<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : before linking individuals or groups to the assignments page, you may want to describe the learning activity
in detail. The page below is an example of this.</span><spanstyle="font-weight: bold;"><br/>
<br/>
<fontsize="4">Goals</font></span><br/>
<br/>
Describe here the goals of the assignment : for instance what kind of report you expect from the group at the end. <spanstyle="font-weight: bold;"><br/>
<br/>
<fontsize="4">Group organisation</font><br/>
<br/></span> The group will be organised so as to optimise collaboration. Roles will be assigned like this :<br/>
<imgwidth="128"height="128"align="right"src="<?phpecho$_configuration['root_web'];?>main/default_course_document/images/book.jpg"alt="book.jpg"/>Visits the web and the library and provides
the other members of the group with the necessary documentation.
</td>
</tr>
<tr>
<tdvalign="top"style="font-weight: bold;">
Moderator
</td>
<td>
<imgwidth="128"height="128"align="right"src="<?phpecho$_configuration['root_web'];?>main/default_course_document/images/interaction.jpg"alt="interaction.jpg"/>Interacts in the forum
with all the members of the group. This includes commeenting all the book chapter summaries every week.<br/>
</td>
</tr>
<tr>
<tdvalign="top">
<spanstyle="font-weight: bold;">Tutor</span>
</td>
<td>
<imgwidth="128"height="128"align="right"src="<?phpecho$_configuration['root_web'];?>main/default_course_document/images/group.jpg"alt="group.jpg"/>The group tutor is the only one
allowed to contact the trainer so as to limit interaction and optimise the trainer's time.<br/>
</td>
</tr>
</tbody>
</table><br/>
<fontsize="4"style="font-weight: bold;"><br/>
Agenda</font><br/>
<br/>
<spanstyle="font-weight: bold;">Week 1</span> : describe group organisation and roles in the group forum. Select a topic for the presentation in the list of topics.<br/>
<br/>
<spanstyle="font-weight: bold;">Week 2</span> : each member of the group provides in the group forum a summary of his book chapter.<br/>
<br/>
<spanstyle="font-weight: bold;">Week 3</span> : the work of the group is uploaded in the Assignments tool for evaluation.<br/>
<br/></span>The document will be uploaded in the Assigment tool as a Word or an Openoffice document, 10 pages max. Use standard fonts like Arial or Times. The text should include a table
of contents and indicate clearly at the end the name of the authors, their email address and telephone number.<br/>
<fontsize="5"style="font-weight: bold; color: rgb(192, 192, 192);">Certificate of completion<br/></font><br/>
<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : edit this certificate and put it at the end of your learning path.</span><brstyle="font-style: italic;"/>
<spanstyle="font-style: italic;">If you create pre-requisites in your learning path, the certificate will be visible only to ones who deserve it.</span><fontsize="5"style=
<fontsize="5"style="font-weight: bold;">Certificate of completion</font><br/>
<br/>
Name of course<br/>
<br/>
Learner first name : [<spanstyle="font-style: italic;">leave this empty</span>]<br/>
Learner second name : [<spanstyle="font-style: italic;">leave this empty</span>]<br/>
Date : [<spanstyle="font-style: italic;">leave this empty</span>]<br/>
<br/>
<spanstyle="font-weight: bold;">Name of the trainer</span><br/>
<br/>
<imgwidth="128"height="128"align="right"alt="write.jpg"src="<?phpecho$_configuration['root_web'];?>main/default_course_document/images/write.jpg"/>Name of the organisation [<spanstyle=
"font-style: italic;">replace pen icon with organisation logo</span>]<br/>
<br/>
<spanstyle="font-style: italic;">Print this page and have it filled by your qualified supervisor</span><br/>
<spanstyle="font-weight: bold; font-style: italic;">Tip</span><spanstyle="font-style: italic;">: use this template to compare two sets of propositions.</span><br/>
"font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : describe the course to the learner entering it. You are in an editable template so feel free to remove, add and replace
any part of the content. To replace the image to the right with your picture, select and delete it, then open the images gallery, upload your picture and select Align : right in Advanced
options.</span><br/>
<br/>
<spanstyle="font-weight: bold;">Pre-requisites</span> : Course A, Diploma 1<br/>
<br/>
<spanstyle="font-weight: bold;">Objectives</span> : Be able to do X, Succeed in examination Y<br/>
<br/>
<spanstyle="font-weight: bold;">Format</span> : Self-paced, facilitated. Takes about 5 hours.<br/>
<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : to replace the image by yours, select it and click on the Delete key of your keyboard. Then open the image
gallery and upload your own diagram then select it to insert in the page. Image should not be bigger than 720x540pixels and must be a GIF, JPG or PNG format to comply with web standards.
To replace the text, just select with your mouse, then replace.</span><br/>
Two-stroke cycle engines operate in two strokes, instead of the four strokes of the more common Otto cycle.<br/>
<ol>
<li>
<spanstyle="font-weight: bold;">Power/exhaust</span> : This stroke occurs immediately after the ignition of the charge. The piston is forced down. After a certain point, the top of
the piston passes the exhaust port, and most of the pressurized exhaust gases escape. As the piston continues down, it compresses the air/fuel/oil mixture in the crankcase. Once the
top of the piston passes the transfer port, the compressed charge enters the cylinder from the crankcase and any remaining exhaust is forced out.<br/>
</li>
<li>
<spanstyle="font-weight: bold;">Compression/intake</span> : The air/fuel/oil mixture has entered the cylinder, and the piston begins to move up. This compresses the charge in the
cylinder and draws a vacuum in the crankcase, pulling in more air, fuel, and oil from the carburetor. The compressed charge is ignited by the spark plug, and the cycle begins again.
</li>
</ol>In engines like the one described above, where some of the exhaust and intake charge are in the cylinder simultaneously the gasses are kept separate by careful timing and aiming of
the transfer ports such that the fresh gas has minimal contact with the exiting exhaust which it is pushing ahead of itself.
<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : to insert a Flash animation (whether simulation, desktop captivate movie etc.), select the Flash icon in
the editor, upload it from your PC, type the exact width and height of the animation (or leave default and adjust later by dragging the border of the animation zone. Then validate.<br/>
<br/></span> The NMR signal observed following an initial excitation pulse (<spanstyle="color: rgb(128, 0, 128); font-weight: bold;">purple in diagram</span>) decays with time due to
both spin-spin relaxation and any inhomogeneous effects which cause different spins to precess at different rates e.g. a distribution of chemical shifts or magnetic field gradients.
Relaxation leads to an irreversible loss of magnetisation (decoherence), but the inhomogeneous dephasing can be reversed by applying a 180° or inversion pulse (<spanstyle=
"color: rgb(51, 153, 102); font-weight: bold;">green in diagram</span>) that inverts the magnetisation vectors.<br/>
"font-weight: bold; font-style: italic;">Tip</span><spanstyle="font-style: italic;">: replace questions and answers by yours. To edit this file, click on the yellow pencil icon beside
These questions are compiled from our customer support log and are updated weekly. If you have experienced a problem and have found a solution for it, please enter the solution in the
forum so that we can include it here for others users.<br/>
<spanstyle="font-weight: bold;"><br/>
<br/>
Q : What is a learning path?<br/>
<br/></span>A learning path is a course module providing a mix of multimedia, tests and activities, a standardised navigation menu on the left, a progress bar and a link to your detailed
progress in the module. The reporting on your progress is saved in the database to help your coach help you. <spanstyle="font-weight: bold;"><br/>
<br/>
Q : What are the course technical prerequisites?<br/>
<br/></span>The course is web-based. You need a recent computer (3 years old max), a browser (Firefox or Internet Explorer), some activities like hotspot questions may require Flash
Player 9 and you need a quick internet connection (ADSL or +). <spanstyle="font-weight: bold;"><br/>
<br/>
<br/>
Q : How do I resize my course window?<br/>
<br/></span>Select the border of the window with your mouse and drag it, keeping your mouse button down. <spanstyle="font-weight: bold;"><br/>
<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : in some pages, you want just a picture. Take it as self-explaining as possible and consider the default
sizing for a page in Dokeos is 720x540 to fit within a learning path under the LMS bars and beside the learning path table of contents. Consider using the same image as a page and as a
test support in the hotspots test type (see Dokeos tests tool).<br/>
"bookcase.jpg" /><spanstyle="font-weight: bold;">Tip</span> : this page is mainly a links page. To add a link, select a word, open the link icon in the WYSIWYG editor and type the target
of the link. To open a link in a new page (so as to avoid leaving the LMS) select the Target tab in the link menu and set target to New Window (_blank). To link to a page included in your
own documents, open this document, select No Frame and copy its URL in the URL bar on top of your browser : this is the target of your link.</span><br/>
<li>Alberts B, Johnson A, Lewis J. et al. <spanstyle="font-style: italic;">Molecular Biology of the Cell</span>, 4e. Garland Science. 2002
</li>
<li>L.M., Mashburn-Warren; Whiteley, M. (2006). "Special delivery: vesicle trafficking in prokaryotes.", <spanstyle="font-style: italic;">Mol Microbiol</span><spanstyle=
"font-weight: bold;">61</span> (4): 839-46
</li>
<li>
<citestyle="font-style: normal;">Sterrer W (2002). "On the origin of sex as vaccination". <em>Journal of Theoretical Biology</em><strong>216</strong>: 387-396</cite>
<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : to edit this table, click on the small arrows and cross-in-a-circle icons on the borders of the
cells.</span><brstyle="font-style: italic;"/>
<spanstyle="font-style: italic;">This will add /remove lines and columns. You can also right-click in the table to display the table and cell edit options.</span><fontsize="5"style=
<spanstyle="font-style: italic;"><spanstyle="font-weight: bold;">Tip</span> : to replace the teacher mascot with another one, remove it then select the Images icon in the editor, enter
Gallery > Mr Dokeos and choose a static or an animated Mr Dokeos. Alternatively : import your own gallery of mascots or order one at Dokeos.</span><br/>
The cell is the structural and functional unit of all known living organisms. It is the simplest unit of an organism that is classified as living, and is sometimes called the building
block of life.<br/>
<br/>
Some organisms, such as bacteria, are unicellular (consist of a single cell). Other organisms, such as humans, are multicellular. (Humans have an estimated 100 trillion or 1014 cells; a
typical cell size is 10 µm; a typical cell mass is 1 nanogram.)<br/>
<spanstyle="font-style: italic; font-weight: bold;">Tip</span><spanstyle="font-style: italic;">: this template is plain text divided in sections. All Dokeos templates can be edited.
Replace text by selecting it. This text is placed in a 720 pixels wide table cell. You can add more cells, divide the table in two colums etc. by clicking on the arrows and cross in a
circle icons on the borders of the table (this feature will work in Firefox and recent Internet Explorer browsers). For other templates, select the templates gallery at the top of your
WYSIWYG editor. You may want to add media (images, audio, video, flash animations). Select the corresponding buttons and add the media. You can click on an image to resize and right-click
<spanstyle="font-weight: bold; font-style: italic;">Tip</span><spanstyle="font-style: italic;">: to replace the video, click on its border then clikc on the Delete touch of your
keyboard > open the Video menu of the editor and upload your own video in MPG, MOV or WMV format. Once in the page, drag its border to fit the video dimensions. For instance
<spanclass="tablehead"><fontsize="4"><spanstyle="font-weight: bold;">Excerpt from Marc Shuttleworth's keynote</span></font><br/>
<br/>
Main topics of the conference are :<br/></span>
<ul>
<li>
<spanclass="tablehead">Free software creates <spanstyle="font-weight: bold;">empowerment</span> for countries, business and individuals</span>
</li>
<li>
<spanclass="tablehead">This modifies not only the projects bu also the <spanstyle="font-weight: bold;">processes</span> through a series of challenges</span>
</li>
<li>
<spanclass="tablehead">demand increases for open source qualified programmers and this is an opportunity for <spanstyle="font-weight: bold;">developing countries</span></span>
</li>
<li>
<spanclass="tablehead">but it requires <spanstyle="font-weight: bold;">adapted training</span> for youg people in the developing countries</span>
</li>
<li>
<spanclass="tablehead">OSS accelerates other domains of litteracy and <spanstyle="font-weight: bold;">community building</span> in 3d world countries and invites businesses to
