Merge branch 'release/2.10.1'

uccser · Sep 3, 2017 · ab7c00d · ab7c00d
2 parents 7e4cb42 + dd4e4e3
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diff --git a/generator/generator-settings.conf b/generator/generator-settings.conf
@@ -1,5 +1,5 @@
 [General]
-Version Number: 2.10.0
+Version Number: 2.10.1
 Google Analytics Code: UA-49289263-2
 Domain: http://www.csfieldguide.org.nz/
 

diff --git a/generator/markdownsection.py b/generator/markdownsection.py
@@ -176,7 +176,7 @@ def create_panel(self, match):
             if not (self.guide.version != "teacher" and panel_type in teacher_only_panels):
                 title = parse_argument('title', arguments)
                 if not title:
-                    systemfunctions.from_kebab_case(panel_type)
+                    title = systemfunctions.from_kebab_case(panel_type)
                 summary_value = parse_argument('summary', arguments)
                 summary = ': ' + summary_value.strip() if summary_value else ''
                 expanded_value = parse_argument('expanded', arguments)

diff --git a/text/en/curriculum-guides/ncea/level-1/index.md b/text/en/curriculum-guides/ncea/level-1/index.md
@@ -2,21 +2,21 @@
 
 1.44 covers three topics: Algorithms, Programming Languages, and Human Computer Interaction. For Merit and Excellence, we provide separate guides for each topic. For Achieved, all the topics are in a single document, and a writing frame with a recommended layout and some useful sentence starters is also provided.
 
-- [Level 1 Introduction](curriculum-guides/ncea/assessment-guide-level-1-introduction.html)
+- [Level 1 Introduction](curriculum-guides/ncea/level-1/introduction.html)
 - [Guide for Achieved in 1.44](files/Achievement-project-for-AS91074.pdf) - This guide contains a checklist at the end which students can use to check off things as they do them, and to ensure they do not miss anything.
 - [Writing Frame](files/Writing-Frame-for-AS91074-Achieved.pdf)
 
 ## Algorithms
 
 The following guides are for students who are aiming for Merit or Excellence.
 
-- [Algorithms - Searching (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-1-searching-algorithms.html)
-- [Algorithms - Sorting (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-1-sorting-algorithms.html)
+- [Algorithms - Searching (Merit/Excellence)](curriculum-guides/ncea/level-1/searching-algorithms.html)
+- [Algorithms - Sorting (Merit/Excellence)](curriculum-guides/ncea/level-1/sorting-algorithms.html)
 
 ## Programming Languages
 
-- [Programming Languages (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-1-programming-languages.html)
+- [Programming Languages (Merit/Excellence)](curriculum-guides/ncea/level-1/programming-languages.html)
 
 ## Human Computer Interaction
 
-- [Human Computer Interaction (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-1-human-computer-interaction.html)
+- [Human Computer Interaction (Merit/Excellence)](curriculum-guides/ncea/level-1/human-computer-interaction.html)
diff --git a/text/en/curriculum-guides/ncea/level-1/introduction.md b/text/en/curriculum-guides/ncea/level-1/introduction.md
@@ -91,4 +91,4 @@ If using examples, don't use ones taken from the Field Guide or other sources -
 
 In 2012 we did a study that looked over 151 student submissions for 1.44 in 2011. This was the first year 1.44 was offered, although the lessons learnt are still relevant, particularly for teachers teaching the standard for the first time. A WIPSCE paper was written presenting our findings of how well students approached the standard and our recommendations for avoiding pitfalls. Our key findings are reflected in the teacher guides, although reading the entire paper would be worthwhile.
 
-The paper was Bell, T., Newton, H., Andreae, P., & Robins, A. (2012). The introduction of Computer Science to NZ High Schools --- an analysis of student work. In M. Knobelsdorf & R. Romeike (Eds.), The 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012). Hamburg, Germany. The [paper is available here](http://nzacditt.org.nz/system/files/Student-work-WiPCSE2012-final-submission-dl.pdf).
+The paper was Bell, T., Newton, H., Andreae, P., & Robins, A. (2012). The introduction of Computer Science to NZ High Schools --- an analysis of student work. In M. Knobelsdorf & R. Romeike (Eds.), The 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012). Hamburg, Germany. The [paper is available here](https://ir.canterbury.ac.nz/handle/10092/7347).
diff --git a/text/en/curriculum-guides/ncea/level-2/index.md b/text/en/curriculum-guides/ncea/level-2/index.md
@@ -1,6 +1,6 @@
 # AS91371 (2.44)
 
-- [Level 2 Introduction](curriculum-guides/ncea/assessment-guide-level-2-introduction.html)
+- [Level 2 Introduction](curriculum-guides/ncea/level-2/introduction.html)
 
 For 2.44, students will need to do **one** project on data representation (each data representation guide contains two data types), **three** projects for encoding, and **one** project for human computer interaction. They must do one encoding project for each of the three encoding areas - compression, error control coding, and encryption.
 
@@ -13,15 +13,15 @@ Note that Merit/Excellence for this standard requires time, commitment and a wil
 
 For Achieved, students will only need to choose 1 guide. The guides cover 2 data representation topics, fully covering the requirements for data representation at Achieved.
 
-- [Representing Data - Representing numbers and text with bits (Achieved)](curriculum-guides/ncea/assessment-guide-level-2-achieved-representing-data.html)
+- [Representing Data - Representing numbers and text with bits (Achieved)](curriculum-guides/ncea/level-2/achieved-representing-data.html)
 
 **Merit/Excellence Guides**
 
 For Merit/Excellence, students will need to choose 2 guides. Each guide covers 1 different data representation topic.
 
-- [Representing Text - Unicode (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-2-excellence-data-representation-text.html)
-- [Representing Numbers - Two's Complement (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-2-excellence-data-representation-numbers.html)
-- [Representing Colour - Various colour depths (Merit/Excellence)](curriculum-guides/ncea/assessment-guide-level-2-excellence-data-representation-colour.html)
+- [Representing Text - Unicode (Merit/Excellence)](curriculum-guides/ncea/level-2/excellence-data-representation-text.html)
+- [Representing Numbers - Two's Complement (Merit/Excellence)](curriculum-guides/ncea/level-2/excellence-data-representation-numbers.html)
+- [Representing Colour - Various colour depths (Merit/Excellence)](curriculum-guides/ncea/level-2/excellence-data-representation-colour.html)
 
 ## Encoding
 
@@ -35,41 +35,41 @@ Note that we are currently updating Merit/Excellence guides to better match the
 
 **Achieved Guides**
 
-- [Encoding - Error Control Coding with check sums (Achieved)](curriculum-guides/ncea/assessment-guide-level-2-achieved-error-control-check-sums.html)
-- [Encoding - Error Control Coding with parity (Achieved)](curriculum-guides/ncea/assessment-guide-level-2-achieved-error-control-parity.html)
+- [Encoding - Error Control Coding with check sums (Achieved)](curriculum-guides/ncea/level-2/achieved-error-control-check-sums.html)
+- [Encoding - Error Control Coding with parity (Achieved)](curriculum-guides/ncea/level-2/achieved-error-control-parity.html)
 
 **Merit/Excellence Guides**
 
-Not yet released - check back in early 2016.
+No Merit/Excellence guides currently available.
 
 ### Compression
 
 **Achieved Guides**
 
-- [Encoding - Compression with Run Length Encoding (Achieved) ](curriculum-guides/ncea/assessment-guide-level-2-achieved-compression-run-length-encoding.html)
+- [Encoding - Compression with Run Length Encoding (Achieved) ](curriculum-guides/ncea/level-2/achieved-compression-run-length-encoding.html)
 
 **Merit/Excellence Guides**
 
-Not yet released - check back in early 2016.
+No Merit/Excellence guides currently available.
 
 ### Encryption
 
 **Achieved Guides**
 
-- [Encoding - Encryption with Caesar Cipher (Achieved)](curriculum-guides/ncea/assessment-guide-level-2-achieved-encryption-caesar-cipher.html)
+- [Encoding - Encryption with Caesar Cipher (Achieved)](curriculum-guides/ncea/level-2/achieved-encryption-caesar-cipher.html)
 
 **Merit/Excellence Guides**
 
-Not yet released - check back check back in early 2016.
+No Merit/Excellence guides currently available.
 
 ## Human Computer Interaction
 
 Students will need to pick **one** project from here. Which they pick will depend on whether they are aiming for Merit/Excellence or Achieved.
 
 **Achieved Guides**
 
-- For Achieved: [Human Computer Interaction - identifying heuristic violations in every day life (Achieved)](curriculum-guides/ncea/assessment-guide-level-2-achieved-human-computer-interaction.html)
+- For Achieved: [Human Computer Interaction - identifying heuristic violations in every day life (Achieved)](curriculum-guides/ncea/level-2/achieved-human-computer-interaction.html)
 
 **Merit/Excellence Guides**
 
-- For Merit/Excellence: [Human Computer Interaction - evaluating an interface with heuristics (Merit/Excellence) ](curriculum-guides/ncea/assessment-guide-level-2-full-human-computer-interaction.html)
+- For Merit/Excellence: [Human Computer Interaction - evaluating an interface with heuristics (Merit/Excellence) ](curriculum-guides/ncea/level-2/full-human-computer-interaction.html)
diff --git a/text/en/curriculum-guides/ncea/level-3/index.md b/text/en/curriculum-guides/ncea/level-3/index.md
@@ -8,7 +8,7 @@ The following guides are currently available for AS91636.
 
 ## Complexity and Tractability
 
-- [The Traveling Crayfisher](curriculum-guides/ncea/assessment-guide-level-3-complexity-tractability-TSP.html)
+- [The Traveling Crayfisher](curriculum-guides/ncea/level-3/complexity-tractability-TSP.html)
 
 ## Computer Graphics
 
@@ -20,12 +20,12 @@ No assessment guides are currently available for computer vision.
 
 ## Formal Languages
 
-- [Formal Languages](curriculum-guides/ncea/assessment-guide-level-3-formal-languages-FSA-RE.html)
+- [Formal Languages](curriculum-guides/ncea/level-3/formal-languages-FSA-RE.html)
 
 ## Network Communication Protocols
 
 No assessment guides are currently available for network communication protocols.
 
 ## Software Engineering
 
-- [Software Methodologies](curriculum-guides/ncea/assessment-guide-level-3-software-engineering-methodologies.html)
+- [Software Methodologies](curriculum-guides/ncea/level-3/software-engineering-methodologies.html)
diff --git a/text/en/further-information/contributors.md b/text/en/further-information/contributors.md
@@ -99,6 +99,7 @@ This project is the result of contributions from a large community of Computer S
 - [Goldob](https://github.com/Goldob) (Adam Gotlib)
 - [Jamie Dawson](https://github.com/JamieDawson)
 - Alasdair Mark Smith
+- [microlith57](https://github.com/microlith57)
 
 **Note:** If there is an error in the list, please contact [Jack Morgan](mailto:[email protected])
 

diff --git a/text/en/further-information/releases.md b/text/en/further-information/releases.md
@@ -2,7 +2,7 @@
 
 This page lists updates to the Computer Science Field Guide. All notable changes to this project will be documented in this file.
 
-{panel type="What numbering system do we use?"}
+{panel type="general" title="What numbering system do we use?"}
 
 We base our numbering system from the guidelines at [Semantic Versioning 2.0.0](http://semver.org/spec/v2.0.0.html), however since our project started before it was migrated to GitHub, the first open source release is being labeled as `2.0.0`.
 
@@ -17,9 +17,22 @@ Given a version number MAJOR.MINOR.HOTFIX:
 
 We have listed major changes for each release below.
 
-## Current Release
+## 2.10.1
 
-### 2.10.0
+**Release date:** 3rd September 2017
+
+**Downloads:** [Source downloads are available on GitHub](https://github.com/uccser/cs-field-guide/releases/tag/2.10.1)
+
+**Changelog:**
+
+- Fix broken links to NCEA curriculum guides.
+  - [microlith57](https://github.com/microlith57) [#483](https://github.com/uccser/cs-field-guide/issues/483)
+- Fix broken link to research paper.
+  - [Jack Morgan](https://github.com/JackMorganNZ) [#484](https://github.com/uccser/cs-field-guide/issues/484)
+- Fix panels showing 'None' as title.
+  - [Jack Morgan](https://github.com/JackMorganNZ) [#485](https://github.com/uccser/cs-field-guide/issues/485)
+
+## 2.10.0
 
 **Release date:** 2nd September 2017
 
@@ -65,7 +78,7 @@ This to make the numbering consistent with our other projects (CS Unplugged and
 - Add ability to hide pixel colours in pixel value interactive.
   - [Jack Morgan](https://github.com/JackMorganNZ) [#476](https://github.com/uccser/cs-field-guide/issues/476)
 
-### 2.9.1
+## 2.9.1
 
 **Release date:** 20th February 2017
 
@@ -78,8 +91,7 @@ This release fixes a bug in the Computer Graphics chapter where some links to th
 **Changelog:**
 - [Adam Gotlib](https://github.com/Goldob) [#404](https://github.com/uccser/cs-field-guide/pull/404)
 
-
-### 2.9.0
+## 2.9.0
 
 **Release date:** 27th January 2017
 
@@ -105,9 +117,7 @@ This release adds an introductory video for the Complexity and Tractability chap
 - Update APCSP framework.
   - [Paul Tymann](https://github.com/ptymann) [#399](https://github.com/uccser/cs-field-guide/issues/399)
 
-## Older Releases
-
-### 2.8.1
+## 2.8.1
 
 **Release date:** 21st October 2016
 
@@ -121,7 +131,7 @@ This release adds an introductory video for the Complexity and Tractability chap
 - Skip parsing `#` characters at start of Markdown links.
   - [Jack Morgan](https://github.com/JackMorganNZ)
 
-### 2.8.0
+## 2.8.0
 
 **Release date:** 19th October 2016
 
@@ -162,7 +172,7 @@ This release adds an introductory video for the Human Computer Interaction chapt
 - Fix footer link colour in teacher version.
   - [Jack Morgan](https://github.com/JackMorganNZ) [#395](https://github.com/uccser/cs-field-guide/issues/395)
 
-### 2.7.1
+## 2.7.1
 
 **Release date:** 5th September 2016
 
@@ -173,7 +183,7 @@ This release adds an introductory video for the Human Computer Interaction chapt
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.7.0...v2.7.1).
 
-### 2.7.0
+## 2.7.0
 
 **Release date:** 23rd August 2016
 
@@ -190,7 +200,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.6.1...v2.7.0).
 
-### 2.6.1
+## 2.6.1
 
 **Release date:** 14th July 2016
 
@@ -199,7 +209,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 **Notable changes:**
 - Fixed issue on Human Computer Interaction chapter where duplicate library was causing several UI elements to not behave correctly.
 
-### 2.6.0
+## 2.6.0
 
 **Release date:** 16th June 2016
 
@@ -221,17 +231,17 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.5.0...v2.6.0).
 
-### 2.5.0
+## 2.5.0
 
 **Release date:** 13th May 2016
 
 **Downloads:** [Source available on GitHub](https://github.com/uccser/cs-field-guide/releases/tag/v2.5.0)
 
 **Notable changes:**
 - The Data Representation chapter has been rewritten and reorganised to be easier to follow, and three NCEA assessment guides have been written for students aiming for merit/excellence:
-  - [Numbers (Two's Complement)](curriculum-guides/ncea/assessment-guide-level-2-excellence-data-representation-numbers.html)
-  - [Text (Unicode)](curriculum-guides/ncea/assessment-guide-level-2-excellence-data-representation-text.html)
-  - [Colours (Various bit depths)](curriculum-guides/ncea/assessment-guide-level-2-excellence-data-representation-colour.html)
+  - [Numbers (Two's Complement)](curriculum-guides/ncea/level-2/excellence-data-representation-numbers.html)
+  - [Text (Unicode)](curriculum-guides/ncea/level-2/excellence-data-representation-text.html)
+  - [Colours (Various bit depths)](curriculum-guides/ncea/level-2/excellence-data-representation-colour.html)
 
   The chapter and assessment guides have been rewritten to take account of new feedback from the marking process and our own observations of student work.
 
@@ -247,7 +257,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.4.1...v2.5.0).
 
-### 2.4.1
+## 2.4.1
 
 **Release date:** 29th April 2016
 
@@ -258,7 +268,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.4...v2.4.1).
 
-### 2.4
+## 2.4
 
 **Release date:** 29th April 2016
 
@@ -277,7 +287,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.3...v2.4).
 
-### 2.3
+## 2.3
 
 **Release date:** 10th March 2016
 
@@ -293,7 +303,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.2...v2.3).
 
-### 2.2
+## 2.2
 
 **Release date:** 19th February 2016
 
@@ -308,7 +318,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.1...v2.2).
 
-### 2.1
+## 2.1
 
 **Release date:** 12th February 2016
 
@@ -322,7 +332,7 @@ A full list of changes in this version is [available on GitHub](https://github.c
 
 A full list of changes in this version is [available on GitHub](https://github.com/uccser/cs-field-guide/compare/v2.0...v2.1).
 
-### 2.0
+## 2.0
 
 **Release date:** 5th February 2016
 
@@ -341,24 +351,24 @@ The first major step in releasing a open source version of the Computer Science
 While some content (most notably interactives) have yet to be added to the new system, we are releasing this update for New Zealand teachers to use at the beginning of their academic year.
 For any interactives that are missing, links are in place to the older interactives.
 
-### 2.0-alpha.3
+## 2.0-alpha.3
 
 **Release date:** 29th January 2016
 
 **Downloads:** [Source available on GitHub](https://github.com/uccser/cs-field-guide/compare/d8a69d50575cac8c4e2686ee4d9af7c22b7131a7...v2.0-alpha.3)
 
-### 2.0-alpha.2
+## 2.0-alpha.2
 
 **Release date:** 25th January 2016
 
-### 2.0-alpha.1
+## 2.0-alpha.1
 
 **Release date:** 2nd December 2015
 
 **Comments:**
 Released at CS4HS 2015.
 
-### 1.?.?
+## 1.?.?
 
 **Release date:** 3rd February 2015
Original file line number	Diff line number	Diff line change
Expand Up		@@ -91,4 +91,4 @@ If using examples, don't use ones taken from the Field Guide or other sources -

		In 2012 we did a study that looked over 151 student submissions for 1.44 in 2011. This was the first year 1.44 was offered, although the lessons learnt are still relevant, particularly for teachers teaching the standard for the first time. A WIPSCE paper was written presenting our findings of how well students approached the standard and our recommendations for avoiding pitfalls. Our key findings are reflected in the teacher guides, although reading the entire paper would be worthwhile.

		The paper was Bell, T., Newton, H., Andreae, P., & Robins, A. (2012). The introduction of Computer Science to NZ High Schools --- an analysis of student work. In M. Knobelsdorf & R. Romeike (Eds.), The 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012). Hamburg, Germany. The [paper is available here](http://nzacditt.org.nz/system/files/Student-work-WiPCSE2012-final-submission-dl.pdf).
		The paper was Bell, T., Newton, H., Andreae, P., & Robins, A. (2012). The introduction of Computer Science to NZ High Schools --- an analysis of student work. In M. Knobelsdorf & R. Romeike (Eds.), The 7th Workshop in Primary and Secondary Computing Education (WiPSCE 2012). Hamburg, Germany. The [paper is available here](https://ir.canterbury.ac.nz/handle/10092/7347).