALT text: Read about [image alt text](https://webaim.org/techniques/alttext/) and watch [It's complicated](https://www.youtube.com/watch?v=By6nzFefcxs) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345223)
- Audio Description: Read [What is audio description?](https://adp.acb.org/articles/adprocess.html) from [The Audio Description Project](https://www.acb.org/adp/ad.html) and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2345225)
@@ -84,7 +83,7 @@ Introduction to course syllabus & assignments
: **Slides** {% include slide.html title="Assessing Accessibility" loc="assessment.html" %}
{: .activity} Skill Goal: Image Description
-: **In class Exercise** Break into small groups and show eachother the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347293))
+: **In class Exercise** Break into small groups and show each other the inaccessible images you found. Work on a short and long description appropriate to your image type. ([post on Ed](https://edstem.org/us/courses/31170/discussion/2347293))
{: .break} 6:20-6:40
: Break / Food
@@ -147,7 +146,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
{% details Class Plan %}
-{: .topic} 5:30-6:00 Comparison of Accessibility Assesssment Approaches
+{: .topic} 5:30-6:00 Comparison of Accessibility Assessment Approaches
: **Slides** {% include slide.html title="Assessing Accessibility: Comparing Techniques" loc="assessment2.html" %}
{: .activity} Discussion: Value of Cumulative Assessment
@@ -367,7 +366,7 @@ Presentations: Finding Accessibility Assignment
:
{: .week}
-# Finals week: Final presentations betwen 3/11 and 3/17 (still TBD)
+# Finals week: Final presentations between 3/11 and 3/17 (still TBD)
{: .lecture} Final project presentations
:
diff --git a/slides/accessibility-activities.html b/slides/accessibility-activities.html
index 9364219d..f54ffa7a 100644
--- a/slides/accessibility-activities.html
+++ b/slides/accessibility-activities.html
@@ -52,7 +52,7 @@ An important goal of this class is to put the things that we are learning in le
---
# How would you implement this in a work setting?
-Small group discussion; Summarize your discusson on [Ed]({{site.discussion}})
+Small group discussion; Summarize your discussion on [Ed]({{site.discussion}})
---
@@ -134,7 +134,7 @@ Originally neither universal design nor ability-based design
The first mobile screen reader]
.right-column[
-
+
]
---
## Sliderule:
@@ -178,7 +178,7 @@ Many pages of accessibility settings
- Closed captions on videos
- AssistiveTouch – so don’t need multiple fingers, don’t need to press Home
button, etc.
-- Switch Control (ios7 and later):
+- Switch Control (IOS7 and later):
- Optional connection to external switch or [head movement with built in camera](https://www.youtube.com/watch?v=RXF2ThtYXzM)
]
@@ -191,7 +191,7 @@ button, etc.
- Does it address intersections with other identities?
- Does it segregate disabled people
-Small group discussion; Summarize your discusson on [Ed]({{site.discussion}}2342976)
+Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}2342976)
---
[//]: # (Outline Slide)
@@ -229,7 +229,7 @@ Ableism, coupled with white supremacy, supported by capitalism, underscored by h
???
“We are led by those who most know these systems.†–Aurora Levins Morales
-lifting up, listening to, reading, following, and highlighting the perspectives of those who are most impacted by the systems we fght against."
+lifting up, listening to, reading, following, and highlighting the perspectives of those who are most impacted by the systems we fight against."
by centering the
leadership of those most impacted, we keep ourselves grounded in real-world
@@ -330,7 +330,7 @@ Disability Perspective [FastCompany Article](https://www.fastcompany.com/9079089
- [Masks hide facial expressions & exacerbate racial bias](https://theconversation.com/face-masks-hide-our-facial-expressions-and-can-exacerbate-racial-bias-155250)
- Masks make lipreading harder
- Individual risk of severe COVID is [lower for vaccinated people with no risk factors](https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html#:~:text=COVID%2D19%20vaccination%20helps%20protect,associated%20with%20COVID%2D19%20infection.)
-- Political [resistence](https://theconversation.com/mask-wearing-wasnt-disputed-in-previous-crises-so-why-is-it-so-hotly-contested-today-171536) and [beliefs](https://theconversation.com/face-masks-cut-disease-spread-in-the-lab-but-have-less-impact-in-the-community-we-need-to-know-why-147912)
+- Political [resistance](https://theconversation.com/mask-wearing-wasnt-disputed-in-previous-crises-so-why-is-it-so-hotly-contested-today-171536) and [beliefs](https://theconversation.com/face-masks-cut-disease-spread-in-the-lab-but-have-less-impact-in-the-community-we-need-to-know-why-147912)
- Questions about the [science of masking](https://theconversation.com/face-masks-cut-disease-spread-in-the-lab-but-have-less-impact-in-the-community-we-need-to-know-why-147912)
]
.right-column50[
diff --git a/slides/accessibility.html b/slides/accessibility.html
index 9bb1459c..5fd5e810 100644
--- a/slides/accessibility.html
+++ b/slides/accessibility.html
@@ -54,7 +54,7 @@ and accessibility of our digital future.
---
.left-column-half[
# Kelly Mack
-Pronouns: sher/her
+Pronouns: she/her
I design technologies that support people with fluctuating abilities and multiple people with disabilities.
@@ -71,7 +71,7 @@ I design technologies that support people with fluctuating abilities and multipl
]
---
-# Let's get to know you! Warmup
+# Let's get to know you! Warm up
<iframe src="https://embed.polleverywhere.com/free_text_polls/a9IB2f7eI03nSY1rX7LFe?controls=none&short_poll=true" width="800px" height="600px"></iframe>
@@ -122,7 +122,7 @@ Discuss with at least two neighbors:
- Medical Model (how do we *fix people*)
- Social Model (how do we *fix society*)
-PostModern: Disability doesn't need to be fixed, but celebrated as part of human variation
+Postmodern: Disability doesn't need to be fixed, but celebrated as part of human variation
---
@@ -134,8 +134,8 @@ PostModern: Disability doesn't need to be fixed, but celebrated as part of human
| Visual | Hearing | Cognitive | Speech | Mobility | Neural |
|--------------------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------|
-|  |  |  |  |  |  |
-| Ray Charles | Marleen Matlin | Temple Grandin | President Biden | Ali Stroker | Catherine Zeta-Jones |
+|  |  |  |  |  |  |
+| Ray Charles | Marlee Matlin | Temple Grandin | President Biden | Ali Stroker | Catherine Zeta-Jones |
| <i>Colorblind<BR>Low Vision<BR>Blind </i> | <i>Hearing loss <BR> Deaf </i>| <i>Dyslexia <BR> Seizure <BR> Learning Disabilities <BR> Autism </i> | <i>Stutter </i> | <i>Quadriplegia </i> | <i>Bipolar<BR>Anxiety<BR>PTSD<BR>Depression </i> |
---
@@ -153,7 +153,7 @@ Rates of disability are increasing
.right-column40[
| Parkinson's Disease | ALS |
| --- | --- |
-|  | 
+|  | 
| Michael J. Fox | Prof. Stephen Hawking |
| Parkinson’s affects <br>cognition, speech and mobility | ALS affects mobility and speech |
]
@@ -287,7 +287,7 @@ Other options: [youtube Video](https://www.youtube.com/watch?v=2BhHwk9qSvI&t=148
- Thingiverse (Hurst)
]
.right-column[
-
+
]
---
# Lots of exciting advances happening
@@ -333,7 +333,7 @@ Collaboration with Black Panther movement
Watch 2 minutes: [Review of](https://www.nbc.com/today/video/crip-camp-filmmakers-discuss-legacy-of-camp-jened/4336921) the documentary film [Crip camp](https://cripcamp.com/)
]
-.right-column40[]
+.right-column40[]
---
# Legal Basis for Accessibility
@@ -344,7 +344,7 @@ Watch 2 minutes: [Review of](https://www.nbc.com/today/video/crip-camp-filmmaker
**Americans with Disabilities Act** (1990): Equal access to all goods/services
-**UN Convention on Rights of PWD** (2006): 147 countries ratified convention
+**UN Convention on Rights of PD** (2006): 147 countries ratified convention
Ongoing and constant legal challenges, especially to the [ADA](http://www.webaim.org/coordination/law/us/ada)
@@ -442,5 +442,5 @@ Avoid “able-bodied†or “normal†as differentiating terms
hero complex? disability inspiration? language issues? all good?
-Small group discussion; Summarize your discusson on [Ed]({{site.discussion}}2342965)
+Small group discussion; Summarize your discussion on [Ed]({{site.discussion}}2342965)
diff --git a/slides/syllabus.html b/slides/syllabus.html
index a21a16f8..3365994c 100644
--- a/slides/syllabus.html
+++ b/slides/syllabus.html
@@ -18,9 +18,9 @@ background-image: url(img/people.png)
.right-column[
## Access Basics
How do we build accessible systems and interfaces?
-- Week 1: Ways of thinking about and desgining for accessibility
+- Week 1: Ways of thinking about and designing for accessibility
- Week 2: How we assess whether technology is accessible
-- Week 3: Accessible nedfinding and evaluation
+- Week 3: Accessible needfinding and evaluation
]
---
# Course learning goals:
@@ -29,7 +29,7 @@ How do we build accessible systems and interfaces?
## Access Basics]
.right-column[
## Second Wave Accessibility
-How do we account for access in all all of today's technologies?
+How do we account for access in all of today's technologies?
- Multi person systems
- Mobile systems
- Data Equity: Visualization and Machine Learning
@@ -48,11 +48,11 @@ How do we account for access in all all of today's technologies?
]
## Third Wave Accessibility
-How does techonology impact access in all the spaces where disabled people are present?
+How does technology impact access in all the spaces where disabled people are present?
- Intersectionality with Race, Gender & other identities
- Sustainability
-- Housing, Unhoused, and Incarcareted
+- Housing, Unhoused, and Incarcerated
- Healthcare technology & reproductive justice
- Higher Education
- ...
@@ -100,7 +100,7 @@ If you run into problems, or have preferences about these issues, please tell me
# How do I participate remotely?
1. You watch the whole video for the class you are remote for. This does *not* have to be done live
-2. You contribute an Ed post to every small group discussion linked to in the [clas schedule]({{{site.baseurly}}/schedule)
+2. You contribute an Ed post to every small group discussion linked to in the [class schedule]({{{site.baseurly}}/schedule)
3. You fill out the remote participation survey portion of the [class participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
---
@@ -131,13 +131,13 @@ They fall into three categories (this is still being refined)
???
-This is the first time I'm grading this way, so we may make adjustements based on how it goes. Feedback welcome.
+This is the first time I'm grading this way, so we may make adjustments based on how it goes. Feedback welcome.
---
# Programming Expectations
- Programming is only required the final project, which you define
- As such, there are no specific language or platform requirements
-- Small programming exercises may also happen in class using languages such as javascript and python. Contact the instructors if you have any concerns about this.
+- Small programming exercises may also happen in class using languages such as JavaScript and python. Contact the instructors if you have any concerns about this.
---
# Field Trip
--
GitLab