diff --git a/.env.example b/.env.example index 6b2eb6b9..9525e060 100644 --- a/.env.example +++ b/.env.example @@ -6,4 +6,4 @@ WEBPACK_SERVER_PORT="7002" # thin PORT="7001" -CURRENT_VERSION="v3.5.3" +CURRENT_VERSION="v3.6" diff --git a/build/v3.5.3/assets/injection.js b/build/v3.5.3/assets/injection.js deleted file mode 100644 index 7059bb4c..00000000 --- a/build/v3.5.3/assets/injection.js +++ /dev/null @@ -1,2 +0,0 @@ -!function(t){function e(n){if(o[n])return o[n].exports;var i=o[n]={exports:{},id:n,loaded:!1};return t[n].call(i.exports,i,i.exports,e),i.loaded=!0,i.exports}var o={};return e.m=t,e.c=o,e.p="",e(0)}([function(t,e,o){t.exports=o(87)},,function(t,e){function o(){"use strict";var t="";/(MSIE 8.0)/g.test(navigator.userAgent)?t="ie ie8":/(MSIE 9.0)/g.test(navigator.userAgent)?t="ie ie9":/(MSIE 10.0)/g.test(navigator.userAgent)?t="ie10":/(Trident\/7.0)/g.test(navigator.userAgent)&&(t="ie11"),document.body.hasClass("ie")&&"undefined"==typeof t||document.body.addClass(t);var e=document.querySelector(".uomcontent");e||(e=document.createElement("div"),e.addClass("uomcontent"),document.body.appendChild(e)),e.id="top";var o=document.querySelector(".page-inner");if(!o){o=document.createElement("div"),o.addClass("page-inner");for(var n=document.body.childNodes,i=n.length-1;i>=0;i--)if(n[i]&&n[i]!=e){var r=document.body.removeChild(n[i]);o.appendChild(r)}e.appendChild(o)}}t.exports=o},,function(t,e){!function(t){"undefined"==typeof document.countSelector&&(document.countSelector=function(t){try{return null===document.querySelectorAll(t)?0:Array.prototype.slice.call(document.querySelectorAll(t)).length}catch(e){}}),Element.prototype.countSelector||(Element.prototype.countSelector=function(t){try{return null===this.querySelectorAll(t)?0:Array.prototype.slice.call(this.querySelectorAll(t)).length}catch(e){}}),"undefined"==typeof window.height&&(window.height=function(){var t;return t=window.innerHeight?window.innerHeight:"CSS1Compat"===document.compatMode&&document.documentElement&&document.documentElement.offsetHeight?document.documentElement.offsetHeight:document.body&&document.body.offsetHeight?document.body.offsetHeight:0}),Element.prototype.hasClass||(Element.prototype.hasClass=function(t){var e;return e=new RegExp(t),e.test(this.className)}),Element.prototype.addClass||(Element.prototype.addClass=function(t){var e;e=this.className+" ",(null===this.className||" "===e)&&(e=""),this.hasClass(t)||(this.className=e+t)}),Element.prototype.removeClass||(Element.prototype.removeClass=function(t){null===this.className||" "===this.className?this.classname="":(this.className=this.className.replace(t,"")," "===this.className&&(this.className=""))}),Element.prototype.toggleClass||(Element.prototype.toggleClass=function(t,e){var o="boolean"!=typeof e?this.hasClass(t):!e;o?this.removeClass(t):this.addClass(t)}),function(t,e){function o(t){var 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for(n=0;n=0;r--)i[r].addEventListener("click",this.hideAllDialogs.bind(this));this.props.blanketElement.el.addEventListener("click",this.hideAllDialogs.bind(this)),this.el.setAttribute("data-bound",!0)}}n.prototype.setupCloseButton=function(){var t=this.props.targetElement.querySelector(".modal__close");t||(t=document.createElement("a"),t.addClass("modal__close"),t.innerText="Close",this.props.targetElement.insertBefore(t,this.props.targetElement.firstChild),t.addEventListener("click",this.hideAllDialogs.bind(this)))},n.prototype.initTarget=function(){this.props.targetElement.parentNode.removeChild(this.props.targetElement),this.props.root.appendChild(this.props.targetElement)},n.prototype.activateDialog=function(t){if(t.preventDefault(),this.initTarget(),this.props.offset)this.props.targetElement.style.top=this.el.offsetTop-160+"px";else{var e=document.body.getBoundingClientRect(),o=parseInt((window.height()-this.props.targetElement.offsetHeight)/2);this.props.targetElement.style.top=o-e.top+"px"}this.props.targetElement.addClass("on"),this.props.blanketElement.show()},n.prototype.hideAllDialogs=function(t){t.preventDefault();for(var e=document.querySelectorAll(".modal__dialog"),o=e.length-1;o>=0;o--)e[o].removeClass("on");this.props.blanketElement.hide()},t.exports=n},function(t,e){"use strict";function o(){this.props={svg:''},this.addSymbols(),this.props.svg+=""}o.prototype.render=function(){return this.props.svg},o.prototype.addSymbols=function(){this.props.svg+='\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n'},t.exports=o},,,,,,,,,,function(t,e,o){function n(){"use strict";var t=document.querySelector("div#iconset.hidden");if(!t){var e=o(22),n=document.querySelector(".uomcontent");t=document.createElement("div"),t.addClass("hidden"),t.id="iconset",t.innerHTML=(new e).render(),n.appendChild(t)}}t.exports=n},,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,function(t,e){t.exports=function(t){for(var e=5381,o=t.length;o;)e=33*e^t.charCodeAt(--o);return e>>>0}},,function(t,e,o){"use strict";function n(t){this.props=t,this.props.parent=document.querySelector(".uomcontent"),this.props.page=this.props.parent.querySelector(".page-inner"),this.props.header=this.props.parent.querySelector(".page-header"),this.props.announcement=this.props.page.querySelector(".page-announcement"),this.props.announcement&&0===document.countSelector(".uomcontent > .page-announcement")&&(this.checkDismissed(),this.inject())}var i=o(64),r=o(75)(),a="uom-announcement-",l="dismissed";n.prototype.checkDismissed=function(){this.props.message=this.props.announcement.querySelector(".page-announcement__message"),this.props.hash=i(this.props.message.textContent||this.props.message.innerText),this.props.wasDismissed=r&&localStorage.getItem(a+this.props.hash)===l},n.prototype.inject=function(){this.props.wasDismissed||(this.props.parent.insertBefore(this.props.announcement,this.props.header),this.props.closeBtn=this.props.announcement.querySelector(".page-announcement__close"),this.props.closeBtn.addEventListener("click",this.dismiss.bind(this)),this.props.message.addEventListener("click",this.markDisimissed.bind(this)))},n.prototype.dismiss=function(){this.markDisimissed(),this.props.announcement.style["max-height"]=this.props.announcement.clientHeight+"px",this.props.announcement.clientHeight,this.hide()},n.prototype.markDisimissed=function(){this.props.wasDismissed=!0,r&&localStorage.setItem(a+this.props.hash,l)},n.prototype.hide=function(){this.props.announcement.addClass("page-announcement--dismissed"),this.props.announcement.setAttribute("aria-hidden",!0)},t.exports=n},function(t,e){"use strict";function o(t){this.el=document.querySelector(".page-footer"),this.el||(this.props=t,this.props.page=document.querySelector(".page-inner"),this.renderFooter())}o.prototype.renderFooter=function(){this.el=document.createElement("div"),this.el.addClass("page-footer"),this.el.innerHTML='\n\n', -this.props.page.appendChild(this.el)},t.exports=o},function(t,e,o){"use strict";function n(t){this.props=t;var e=o(2);new e,this.props.parent=document.querySelector(".uomcontent"),this.props.page=document.querySelector(".page-inner"),0===document.countSelector(".page-header-tools")?(this.renderPageHeader(),this.renderBreadcrumb(),this.renderHeaderTools(),this.reorderStructure()):this.props.header=document.querySelector(".page-header"),/(MSIE 8.0)/g.test(navigator.userAgent)||window.addEventListener("scroll",this.handleScroll.bind(this))}n.prototype.renderPageHeader=function(){if(this.props.header=document.querySelector(".page-header"),this.props.header)this.props.page.removeChild(this.props.header);else if(this.props.header=document.createElement("div"),this.props.header.addClass("page-header"),1==document.countSelector(".page-inner > .floating")){this.props.header.innerHTML='\n\n',this.props.header.addClass("floating");var t=document.querySelector(".page-inner > .floating");t.hasClass("reverse")&&this.props.header.addClass("reverse"),t.hasClass("short")&&this.props.header.addClass("short");var e=t.style.backgroundImage;e&&(this.props.header.style.backgroundImage=e);for(var o=document.querySelector(".floating").childNodes,n=o.length-1;n>=0;n--)this.props.header.appendChild(o[n])}else this.props.rootlink="",0===document.countSelector(".page-local-history .root")&&(this.props.rootlink='\nThe University of Melbourne\n'),this.props.header.innerHTML='\n
\n \n
\n '+this.props.rootlink+"\n
\n
\n";this.props.parent.insertBefore(this.props.header,this.props.page)},n.prototype.renderBreadcrumb=function(){if(this.props.local=document.querySelector(".page-local-history"),this.props.local&&(this.props.navparent=document.querySelector(".page-header-navigation"),this.props.local.parentNode.removeChild(this.props.local),this.props.navparent)){this.props.navparent.appendChild(this.props.local);var t=document.createElement("div");t.addClass("mobile-nav"),t.setAttribute("role","navigation");var e=document.createElement("select");e.setAttribute("role","tablist"),e.setAttribute("aria-label","Breadcrumb list"),e.addClass("alt"),e.addEventListener("change",function(t){this.value&&"#"!=this.value.substr(0,1)&&(window.location=this.value)});var n=this.props.local.countSelector("a")-1,i='span[itemprop="name"]';0===this.props.local.countSelector(i)&&(i="a");for(var r=this.props.local.querySelectorAll(i),a=r.length-1;a>=0;a--){var l=document.createElement("option"),d=r[a].parentNode;if("a"===i&&(d=r[a]),l.setAttribute("role","tab"),l.setAttribute("value",d.getAttribute("href")),l.appendChild(document.createTextNode(r[a].firstChild.nodeValue)),a===n&&l.setAttribute("selected","selected"),e.appendChild(l),0===a){var m=document.createElement("span");m.setAttribute("data-icon","home"),r[a].insertBefore(m,r[a].firstChild)}}t.appendChild(e);var s=this.props.local.parentNode;if(s.insertBefore(t,s.firstChild),!/(MSIE 9)/g.test(navigator.userAgent)){var c=o(17);new c(e,{})}}},n.prototype.renderHeaderTools=function(){var t=document.querySelector(".page-header-tools");if(!t){t=document.createElement("div"),t.addClass("page-header-tools");var e='\n Search Menu\n';if(0===document.countSelector('[role="main"].with-login'))t.innerHTML=e;else{t.addClass("with-login");var n=document.querySelector(".page-local-login");if(n){var i="Login";if(n.hasAttribute("data-title")&&n.getAttribute("data-title").length<8&&(i=n.getAttribute("data-title")),n.hasAttribute("data-href")){var r=n.getAttribute("data-href");t.innerHTML='\n Search '+i+' Menu\n'}else{t.innerHTML='\n Search '+i+' Menu\n';var a=o(21),l=document.createElement("div"),d=t.querySelector("[data-modal-target]");l.id="uom-login",l.addClass("modal__dialog"),n.parentNode.removeChild(n),l.appendChild(n),t.appendChild(l),new a(d,{})}}else t.innerHTML=e}var m=this.props.header.querySelector("header");m||(m=this.props.header),m.appendChild(t)}},n.prototype.reorderStructure=function(){this.props.header.setAttribute("role","banner"),this.props.main=document.querySelector('[role="main"]'),this.props.main?this.props.main.parentNode.removeChild(this.props.main):(this.props.main=document.createElement("div"),this.props.main.setAttribute("role","main")),this.props.footer=document.querySelector(".page-footer"),this.props.page.insertBefore(this.props.main,this.props.footer),this.props.sitemap=document.querySelector("#globalsitemap");for(var t=this.props.parent.childNodes,e=t.length-1;e>=0;e--)if(t[e]&&t[e]!=this.props.page&&t[e]!=this.props.sitemap&&t[e]!=this.props.header){var o=this.props.parent.removeChild(t[e]);this.props.main.appendChild(o)}this.props.parent.appendChild(this.props.page)},n.prototype.handleScroll=function(t){var e=document.body;(/(Firefox)/g.test(navigator.userAgent)||/(Trident)/g.test(navigator.userAgent))&&(e=document.querySelector("html")),e.scrollTop>40?this.props.header.addClass("fixed"):this.props.header.removeClass("fixed")},t.exports=n},function(t,e){"use strict";function o(t){this.props=t,this.moveLocalNav()}o.prototype.moveLocalNav=function(){if(0===this.props.localnav.countSelector("a.sitemap-link")){var t,e,o;o=this.props.localnav.querySelector(".w"),o||(o=this.props.localnav);for(var n=o.childNodes,i=n.length,r=0;i>r;r++)1==n[r].nodeType&&"UL"==n[r].nodeName&&(e=n[r],void 0===t&&(t=n[r]));var a=this.props.localnav.getAttribute("data-absolute-root")||"/",l=o.querySelector("h2"),d=document.createElement("li");d.addClass("home"),d.innerHTML=''+(l.textContent||l.innerText)+"",t.insertBefore(d,t.firstChild),l.textContent="Close",l.innerText="Close",e==t&&(e=document.createElement("ul"),e.addClass("meta"),o.appendChild(e));var m=document.createElement("li");m.innerHTML='Browse University',e.appendChild(m),this.props.localnav.removeClass("no-js"),this.props.root.appendChild(this.props.localnav);for(var s=[],c=this.props.localnav.querySelectorAll(".inner"),r=c.length-1;r>=0;r--)s.push(c[r]);for(r=s.length-1;r>=0;r--){var p=s[r],u=p.parentNode.querySelector("a");p.addClass("hide");var h=document.createElement("span");h.addClass("back"),h.innerHTML=u.textContent||u.innerText,p.insertBefore(h,p.firstChild),h.addEventListener("click",function(t){t.preventDefault(),this.parentNode.toggleClass("hide"),this.parentNode.toggleClass("active")}),u.addClass("parent"),u.addEventListener("click",function(t){t.preventDefault();var e=this.parentNode.querySelector("div");e.toggleClass("hide"),e.toggleClass("active")})}}},t.exports=o},,,,,function(t,e){},function(t,e){t.exports=function(){var t="uom";try{return localStorage.setItem(t,t),localStorage.removeItem(t),!0}catch(e){return!1}}},,,,,,,,,function(t,e){!function(t){!function(t,e,o,n,i){t[n]=t[n]||[],t[n].push({"gtm.start":(new Date).getTime(),event:"gtm.js"});var r=e.getElementsByTagName(o)[0],a=e.createElement(o),l="dataLayer"!=n?"&l="+n:"";a.async=!0,a.src="//www.googletagmanager.com/gtm.js?id="+i+l,r.parentNode.insertBefore(a,r)}(window,document,"script","dataLayer","GTM-7JB9")}(this)},function(t,e,o){o(4),o(84),window.UOMloadInjection=function(){"use strict";var t,e,n,i,r,a,l;e=t="//d2h9b02ioca40d.cloudfront.net/shared/assets",n=o(68),new n({assethost:e,defaultlink:"https://www.unimelb.edu.au"}),i=o(86),new i({assethost:e}),r=o(67),new r({assethost:t}),a=o(32),new a,new(l=o(66))({})},window.attachEvent?window.attachEvent("onload",window.UOMloadInjection):(document.addEventListener("DOMContentLoaded",window.UOMloadInjection,!1),document.addEventListener("page:load",window.UOMloadInjection,!1),document.addEventListener("page:restore",window.UOMloadInjection,!1))},function(t,e,o){function n(t){this.props=t,this.props.supportsHistory=window.history&&"pushState"in window.history;var e={root:document.querySelector(".uomcontent"),page:document.querySelector(".page-inner"),header:document.querySelector(".page-header"),localNav:document.querySelector("#sitemap"),globalNav:document.querySelector("#globalsitemap"),menuTrigger:document.querySelector('.page-header-tools a[title="Menu"]'),searchTrigger:document.querySelector('.page-header-tools a[title="Search"]'),sitemapTrigger:document.querySelector(".sitemap-label")};for(var o in e)this.props[o]=e[o];this.props.blanket=new i({root:this.props.root}),this.props.localNav&&new r({root:this.props.root,localnav:this.props.localNav}),this.setActiveNav(),this.renderGlobalSitemap(),this.setupEventBindings()}var i=o(18),r=o(69),a="uom_injection";n.prototype.setActiveNav=function(t){this.props.activeNav=t?t:{local:!1,global:!1}},n.prototype.setupEventBindings=function(){if(this.props.localNav&&this.props.menuTrigger){this.props.menuTrigger.addEventListener("click",this.openLocalNav.bind(this));for(var t=this.props.localNav.querySelectorAll("h2:first-child"),e=t.length-1;e>=0;e--)t[e].addEventListener("click",this.closeLocalNav.bind(this));for(t=this.props.localNav.querySelectorAll("a"),e=t.length-1;e>=0;e--)-1!=t[e].getAttribute("href").indexOf("#")&&t[e].addEventListener("click",this.closeLocalNav.bind(this));this.props.sitemapTrigger.addEventListener("click",this.openGlobalNav.bind(this)),this.props.localSitemapTrigger=this.props.localNav.querySelector(".sitemap-link"),this.props.localSitemapTrigger&&this.props.localSitemapTrigger.addEventListener("click",this.openGlobalNav.bind(this))}else this.props.menuTrigger&&this.props.menuTrigger.addEventListener("click",this.openGlobalNav.bind(this));this.props.globalNav.querySelector(".close-button").addEventListener("click",this.closeGlobalNav.bind(this)),this.props.blanket.el.addEventListener("click",this.closeBothNavs.bind(this)),this.props.searchTrigger&&this.props.searchTrigger.addEventListener("click",this.handleSearchTrigger.bind(this)),this.props.supportsHistory&&window.addEventListener("popstate",function(t){var e=t.state&&t.state[a]?t.state[a]:null;this.setActiveNav(e),this.update()}.bind(this))},n.prototype.openLocalNav=function(t){this.toggleNav("local",!0,t)},n.prototype.closeLocalNav=function(t){this.toggleNav("local",!1,t)},n.prototype.openGlobalNav=function(t){this.toggleNav("global",!0,t)},n.prototype.closeGlobalNav=function(t){this.toggleNav("global",!1,t)},n.prototype.closeBothNavs=function(t){if(t&&t.preventDefault(),this.props.activeNav.local||this.props.activeNav.global){var e=this.props.activeNav.local&&this.props.activeNav.global;this.setActiveNav(),this.props.supportsHistory?window.history.go(e?-2:-1):this.update()}},n.prototype.toggleNav=function(t,e,o){if(o&&o.preventDefault(),this.props.activeNav[t]=e,this.props.supportsHistory)if(e){this.update();var n={};n[a]=this.props.activeNav,window.history.pushState(n,"")}else window.history.back();else this.update()},n.prototype.update=function(){var t=this.props.activeNav,e=t.local||t.global;t.local&&t.global,this.props.blanket.toggle(e),this.props.header.toggleClass("active",e),this.props.page.toggleClass("active",e),this.props.localNav&&this.props.localNav.toggleClass("active",t.local&&!t.global),this.props.header.toggleClass("global-active",t.global),this.props.page.toggleClass("global-active",t.global),this.props.globalNav.toggleClass("active",t.global),this.props.sitemapTrigger.toggleClass("active",!t.local)},n.prototype.handleSearchTrigger=function(t){this.openGlobalNav(t),this.props.globalNav.querySelector('input[type="search"]').focus()},n.prototype.renderGlobalSitemap=function(){if(this.props.sitemapTrigger||(this.props.sitemapTrigger=document.createElement("div"),this.props.sitemapTrigger.setAttribute("class","sitemap-label active"),this.props.sitemapTrigger.innerHTML=" University Sitemap",this.props.root.appendChild(this.props.sitemapTrigger)),!this.props.globalNav){this.props.globalNav=document.createElement("div"),this.props.globalNav.setAttribute("role","navigation"),this.props.globalNav.id="globalsitemap",this.props.globalNav.innerHTML=' Close

Study at Melbourne

About us

Research

Engagement

Alumni & friends

Contact & Maps

';var t=this.props.globalNav.querySelector("form");/(MSIE [8|9].0)/g.test(navigator.userAgent)&&(t.elements[1].value="Search",t.elements[1].addEventListener("click",function(t){this.select()})),t.addEventListener("submit",function(t){t.preventDefault(),window.location=this.action+"#gsc.q="+this.elements[1].value}),this.props.root.appendChild(this.props.globalNav)}},t.exports=n},function(t,e,o){o(74),o(85),o(5)}]); \ No newline at end of file diff --git a/build/v3.5.3/audio-video-guidelines/index.html b/build/v3.5.3/audio-video-guidelines/index.html deleted file mode 100644 index 522b3804..00000000 --- a/build/v3.5.3/audio-video-guidelines/index.html +++ /dev/null @@ -1 +0,0 @@ -Audio Video Guidelines | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Audio Video Guidelines

Audio & Video guidelines

Audio

All audio is required to provide a text transcript. This is to assist screen readers and search engines interpret the content.

The university has procured a 3rd party service who can assist with creating transcripts for audio. Contact the digital team for details on this service.

Video

Video should include captions that conform to the university captioning style guide.

The university has procured a 3rd party service who can assist with captioning video. Contact the digital team for details on this service.

Video used needs to comply with the university video guidelines.

Back to overview

\ No newline at end of file diff --git a/build/v3.5.3/components/index.html b/build/v3.5.3/components/index.html deleted file mode 100644 index 9c711b20..00000000 --- a/build/v3.5.3/components/index.html +++ /dev/null @@ -1 +0,0 @@ -Components | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components

Components

\ No newline at end of file diff --git a/build/v3.5.3/components/intranet/index.html b/build/v3.5.3/components/intranet/index.html deleted file mode 100644 index 87175645..00000000 --- a/build/v3.5.3/components/intranet/index.html +++ /dev/null @@ -1 +0,0 @@ -Intranet | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components
  3. Intranet

Intranet

This component is not yet documented. Please help us build it, by submitting documentation and examples.

Inpage Navigation
Listings
\ No newline at end of file diff --git a/build/v3.5.3/content-creators/index.html b/build/v3.5.3/content-creators/index.html deleted file mode 100644 index a3a339f3..00000000 --- a/build/v3.5.3/content-creators/index.html +++ /dev/null @@ -1 +0,0 @@ -Content Creators | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Content Creators

For Content Creators

This design system has been developed to place emphasis on content so that it is more easily consumed.

The focus on content means it is even more important than ever that you source the right imagery, text and video for each page on your site.

Guidelines

\ No newline at end of file diff --git a/build/v3.5.3/designers-start/index.html b/build/v3.5.3/designers-start/index.html deleted file mode 100644 index fe775ee4..00000000 --- a/build/v3.5.3/designers-start/index.html +++ /dev/null @@ -1 +0,0 @@ -Designers Start | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Designers Start

How to start

8 steps to design a new website for the University

Every superfluous page we create is one more dead end for an angry, frustrated, confused userTom Loosemore (@tomskitomski) September 6, 2011

  1. Research

    Find out user needs by doing research and get to know the audience you are talking to.

  2. Get content

    Gather as much real content as possible before you start laying out pages and work closely with the content designer.

  3. Structure

    Structure your content in a linear and useful way.

  4. Layout your page

    Download our paper cutout pdf and start to layout the page on your table or whiteboard.

  5. Code

    Jump into code and build a prototype to test your layout, content and interactions.

  6. Test early

    Test your HTML prototypes as early as possible. You don't need to setup expensive formal user testing scenarios but you should start to test with your target audience as soon as possible in informal small testing sessions.

  7. Iterate

    Your page will never be done. It is better to start with a very small and scoped feature set. After shipping the product you continue to improve and add features as needed, based on feedback from real users.

  8. Contribute

    If you couldn't find an adequate component in the Design System and you had to come up with your own, please contribute it back. It is highly likely that someone else from the University's web community could use your component as well.

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  2. Designers

Our Design Principles

These are the principles we've used to inform the creation of the design system.

  1. Design for people

    The people using your site and their needs should always be put first. What do they want to know? What do they need to know? What is the best way to consume this information? Where is the user when they are accessing this content - in a library, at home or on the tram?

    We need to make sure we fully understand what content needs to be communicated and the technical limitations placed on delivery of that content through their environment or devices. Without this understanding we risk designing a website that is not useful or relevant, or something that is difficult to consume.

  2. Design should be invisible

    Good design should go unnoticed by the user. Content should be consumed effortlessly without distraction. A key to achieving this is to design using real content as opposed to placeholders. By using real content examples we discover hidden problems and issues. Design is about communication, not decoration.

  3. One. Thing. At. A. Time

    Humans are able to do one thing at a time. As our users are humans (most of the time), they are not able to process more than one thing simultaneously. It is our job to prioritise content and build hierarchies into it in order to present our content in a linear way that is easy to digest.

    There should be always a clear difference between the main content on a page and secondary content. Help people by providing them with suggestions about where to go after consuming the main content. Build pathways for people to follow.

  4. Make it simple

    Websites are often inherently informationally complex and it is hard to make them appear simple. This is exactly what we should be striving for in the display of our content and information architectures.

    We provide information and services that are of great importance. By working hard to make sites simple and usable, we give people an experience that is efficient and doesn't waste their time. Especially when we are creating sites and services that students and staff _have_ to use, we must ensure that we optimise continuously. With great power comes great responsibility.

  5. Iterate. And never stop.

    By starting with the basics - a minimal feature set and an early release - we get the chance to test with real people early. From there it is easier to add features and refinements using constant feedback.

    In most cases it is better to avoid 200 page specifications documents as these can turn into a bottleneck, or worse, fail to address the real users needs completely. Working iteratively minimizes the risk of large failures.

Next: Start designing

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  2. Developers

Developers

The design system has been created with the following principles in mind.

  1. You should never need a custom.css or custom.js file.
  2. Code for example layouts and components should be provided along with examples of implementation.
  3. The design system is technology agnostic in the first instance. We cannot support CMS implementations of template code.
  4. However, we will work with CMS experts (eg. Squiz) to integrate with major, university supported CMS's
  5. Assets are stored centrally on a CDN to ensure maximum performance and maintainability over time.
  6. If something is broken, you should contribute a fix.
  7. If something is not there, it is better to contribute it.
  8. Component code should be isolated and stored separately as far as is practical.
  9. The documentation site should immediately show you the effect of changes made to enable contribution
  10. Pull-requests should be used to
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  1. Web.Unimelb v3.5.3
  2. Editorial Guidelines

Editorial guidelines

To be used with the University style guide

Golden rules

  • Avoid complex terminology when it’s not relevant – many of your readers will be intellectually curious, but their knowledge of your subject will still be minimal in most cases. Simple, clear language is always a good starting point.
  • In-house jargon will confuse and confound a reader, thus guaranteeing they stop reading your piece and move onto the next one. So keep it out.
  • Quirkiness, in the right context, is good as it brings life and humour to a story. The quirk does not have to be in the story, it can be in the headline, picture or even the caption.
  • The old adage of a picture is worth a thousand words is still applicable. The digital medium, with high-resolution screens on all devices, gives us a great opportunity to showcase pictures with wow factor not yet seen by a wider audience. The halo effect on the accompanying story is huge. The same applies to videos.
  • Graphics are an essential part of Pursuit. Done well a graphic will give readers clarity and understanding in a way that words cannot.
  • Flag any potential legal issues or areas of conflict with the Pursuit editors early for advice and direction.

Tone of voice

Pursuit is a story-telling platform, so facts come first. Opinion is welcome, but it must be informed by a strong knowledge base.

University names and disciplines

We are a university first, academic divisions second:

When identifying the source of comments or a location of an event or similar, ALWAYS refer to the University of Melbourne first and include faculty or departmental information subsequently and ONLY in enough detail to sufficiently identify context for your reader, not to demonstrate organisational structure (readers don’t really care).

University of Melbourne drama education lecturer John Smith said….

NOT: John Smith is Lecturer in Drama Education, located in the Melbourne Graduate School of Education, in the University of Melbourne’s Faculty of Education. He said….

The University as a substantive pronoun and capitalisation – moderation in all things:

Where you write University as a substantive pronoun (meaning, the briefer form is a stand in for the full title of the University of Melbourne) capitalise the U. Where it is referring to universities in general use lower case u.

The University recently underwent an organisational restructure
Every Australian university operates in an uncertain political environment

Be careful also not to over-capitalise study disciplines or roles. Excessive capitalisation impairs the flow of meaning for a reader and will cause them to disengage. It can also seem over-formal and potentially pompous. Capitalise ONLY names, titles and proper nouns, and disciplines where they are a part of the name of an organisation unit or job title.

He is from the Department of Economics
She is studying history, mathematics and French.

Universityisms – scholarly traditions:

Alumni is gradually replacing all the following various gendered and technically correct forms, however as a prestigious, traditional university, we should use the following:

Alumna – a female graduate
Alumnus – a male graduate
Alumnae – two or more female graduates
Alumni – two or more graduates, either all male, or both male and female

Graduates are people who have graduated
Graduands are those involved in graduation ceremonies, before conferral
Conferring of Degrees is what happens during a graduation ceremony
When presented to the Chancellor for conferral, graduands are called candidates for conferral.
Testamur is the certificate graduates receive, not a diploma. A diploma is one type of qualification a student earns in order to be eligible to receive their testamur (!).
A cohort is the group of students engaged in studying either the same year of their studies, or the same course or program.

Freshman, mostly in the form freshers, is increasingly entering Australian usage from the North American three-year college system. It refers to first year students. Sophomore and senior are much less common in Australia but refer to second and third year students respectively. Use freshers sparingly. Don’t use sophomore or senior. Typical Australian usage refers to first, second, third years of particular degrees. Fourth year, however, is an Honours year.

He’s a second year JD student.
She’s doing Honours in science.

PhD

PhD degrees are also known as higher degrees. When they consist only of research as opposed to coursework, they are known as Research Higher Degrees (RHDs). Students studying for the degree Doctor of Philosophy are technically doctoral candidates, but can also be referred to as PhD students, which makes much more sense to uninitiated readers.

D Litt v D Litt (Honoris Causa)

When someone who already has a PhD conducts a separate body of research equivalent to a PhD they may earn a Doctor of Letters (D Litt). The D Litt is often conferred on eminent people in recognition of contributions to public life who may or may not already have tertiary qualifications: in these conditions it must be referred to as an Honorary Doctor of Letters or an Honorary Degree. It’s a means of acknowledgement, not a qualification.

Postgraduate

Undergraduate students are clearly those who have not yet graduated with a university degree. Postgraduate students already have a bachelors degree and are embarked on further study, however the programs postgraduate students study can be either graduate or postgraduate degrees or diplomas, and mean the same thing.

Tone of voice – be (a bit) humble:

Criticisms of the University’s publications in the past have indicated that readers find there to be too much ‘spin’ and too much ‘triumphalism.’ While clearly we want to tell good news stories, avoid overplaying your hand. Aim for a positive rather than triumphal tone.

Use very sparingly: World first, world class, state of the art, breakthrough, world famous, internationally acclaimed

Prefer: leading, expert, highly regarded

While we don’t wish to seem pompous or take ourselves too seriously, we want to preserve the right amount of gravitas. Do use a light tone, and pose questions, but don’t be quirky, sensationalist or clickbaity.

Troublesome names to watch – the anomalies of convention:

  • Australian Labor Party (not Labour – reflects the historical impact of the American labour movement on establishment of Australian Labor Party. UK uses British Labour Party.)
  • World Health Organization (uses American z not s because it’s an official name)
  • As an adjective use Anzac not ANZAC (following Australian War Memorial convention). Anzac Day, Anzac biscuits.
  • Use ANZAC when referring to those deployed during WW1 under joint Australia/NZ military command.

Using acronyms – make sure your reader understands you:

As a rule, place an acronym in brackets after the full name of an organisation in initial usage, and then refer to it by the acronym only.

It’s fair to assume that acronyms commonly and widely used as the name of the organisation don’t always need to be spelled out, but only do this with genuinely widely used names that can’t be confused. Examples are: CSIRO, OECD, APEC, UNICEF, ALP, AFL, ABC, LGBT.

Don’t assume readers are familiar with acronyms specific to disciplines, faculties, or affiliates: Royal Children’s Hospital (RCH), International Baccalaureate (IB), Group of Eight (GO8).

Words to watch – be contemporary and inclusive:

Avoid choosing words sounding too old-fashioned as they may distract the reader.

Do NOT use words with any exclusive or pejorative connotations.

  • Partner, not husband or wife
  • Amid, while, not amidst, whilst
  • Program not programme
  • Fewer and Less. Use fewer when referring to items that can be counted individually. Use less in reference to a reduced number of items that cannot be divided into smaller parts.
  • Their is in common usage where his or her would have been used. It’s also often preferred where gender disclosure is not desired.
  • Indigenous or Aboriginal (always capitalised), never Aborigine, and make sure geographically and/or culturally specific terms such as Koori are used correctly.
  • If Indigenous people provide their clan and/or language group names as identifiers, such as, ‘Professor Ian Anderson is a Palawa Trowerna man from the Pyemairrenner mob in Tasmania’ use it. First Australians is increasingly being used and is preferred by many.
  • Use black or blackfella, white or whitefella, mob or other words spoken by Indigenous Australians if you’re reporting quotes. Otherwise don’t use them if they are not language culturally appropriate to the writer.
  • Indigenous north Americans are known at First Nations people, or Inuit, never Indians, American Indians or Eskimos.
  • Avoid using the term tribal. Prefer traditional societies or cultures.
  • Avoid ethnic. Use, for example, ‘of Greek ethnicity’ or ‘Greek Australian’.
  • Latin Americans, never Hispanic (which is exclusive of Portuguese speakers in South America)
  • Immigrants are those coming into a country permanently, emigrants are those leaving, migrant is someone who moves about. Migrant is also often used to described immigrants who have settled in a place, but historically has some pejorative connotations and is best avoided.
  • Sex/Gender distinction: sex refers to a person’s biological reproductive characteristics, gender is socially constructed or culturally assigned. Prefer gender, as referring to a person’s sex is exclusive of those who are transgendered.
  • Disabled, handicapped, and normal, are all judgement calls on people’s characteristics and abilities. Disabled is better than handicapped, but prefer special needs or even differently abled. Prefer typical over normal. NEVER use the word retarded, other than clinically. Birth abnormalities, never defects, etc.
  • Refer to diseases or syndromes carefully: Down syndrome (not Down’s), Alzheimer’s disease (not Alzheimer’s). Caps in disease names usually signal the disease is named for the identifier. Otherwise use lower case. Duchenne’s muscular dystrophy, but muscular dystrophy.
  • A person has diabetes, asthma etc, not suffers from (they may feel fine) and isn’t a diabetic, asthmatic etc (they are also other things).

Introducing people – minimalism respects your reader

Give an individual person’s first and last name, with their organisation and job name, in the first instance, and thereafter use their title and last name.

Vice-Chancellor of the University of Melbourne Glyn Davis wished all staff a safe holiday.

“I hope you enjoy your holidays,” Professor Davis said.

To include Professor in the first sentence would appear overly formal, and would be more suitable for instance in an invitation, or printed order of proceedings.

Where the person’s job name and organisation details are very long and are not crucial to your readers’ understanding of the story, chunk this information up and introduce the person for what they are rather than their job name where possible, then place the official information at the end of the story.

University of Melbourne immunologist and Nobel Laureate Peter Doherty said he was heartened by breakthroughs in medical science.

“I love science,” Professor Doherty said.

And at the end of the story:

Peter Doherty is Laureate Professor of Immunology at the University of Melbourne and Head of Research at Duke University Children’s Hospital, in Texas. He won the Nobel Prize for Medical Research in 19xx.

NEVER include honorifics (His Excellency, the Honourable etc), postnominals (AC, AO, MP etc) or other styles when referring to people, but do give suitable titles. The intention is simply to identify the person so your reader knows to whom you are referring, not to tick etiquette boxes.

Crown Princess Mary of Denmark
not Her Royal Highness Crown Princess Mary of Denmark

Federal Education Minister Christopher Pyne
Not, The Honourable Mr Christopher Pyne MP, Australian Government Minister for Education

Referring to our students – avoiding a power imbalance:

Referring to students in stories can be tricky. Oftentimes they are still very young people, and referring to them as Mr or Ms seems awfully formal, especially if they are high school students attending events or receiving accolades as part of engagement programs etc.

However, it is usually the case that we are mentioning students in stories where eminent academics are also referenced, and a striking imbalance of power and respect can arise if we use titles and last names for some people, and first names alone for others, based on hierarchies of seniority. In such cases, offering students the respect of using more formal titles addresses this imbalance.

If it just looks too weird, manoeuvring your copy so you can reference the student with both their names and thereafter use he or she is the best action.

Next: Choosing and using images

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  1. Web.Unimelb v3.5.3
  2. Editorial Style Guide

Editorial style guide

Adhering to the Marketing editorial style guide will ensure your publications are produced in a high standard, University-compliant, consistent style.

Language

Australian English (-ise, -our, -er as in adviser, not advisor)

Times

10.00am, 10.30am, 12.00pm, 1.15pm, 3.45pm, 10.00am–4.30pm, 10.00–11.00am (unspaced en dash) or 10–10.30am, 10–11am etc (no double 0; unspaced en dash)

Numbers

  • Spell out one to nine, use digits from 10 onwards (in sentences)
  • Use digits for scores, percentages and measurements
  • per cent (not percent or % in text) % in tables, break out boxes
  • 500, 5000, 50 000, 500 000: spaces in numbers of five digits or more, no commas
  • $25.2 million (not $25.2m)
  • $A, $US
  • 124–127 (unspaced en dash)

Page numbers

  • page 134 (lower case p unless start of sentence)
  • 124–127 (unspaced en dash)

Subject/Majors names

Subject names and major names capitalised (eg ‘The Biology major is...’)

Punctuation

  • No ampersands (excepting when referring to proper names eg Careers & Employment)
  • Dashes: use spaced en dash in body copy

Abbreviations

  • No full points – eg USA, not U.S.A.
  • km/h (kilometres)

Capitalisation

  • Minimal in headings – ‘Leadership and volunteering’
  • Bachelor of Arts (degree name)
  • Graduate School of Humanities and Social Sciences (graduate school name)
  • Faculty of Arts (faculty name)

Hyphenation

  • Use hyphens in compound adjectives, the exception being where the adjective ends in -ly (eg full-time study/decision-making process, but internationally recognised award)
  • No hyphen for corresponding nouns (eg I study full time/decision making rests with management)
  • No hanging hyphens (eg full and part-time study, not full- and part-time study)

Apostrophes

  • “Double” apostrophes for direct speech
  • ‘Single’ apostrophes for everything but direct speech

Bulleted lists

  • Preceded with a colon
  • No punctuation until after the last point
  • No semicolons
  • Capital at start of each

Dates and years

  • 8 August 2011
  • 5–15 August 2011 (unspaced en dash)
  • 1990s
  • Semester 1, 2010
  • Sunday 15 August 2010
  • 5 November 2010

Serial commas

Use serial commas in lists – ie before ‘and’ – when required for clarity (eg Editorial English, Structural Editing, and Research Methodology). But avoid use when unnecessary for clarity (eg seminars, lectures and tutorials)

Phone numbers

  • +61 3 8344 4000
  • Phone: +61 3 8344 4000
  • Fax: +61 3 8344 5100
  • Mobile: +61 4xx xxx xxx
  • Exclude fax numbers from contact details unless absolutely necessary (eg international admissions)
  • 13 MELB (13 6352) ie use both alpha and numerics, the latter in brackets

Web addresses

  • Use www. (not http://) unless link does not work without, or does not include ‘www’.
  • If sentence precedes the web address, follow with colon, then start web address on new line.

Qualifications

Example: BA Melb. BSc (Hons) Monash MA La Trobe PhD Melb. FAICD FCA FCPA (ie: qualifications in ascending order, followed by honorifics and professional association memberships unitalicised)

Index

A-B

  • Aboriginal and Torres Strait Islanders (not ATSI)
  • Access Melbourne (capitalised when referring to name of program)
  • Acts – Building Act 1993 (Cth) (Act and year italicised, jurisdiction plain text and abbreviated)
  • adviser (not advisor)
  • Asian century (cap A/lowercase c)
  • Associate Degree in Environmental Horticulture (not Associate Degree of Environmental Horticulture)
  • Australian fee place
  • authorise, authoriser
  • Bachelor of Agriculture
  • Bachelor of Arts
  • Bachelor of Biomedicine
  • Bachelor of Commerce
  • Bachelor of Environments (not Bachelor of Environment)
  • Bachelor of Fine Art (discontinued in 2011)
  • Bachelor of Fine Arts (new degree beginning in 2012)
  • Bachelor of Music
  • Bachelor of Oral Health
  • Bachelor of Science
  • bachelors degree (not bachelor’s degree, and not capitalised unless referring to a specific course
  • Basement (capitalised when part of address)
  • breadth (lower case)
  • Building (not bldg, blg or building, and capitalised when part of address)
  • Burnley, Burnley campus

C-D

  • cafe (no accent)
  • Careers & Employment (use ampersand)
  • careers practitioner (not career practitioner)
  • Chancellors’ Scholars Copland Program
  • Clearly-in Rank (always capitalised – not clearly-in rank)
  • Commonwealth Government
  • Commonwealth Register of Insitutions
  • Commonwealth Supported Place (not Commonwealth supported place), CSP
  • Cooperative Research Centres
  • Council (no definitive article, ie not the Council)
  • coordinate (not co-ordinate)
  • Course Search (caps)
  • Courses for Overseas Students (CRICOS)
  • cross-disciplinary (when compound adjective)
  • degree (not Degree, ie lower case unless at start of sentence)
  • diploma (no Diploma, ie lower case unless at start of sentence)
  • Doctor of Veterinary Medicine, DVM
  • Doctorate
  • Doctorates by Research
  • domestic students (not local or Australian students)
  • Dookie, Dookie campus
  • Dr (no full point)

E-F-G

  • EFTSL (Equivalent Full-Time Student Load)
  • eg (no punctuation)
  • eLearning
  • eResearch
  • eSeminar
  • email (not e-mail)
  • enrol, enrolment, enrolled
  • etc (no punctuation)
  • ex officio (no hyphen)
  • Faculty of Architecture, Building and Planning
  • Faculty of Arts
  • Faculty of Business and Economics
  • Faculty of Medicine, Dentistry and Health Sciences
  • Faculty of Science
  • Faculty of the VCA and Music (do not abbreviate to VCAM)
  • Faculty of Veterinary and Agricultural Sciences (FVAS)
  • faculty, faculties (lower case unless referring to faculty by name)
  • Federal Government
  • fifth-year honours (hyphenated compound adjective)
  • First (not first or 1st, when part of address, ie ‘First Floor’)
  • Floor (not floor or flr, as in ‘Ground Floor’ and ‘First Floor’)
  • focused (single s)
  • Foyer (capitalised when referring to a specific building, as in Wilson Hall Foyer)
  • full time, full-time study (hyphenated only when part of a compound adjective)
  • Graduate School of Business and Economics
  • Graduate School of Humanities and Social Sciences (not Graduate School of Arts)
  • graduate diploma (not capitalised unless referring to a specific course)
  • graduate school (lower case unless referring to graduate school by name)
  • General information session (not General Information Session)
  • government (lower case unless referring to government by name, ie, government regulations, but Commonwealth Government, Federal Government, State Government, Victorian Government)
  • Governor-in-Council
  • Grade Point Average (GPA)
  • Graduate or graduate (not postgraduate, unless part of course name)
  • graduate certificate (not capitalised unless referring to a specific course)
  • graduate diploma (not capitalised unless referring to a specific course)
  • Ground (capitalised when part of address, as in Ground Floor)
  • Growing Esteem (italics)
  • Growing Esteem strategy
  • guaranteed pathways (lower case)

H-I-J-K

  • healthcare (one word)
  • honours (not Honours)
  • ie (no punctuation)
  • Indigenous (capital I not lower case ‘indigenous’)
  • Inter-Collegiate Sports Council
  • interdisciplinary
  • International fee place
  • international public lecture (lower case)
  • international students (not overseas students)
  • internet site, the internet (lower case)
  • Kwong Lee Dow Young Scholar (KLD Young Scholar, Young Scholar)
  • Kwong Lee Dow Young Scholars Program (no apostrophe)

L-M

  • liveable (not livable)
  • Masters by Coursework
  • Masters by Research
  • masters degree (lower case unless referring to specific degree)
  • median ATAR (lower case 'm')
  • Melbourne Business School
  • Melbourne Conservatorium of Music
  • Melbourne Dental School (not Melbourne School of Dentistry)
  • Melbourne experience (lower case 'e')
  • Melbourne Graduate School of Education
  • Melbourne Graduate School of Science
  • Melbourne Law School
  • Melbourne Model, the (do not use – instead refer to ‘Melbourne degrees’ or ‘Melbourne curriculum’
  • Melbourne School of Design (not Graduate School of Architecture, Building and Planning)
  • Melbourne School of Engineering
  • Melbourne School of Graduate Research (MSGR)
  • Melbourne School of Information
  • Melbourne School of Land and Environment (MSLE) (not Melbourne School of Land and Environments)
  • Melbourne Medical School
  • Melbourne School of Health Sciences
  • Melbourne School of Population Health
  • Melburnian/s (not Melbournians)
  • Mr (no full point)
  • multidisciplinary (no hyphen)

N-O-P

  • National Scholarship/s (cap 'n' and 's')
  • New Generation (avoid using in communication to prospective students)
  • New Generation degree (avoid using in communication to prospective students)
  • Office for Environmental Programs (OEP)
  • Open Day
  • Orientation Week (caps)
  • Parkville, Parkville campus
  • Parkville Precinct
  • part time, part-time study (hyphenated only when part of a compound adjective)PhD, PhDs
  • postgraduate diploma
  • The Ian Potter Museum of Art (at the start of a sentence), the Ian Potter Museum of Art (otherwise)
  • prerequisite (not pre-requisite)
  • PricewaterhouseCoopers (note capitalisation, closed up)
  • program (not programme) but programming (not programing) and programmed (not programed)
  • Professor (in full)

Q-R-S

  • Qualifications: eg BA Melb. BSc Monash, MA La Trobe
  • Quebec (no accent)
  • Research at Melbourne Strategy (not Research@Melbourne)
  • research higher degree students (not capitalised)
  • Research Training Scheme (RTS)
  • residential colleges (lower case unless referring to specific college)
  • résumé (two accents)
  • roadshow (one word)
  • Second (not second or 2nd when part of address, as in Second Floor)
  • Semester 1 (capitalised when referring to specific semester)
  • semester (lower case when generic, eg ‘during semester students enjoy gathering on the South Lawn)
  • Shepparton, Shepparton campus
  • State Government
  • Student Centre/s (caps)
  • subjects (not courses or units)

T-U-V

  • targeted
  • The University of Melbourne (at the start of a sentence), the University of Melbourne (otherwise)
  • the University, the University’s (eg ‘the University provides excellent student support services,’ but lower case when not referring to the University of Melbourne specifically, eg ‘Going to university for the first time can be daunting’
  • Third (not third or 3rd when part of an address, as in Third Floor)
  • totalling, totalled
  • undergraduate, not under-graduate
  • under way (two words)
  • Universitas 21 (no italics)
  • University of Melbourne Veterinary Hospital or University Veterinary Hospital (not University Vet Clinic)
  • VCAM (do not use)
  • Vice-Chancellor (not Vice Chancellor or Vice-chancellor)
  • Vice-President (hyphenated)
  • Victorian College of the Arts, VCA (not V.C.A.)
  • Victorian Government

W-X-Y-Z

  • website (not web site)
  • WorkSafe
  • your career options
  • your course of study
  • your Melbourne experience

Next: Editorial guidelines

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  1. Web.Unimelb v3.5.3
  2. How is the Design System Versioned and why is this important?

How is the Design System Versioned and why is this important?

This page also explains how versioning works within the templates. It's important to understand versioning as this will impact how you plan to upgrade your site over time.

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A digital design system for The University of Melbourne.

This site explains how we plan, design and build web sites and web applications consistently across the unimelb domain in the pursuit of improved usability and to a strong digital brand.

Use this site to learn how to write effective content, design your site or develop using the university templates. If you can't find what you are looking for, log a support ticket (staff login required) or create an issue on GitHub!

v3.5.3

Set up a new site with v3.5.3

For content creators

Learn how to fill your website with fantastic text, imagery and video

Content principles

For designers

Learn how to use the design system to assemble websites that meet objectives without re-inventing the wheel.

Design principles

For developers

Learn about the units of page style and functionality you can assemble into unique page templates.

Components

Example Layouts

Example layouts to get you started building the most commonly used page types across the unimelb domain.

View example layouts

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  1. Web.Unimelb v3.5.3
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About us

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Deciphering epilepsy

From predicting seizures to pinpointing genes, researchers are making huge leaps in understanding the causes and processes involved in epilepsy.

Professor Ingrid Scheffer
Professor Ingrid Scheffer is a world leader in the treatment and research of childhood epilepsies.

WHEN INGRID SCHEFFER arrived at the University of Melbourne in 1991, she was an enthusiastic young neurologist trained at the best children’s hospital in London who knew nothing about the genetics of epilepsy. Her ignorance was understandable. Back then, nobody could claim to know anything substantive about the genetic underpinnings of a condition the ancient Greeks called the ‘sacred disease’.

For thousands of years, the seizures that characterise epilepsy were thought to be signs of spiritual possession. Today, these neurological disorders are known to be the result of abnormal electrical activity in the brain — sometimes the condition occurs after brain injury, but often the causes involve one or more genes.

Yet the widespread view in the early 1990s was that genes weren’t particularly important. So entrenched was this position that a senior colleague laughed when Scheffer said she was moving to Australia to study the genetics of the disease. In Melbourne, Scheffer and her mentor and PhD supervisor, Professor Sam Berkovic, set about lifting the veil of ignorance. Four years after Scheffer’s arrival, they and collaborators at the University of Adelaide and the Women’s and Children’s Hospital, Adelaide, identified the first gene associated with epilepsy. Since that breakthrough, this team has been responsible for finding more than half of the roughly 50 epilepsy genes identified so far.

Scheffer, now a professor at the University of Melbourne and the Florey Institute of Neuroscience and Mental Health, is a world leader in the treatment and research of childhood epilepsies. She was named the Asia-Pacific L’Oréal-UNESCO for Women in Science Laureate in 2012, and in 2013 earned the GSKA Award for Research Excellence.

“It’s been a very exciting journey,” says Scheffer. “We’re very fortunate to have a big, multidisciplinary team that includes physiologists, molecular geneticists, imaging scientists and clinicians.”

Around 60 million people worldwide have epilepsy. While most respond well to treatment, about one in three have seizures that can strike at any time, and cannot be controlled by existing treatments. Among the more devastating forms of the disease are a group of severe conditions known as epileptic encephalopathies, which have become a particular interest for Scheffer.

Children who suffer from these epilepsies have frequent, hard-to-manage seizures at a young age, slowing normal development of the brain and resulting in intellectual impairment.

“It’s a real tragedy,” acknowledges Berkovic.

“There’s also a tragedy of not knowing, because parents really want to know why this has happened to their child.”

In 2013, Scheffer and researchers from the University of Melbourne, the Austin Hospital in Melbourne, Duke University Medical Center in North Carolina and the University of California, San Francisco, unearthed a surprise finding that provided part of the answer for some families.

The study, jointly led by Berkovic, is part of Epi4K, a $25 million worldwide project funded by the National Institutes of Health, which uses the latest techniques to sequence and analyse DNA from 4000 epilepsy patients and their relatives. Using a gene sequencing technology known as exome sequencing, they compared the genetic sequences of 264 children who had epileptic encephalopathies with those of their parents, who did not have epilepsy.

They found that in a substantial number of children, new genetic variants that were not present in their parents — called de novo mutations — seemed to cause the disease. In addition to mutations in several genes already associated with epilepsy, they found a large number of mutations in genes not previously linked with the disease.

Although the study provides a wealth of new information for the epilepsy research community, for Scheffer it all comes back to the families.

Solving the cause of these children’s epilepsy is a huge step forward in understanding why they are sick, and for developing targeted therapies.

UNTIL RECENTLY, MANY genes found to be associated with epilepsy were only relevant for small numbers of patients with particular syndromes. But in March 2013, researchers from the University of Melbourne and the University of South Australia published a paper in the journal Nature Genetics that bucked that trend. The scientists reported that they had found mutations in a gene called DEPDC5 in an Australian family affected by a kind of mild epilepsy called familial focal epilepsy with variable foci (FFEVF). After finding the gene in this family, Scheffer’s team started hunting for DEPDC5 mutations in eight, then 82, families with only a couple of affected people — too few for a conventional diagnosis of FFEVF.

They found the mutations in seven of the eight families originally studied, and there were “quite a few hits” among the larger group. “Suddenly you realise that it’s going to be relevant to a lot more people. Many people with focal epilepsy may have this gene, so that was pretty exciting to understand because focal epilepsy accounts for 60% of all epilepsy cases,” Scheffer explains.

WHILE THIS RESEARCH is unveiling the causes of many epilepsies, in his desk at St Vincent’s Hospital in Melbourne, University of Melbourne neurologist Professor Mark Cook keeps a collection of devices that may change how epilepsy is managed. He has a pair of long,plastic-coated electrodes, a black plastic rectangle resembling a chunky 1980s pager, and a small brushed-metal box — nothing much to look at, but revolutionary in practice.

This X-ray image from Professor Mark Cook shows the locations of electrodes on the surface of the brain. Numbers indicate particular electrode contacts from which seizure data is extracted.

Combined, they have allowed Cook and his colleagues to take a step toward a holy grail of epilepsy medicine — the ability to predict when a person’s next seizure might occur.

“The misery of epilepsy is the unpredictable nature of seizures,” says Cook. “You’re always at risk. If your epilepsy is active, you can’t drive. If you’re a kid, your mum might not let you have a sleepover with your buddy. It has a 24/7, pervasive effect on people’s lives.”

For this reason, Cook, who is Chair of Medicine at the University of Melbourne and Director of Neurology at St Vincent’s Hospital, Melbourne, has long been interested in trying to predict when an individual is at risk of a seizure. “A ‘weather report’ impression of someone’s likelihood of having a seizure in the hours ahead can have significant implicationsfor people’s day-to-day lives,” he says.

Image of a Tractography
Tractography is a novel application of MRI that traces the brain’s circuitry by tracking the motion of water molecules in the brain, and is one of the ways researchers are getting a more detailed picture of epilepsy in the brain.

In 2009, Cook and his Melbourne colleagues began collaborating with NeuroVista, a US-based company that had developed a device that could be implanted between the patient’s skull and brain to detect brain signals. The Melbourne researchers and the company then developed a second device, implanted under the chest, which transmitted signals recorded in the brain to an external handheld device. This handheld device has lights that warn the patient of the likelihood of a seizure. The vital part of the system is a sophisticated computer algorithm that learns from data on brain activity patterns which precede a seizure in order to make accurate predictions.Within months, Cook and his colleagues, including Berkovic and another University of Melbourne professor, Terry O’Brien, had begun the world’s first human study of the device, implanting it in 15 patients whose seizures had not been controlled with existing treatments.

Almost immediately, the results provided surprising insights. The researchers expected that implanting the electrodes would trigger some ‘turbulence’ in brain activity that would be evident for a few hours. But weeks went by, and the disrupted signal did not settle down.

“We had to grit our teeth and soldier on, or abandon the study altogether,” Cook recalls. “We decided to go ahead.”

It was a good call. After 60 days, real data started to emerge. “That was an exceptional moment. It was unforgettable,” says Cook.

For the first time, researchers had gathered large amounts of data over significant periods about what goes on in the brains of people with epilepsy as they carry out their normal lives. For the first month of the trial, the system purely recorded data to allow Cook and his team to construct the individual algorithms of seizure prediction for each patient. As the weeks passed, it became clear that the algorithms were effective for most patients. For two patients, every seizure during the trial period of four months was predicted with a red ‘high advisory’ light. For almost all the others, more than 90% of their seizures were also predicted with red light, while a significant number of events also occurred when the white ‘moderate advisory’ light was on. Two patients had events when the indicator light was blue, which was supposed to indicate low risk — but this happened when they had stopped taking their usual medications.

The team kept fine-tuning the algorithms, and as the devices gathered more data they uncovered short- and long-term patterns that had not been seen before. The researchers began to recognise short-term precursors and ramifications of seizures, like the foreshocks and aftershocks of earthquakes. Then they identified deep rhythms that seemed to connect the effect of one seizure to later episodes. Cook and his colleagues are now developing a less invasive form of the device that doesn’t require electrodes under the skull, and plan to trial the technology on human subjects.

“Seizures create echoes that reverberate throughout the brain’s network of neurons. If you know more about how those reverberations develop, you can predict the seizures,” Cook sums up. “That’s very new and exciting stuff.”

— Stephen Pincock

Related links

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Title of the event goes right here

Event category

House and Home

Opening Celebration Thursday 10 April, 6-8pm

Simon Ancher, Megan Campbell, Michael Doolan, Stephen Haley, Wayne Hudson, Lyndal Jones, Danielle Thompson, Shaun Wilson. Curator: Dr Malcom Bywaters

House and home will consider the domestic space as a physical and psychological refuge. The house has become a place to hide and a space to create an external identity. Within contemporary Australia the spaces between the private and public are consciously blurred. The exhibition explores themes of personal space, home life, security and family. House and home will investigate the play between the public and the private, the seen and the obscured behind the front door. The exhibition will consider the role of the house as a vehicle open to external influences, not necessarily related to domesticity; the house can also be a monument or keeper of the past that ultimately has some impact and significance on the present and of self.

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Lorem ipsum dolor sit amet, vis te saepe nominavi appetere, ceteros lucilius te usu, no nam tota partiendo

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These layouts are examples how we use the design system for common pages across the university.

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Pro tip: the pre-DOM source of any template can be viewed by adding /source to the end of the URL.
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Inpage index navigation

A

NameEmailCompany
Aaronson, Hadassah G.aoreet.ipsum@magnis.co.ukEleifend Ltd

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Bailey, Jael D.sed.tortor@cubilia.orgElit Pede Foundation
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Bond, Carissa B.varius.et@tellusnon.co.ukMauris Id Corporation
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Carson, Gregory I.velit.Aliquam.nisl@mauris.caEget Nisi Ltd
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NameEmailCompany
Donovan, Chancellor N.ut.sem.Nulla@montesnascetur.orgArcu Vivamus Corporation

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NameEmailCompany
Garza, Lewis F.et.malesuada.fames@sem.eduOrnare Facilisis Eget Incorporated
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H

NameEmailCompany
Henson, Latifah Y.adipiscing@justoProin.netAliquet Incorporated
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Lamb, Drew L.pede.Nunc@egestasFusce.orgSemper Et Lacinia Incorporated
Lane, Roary U.in@purus.co.ukDuis Inc.
Lee, Hyatt U.rutrum@Maurisut.comAccumsan Convallis Ante Corporation
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M

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Macdonald, Fletcher J.et.rutrum@necmalesuadaut.co.ukEgestas Aliquam Corporation
Madden, Hadassah Y.tempus@ametmetus.co.ukOrnare Corp.
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Nelson, Vance R.enim@eu.eduCursus Diam Incorporated
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Pierce, Moses I.lobortis@enimCurabitur.eduRutrum Urna Nec LLP

R

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Ramirez, Leslie F.dolor@pellentesquemassa.co.ukVitae Risus Duis Institute
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Silva, Yael W.Curabitur.massa.Vestibulum@malesuada.orgDiam Duis Corp.
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T

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Tucker, Amal J.lectus.pede@dignissimtemporarcu.comNulla Inc.

V

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Vargas, Wing Q.neque@erategettincidunt.eduInterdum Ltd
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NameEmailCompany
Washington, Shana M.ligula.eu.enim@consectetueripsumnunc.co.ukDiam Dictum Foundation
Wilkins, Ian B.iaculis@pede.orgVel Nisl Quisque Associates
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Human resources

Leave, pay, HR advice, equity and fairness, training and development, career management and job search.

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Leaflet test

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Source of Page

<ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
-<div role="main">
-  <header class="image" style="background-image:url(/assets/images/bg-banner-small.jpg);">
-    <div class="mid-align">
-      <h1>
-        Leaflet test
-      </h1>
-    </div>
-  </header>
-  <section>
-    <div class="map-canvas" data-leaflet-latlng="-37.798535, 144.960605" data-pin="-37.798535, 144.960605" data-zoom="17"></div>
-  </section>
-</div>
-
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Professor Tim Lindsey

Professor Lindsey believes Australia must engage better with our Southeast Asian neighbours, particularly Indonesia, if we are to be more than a bit player in the Asian century.

Australia must engage better with its Southeast Asian neighbours if it is to avoid being a “bit player” in the Asian century, says Professor Tim Lindsey, Malcolm Smith Professor of Asian Law and Director of the Centre for Indonesian Law, Islam and Society at the Melbourne Law School.

Relations with Indonesia are particularly important. Predicted to be a top-five global economy by 2050, Indonesia aspires to be the dominant power in ASEAN, the Association of Southeast Asian Nations.

“It wants to be to ASEAN as Germany is to the EU, and it will probably achieve that within the next 20 to 30 years,” says Lindsey.

Lindsey’s research includes collaborations with the Supreme and religious courts in Indonesia and the Syarif Hidayatullah State Islamic University in Jakarta. It focuses on the interaction between law, politics, policy making and governance and the role of Islam.

A fluent Bahasa Indonesia speaker, his work takes him to the country frequently. On-the-ground engagement with people working in the institutions is crucial, he says.

Recent friction over Australia’s handling of asylum seekers travelling from Indonesia, has soured relations to a 15-year low, he says. In Australia, polls reveal that many Australians perceive Indonesia as a hostile, threatening nation — and this indirectly affects Australia’s foreign policy. Improved education could address this issue.

“We need to build new links and we haven’t been doing that in any meaningful way.” Australia needs to prioritise engagement with Indonesia at a governmental level, and increase teaching of Asian studies and language courses in schools and universities, Lindsey adds.

Lindsey, who chairs the Australian Government’s Australia–Indonesia Institute, argues that as two genuine multi-party liberal democracies in the region, and with a shared laid-back mentality, the countries are natural allies. “We’ve really got to try harder to improve understanding between our two countries.”

— Jude Dineley

Related links

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Login

Login with your University of Melbourne username and password.

Are you a library member who is not a University student or staff? Login as guest

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Our staff

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Our staff

Neil Ang, Juggling ProfessionalUniversity of Melbourne
Jason Smith, Coffee ExpertUniversity of Melbourne
Andi Weis, Can eat a lotUniversity of Melbourne
Anne Shea, ChefUniversity of Melbourne
Carl Jackson, Crepe ExpertUniversity of Melbourne
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Our staff

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People

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  3. With Login Link
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  3. With Login
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Start designing

8 steps to design a new website for the University

  1. Research

    Find out what the user really needs by doing research and getting to know the audience you are talking to

  2. Get content

    Gather as much real content as possible before you start laying out and designing the pages

  3. Structure

    Structure your content in a linear and — for your audience — useful way

  4. Layout your page

    Download our paper cutout pdf and start to layout the page on your table or whiteboard

  5. Code

    Jump into code and build a prototype to test your layout, content and interactions

  6. Test early

    Test your HTML prototypes as early as possible. You don't need to setup expensive formal user testing scenarios but you should start to test with your target audience as soon as possible in informal small testing sessions. Don't forget to test on a range of devices as well.

  7. Iterate

    Your page will never be done. It is better to start with a very small and scoped feature set. After shipping the product you continue to improve and add features as needed, based on feedback from real users.

  8. Contribute

    If you couldn't find an adequate component in the Design System and you had to come up with your own, please contribute it back. It is highly likely that someone else from the University's web community could use your component as well.

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  1. Web.Unimelb v3.5.3
  2. Using Images

Choosing & using images on websites can be quite difficult. This guide makes you aware of things you should consider when choosing imagery.

Images can be a great way of helping readers understand what you are trying to communicate. Good imagery informs, captures attention and even persuades visitors. The wrong image, however, can confuse, misguide, annoy or even repel. You may never get the chance to correct the negative impact of the wrong image.

Before you look for an image at all though, you should start with the most first important question...

Do I need an image at all?

Using an image for the sake of using an image is usually a bad idea. There should always be a clear purpose for every element you include as each either supports or detracts from the purpose of the page. If it doesn't need to be there, get rid of it! Sometimes (read: often) you are given an image and told you have to use it. Even in this case - indeed, especially in this case - you should challenge this requirement.

Deciding whether you need an image requires being aware of what the user is trying to accomplish on your page. Is the page a guide about how to connect to the wireless network? Or is it an in-depth article about the latest discovery in the field of neuroscience? In these cases, an image will likely be very useful in helping either establish an emotive connection or a more instantaneous understanding of what is being discussed. If, however, the page is a course listing, highly functional contact page or contains entry requirements, you probably don't need an image. By adding one unnecessarily, you are standing between the user and the task they are trying to achieve (eg. find a course or find contact details respectively).

There is often a blurry line when choosing to use an image. If you're torn, it is always good to ask yourself if an image would be helpful or not? Lets have a closer look at the purpose of images.

What's the purpose of the image?

It is useful to distinguish between the two different types of images often used on web pages: the content image and the background image.

Content images explain, inform or generally adds value to your content. The background image on the other hand, sets the scene, complements your content and even changes the mood of the user.

So what's the difference between them with regards to how they are displayed in the design system?

Content images

Content images are displayed within the text flow, can have captions and are never cropped or masked with text

  • Explains content in a better way than text (infographics, etc...)
  • Displays what the text is talking about (pictures, items, etc...)
  • Shows a person
  • Offers additional information

Read how to pick content images

Background images

Background images usually have text on top of them and can be cropped according to the device size. This means that not all parts of the image are visible at all times

  • Complements your content
  • Sets a mood
  • Sets a color scheme
  • Hints what the topic is about (without attempting to show something crucial for the content as they could be covered or cropped)

Read how to use background images

Content images

The science of choosing and using content imagery is actually easier than one might think.

Picking images for content is definitely easier than selecting background images. You don't have to worry about sizes or cropping as they are always shown in full proportion. However here are some guidelines to be aware of:

#1 Add information

If an image does not add any information to the page it shouldn't be used in the first place. Still, some images provide more information than others:

Imagine you're writing an article about cancer research. Which of these two images provide more information?

Laboratory Equipment (fig. 1)
Laboratory Equipment (fig. 1)
Electron micrograph (fig. 2)
Electron micrographs like this are used by
scientists to compare surface structures
of normal cells with cancer cells. (fig. 2)

Okay, that was easy. Although the laboratory shows a bit of movement, it is rather generic and could be used in any other article relating to laboratories. The micrograph on the other hand needs a caption to explain what the user is looking at, but adds a lot of value by visualising a topic the reader may have trouble comprehending.

Hint: If you can't think of a caption that relates directly to your content, the image might not be a good choice.

#2 Convey the right feeling

Look critically at image details to ensure the image communicates the right mood to the audience. Get a second opinion about how an image might affected them.

As an experiment, pretend you were given the following three images to complement an article about celebrating 25 years of internet in Australia. Which one would you choose?

Data highway (fig. 1)
The data highway (fig. 1)
Kids celebrating
Two children celebrating the web (fig. 2)
Browsing the web (fig. 3)
Using the web in an everyday situation (fig. 3)

This one is tricky. Of course the "data highway" is not appropriate in any way. Yes it's colourful, but it doesn't add anything meaningful. However, the decision between the children and the tablet is a bit harder. The everyday browsing may look adequate at first but there are two arguments not to choose it:

  1. It is a very generic stock photo. We see them all over the internet and we've stopped being emotional about them all together. It nearly feels like an advertisement for a tablet.
  2. The visible screen could potentially show unwanted content. This may lead to more work such as montaging a different screen into the tablet.

The children on the other hand are celebrating, pointing towards the laptop and there is no screen content visible. Furthermore it is the only image that shows human emotions to which we respond positively. It also compliments a possible headline that contains the word celebration in some form. Therefore photo number 2 would be the recommended photo to use in this case.

  • Bonus image (click me)

    Or you could scrap all of the above, do some research, and find an actual photo of the terminal connected to the computer that established the first internet connection 25 years ago :-)

    Old Computer Terminal (fig. 4)
    A terminal connected to Australia's first internet-connected computer 25 years ago (fig. 3)

#3 Be consistent

If you are going to have many different images close together on a page (for example, using a visual listing component in the design system), it is important that they use consistent colours and photographic style:

Multiple nature images with different colours (fig. 1)
Multiple images without colour correction (fig. 1)
Multiple nature images with adjusted colours (fig. 2)
The same images after adjustment of colours and contrast (fig. 2)

While all images are related to the topic nature, they feel disconnected in the first row. Colour corrections and contrast adjustments bring them closer together and provide a more coherent experience. This requires a bit of photoshop skill, but is worth the effort.

#4 Charts and infographics

Charts and infographics are a good way of displaying statistics or illustrating processes. Just be aware that if there is no html-based text (or at least not much of it), the image containing the chart will be displayed on small screens as well and therefore resized. This may make it impossible to read for a large portion of your visitors.

Texas Registered Drivers 1980–2004 (fig. 1)
Texas Registered Drivers 1980–2004 (fig. 1)

This chart is heavily formatted and therefore hard to figure out. It also contains too much text which will make it difficult or impossible to read on smaller screens.

Texas Registered Drivers 1980–2004

Texas Registered Drivers 1980–2004 (fig. 2)
The number of registered drivers in Texas rose from
initially 10 million to 17 million drivers between 1980 and 2004 (fig. 2)

The same chart works much better as all uneccessary formatting and redundant information has been left out. The header and caption are written in HTML which means they will be accessible to both google and screen readers. Using the caption as a sneaky way to summarise the table also adds value to this piece of information. You can understand what this chart is saying without viewing it.

Texas Registered Drivers 1980–2004

The number of registered drivers in Texas rose from
initially 10 million to 17 million drivers between 1980 and 2004 (fig. 2)

Ideally all charts put on our websites would be more like this. This chart is created using Javascript, HTML and SVG graphics. It doesn't use traditional images at all. This requires a bit of coding knowledge, but it can be done and is easily the most preferred version. It is easy to read both because the graphic is created using vectors (and is crisp on any display, including retina displays), but also because detail about the plot can be gained by interacting with the chart. It is also responsive so that it displays well across a range of device sizes. We are aiming to provide these charts in the Design System at some point, however they will require a smart CMS interface.

Background images

Start with a bang and engage with your readers right from the start

The right background image can easily boost any message you are trying to convey to your audience. Selecting the right image however can be quite involved. Before you start searching for that perfect image, you’ll need to make a few considerations to ensure you’re picking the best image possible.

Here are some of the best practices for choosing your perfect background image.

#1 Don't forget the text

A background image almost never appears without text on top. Always make sure that the text is easily readable because it is always more important than the image. If the image contains information that should not be cropped or overlaid by text, then it is a content image and should not be used in this context.

Bright background image with text on top (fig. 1)
Bright background image making text too hard to read(fig. 1)
Bright background image with dark layer between image and text (fig. 2)
The same image with a black layer between image and text making the text readable (fig. 2)
Portrait of Glyn Davis overlaid with text (fig. 3)
Never use portrait photography. (fig. 3)
Group of students (fig. 4)
Always remember that images will be cropped according to the current screen size and ratio. (fig. 4)

#2 Reinforce without explaining

Choose a background image that will compliment or even help explain your message. Use your background image to reinforce the overall message, not as an attempt to communicate everything all at once. Don’t pick an image that draws more attention than the primary objective (read the content) of the page.

Study findings about the universe (fig. 1)
This background image shows actual study findings (fig. 1)
Space (fig. 2)
A different image sets the topic as space, universe, etc while not distracting the reader (fig. 2)

#3 Only use gigantically sized images

Because of the vast amount of different screen sizes the image has to be highly scalable. From small phone displays to massive 27" Retina screens and everything in between. In a perfect world, you wouldn't have to take care of any further optimisations but we're not there yet. Depending on your CMS or technology, your image may be resized automatically but if you're not sure ask your webmaster if the webserver deals with it or not.

Generally we recommend the minimum width of a background image is 2000 pixels.

#4 Think about the colours

Through associations with natural, cultural and artistic uses of colour, we subconsciously relate different colours with particular characteristics. Controlling the use of colour in your background images (which take up a huge chunk of space on the website), is a good way to reinforce your message.

Picture of old lab and scientists (fig. 1)
Black and white makes us feel like something is older (fig. 1)
Picture of old lab and scientists (fig. 2)
Red filter (fig. 2)
Picture of old lab and scientists (fig. 3)
Purple filter (fig. 3)
Picture of old lab and scientists (fig. 4)
Blue filter (fig. 4)

#5 Don't get attached

Getting too attached to a particular image is never a good idea. Try playing with different angles on a topic to find images that might fit better. You will be surprised how many different images you sometimes find by letting go of the one image you were given or you picked yourself. Sometimes you might go with your first choice, but often you find something that fits even better. Get creative, but not attached!

#6 If you can't find an image, don't use one

That is by far the most important rule. Remember the first paragraph of this article?

Images can be a great way of helping readers understand what you are trying to communicate

And do you remember the third sentence as well?

The wrong image, however, can confuse, misguide, annoy or even repel. You may never get the chance to correct the negative impact of the wrong image.

This is really important to keep in mind at all times. No image is sometimes better than some random image that does not help your message at all. Not have an image will definitely help your page load faster.

Image resources

Knowing where to find all the good images

There’s a number of places online where you can find potential images for your page. As with most resources, there are paid and free versions so make sure you choose an appropriate license for your purposes.

Make sure all images comply with the university image guidelines.

Free images

Make sure these images are really free to use by always checking their individual license.

Stock photography

Next: Audio & Video guidelines

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i=o(64),r=o(75)(),a="uom-announcement-",l="dismissed";n.prototype.checkDismissed=function(){this.props.message=this.props.announcement.querySelector(".page-announcement__message"),this.props.hash=i(this.props.message.textContent||this.props.message.innerText),this.props.wasDismissed=r&&localStorage.getItem(a+this.props.hash)===l},n.prototype.inject=function(){this.props.wasDismissed||(this.props.parent.insertBefore(this.props.announcement,this.props.header),this.props.closeBtn=this.props.announcement.querySelector(".page-announcement__close"),this.props.closeBtn.addEventListener("click",this.dismiss.bind(this)),this.props.message.addEventListener("click",this.markDisimissed.bind(this)))},n.prototype.dismiss=function(){this.markDisimissed(),this.props.announcement.style["max-height"]=this.props.announcement.clientHeight+"px",this.props.announcement.clientHeight,this.hide()},n.prototype.markDisimissed=function(){this.props.wasDismissed=!0,r&&localStorage.setItem(a+this.props.hash,l)},n.prototype.hide=function(){this.props.announcement.addClass("page-announcement--dismissed"),this.props.announcement.setAttribute("aria-hidden",!0)},t.exports=n},function(t,e){ +"use strict";function o(t){this.el=document.querySelector(".page-footer"),this.el||(this.props=t,this.props.page=document.querySelector(".page-inner"),this.renderFooter())}o.prototype.renderFooter=function(){this.el=document.createElement("div"),this.el.addClass("page-footer"),this.el.innerHTML='\n\n',this.props.page.appendChild(this.el)},t.exports=o},function(t,e,o){"use strict";function n(t){this.props=t;var e=o(2);new e,this.props.parent=document.querySelector(".uomcontent"),this.props.page=document.querySelector(".page-inner"),0===document.countSelector(".page-header-tools")?(this.renderPageHeader(),this.renderBreadcrumb(),this.renderHeaderTools(),this.reorderStructure()):this.props.header=document.querySelector(".page-header"),/(MSIE 8.0)/g.test(navigator.userAgent)||window.addEventListener("scroll",this.handleScroll.bind(this))}n.prototype.renderPageHeader=function(){if(this.props.header=document.querySelector(".page-header"),this.props.header)this.props.page.removeChild(this.props.header);else if(this.props.header=document.createElement("div"),this.props.header.addClass("page-header"),1==document.countSelector(".page-inner > .floating")){this.props.header.innerHTML='\n\n',this.props.header.addClass("floating");var t=document.querySelector(".page-inner > .floating");t.hasClass("reverse")&&this.props.header.addClass("reverse"),t.hasClass("short")&&this.props.header.addClass("short");var e=t.style.backgroundImage;e&&(this.props.header.style.backgroundImage=e);for(var o=document.querySelector(".floating").childNodes,n=o.length-1;n>=0;n--)this.props.header.appendChild(o[n])}else this.props.rootlink="",0===document.countSelector(".page-local-history .root")&&(this.props.rootlink='\nThe University of Melbourne\n'),this.props.header.innerHTML='\n
\n \n
\n '+this.props.rootlink+"\n
\n
\n";this.props.parent.insertBefore(this.props.header,this.props.page)},n.prototype.renderBreadcrumb=function(){if(this.props.local=document.querySelector(".page-local-history"),this.props.local&&(this.props.navparent=document.querySelector(".page-header-navigation"),this.props.local.parentNode.removeChild(this.props.local),this.props.navparent)){this.props.navparent.appendChild(this.props.local);var t=document.createElement("div");t.addClass("mobile-nav"),t.setAttribute("role","navigation");var e=document.createElement("select");e.setAttribute("role","tablist"),e.setAttribute("aria-label","Breadcrumb list"),e.addClass("alt"),e.addEventListener("change",function(t){this.value&&"#"!=this.value.substr(0,1)&&(window.location=this.value)});var n=this.props.local.countSelector("a")-1,i='span[itemprop="name"]';0===this.props.local.countSelector(i)&&(i="a");for(var r=this.props.local.querySelectorAll(i),a=r.length-1;a>=0;a--){var l=document.createElement("option"),d=r[a].parentNode;if("a"===i&&(d=r[a]),l.setAttribute("role","tab"),l.setAttribute("value",d.getAttribute("href")),l.appendChild(document.createTextNode(r[a].firstChild.nodeValue)),a===n&&l.setAttribute("selected","selected"),e.appendChild(l),0===a){var m=document.createElement("span");m.setAttribute("data-icon","home"),r[a].insertBefore(m,r[a].firstChild)}}t.appendChild(e);var s=this.props.local.parentNode;if(s.insertBefore(t,s.firstChild),!/(MSIE 9)/g.test(navigator.userAgent)){var c=o(17);new c(e,{})}}},n.prototype.renderHeaderTools=function(){var t=document.querySelector(".page-header-tools");if(!t){t=document.createElement("div"),t.addClass("page-header-tools");var e='\n Search Menu\n';if(0===document.countSelector('[role="main"].with-login'))t.innerHTML=e;else{t.addClass("with-login");var n=document.querySelector(".page-local-login");if(n){var i="Login";if(n.hasAttribute("data-title")&&n.getAttribute("data-title").length<8&&(i=n.getAttribute("data-title")),n.hasAttribute("data-href")){var r=n.getAttribute("data-href");t.innerHTML='\n Search '+i+' Menu\n'}else{t.innerHTML='\n Search '+i+' Menu\n';var a=o(21),l=document.createElement("div"),d=t.querySelector("[data-modal-target]");l.id="uom-login",l.addClass("modal__dialog"),n.parentNode.removeChild(n),l.appendChild(n),t.appendChild(l),new a(d,{})}}else t.innerHTML=e}var m=this.props.header.querySelector("header");m||(m=this.props.header),m.appendChild(t)}},n.prototype.reorderStructure=function(){this.props.header.setAttribute("role","banner"),this.props.main=document.querySelector('[role="main"]'),this.props.main?this.props.main.parentNode.removeChild(this.props.main):(this.props.main=document.createElement("div"),this.props.main.setAttribute("role","main")),this.props.footer=document.querySelector(".page-footer"),this.props.page.insertBefore(this.props.main,this.props.footer),this.props.sitemap=document.querySelector("#globalsitemap");for(var t=this.props.parent.childNodes,e=t.length-1;e>=0;e--)if(t[e]&&t[e]!=this.props.page&&t[e]!=this.props.sitemap&&t[e]!=this.props.header){var o=this.props.parent.removeChild(t[e]);this.props.main.appendChild(o)}this.props.parent.appendChild(this.props.page)},n.prototype.handleScroll=function(t){var e=document.body;(/(Firefox)/g.test(navigator.userAgent)||/(Trident)/g.test(navigator.userAgent))&&(e=document.querySelector("html")),e.scrollTop>40?this.props.header.addClass("fixed"):this.props.header.removeClass("fixed")},t.exports=n},function(t,e){"use strict";function o(t){this.props=t,this.moveLocalNav()}o.prototype.moveLocalNav=function(){if(0===this.props.localnav.countSelector("a.sitemap-link")){var t,e,o;o=this.props.localnav.querySelector(".w"),o||(o=this.props.localnav);for(var n=o.childNodes,i=n.length,r=0;i>r;r++)1==n[r].nodeType&&"UL"==n[r].nodeName&&(e=n[r],void 0===t&&(t=n[r]));var a=this.props.localnav.getAttribute("data-absolute-root")||"/",l=o.querySelector("h2"),d=document.createElement("li");d.addClass("home"),d.innerHTML=''+(l.textContent||l.innerText)+"",t.insertBefore(d,t.firstChild),l.textContent="Close",l.innerText="Close",e==t&&(e=document.createElement("ul"),e.addClass("meta"),o.appendChild(e));var m=document.createElement("li");m.innerHTML='Browse University',e.appendChild(m),this.props.localnav.removeClass("no-js"),this.props.root.appendChild(this.props.localnav);for(var s=[],c=this.props.localnav.querySelectorAll(".inner"),r=c.length-1;r>=0;r--)s.push(c[r]);for(r=s.length-1;r>=0;r--){var p=s[r],u=p.parentNode.querySelector("a");p.addClass("hide");var h=document.createElement("span");h.addClass("back"),h.innerHTML=u.textContent||u.innerText,p.insertBefore(h,p.firstChild),h.addEventListener("click",function(t){t.preventDefault(),this.parentNode.toggleClass("hide"),this.parentNode.toggleClass("active")}),u.addClass("parent"),u.addEventListener("click",function(t){t.preventDefault();var e=this.parentNode.querySelector("div");e.toggleClass("hide"),e.toggleClass("active")})}}},t.exports=o},,,,,function(t,e){},function(t,e){t.exports=function(){var t="uom";try{return localStorage.setItem(t,t),localStorage.removeItem(t),!0}catch(e){return!1}}},,,,,,,,,function(t,e){!function(t){!function(t,e,o,n,i){t[n]=t[n]||[],t[n].push({"gtm.start":(new Date).getTime(),event:"gtm.js"});var r=e.getElementsByTagName(o)[0],a=e.createElement(o),l="dataLayer"!=n?"&l="+n:"";a.async=!0,a.src="//www.googletagmanager.com/gtm.js?id="+i+l,r.parentNode.insertBefore(a,r)}(window,document,"script","dataLayer","GTM-7JB9")}(this)},function(t,e,o){o(4),o(84),window.UOMloadInjection=function(){"use strict";var t,e,n,i,r,a,l;e=t="//d2h9b02ioca40d.cloudfront.net/shared/assets",n=o(68),new n({assethost:e,defaultlink:"https://www.unimelb.edu.au"}),i=o(86),new i({assethost:e}),r=o(67),new r({assethost:t}),a=o(32),new a,new(l=o(66))({})},window.attachEvent?window.attachEvent("onload",window.UOMloadInjection):(document.addEventListener("DOMContentLoaded",window.UOMloadInjection,!1),document.addEventListener("page:load",window.UOMloadInjection,!1),document.addEventListener("page:restore",window.UOMloadInjection,!1))},function(t,e,o){function n(t){this.props=t,this.props.supportsHistory=window.history&&"pushState"in window.history;var e={root:document.querySelector(".uomcontent"),page:document.querySelector(".page-inner"),header:document.querySelector(".page-header"),localNav:document.querySelector("#sitemap"),globalNav:document.querySelector("#globalsitemap"),menuTrigger:document.querySelector('.page-header-tools a[title="Menu"]'),searchTrigger:document.querySelector('.page-header-tools a[title="Search"]'),sitemapTrigger:document.querySelector(".sitemap-label")};for(var o in e)this.props[o]=e[o];this.props.blanket=new i({root:this.props.root}),this.props.localNav&&new r({root:this.props.root,localnav:this.props.localNav}),this.setActiveNav(),this.renderGlobalSitemap(),this.setupEventBindings()}var i=o(18),r=o(69),a="uom_injection";n.prototype.setActiveNav=function(t){this.props.activeNav=t?t:{local:!1,global:!1}},n.prototype.setupEventBindings=function(){if(this.props.localNav&&this.props.menuTrigger){this.props.menuTrigger.addEventListener("click",this.openLocalNav.bind(this));for(var t=this.props.localNav.querySelectorAll("h2:first-child"),e=t.length-1;e>=0;e--)t[e].addEventListener("click",this.closeLocalNav.bind(this));for(t=this.props.localNav.querySelectorAll("a"),e=t.length-1;e>=0;e--)-1!=t[e].getAttribute("href").indexOf("#")&&t[e].addEventListener("click",this.closeLocalNav.bind(this));this.props.sitemapTrigger.addEventListener("click",this.openGlobalNav.bind(this)),this.props.localSitemapTrigger=this.props.localNav.querySelector(".sitemap-link"),this.props.localSitemapTrigger&&this.props.localSitemapTrigger.addEventListener("click",this.openGlobalNav.bind(this))}else this.props.menuTrigger&&this.props.menuTrigger.addEventListener("click",this.openGlobalNav.bind(this));this.props.globalNav.querySelector(".close-button").addEventListener("click",this.closeGlobalNav.bind(this)),this.props.blanket.el.addEventListener("click",this.closeBothNavs.bind(this)),this.props.searchTrigger&&this.props.searchTrigger.addEventListener("click",this.handleSearchTrigger.bind(this)),this.props.supportsHistory&&window.addEventListener("popstate",function(t){var e=t.state&&t.state[a]?t.state[a]:null;this.setActiveNav(e),this.update()}.bind(this))},n.prototype.openLocalNav=function(t){this.toggleNav("local",!0,t)},n.prototype.closeLocalNav=function(t){this.toggleNav("local",!1,t)},n.prototype.openGlobalNav=function(t){this.toggleNav("global",!0,t)},n.prototype.closeGlobalNav=function(t){this.toggleNav("global",!1,t)},n.prototype.closeBothNavs=function(t){if(t&&t.preventDefault(),this.props.activeNav.local||this.props.activeNav.global){var e=this.props.activeNav.local&&this.props.activeNav.global;this.setActiveNav(),this.props.supportsHistory?window.history.go(e?-2:-1):this.update()}},n.prototype.toggleNav=function(t,e,o){if(o&&o.preventDefault(),this.props.activeNav[t]=e,this.props.supportsHistory)if(e){this.update();var n={};n[a]=this.props.activeNav,window.history.pushState(n,"")}else window.history.back();else this.update()},n.prototype.update=function(){var t=this.props.activeNav,e=t.local||t.global;t.local&&t.global,this.props.blanket.toggle(e),this.props.header.toggleClass("active",e),this.props.page.toggleClass("active",e),this.props.localNav&&this.props.localNav.toggleClass("active",t.local&&!t.global),this.props.header.toggleClass("global-active",t.global),this.props.page.toggleClass("global-active",t.global),this.props.globalNav.toggleClass("active",t.global),this.props.sitemapTrigger.toggleClass("active",!t.local)},n.prototype.handleSearchTrigger=function(t){this.openGlobalNav(t),this.props.globalNav.querySelector('input[type="search"]').focus()},n.prototype.renderGlobalSitemap=function(){if(this.props.sitemapTrigger||(this.props.sitemapTrigger=document.createElement("div"),this.props.sitemapTrigger.setAttribute("class","sitemap-label active"),this.props.sitemapTrigger.innerHTML=" University Sitemap",this.props.root.appendChild(this.props.sitemapTrigger)),!this.props.globalNav){this.props.globalNav=document.createElement("div"),this.props.globalNav.setAttribute("role","navigation"),this.props.globalNav.id="globalsitemap",this.props.globalNav.innerHTML=' Close

Study at Melbourne

About us

Research

Engagement

Alumni & friends

Contact & Maps

';var t=this.props.globalNav.querySelector("form");/(MSIE [8|9].0)/g.test(navigator.userAgent)&&(t.elements[1].value="Search",t.elements[1].addEventListener("click",function(t){this.select()})),t.addEventListener("submit",function(t){t.preventDefault(),window.location=this.action+"#gsc.q="+this.elements[1].value}),this.props.root.appendChild(this.props.globalNav)}},t.exports=n},function(t,e,o){o(74),o(85),o(5)}]); \ No newline at end of file diff --git a/build/v3.5.3/assets/injection/footer/lockup.png b/build/v3.6/assets/injection/footer/lockup.png similarity index 100% rename from build/v3.5.3/assets/injection/footer/lockup.png rename to build/v3.6/assets/injection/footer/lockup.png diff --git a/build/v3.5.3/assets/injection/footer/lockup.svg b/build/v3.6/assets/injection/footer/lockup.svg similarity index 100% rename from build/v3.5.3/assets/injection/footer/lockup.svg rename to build/v3.6/assets/injection/footer/lockup.svg diff --git a/build/v3.5.3/assets/injection/header/logo.png b/build/v3.6/assets/injection/header/logo.png similarity index 100% rename from build/v3.5.3/assets/injection/header/logo.png rename to build/v3.6/assets/injection/header/logo.png diff --git a/build/v3.5.3/assets/injection/header/logo.svg b/build/v3.6/assets/injection/header/logo.svg similarity index 100% rename from build/v3.5.3/assets/injection/header/logo.svg rename to build/v3.6/assets/injection/header/logo.svg diff --git a/build/v3.5.3/assets/javascripts/backgroundsize.min.htc b/build/v3.6/assets/javascripts/backgroundsize.min.htc similarity index 100% rename from build/v3.5.3/assets/javascripts/backgroundsize.min.htc rename to build/v3.6/assets/javascripts/backgroundsize.min.htc diff --git a/build/v3.5.3/assets/news/climatechange.jpg b/build/v3.6/assets/news/climatechange.jpg similarity index 100% rename from build/v3.5.3/assets/news/climatechange.jpg rename to build/v3.6/assets/news/climatechange.jpg diff --git a/build/v3.5.3/assets/news/news-hero.jpg b/build/v3.6/assets/news/news-hero.jpg similarity index 100% rename from build/v3.5.3/assets/news/news-hero.jpg rename to build/v3.6/assets/news/news-hero.jpg diff --git a/build/v3.5.3/assets/news/tsinghua_university.jpg b/build/v3.6/assets/news/tsinghua_university.jpg similarity index 100% rename from build/v3.5.3/assets/news/tsinghua_university.jpg rename to build/v3.6/assets/news/tsinghua_university.jpg diff --git a/build/v3.5.3/assets/news/tsinghua_university.png b/build/v3.6/assets/news/tsinghua_university.png similarity index 100% rename from build/v3.5.3/assets/news/tsinghua_university.png rename to build/v3.6/assets/news/tsinghua_university.png diff --git a/build/v3.5.3/assets/news/tsinghua_university_article.jpg b/build/v3.6/assets/news/tsinghua_university_article.jpg similarity index 100% rename from build/v3.5.3/assets/news/tsinghua_university_article.jpg rename to build/v3.6/assets/news/tsinghua_university_article.jpg diff --git a/build/v3.5.3/assets/stylesheets/syntax.css b/build/v3.6/assets/stylesheets/syntax.css similarity index 100% rename from build/v3.5.3/assets/stylesheets/syntax.css rename to build/v3.6/assets/stylesheets/syntax.css diff --git a/build/v3.5.3/assets/vendor/isotope.pkgd.min.js b/build/v3.6/assets/vendor/isotope.pkgd.min.js similarity index 100% rename from build/v3.5.3/assets/vendor/isotope.pkgd.min.js rename to build/v3.6/assets/vendor/isotope.pkgd.min.js diff --git a/build/v3.5.3/assets/vendor/photoswipe.pkgd.min.js b/build/v3.6/assets/vendor/photoswipe.pkgd.min.js similarity index 100% rename from build/v3.5.3/assets/vendor/photoswipe.pkgd.min.js rename to build/v3.6/assets/vendor/photoswipe.pkgd.min.js diff --git a/build/v3.5.3/assets/videos/cloning.gif b/build/v3.6/assets/videos/cloning.gif similarity index 100% rename from build/v3.5.3/assets/videos/cloning.gif rename to build/v3.6/assets/videos/cloning.gif diff --git a/build/v3.5.3/assets/videos/deciphering-epilepsy.jpg b/build/v3.6/assets/videos/deciphering-epilepsy.jpg similarity index 100% rename from build/v3.5.3/assets/videos/deciphering-epilepsy.jpg rename to build/v3.6/assets/videos/deciphering-epilepsy.jpg diff --git a/build/v3.5.3/assets/videos/deciphering-epilepsy.mp4 b/build/v3.6/assets/videos/deciphering-epilepsy.mp4 similarity index 100% rename from build/v3.5.3/assets/videos/deciphering-epilepsy.mp4 rename to build/v3.6/assets/videos/deciphering-epilepsy.mp4 diff --git a/build/v3.5.3/assets/videos/deciphering-epilepsy.ogv b/build/v3.6/assets/videos/deciphering-epilepsy.ogv similarity index 100% rename from build/v3.5.3/assets/videos/deciphering-epilepsy.ogv rename to build/v3.6/assets/videos/deciphering-epilepsy.ogv diff --git a/build/v3.5.3/assets/videos/forking.gif b/build/v3.6/assets/videos/forking.gif similarity index 100% rename from build/v3.5.3/assets/videos/forking.gif rename to build/v3.6/assets/videos/forking.gif diff --git a/build/v3.5.3/assets/videos/headingvideo.mp4 b/build/v3.6/assets/videos/headingvideo.mp4 similarity index 100% rename from build/v3.5.3/assets/videos/headingvideo.mp4 rename to build/v3.6/assets/videos/headingvideo.mp4 diff --git a/build/v3.5.3/assets/videos/poor-example__accordian-1.gif b/build/v3.6/assets/videos/poor-example__accordian-1.gif similarity index 100% rename from build/v3.5.3/assets/videos/poor-example__accordian-1.gif rename to build/v3.6/assets/videos/poor-example__accordian-1.gif diff --git a/build/v3.6/audio-video-guidelines/index.html b/build/v3.6/audio-video-guidelines/index.html new file mode 100644 index 00000000..a8c9f20b --- /dev/null +++ b/build/v3.6/audio-video-guidelines/index.html @@ -0,0 +1 @@ +Audio Video Guidelines | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Audio Video Guidelines

Audio & Video guidelines

Audio

All audio is required to provide a text transcript. This is to assist screen readers and search engines interpret the content.

The university has procured a 3rd party service who can assist with creating transcripts for audio. Contact the digital team for details on this service.

Video

Video should include captions that conform to the university captioning style guide.

The university has procured a 3rd party service who can assist with captioning video. Contact the digital team for details on this service.

Video used needs to comply with the university video guidelines.

Back to overview

\ No newline at end of file diff --git a/build/v3.5.3/build-process/index.html b/build/v3.6/build-process/index.html similarity index 90% rename from build/v3.5.3/build-process/index.html rename to build/v3.6/build-process/index.html index 4a4998e5..f47422cb 100644 --- a/build/v3.5.3/build-process/index.html +++ b/build/v3.6/build-process/index.html @@ -1,4 +1,4 @@ -Build process | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Build process

Build process

Templates build process

+Build process | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Build process

Build process

Templates build process

A number of things happen when we deploy the templates in order to ensure that the @unimelb web presence remains consistent, you are provided with the best possible code that all bugs are fixed in a timely manner.

diff --git a/build/v3.5.3/choosing-technology-for-your-next-website/index.html b/build/v3.6/choosing-technology-for-your-next-website/index.html similarity index 92% rename from build/v3.5.3/choosing-technology-for-your-next-website/index.html rename to build/v3.6/choosing-technology-for-your-next-website/index.html index c19faaaa..bbdfaac2 100644 --- a/build/v3.5.3/choosing-technology-for-your-next-website/index.html +++ b/build/v3.6/choosing-technology-for-your-next-website/index.html @@ -1,4 +1,4 @@ -How do I choose a technology for my website? | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. How do I choose a technology for my website?

How do I choose a technology for my website?

How do I choose a technology for my website?

+How do I choose a technology for my website? | Web.Unimelb
  1. Web.Unimelb v3.6
  2. How do I choose a technology for my website?

How do I choose a technology for my website?

How do I choose a technology for my website?

Note: This article relates to the selection of technology for a public facing website and is not necessarily relevant to staff intranet or student teaching purposes.

diff --git a/build/v3.5.3/coding-guidelines/index.html b/build/v3.6/coding-guidelines/index.html similarity index 91% rename from build/v3.5.3/coding-guidelines/index.html rename to build/v3.6/coding-guidelines/index.html index 8be69a3f..e70408e3 100644 --- a/build/v3.5.3/coding-guidelines/index.html +++ b/build/v3.6/coding-guidelines/index.html @@ -1,4 +1,4 @@ -Coding Guidelines | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Coding Guidelines

Coding guidelines

The design system has been built using Sass, a CSS pre-processor that adds program logic, variables and nesting to simplify long and complicated stylesheet files.

CSS Rules

To make style code easier to maintain, we use a few rules to keep it consistent.

Styles are defined one property-per-line, all lines end in a semi-colon, indented by 2 spaces, ordered alphabetically.

a {
+Coding Guidelines | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Coding Guidelines
Coding guidelines
The design system has been built using Sass, a CSS pre-processor that adds program logic, variables and nesting to simplify long and complicated stylesheet files.
CSS Rules
To make style code easier to maintain, we use a few rules to keep it consistent.
Styles are defined one property-per-line, all lines end in a semi-colon, indented by 2 spaces, ordered alphabetically.
a {
   color #036;
   text-decoration: none;
 }
diff --git a/build/v3.5.3/components/accordion/index.html b/build/v3.6/components/accordion/index.html
similarity index 95%
rename from build/v3.5.3/components/accordion/index.html
rename to build/v3.6/components/accordion/index.html
index 7048ce5b..9009fdde 100644
--- a/build/v3.5.3/components/accordion/index.html
+++ b/build/v3.6/components/accordion/index.html
@@ -1,4 +1,4 @@
-Accordion | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components
  3. Accordion
Accordion

+Accordion | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Components
  3. Accordion
Accordion

 
 
Before using this component, you might want to read our article about Accordions first.

 
diff --git a/build/v3.5.3/components/article/index.html b/build/v3.6/components/article/index.html
similarity index 95%
rename from build/v3.5.3/components/article/index.html
rename to build/v3.6/components/article/index.html
index ccf31424..467b3ac2 100644
--- a/build/v3.5.3/components/article/index.html
+++ b/build/v3.6/components/article/index.html
@@ -1,4 +1,4 @@
-Article | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components
  3. Article
Article
Overview

+Article | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Components
  3. Article
Article
Overview

 
 
These are the components used in articles
Header without image

   

diff --git a/build/v3.5.3/components/base/index.html b/build/v3.6/components/base/index.html
similarity index 97%
rename from build/v3.5.3/components/base/index.html
rename to build/v3.6/components/base/index.html
index f799abdd..86745e81 100644
--- a/build/v3.5.3/components/base/index.html
+++ b/build/v3.6/components/base/index.html
@@ -1,4 +1,4 @@
-UoM Design System base | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components
  3. UoM Design System base
UoM Design System base

+UoM Design System base | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Components
  3. UoM Design System base
UoM Design System base

 
 
This component is the foundation of the whole UoM Design System and includes typography, layouts, colours, buttons and patterns.
Typography

 
diff --git a/build/v3.5.3/components/buttons/index.html b/build/v3.6/components/buttons/index.html
similarity index 93%
rename from build/v3.5.3/components/buttons/index.html
rename to build/v3.6/components/buttons/index.html
index 011ce96e..47557cfe 100644
--- a/build/v3.5.3/components/buttons/index.html
+++ b/build/v3.6/components/buttons/index.html
@@ -1,4 +1,4 @@
-Buttons | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components
  3. Buttons
Buttons

+Buttons | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Components
  3. Buttons
Buttons

 
 
Overview

 
diff --git a/build/v3.5.3/components/checklist/index.html b/build/v3.6/components/checklist/index.html
similarity index 93%
rename from build/v3.5.3/components/checklist/index.html
rename to build/v3.6/components/checklist/index.html
index c4030f89..26933816 100644
--- a/build/v3.5.3/components/checklist/index.html
+++ b/build/v3.6/components/checklist/index.html
@@ -1,4 +1,4 @@
-Checklist | Web.Unimelb
  1. Web.Unimelb v3.5.3
  2. Components
  3. Checklist
Checklist

+Checklist | Web.Unimelb
  1. Web.Unimelb v3.6
  2. Components
  3. Checklist
Checklist

 
 
Add an optional data-unlock-target pointing to the ID of a link, to prevent access to that link until all items are ticked.
Basic checklist

   
    
diff --git a/build/v3.5.3/components/enquiry/index.html b/build/v3.6/components/enquiry/index.html
similarity index 97%
rename from build/v3.5.3/components/enquiry/index.html
rename to build/v3.6/components/enquiry/index.html
index 10341632..80d5a02e 100644
--- a/build/v3.5.3/components/enquiry/index.html
+++ b/build/v3.6/components/enquiry/index.html
@@ -1,4 +1,4 @@
-Enquiry | Web.Unimelb
    1. Web.Unimelb v3.5.3
    2. Components
    3. Enquiry
    Enquiry
    How to include enquiry forms and CTA
    Enquiry
    
+Enquiry | Web.Unimelb
    1. Web.Unimelb v3.6
    2. Components
    3. Enquiry
    Enquiry
    How to include enquiry forms and CTA
    Enquiry
    
   
    
     Have a question? Enquire now
   
    
diff --git a/build/v3.5.3/components/events/index.html b/build/v3.6/components/events/index.html
similarity index 98%
rename from build/v3.5.3/components/events/index.html
rename to build/v3.6/components/events/index.html
index 59e97dcf..8668e420 100644
--- a/build/v3.5.3/components/events/index.html
+++ b/build/v3.6/components/events/index.html
@@ -1,4 +1,4 @@
-Events | Web.Unimelb
    1. Web.Unimelb v3.5.3
    2. Components
    3. Events
    Events
    
+Events | Web.Unimelb
    1. Web.Unimelb v3.6
    2. Components
    3. Events
    Events
    
 
 
    Show event details as either an index of events or a show view for a particular event.
    Event listing
      
   
    • 
diff --git a/build/v3.5.3/components/filtered-listings/index.html b/build/v3.6/components/filtered-listings/index.html
similarity index 97%
rename from build/v3.5.3/components/filtered-listings/index.html
rename to build/v3.6/components/filtered-listings/index.html
index f6a8112b..47355f55 100644
--- a/build/v3.5.3/components/filtered-listings/index.html
+++ b/build/v3.6/components/filtered-listings/index.html
@@ -1,4 +1,4 @@
-Filtered listings | Web.Unimelb
      1. Web.Unimelb v3.5.3
      2. Components
      3. Filtered listings
      Filtered listings
      Colour categories
      
+Filtered listings | Web.Unimelb
      1. Web.Unimelb v3.6
      2. Components
      3. Filtered listings
      Filtered listings
      Colour categories
      
 
 
      There are five colour categories available, named category-a (green), category-b (bronze), category-c (silver), category-d (blue) and category-e (yellow).
      
 
diff --git a/build/v3.5.3/components/forms/index.html b/build/v3.6/components/forms/index.html
similarity index 99%
rename from build/v3.5.3/components/forms/index.html
rename to build/v3.6/components/forms/index.html
index eb7dbe06..7e36e2d1 100644
--- a/build/v3.5.3/components/forms/index.html
+++ b/build/v3.6/components/forms/index.html
@@ -1,4 +1,4 @@
-Forms | Web.Unimelb
      1. Web.Unimelb v3.5.3
      2. Components
      3. Forms
      Forms
      Text field
      
+Forms | Web.Unimelb
      1. Web.Unimelb v3.6
      2. Components
      3. Forms
      Forms
      Text field
      
   
      
     
      
       
diff --git a/build/v3.5.3/components/gallery/index.html b/build/v3.6/components/gallery/index.html
similarity index 96%
rename from build/v3.5.3/components/gallery/index.html
rename to build/v3.6/components/gallery/index.html
index 72dd6633..c8065c41 100644
--- a/build/v3.5.3/components/gallery/index.html
+++ b/build/v3.6/components/gallery/index.html
@@ -1,4 +1,4 @@
-Gallery | Web.Unimelb
      1. Web.Unimelb v3.5.3
      2. Components
      3. Gallery
      Gallery
      Please note: this component will not work on IE8 and below, since it depends on SVG and incompatible 3rd party Javsascript.
        
+Gallery | Web.Unimelb
        1. Web.Unimelb v3.6
        2. Components
        3. Gallery
        Gallery
        Please note: this component will not work on IE8 and below, since it depends on SVG and incompatible 3rd party Javsascript.
          
   
        • 
     
       
          
diff --git a/build/v3.5.3/components/headers/index.html b/build/v3.6/components/headers/index.html
similarity index 98%
rename from build/v3.5.3/components/headers/index.html
rename to build/v3.6/components/headers/index.html
index 2744671b..fcf308ed 100644
--- a/build/v3.5.3/components/headers/index.html
+++ b/build/v3.6/components/headers/index.html
@@ -1,4 +1,4 @@
-Headers | Web.Unimelb
          1. Web.Unimelb v3.5.3
          2. Components
          3. Headers
          Headers
          
+Headers | Web.Unimelb
          1. Web.Unimelb v3.6
          2. Components
          3. Headers
          Headers
          
 
 
          These headers are available in the design system:
          
 
diff --git a/build/v3.5.3/components/headings/index.html b/build/v3.6/components/headings/index.html
similarity index 86%
rename from build/v3.5.3/components/headings/index.html
rename to build/v3.6/components/headings/index.html
index 75e00f59..e56f137e 100644
--- a/build/v3.5.3/components/headings/index.html
+++ b/build/v3.6/components/headings/index.html
@@ -1,4 +1,4 @@
-Headings | Web.Unimelb
          1. Web.Unimelb v3.5.3
          2. Components
          3. Headings
          Headings
          
+Headings | Web.Unimelb
          1. Web.Unimelb v3.6
          2. Components
          3. Headings
          Headings
          
 
 
          Simple heading styles
          
 
diff --git a/build/v3.5.3/components/icons/index.html b/build/v3.6/components/icons/index.html
similarity index 95%
rename from build/v3.5.3/components/icons/index.html
rename to build/v3.6/components/icons/index.html
index 530a0281..7fea0c77 100644
--- a/build/v3.5.3/components/icons/index.html
+++ b/build/v3.6/components/icons/index.html
@@ -1,4 +1,4 @@
-Icons | Web.Unimelb
          1. Web.Unimelb v3.5.3
          2. Components
          3. Icons
          Icons
          
+Icons | Web.Unimelb
          1. Web.Unimelb v3.6
          2. Components
          3. Icons
          Icons
          
 
 
          There has been a lot of discussion in the industry about the best way of implementing icons on a web page. Icon fonts, such as Font Awesome, are widely available and generally free to use, but have a high overhead and can be tricky to style efficiently.
          
 
@@ -265,6 +265,11 @@
       share
     
          
   
          
+  
          
+    
          
+      smartphone
+    
          
+  
          
   
          
     
          
       student
diff --git a/build/v3.6/components/index.html b/build/v3.6/components/index.html
new file mode 100644
index 00000000..16782397
--- /dev/null
+++ b/build/v3.6/components/index.html
@@ -0,0 +1 @@
+Components | Web.Unimelb
          1. Web.Unimelb v3.6
          2. Components
          
\ No newline at end of file
diff --git a/build/v3.5.3/components/inpage-navigation/index.html b/build/v3.6/components/inpage-navigation/index.html
similarity index 91%
rename from build/v3.5.3/components/inpage-navigation/index.html
rename to build/v3.6/components/inpage-navigation/index.html
index 44956797..0779b23e 100644
--- a/build/v3.5.3/components/inpage-navigation/index.html
+++ b/build/v3.6/components/inpage-navigation/index.html
@@ -1,4 +1,4 @@
-Inpage Navigation | Web.Unimelb
          1. Web.Unimelb v3.5.3
          2. Components
          3. Inpage Navigation
          Inpage Navigation
          
+Inpage Navigation | Web.Unimelb
          1. Web.Unimelb v3.6
          2. Components
          3. Inpage Navigation
          Inpage Navigation
          
 
 
          The inpage Navigation provides a convenient way for the user to see all sections at a glance and jump between them. This can be useful for long, text-heavy pages.
          
 
diff --git a/build/v3.6/components/intranet/index.html b/build/v3.6/components/intranet/index.html
new file mode 100644
index 00000000..54ea2783
--- /dev/null
+++ b/build/v3.6/components/intranet/index.html
@@ -0,0 +1 @@
+Intranet | Web.Unimelb
          1. Web.Unimelb v3.6
          2. Components
          3. Intranet
          Intranet
          This component is not yet documented. Please help us build it, by submitting documentation and examples. 
          Inpage Navigation
          Listings
          
\ No newline at end of file
diff --git a/build/v3.5.3/components/listings/index.html b/build/v3.6/components/listings/index.html
similarity index 99%
rename from build/v3.5.3/components/listings/index.html
rename to build/v3.6/components/listings/index.html
index 9627e548..2098a37d 100644
--- a/build/v3.5.3/components/listings/index.html
+++ b/build/v3.6/components/listings/index.html
@@ -1,4 +1,4 @@
-Listings | Web.Unimelb
          1. Web.Unimelb v3.5.3
          2. Components
          3. Listings
          Listings
          All available types of listings except Filtered Listings. Simple typographical listing styles (ul's ol's), can be found in the base component.
          Default listing
            
+Listings | Web.Unimelb
            1. Web.Unimelb v3.6
            2. Components
            3. Listings
            Listings
            All available types of listings except Filtered Listings. Simple typographical listing styles (ul's ol's), can be found in the base component.
            Default listing
              
   
            • 
     
       
              
diff --git a/build/v3.5.3/components/loading-animation/index.html b/build/v3.6/components/loading-animation/index.html
similarity index 80%
rename from build/v3.5.3/components/loading-animation/index.html
rename to build/v3.6/components/loading-animation/index.html
index 7be23882..f3322e78 100644
--- a/build/v3.5.3/components/loading-animation/index.html
+++ b/build/v3.6/components/loading-animation/index.html
@@ -1,4 +1,4 @@
-Loading animation | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Loading animation
              Loading animation
              Please note: this component will not work on IE9 and below, as it depends on CSS transforms.
              Loader
              
+Loading animation | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Loading animation
              Loading animation
              Please note: this component will not work on IE9 and below, as it depends on CSS transforms.
              Loader
              
   Loading...
   
              
 
              
diff --git a/build/v3.5.3/components/maps/index.html b/build/v3.6/components/maps/index.html
similarity index 93%
rename from build/v3.5.3/components/maps/index.html
rename to build/v3.6/components/maps/index.html
index ce8d0518..773de3b3 100644
--- a/build/v3.5.3/components/maps/index.html
+++ b/build/v3.6/components/maps/index.html
@@ -1,4 +1,4 @@
-Maps | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Maps
              Maps
              
+Maps | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Maps
              Maps
              
 
 
              Simple Google maps
              
 
diff --git a/build/v3.5.3/components/media/index.html b/build/v3.6/components/media/index.html
similarity index 93%
rename from build/v3.5.3/components/media/index.html
rename to build/v3.6/components/media/index.html
index c3b7bdb5..eb6610c0 100644
--- a/build/v3.5.3/components/media/index.html
+++ b/build/v3.6/components/media/index.html
@@ -1,4 +1,4 @@
-Media | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Media
              Media
              
+Media | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Media
              Media
              
 
 
              Available image and video components in the Design System
              Image full width in text
              
 
              
diff --git a/build/v3.5.3/components/modal/index.html b/build/v3.6/components/modal/index.html
similarity index 90%
rename from build/v3.5.3/components/modal/index.html
rename to build/v3.6/components/modal/index.html
index bd81b881..6ad6f496 100644
--- a/build/v3.5.3/components/modal/index.html
+++ b/build/v3.6/components/modal/index.html
@@ -1,4 +1,4 @@
-Modal | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Modal
              Modal
              
+Modal | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Modal
              Modal
              
 
 
              Overview
              
 
diff --git a/build/v3.5.3/components/news/index.html b/build/v3.6/components/news/index.html
similarity index 99%
rename from build/v3.5.3/components/news/index.html
rename to build/v3.6/components/news/index.html
index fd046d46..c8b8e420 100644
--- a/build/v3.5.3/components/news/index.html
+++ b/build/v3.6/components/news/index.html
@@ -1,4 +1,4 @@
-News | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. News
              News
              
+News | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. News
              News
              
 
 
              Listing and single display of news
              News listing
              
   
diff --git a/build/v3.5.3/components/notices/index.html b/build/v3.6/components/notices/index.html
similarity index 90%
rename from build/v3.5.3/components/notices/index.html
rename to build/v3.6/components/notices/index.html
index 4273cbce..95784487 100644
--- a/build/v3.5.3/components/notices/index.html
+++ b/build/v3.6/components/notices/index.html
@@ -1,4 +1,4 @@
-Notices | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Notices
              Notices
              
+Notices | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Notices
              Notices
              
 
 
              Overview
              
 
diff --git a/build/v3.5.3/components/pathfinder/index.html b/build/v3.6/components/pathfinder/index.html
similarity index 97%
rename from build/v3.5.3/components/pathfinder/index.html
rename to build/v3.6/components/pathfinder/index.html
index e423008a..4a6343b0 100644
--- a/build/v3.5.3/components/pathfinder/index.html
+++ b/build/v3.6/components/pathfinder/index.html
@@ -1,4 +1,4 @@
-Pathfinder | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Pathfinder
              Pathfinder
              The pathfinder is used to funnel the user to a certain area and can have up to four boxes. If you would like one particular box to stand out above the rest, a class of prominent can be added.
              
+Pathfinder | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Pathfinder
              Pathfinder
              The pathfinder is used to funnel the user to a certain area and can have up to four boxes. If you would like one particular box to stand out above the rest, a class of prominent can be added.
              
 
 
              Reference articles
              
 
diff --git a/build/v3.5.3/components/people/index.html b/build/v3.6/components/people/index.html
similarity index 97%
rename from build/v3.5.3/components/people/index.html
rename to build/v3.6/components/people/index.html
index 8a30d67d..553ca25e 100644
--- a/build/v3.5.3/components/people/index.html
+++ b/build/v3.6/components/people/index.html
@@ -1,4 +1,4 @@
-People | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. People
              People
              
+People | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. People
              People
              
 
 
              There are three different ways of showing people in lists
              
 
diff --git a/build/v3.5.3/components/search/index.html b/build/v3.6/components/search/index.html
similarity index 96%
rename from build/v3.5.3/components/search/index.html
rename to build/v3.6/components/search/index.html
index fea3619d..2e29f218 100644
--- a/build/v3.5.3/components/search/index.html
+++ b/build/v3.6/components/search/index.html
@@ -1,4 +1,4 @@
-Search | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Search
              Search
              This component covers all parts of search related components
              Search header
              
+Search | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Search
              Search
              This component covers all parts of search related components
              Search header
              
   
     
              
       
              
diff --git a/build/v3.5.3/components/tables/index.html b/build/v3.6/components/tables/index.html
similarity index 99%
rename from build/v3.5.3/components/tables/index.html
rename to build/v3.6/components/tables/index.html
index 51084e18..943987f4 100644
--- a/build/v3.5.3/components/tables/index.html
+++ b/build/v3.6/components/tables/index.html
@@ -1,4 +1,4 @@
-Tables | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Tables
              Tables
              
+Tables | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Tables
              Tables
              
 
 
              This component can be used to apply basic styles to tabular data. 
              
 
diff --git a/build/v3.5.3/components/tabs/index.html b/build/v3.6/components/tabs/index.html
similarity index 95%
rename from build/v3.5.3/components/tabs/index.html
rename to build/v3.6/components/tabs/index.html
index 33f5505b..104fb650 100644
--- a/build/v3.5.3/components/tabs/index.html
+++ b/build/v3.6/components/tabs/index.html
@@ -1,4 +1,4 @@
-Tabs | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Tabs
              Tabs
              Tabs are a way of splitting a page into 2-5 logical chunks of data to display. Each of these chunks can be given a short, single word title. They are not a suitable design pattern where more than 4 items need to be displayed, and it is highly recommended that you use only 3 tabs with titles of 10 characters or less.
              
+Tabs | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Tabs
              Tabs
              Tabs are a way of splitting a page into 2-5 logical chunks of data to display. Each of these chunks can be given a short, single word title. They are not a suitable design pattern where more than 4 items need to be displayed, and it is highly recommended that you use only 3 tabs with titles of 10 characters or less.
              
 
 
              Tabs should each contain a substantive amount of information (more than a paragraph or equivalent non-text content) and not be used to display a single link (eg. Click a tab only to find "click here to do this One Thing"). Conversely if you find that a tab is super long, or contains a large amount of bandwidth-heavy content, do not use the tab component as this will cause the user to download a large amount of content which might not be used. Instead, consider splitting this content out into a separate page that can be purposefully opened if it is desired.
              
 
diff --git a/build/v3.5.3/components/text/index.html b/build/v3.6/components/text/index.html
similarity index 97%
rename from build/v3.5.3/components/text/index.html
rename to build/v3.6/components/text/index.html
index be3b2bcb..4e1b525f 100644
--- a/build/v3.5.3/components/text/index.html
+++ b/build/v3.6/components/text/index.html
@@ -1,4 +1,4 @@
-Text | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Text
              Text
              
+Text | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Text
              Text
              
 
 
              Available text components in the Design System
              Body
              
   Lorem ipsum dolor sit amet, appareat insolens quo cu. Ex mei fugit elitr, pri maiestatis elaboraret dissentias at. At quas sententiae constituam qui, ex fugit mediocrem persecuti duo. Odio impedit no his, legere quidam ne has, nam quando exerci eu. Vitae vivendo apeirian id vis.
diff --git a/build/v3.5.3/components/timeline/index.html b/build/v3.6/components/timeline/index.html
similarity index 97%
rename from build/v3.5.3/components/timeline/index.html
rename to build/v3.6/components/timeline/index.html
index 7e09598b..139d5b96 100644
--- a/build/v3.5.3/components/timeline/index.html
+++ b/build/v3.6/components/timeline/index.html
@@ -1,4 +1,4 @@
-Timeline | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Components
              3. Timeline
              Timeline
              
+Timeline | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Components
              3. Timeline
              Timeline
              
 
 
              A convenient way to show a linear progression of dates, times and occurences vertically on a page. Good for showing lists of dates that it is not possible to interact with (as opposed to events, which invite the user to learn more).
              
 
diff --git a/build/v3.6/content-creators/index.html b/build/v3.6/content-creators/index.html
new file mode 100644
index 00000000..11db6efe
--- /dev/null
+++ b/build/v3.6/content-creators/index.html
@@ -0,0 +1 @@
+Content Creators | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Content Creators
              For Content Creators
              This design system has been developed to place emphasis on content so that it is more easily consumed.
              The focus on content means it is even more important than ever that you source the right imagery, text and video for each page on your site.
              Guidelines
              
\ No newline at end of file
diff --git a/build/v3.6/designers-start/index.html b/build/v3.6/designers-start/index.html
new file mode 100644
index 00000000..fdaf4fe3
--- /dev/null
+++ b/build/v3.6/designers-start/index.html
@@ -0,0 +1 @@
+Designers Start | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Designers Start
              How to start
              8 steps to design a new website for the University
              Every superfluous page we create is one more dead end for an angry, frustrated, confused userTom Loosemore (@tomskitomski) September 6, 2011
              1. Research
                Find out user needs by doing research and get to know the audience you are talking to.
              2. Get content
                Gather as much real content as possible before you start laying out pages and work closely with the content designer.
              3. Structure
                Structure your content in a linear and useful way.
              4. Layout your page
                Download our paper cutout pdf and start to layout the page on your table or whiteboard.
              5. Code
                Jump into code and build a prototype to test your layout, content and interactions.
              6. Test early
                Test your HTML prototypes as early as possible. You don't need to setup expensive formal user testing scenarios but you should start to test with your target audience as soon as possible in informal small testing sessions.
              7. Iterate
                Your page will never be done. It is better to start with a very small and scoped feature set. After shipping the product you continue to improve and add features as needed, based on feedback from real users.
              8. Contribute
                If you couldn't find an adequate component in the Design System and you had to come up with your own, please contribute it back. It is highly likely that someone else from the University's web community could use your component as well.
              
\ No newline at end of file
diff --git a/build/v3.6/designers/index.html b/build/v3.6/designers/index.html
new file mode 100644
index 00000000..142feefe
--- /dev/null
+++ b/build/v3.6/designers/index.html
@@ -0,0 +1 @@
+Designers | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Designers
              Our Design Principles
              These are the principles we've used to inform the creation of the design system.
              1. Design for people
                The people using your site and their needs should always be put first. What do they want to know? What do they need to know? What is the best way to consume this information? Where is the user when they are accessing this content - in a library, at home or on the tram?
                We need to make sure we fully understand what content needs to be communicated and the technical limitations placed on delivery of that content through their environment or devices. Without this understanding we risk designing a website that is not useful or relevant, or something that is difficult to consume.
              2. Design should be invisible
                Good design should go unnoticed by the user. Content should be consumed effortlessly without distraction. A key to achieving this is to design using real content as opposed to placeholders. By using real content examples we discover hidden problems and issues. Design is about communication, not decoration.
              3. One. Thing. At. A. Time
                Humans are able to do one thing at a time. As our users are humans (most of the time), they are not able to process more than one thing simultaneously. It is our job to prioritise content and build hierarchies into it in order to present our content in a linear way that is easy to digest.
                There should be always a clear difference between the main content on a page and secondary content. Help people by providing them with suggestions about where to go after consuming the main content. Build pathways for people to follow.
              4. Make it simple
                Websites are often inherently informationally complex and it is hard to make them appear simple. This is exactly what we should be striving for in the display of our content and information architectures.
                We provide information and services that are of great importance. By working hard to make sites simple and usable, we give people an experience that is efficient and doesn't waste their time. Especially when we are creating sites and services that students and staff _have_ to use, we must ensure that we optimise continuously. With great power comes great responsibility.
              5. Iterate. And never stop.
                By starting with the basics - a minimal feature set and an early release - we get the chance to test with real people early. From there it is easier to add features and refinements using constant feedback.
                In most cases it is better to avoid 200 page specifications documents as these can turn into a bottleneck, or worse, fail to address the real users needs completely. Working iteratively minimizes the risk of large failures.
              Next: Start designing
              
\ No newline at end of file
diff --git a/build/v3.6/developers/index.html b/build/v3.6/developers/index.html
new file mode 100644
index 00000000..ef904334
--- /dev/null
+++ b/build/v3.6/developers/index.html
@@ -0,0 +1 @@
+Developers | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Developers
              Developers
              The design system has been created with the following principles in mind.
              1. You should never need a custom.css or custom.js file.
              2. Code for example layouts and components should be provided along with examples of implementation.
              3. The design system is technology agnostic in the first instance. We cannot support CMS implementations of template code.
              4. However, we will work with CMS experts (eg. Squiz) to integrate with major, university supported CMS's
              5. Assets are stored centrally on a CDN to ensure maximum performance and maintainability over time.
              6. If something is broken, you should contribute a fix.
              7. If something is not there, it is better to contribute it.
              8. Component code should be isolated and stored separately as far as is practical.
              9. The documentation site should immediately show you the effect of changes made to enable contribution
              10. Pull-requests should be used to
              
\ No newline at end of file
diff --git a/build/v3.6/editorial-guidelines/index.html b/build/v3.6/editorial-guidelines/index.html
new file mode 100644
index 00000000..400cdd06
--- /dev/null
+++ b/build/v3.6/editorial-guidelines/index.html
@@ -0,0 +1 @@
+Editorial Guidelines | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Editorial Guidelines
              Editorial guidelines
              To be used with the University style guide
              Golden rules
              • Avoid complex terminology when it’s not relevant – many of your readers will be intellectually curious, but their knowledge of your subject will still be minimal in most cases. Simple, clear language is always a good starting point.
              • In-house jargon will confuse and confound a reader, thus guaranteeing they stop reading your piece and move onto the next one. So keep it out.
              • Quirkiness, in the right context, is good as it brings life and humour to a story. The quirk does not have to be in the story, it can be in the headline, picture or even the caption.
              • The old adage of a picture is worth a thousand words is still applicable. The digital medium, with high-resolution screens on all devices, gives us a great opportunity to showcase pictures with wow factor not yet seen by a wider audience. The halo effect on the accompanying story is huge. The same applies to videos.
              • Graphics are an essential part of Pursuit. Done well a graphic will give readers clarity and understanding in a way that words cannot.
              • Flag any potential legal issues or areas of conflict with the Pursuit editors early for advice and direction.
              Tone of voice
              Pursuit is a story-telling platform, so facts come first. Opinion is welcome, but it must be informed by a strong knowledge base.
              University names and disciplines
              We are a university first, academic divisions second:
              When identifying the source of comments or a location of an event or similar, ALWAYS refer to the University of Melbourne first and include faculty or departmental information subsequently and ONLY in enough detail to sufficiently identify context for your reader, not to demonstrate organisational structure (readers don’t really care).
              University of Melbourne drama education lecturer John Smith said….
              NOT: John Smith is Lecturer in Drama Education, located in the Melbourne Graduate School of Education, in the University of Melbourne’s Faculty of Education. He said….
              The University as a substantive pronoun and capitalisation – moderation in all things:
              Where you write University as a substantive pronoun (meaning, the briefer form is a stand in for the full title of the University of Melbourne) capitalise the U. Where it is referring to universities in general use lower case u.
              The University recently underwent an organisational restructure
              Every Australian university operates in an uncertain political environment
              Be careful also not to over-capitalise study disciplines or roles. Excessive capitalisation impairs the flow of meaning for a reader and will cause them to disengage. It can also seem over-formal and potentially pompous. Capitalise ONLY names, titles and proper nouns, and disciplines where they are a part of the name of an organisation unit or job title.
              He is from the Department of Economics
              She is studying history, mathematics and French.
              Universityisms – scholarly traditions:
              Alumni is gradually replacing all the following various gendered and technically correct forms, however as a prestigious, traditional university, we should use the following:
              Alumna – a female graduate
              Alumnus – a male graduate
              Alumnae – two or more female graduates
              Alumni – two or more graduates, either all male, or both male and female
              Graduates are people who have graduated
              Graduands are those involved in graduation ceremonies, before conferral
              Conferring of Degrees is what happens during a graduation ceremony
              When presented to the Chancellor for conferral, graduands are called candidates for conferral.
              Testamur is the certificate graduates receive, not a diploma. A diploma is one type of qualification a student earns in order to be eligible to receive their testamur (!).
              A cohort is the group of students engaged in studying either the same year of their studies, or the same course or program.
              Freshman, mostly in the form freshers, is increasingly entering Australian usage from the North American three-year college system. It refers to first year students. Sophomore and senior are much less common in Australia but refer to second and third year students respectively.  Use freshers sparingly. Don’t use sophomore or senior. Typical Australian usage refers to first, second, third years of particular degrees. Fourth year, however, is an Honours year.
              He’s a second year JD student.
              She’s doing Honours in science.
              PhD
              PhD degrees are also known as higher degrees. When they consist only of research as opposed to coursework, they are known as Research Higher Degrees (RHDs). Students studying for the degree Doctor of Philosophy are technically doctoral candidates, but can also be referred to as PhD students, which makes much more sense to uninitiated readers.
              D Litt v D Litt (Honoris Causa)
              When someone who already has a PhD conducts a separate body of research equivalent to a PhD they may earn a Doctor of Letters (D Litt). The D Litt is often conferred on eminent people in recognition of contributions to public life who may or may not already have tertiary qualifications: in these conditions it must be referred to as an Honorary Doctor of Letters or an Honorary Degree. It’s a means of acknowledgement, not a qualification.
              Postgraduate
              Undergraduate students are clearly those who have not yet graduated with a university degree. Postgraduate students already have a bachelors degree and are embarked on further study, however the programs postgraduate students study can be either graduate or postgraduate degrees or diplomas, and mean the same thing.
              Tone of voice – be (a bit) humble:
              Criticisms of the University’s publications in the past have indicated that readers find there to be too much ‘spin’ and too much ‘triumphalism.’ While clearly we want to tell good news stories, avoid overplaying your hand. Aim for a positive rather than triumphal tone.
              Use very sparingly: World first, world class, state of the art, breakthrough, world famous, internationally acclaimed
              Prefer: leading, expert, highly regarded
              While we don’t wish to seem pompous or take ourselves too seriously, we want to preserve the right amount of gravitas. Do use a light tone, and pose questions, but don’t be quirky, sensationalist or clickbaity.
              Troublesome names to watch – the anomalies of convention:
              • Australian Labor Party (not Labour – reflects the historical impact of the American labour movement on establishment of Australian Labor Party. UK uses British Labour Party.)
              • World Health Organization (uses American z not s because it’s an official name)
              • As an adjective use Anzac not ANZAC (following Australian War Memorial convention). Anzac Day, Anzac biscuits.
              • Use ANZAC when referring to those deployed during WW1 under joint Australia/NZ military command.
              Using acronyms – make sure your reader understands you:
              As a rule, place an acronym in brackets after the full name of an organisation in initial usage, and then refer to it by the acronym only.
              It’s fair to assume that acronyms commonly and widely used as the name of the organisation don’t always need to be spelled out, but only do this with genuinely widely used names that can’t be confused. Examples are: CSIRO, OECD, APEC, UNICEF, ALP, AFL, ABC, LGBT.
              Don’t assume readers are familiar with acronyms specific to disciplines, faculties, or affiliates: Royal Children’s Hospital (RCH), International Baccalaureate (IB), Group of Eight (GO8).
              Words to watch – be contemporary and inclusive:
              Avoid choosing words sounding too old-fashioned as they may distract the reader.
              Do NOT use words with any exclusive or pejorative connotations.
              • Partner, not husband or wife
              • Amid, while, not amidst, whilst
              • Program not programme
              • Fewer and Less. Use fewer when referring to items that can be counted individually. Use less in reference to a reduced number of items that cannot be divided into smaller parts.
              • Their is in common usage where his or her would have been used. It’s also often preferred where gender disclosure is not desired.
              • Indigenous or Aboriginal (always capitalised), never Aborigine, and make sure geographically and/or culturally specific terms such as Koori are used correctly.
              • If Indigenous people provide their clan and/or language group names as identifiers, such as, ‘Professor Ian Anderson is a Palawa Trowerna man from the Pyemairrenner mob in Tasmania’ use it. First Australians is increasingly being used and is preferred by many.
              • Use black or blackfella, white or whitefella, mob or other words spoken by Indigenous Australians if you’re reporting quotes. Otherwise don’t use them if they are not language culturally appropriate to the writer.
              • Indigenous north Americans are known at First Nations people, or Inuit, never Indians, American Indians or Eskimos.
              • Avoid using the term tribal. Prefer traditional societies or cultures.
              • Avoid ethnic. Use, for example, ‘of Greek ethnicity’ or ‘Greek Australian’.
              • Latin Americans, never Hispanic (which is exclusive of Portuguese speakers in South America)
              • Immigrants are those coming into a country permanently, emigrants are those leaving, migrant is someone who moves about. Migrant is also often used to described immigrants who have settled in a place, but historically has some pejorative connotations and is best avoided.
              • Sex/Gender distinction: sex refers to a person’s biological reproductive characteristics, gender is socially constructed or culturally assigned. Prefer gender, as referring to a person’s sex is exclusive of those who are transgendered.
              • Disabled, handicapped, and normal, are all judgement calls on people’s characteristics and abilities. Disabled is better than handicapped, but prefer special needs or even differently abled. Prefer typical over normal. NEVER use the word retarded, other than clinically.  Birth abnormalities, never defects, etc.
              • Refer to diseases or syndromes carefully: Down syndrome (not Down’s), Alzheimer’s disease (not Alzheimer’s). Caps in disease names usually signal the disease is named for the identifier.  Otherwise use lower case. Duchenne’s muscular dystrophy, but muscular dystrophy.
              • A person has diabetes, asthma etc, not suffers from (they may feel fine) and isn’t a diabetic, asthmatic etc (they are also other things).
              Introducing people – minimalism respects your reader
              Give an individual person’s first and last name, with their organisation and job name, in the first instance, and thereafter use their title and last name.
              Vice-Chancellor of the University of Melbourne Glyn Davis wished all staff a safe holiday.
              “I hope you enjoy your holidays,” Professor Davis said.
              To include Professor in the first sentence would appear overly formal, and would be more suitable for instance in an invitation, or printed order of proceedings.
              Where the person’s job name and organisation details are very long and are not crucial to your readers’ understanding of the story, chunk this information up and introduce the person for what they are rather than their job name where possible, then place the official information at the end of the story.
              University of Melbourne immunologist and Nobel Laureate Peter Doherty said he was heartened by breakthroughs in medical science.
              “I love science,” Professor Doherty said.
              And at the end of the story:
              Peter Doherty is Laureate Professor of Immunology at the University of Melbourne and Head of Research at Duke University Children’s Hospital, in Texas. He won the Nobel Prize for Medical Research in 19xx.
              NEVER include honorifics (His Excellency, the Honourable etc), postnominals (AC, AO, MP etc) or other styles when referring to people, but do give suitable titles. The intention is simply to identify the person so your reader knows to whom you are referring, not to tick etiquette boxes.
              Crown Princess Mary of Denmark
              not Her Royal Highness Crown Princess Mary of Denmark
              Federal Education Minister Christopher Pyne
              Not, The Honourable Mr Christopher Pyne MP, Australian Government Minister for Education
              Referring to our students – avoiding a power imbalance:
              Referring to students in stories can be tricky.  Oftentimes they are still very young people, and referring to them as Mr or Ms seems awfully formal, especially if they are high school students attending events or receiving accolades as part of engagement programs etc.
              However, it is usually the case that we are mentioning students in stories where eminent academics are also referenced, and a striking imbalance of power and respect can arise if we use titles and last names for some people, and first names alone for others, based on hierarchies of seniority.  In such cases, offering students the respect of using more formal titles addresses this imbalance.
              If it just looks too weird, manoeuvring your copy so you can reference the student with both their names and thereafter use he or she is the best action.
              Next: Choosing and using images
              
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diff --git a/build/v3.6/editorial-style-guide/index.html b/build/v3.6/editorial-style-guide/index.html
new file mode 100644
index 00000000..8f5a4bcf
--- /dev/null
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@@ -0,0 +1 @@
+Editorial Style Guide | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Editorial Style Guide
              Editorial style guide
              Adhering to the Marketing editorial style guide will ensure your publications are produced in a high standard, University-compliant, consistent style.
              Language
              Australian English (-ise, -our, -er as in adviser, not advisor)
              Times
              10.00am, 10.30am, 12.00pm, 1.15pm, 3.45pm, 10.00am–4.30pm, 10.00–11.00am (unspaced en dash) or 10–10.30am, 10–11am etc (no double 0; unspaced en dash)
              Numbers
              • Spell out one to nine, use digits from 10 onwards (in sentences)
              • Use digits for scores, percentages and measurements
              • per cent (not percent or % in text) % in tables, break out boxes
              • 500, 5000, 50 000, 500 000: spaces in numbers of five digits or more, no commas
              • $25.2 million (not $25.2m)
              • $A, $US
              • 124–127 (unspaced en dash)
              Page numbers
              • page 134 (lower case p unless start of sentence)
              • 124–127 (unspaced en dash)
              Subject/Majors names
              Subject names and major names capitalised (eg ‘The Biology major is...’)
              Punctuation
              • No ampersands (excepting when referring to proper names eg Careers & Employment)
              • Dashes: use spaced en dash in body copy
              Abbreviations
              • No full points – eg USA, not U.S.A.
              • km/h (kilometres)
              Capitalisation
              • Minimal in headings – ‘Leadership and volunteering’
              • Bachelor of Arts (degree name)
              • Graduate School of Humanities and Social Sciences (graduate school name)
              • Faculty of Arts (faculty name)
              Hyphenation
              • Use hyphens in compound adjectives, the exception being where the adjective ends in -ly (eg full-time study/decision-making process, but internationally recognised award)
              • No hyphen for corresponding nouns (eg I study full time/decision making rests with management)
              • No hanging hyphens (eg full and part-time study, not full- and part-time study)
              Apostrophes
              • “Double” apostrophes for direct speech
              • ‘Single’ apostrophes for everything but direct speech
              Bulleted lists
              • Preceded with a colon
              • No punctuation until after the last point
              • No semicolons
              • Capital at start of each
              Dates and years
              • 8 August 2011
              • 5–15 August 2011 (unspaced en dash)
              • 1990s
              • Semester 1, 2010
              • Sunday 15 August 2010
              • 5 November 2010
              Serial commas
              Use serial commas in lists – ie before ‘and’ – when required for clarity (eg Editorial English, Structural Editing, and Research Methodology). But avoid use when unnecessary for clarity (eg seminars, lectures and tutorials)
              Phone numbers
              • +61 3 8344 4000
              • Phone: +61 3 8344 4000
              • Fax: +61 3 8344 5100
              • Mobile: +61 4xx xxx xxx
              • Exclude fax numbers from contact details unless absolutely necessary (eg international admissions)
              • 13 MELB (13 6352) ie use both alpha and numerics, the latter in brackets
              Web addresses
              • Use www. (not http://) unless link does not work without, or does not include ‘www’.
              • If sentence precedes the web address, follow with colon, then start web address on new line.
              Qualifications
              Example: BA Melb. BSc (Hons) Monash MA La Trobe PhD Melb. FAICD FCA FCPA (ie: qualifications in ascending order, followed by honorifics and professional association memberships unitalicised)
              Index
              A-B
              • Aboriginal and Torres Strait Islanders (not ATSI)
              • Access Melbourne (capitalised when referring to name of program)
              • Acts – Building Act 1993 (Cth) (Act and year italicised, jurisdiction plain text and abbreviated)
              • adviser (not advisor)
              • Asian century (cap A/lowercase c)
              • Associate Degree in Environmental Horticulture (not Associate Degree of Environmental Horticulture)
              • Australian fee place
              • authorise, authoriser
              • Bachelor of Agriculture
              • Bachelor of Arts
              • Bachelor of Biomedicine
              • Bachelor of Commerce
              • Bachelor of Environments (not Bachelor of Environment)
              • Bachelor of Fine Art (discontinued in 2011)
              • Bachelor of Fine Arts (new degree beginning in 2012)
              • Bachelor of Music
              • Bachelor of Oral Health
              • Bachelor of Science
              • bachelors degree (not bachelor’s degree, and not capitalised unless referring to a specific course
              • Basement (capitalised when part of address)
              • breadth (lower case)
              • Building (not bldg, blg or building, and capitalised when part of address)
              • Burnley, Burnley campus
              C-D
              • cafe (no accent)
              • Careers & Employment (use ampersand)
              • careers practitioner (not career practitioner)
              • Chancellors’ Scholars Copland Program
              • Clearly-in Rank (always capitalised – not clearly-in rank)
              • Commonwealth Government
              • Commonwealth Register of Insitutions
              • Commonwealth Supported Place (not Commonwealth supported place), CSP
              • Cooperative Research Centres
              • Council (no definitive article, ie not the Council)
              • coordinate (not co-ordinate)
              • Course Search (caps)
              • Courses for Overseas Students (CRICOS)
              • cross-disciplinary (when compound adjective)
              • degree (not Degree, ie lower case unless at start of sentence)
              • diploma (no Diploma, ie lower case unless at start of sentence)
              • Doctor of Veterinary Medicine, DVM
              • Doctorate
              • Doctorates by Research
              • domestic students (not local or Australian students)
              • Dookie, Dookie campus
              • Dr (no full point)
              E-F-G
              • EFTSL (Equivalent Full-Time Student Load)
              • eg (no punctuation)
              • eLearning
              • eResearch
              • eSeminar
              • email (not e-mail)
              • enrol, enrolment, enrolled
              • etc (no punctuation)
              • ex officio (no hyphen)
              • Faculty of Architecture, Building and Planning
              • Faculty of Arts
              • Faculty of Business and Economics
              • Faculty of Medicine, Dentistry and Health Sciences
              • Faculty of Science
              • Faculty of the VCA and Music (do not abbreviate to VCAM)
              • Faculty of Veterinary and Agricultural Sciences (FVAS)
              • faculty, faculties (lower case unless referring to faculty by name)
              • Federal Government
              • fifth-year honours (hyphenated compound adjective)
              • First (not first or 1st, when part of address, ie ‘First Floor’)
              • Floor (not floor or flr, as in ‘Ground Floor’ and ‘First Floor’)
              • focused (single s)
              • Foyer (capitalised when referring to a specific building, as in Wilson Hall Foyer)
              • full time, full-time study (hyphenated only when part of a compound adjective)
              • Graduate School of Business and Economics
              • Graduate School of Humanities and Social Sciences (not Graduate School of Arts)
              • graduate diploma (not capitalised unless referring to a specific course)
              • graduate school (lower case unless referring to graduate school by name)
              • General information session (not General Information Session)
              • government (lower case unless referring to government by name, ie, government regulations, but Commonwealth Government, Federal Government, State Government, Victorian Government)
              • Governor-in-Council
              • Grade Point Average (GPA)
              • Graduate or graduate (not postgraduate, unless part of course name)
              • graduate certificate (not capitalised unless referring to a specific course)
              • graduate diploma (not capitalised unless referring to a specific course)
              • Ground (capitalised when part of address, as in Ground Floor)
              • Growing Esteem (italics)
              • Growing Esteem strategy
              • guaranteed pathways (lower case)
              H-I-J-K
              • healthcare (one word)
              • honours (not Honours)
              • ie (no punctuation)
              • Indigenous (capital I not lower case ‘indigenous’)
              • Inter-Collegiate Sports Council
              • interdisciplinary
              • International fee place
              • international public lecture (lower case)
              • international students (not overseas students)
              • internet site, the internet (lower case)
              • Kwong Lee Dow Young Scholar (KLD Young Scholar, Young Scholar)
              • Kwong Lee Dow Young Scholars Program (no apostrophe)
              L-M
              • liveable (not livable)
              • Masters by Coursework
              • Masters by Research
              • masters degree (lower case unless referring to specific degree)
              • median ATAR (lower case 'm')
              • Melbourne Business School
              • Melbourne Conservatorium of Music
              • Melbourne Dental School (not Melbourne School of Dentistry)
              • Melbourne experience (lower case 'e')
              • Melbourne Graduate School of Education
              • Melbourne Graduate School of Science
              • Melbourne Law School
              • Melbourne Model, the (do not use – instead refer to ‘Melbourne degrees’ or ‘Melbourne curriculum’
              • Melbourne School of Design (not Graduate School of Architecture, Building and Planning)
              • Melbourne School of Engineering
              • Melbourne School of Graduate Research (MSGR)
              • Melbourne School of Information
              • Melbourne School of Land and Environment (MSLE) (not Melbourne School of Land and Environments)
              • Melbourne Medical School
              • Melbourne School of Health Sciences
              • Melbourne School of Population Health
              • Melburnian/s (not Melbournians)
              • Mr (no full point)
              • multidisciplinary (no hyphen)
              N-O-P
              • National Scholarship/s (cap 'n' and 's')
              • New Generation (avoid using in communication to prospective students)
              • New Generation degree (avoid using in communication to prospective students)
              • Office for Environmental Programs (OEP)
              • Open Day
              • Orientation Week (caps)
              • Parkville, Parkville campus
              • Parkville Precinct
              • part time, part-time study (hyphenated only when part of a compound adjective)PhD, PhDs
              • postgraduate diploma
              • The Ian Potter Museum of Art (at the start of a sentence), the Ian Potter Museum of Art (otherwise)
              • prerequisite (not pre-requisite)
              • PricewaterhouseCoopers (note capitalisation, closed up)
              • program (not programme) but programming (not programing) and programmed (not programed)
              • Professor (in full)
              Q-R-S
              • Qualifications: eg BA Melb. BSc Monash, MA La Trobe
              • Quebec (no accent)
              • Research at Melbourne Strategy (not Research@Melbourne)
              • research higher degree students (not capitalised)
              • Research Training Scheme (RTS)
              • residential colleges (lower case unless referring to specific college)
              • résumé (two accents)
              • roadshow (one word)
              • Second (not second or 2nd when part of address, as in Second Floor)
              • Semester 1 (capitalised when referring to specific semester)
              • semester (lower case when generic, eg ‘during semester students enjoy gathering on the South Lawn)
              • Shepparton, Shepparton campus
              • State Government
              • Student Centre/s (caps)
              • subjects (not courses or units)
              T-U-V
              • targeted
              • The University of Melbourne (at the start of a sentence), the University of Melbourne (otherwise)
              • the University, the University’s (eg ‘the University provides excellent student support services,’ but lower case when not referring to the University of Melbourne specifically, eg ‘Going to university for the first time can be daunting’
              • Third (not third or 3rd when part of an address, as in Third Floor)
              • totalling, totalled
              • undergraduate, not under-graduate
              • under way (two words)
              • Universitas 21 (no italics)
              • University of Melbourne Veterinary Hospital or University Veterinary Hospital (not University Vet Clinic)
              • VCAM (do not use)
              • Vice-Chancellor (not Vice Chancellor or Vice-chancellor)
              • Vice-President (hyphenated)
              • Victorian College of the Arts, VCA (not V.C.A.)
              • Victorian Government
              W-X-Y-Z
              • website (not web site)
              • WorkSafe
              • your career options
              • your course of study
              • your Melbourne experience
              Next: Editorial guidelines
              
\ No newline at end of file
diff --git a/build/v3.5.3/favicon-152.png b/build/v3.6/favicon-152.png
similarity index 100%
rename from build/v3.5.3/favicon-152.png
rename to build/v3.6/favicon-152.png
diff --git a/build/v3.5.3/favicon.ico b/build/v3.6/favicon.ico
similarity index 100%
rename from build/v3.5.3/favicon.ico
rename to build/v3.6/favicon.ico
diff --git a/build/v3.5.3/getting-started/index.html b/build/v3.6/getting-started/index.html
similarity index 92%
rename from build/v3.5.3/getting-started/index.html
rename to build/v3.6/getting-started/index.html
index 96938a75..2607ad86 100644
--- a/build/v3.5.3/getting-started/index.html
+++ b/build/v3.6/getting-started/index.html
@@ -1,6 +1,6 @@
-Getting Started | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Getting Started
              Design System Usage Instructions
              Creating a new site using the Design System requires setting up a basic page markup and then using either the example layouts or components to place component inside the div role="main".
              Demonstration examples of this code can be found for many different page types in our example layouts directory similar to these:
              Document structure
              To use the design system, add the following three resource includes into the head section of your page:
              <!--[if lt IE 9]><script src="//oss.maxcdn.com/libs/html5shiv/3.7.0/html5shiv.js"></script><![endif]-->
-<link rel="stylesheet" href="//d2h9b02ioca40d.cloudfront.net/v3.5.3/uom.css">
-<script src="//d2h9b02ioca40d.cloudfront.net/v3.5.3/uom.js"></script>
+Getting Started | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Getting Started
              Design System Usage Instructions
              Creating a new site using the Design System requires setting up a basic page markup and then using either the example layouts or components to place component inside the div role="main".
              Demonstration examples of this code can be found for many different page types in our example layouts directory similar to these:
              Document structure
              To use the design system, add the following three resource includes into the head section of your page:
              <!--[if lt IE 9]><script src="//oss.maxcdn.com/libs/html5shiv/3.7.0/html5shiv.js"></script><![endif]-->
+<link rel="stylesheet" href="//d2h9b02ioca40d.cloudfront.net/v3.6/uom.css">
+<script src="//d2h9b02ioca40d.cloudfront.net/v3.6/uom.js"></script>
 
              The first provides a universal polyfill for styling on HTML5 semantic elements such as header, nav and section We use these elements as selectors in the design system stylesheet.
              At a bare minimum, you should include the following markup in your page:
              <!DOCTYPE html>
 <html>
 <head>
@@ -10,8 +10,8 @@
   <title> (any page title) </title>
 
   <!--[if lt IE 9]><script src="//oss.maxcdn.com/libs/html5shiv/3.7.0/html5shiv.js"></script><![endif]-->
-  <link rel="stylesheet" href="//d2h9b02ioca40d.cloudfront.net/v3.5.3/uom.css">
-  <script src="//d2h9b02ioca40d.cloudfront.net/v3.5.3/uom.js"></script>
+  <link rel="stylesheet" href="//d2h9b02ioca40d.cloudfront.net/v3.6/uom.css">
+  <script src="//d2h9b02ioca40d.cloudfront.net/v3.6/uom.js"></script>
 </head>
 
 <body>
diff --git a/build/v3.6/how-does-versioning-work/index.html b/build/v3.6/how-does-versioning-work/index.html
new file mode 100644
index 00000000..65ac22d3
--- /dev/null
+++ b/build/v3.6/how-does-versioning-work/index.html
@@ -0,0 +1 @@
+How is the Design System Versioned and why is this important? | Web.Unimelb
              1. Web.Unimelb v3.6
              2. How is the Design System Versioned and why is this important?
              How is the Design System Versioned and why is this important?
              This page also explains how versioning works within the templates. It's important to understand versioning as this will impact how you plan to upgrade your site over time.
              
\ No newline at end of file
diff --git a/build/v3.5.3/how-to-contribute/index.html b/build/v3.6/how-to-contribute/index.html
similarity index 94%
rename from build/v3.5.3/how-to-contribute/index.html
rename to build/v3.6/how-to-contribute/index.html
index f0defbd1..e6a5f6fb 100644
--- a/build/v3.5.3/how-to-contribute/index.html
+++ b/build/v3.6/how-to-contribute/index.html
@@ -1,4 +1,4 @@
-How to Contribute | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. How to Contribute
              How to Contribute
              A core philosophy behind web.unimelb is that it is open for suggested modification by anyone in the university community.
              
+How to Contribute | Web.Unimelb
              1. Web.Unimelb v3.6
              2. How to Contribute
              How to Contribute
              A core philosophy behind web.unimelb is that it is open for suggested modification by anyone in the university community.
              
 
 
              You can contribute by creating a 'fork' of this project, applying your modifications and then sending a 'pull request' back to the main repository.
              
 
diff --git a/build/v3.5.3/how-to-use-accordions-well/index.html b/build/v3.6/how-to-use-accordions-well/index.html
similarity index 86%
rename from build/v3.5.3/how-to-use-accordions-well/index.html
rename to build/v3.6/how-to-use-accordions-well/index.html
index 98fdfb83..ac4859a5 100644
--- a/build/v3.5.3/how-to-use-accordions-well/index.html
+++ b/build/v3.6/how-to-use-accordions-well/index.html
@@ -1,4 +1,4 @@
-How to use accordions well | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. How to use accordions well
              How to use accordions well
              Accordions are an efficient way of grouping and communicating multiple pieces of contextually related information. They display a large amount of content in a small amount of space.
              
+How to use accordions well | Web.Unimelb
              1. Web.Unimelb v3.6
              2. How to use accordions well
              How to use accordions well
              Accordions are an efficient way of grouping and communicating multiple pieces of contextually related information. They display a large amount of content in a small amount of space.
              
 
 
              When to use an accordion
              
 
diff --git a/build/v3.6/index.html b/build/v3.6/index.html
new file mode 100644
index 00000000..f756776e
--- /dev/null
+++ b/build/v3.6/index.html
@@ -0,0 +1 @@
+Web.Unimelb
              A digital design system for The University of Melbourne.
              This site explains how we plan, design and build web sites and web applications consistently across the unimelb domain in the pursuit of improved usability and to a strong digital brand.
              Use this site to learn how to write effective content, design your site or develop using the university templates. If you can't find what you are looking for, log a support ticket (staff login required) or create an issue on GitHub!
              v3.6
              Set up a new site with v3.6
              For content creators
              Learn how to fill your website with fantastic text, imagery and video
              Content principles
              For designers
              Learn how to use the design system to assemble websites that meet objectives without re-inventing the wheel.
              Design principles
              For developers
              Learn about the units of page style and functionality you can assemble into unique page templates.
              Components
              Example Layouts
              Example layouts to get you started building the most commonly used page types across the unimelb domain.
              View example layouts
              
\ No newline at end of file
diff --git a/build/v3.5.3/information-architecture/index.html b/build/v3.6/information-architecture/index.html
similarity index 79%
rename from build/v3.5.3/information-architecture/index.html
rename to build/v3.6/information-architecture/index.html
index 9ee09fd5..65193720 100644
--- a/build/v3.5.3/information-architecture/index.html
+++ b/build/v3.6/information-architecture/index.html
@@ -1,4 +1,4 @@
-Information Architecture | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Information Architecture
              Information Architecture
              Information Architecture
              
+Information Architecture | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Information Architecture
              Information Architecture
              Information Architecture
              
 
 
              
 
              Once you have an understanding of the page types available to you, we suggest you use these resources to create a site map.
              
diff --git a/build/v3.5.3/layouts/404/index.html b/build/v3.6/layouts/404/index.html
similarity index 100%
rename from build/v3.5.3/layouts/404/index.html
rename to build/v3.6/layouts/404/index.html
diff --git a/build/v3.5.3/layouts/404/source/index.html b/build/v3.6/layouts/404/source/index.html
similarity index 81%
rename from build/v3.5.3/layouts/404/source/index.html
rename to build/v3.6/layouts/404/source/index.html
index dda3c1ca..9245fc81 100644
--- a/build/v3.5.3/layouts/404/source/index.html
+++ b/build/v3.6/layouts/404/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of 404
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of 404
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList">
   <li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem">
     <a href="/" itemprop="item"><span itemprop="name">Web.Unimelb</span></a>
     <meta content="1" itemprop="position" />
diff --git a/build/v3.5.3/layouts/500/index.html b/build/v3.6/layouts/500/index.html
similarity index 100%
rename from build/v3.5.3/layouts/500/index.html
rename to build/v3.6/layouts/500/index.html
diff --git a/build/v3.5.3/layouts/500/source/index.html b/build/v3.6/layouts/500/source/index.html
similarity index 81%
rename from build/v3.5.3/layouts/500/source/index.html
rename to build/v3.6/layouts/500/source/index.html
index 8a6ff30f..bd88c34b 100644
--- a/build/v3.5.3/layouts/500/source/index.html
+++ b/build/v3.6/layouts/500/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of 500
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of 500
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList">
   <li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem">
     <a href="/" itemprop="item"><span itemprop="name">Web.Unimelb</span></a>
     <meta content="1" itemprop="position" />
diff --git a/build/v3.6/layouts/about/index.html b/build/v3.6/layouts/about/index.html
new file mode 100644
index 00000000..81a6cc75
--- /dev/null
+++ b/build/v3.6/layouts/about/index.html
@@ -0,0 +1 @@
+About | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. About
              About us
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/about/source/index.html b/build/v3.6/layouts/about/source/index.html
similarity index 85%
rename from build/v3.5.3/layouts/about/source/index.html
rename to build/v3.6/layouts/about/source/index.html
index 5a6be7bd..1f2d237b 100644
--- a/build/v3.5.3/layouts/about/source/index.html
+++ b/build/v3.6/layouts/about/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of About
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of About
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header class="image" style="background-image:url(/assets/images/bg-banner-small.jpg);">
     <div class="mid-align">
diff --git a/build/v3.6/layouts/article/index.html b/build/v3.6/layouts/article/index.html
new file mode 100644
index 00000000..8b0fdc0d
--- /dev/null
+++ b/build/v3.6/layouts/article/index.html
@@ -0,0 +1 @@
+Article | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Article
              Deciphering epilepsy
              From predicting seizures to pinpointing genes, researchers are making huge leaps in understanding the causes and processes involved in epilepsy.
              Professor Ingrid Scheffer
              Professor Ingrid Scheffer is a world leader in the treatment and research of childhood epilepsies.
              WHEN INGRID SCHEFFER arrived at the University of Melbourne in 1991, she was an enthusiastic young neurologist trained at the best children’s hospital in London who knew nothing about the genetics of epilepsy. Her ignorance was understandable. Back then, nobody could claim to know anything substantive about the genetic underpinnings of a condition the ancient Greeks called the ‘sacred disease’.
              For thousands of years, the seizures that characterise epilepsy were thought to be signs of spiritual possession. Today, these neurological disorders are known to be the result of abnormal electrical activity in the brain — sometimes the condition occurs after brain injury, but often the causes involve one or more genes.
              Yet the widespread view in the early 1990s was that genes weren’t particularly important. So entrenched was this position that a senior colleague laughed when Scheffer said she was moving to Australia to study the genetics of the disease. In Melbourne, Scheffer and her mentor and PhD supervisor, Professor Sam Berkovic, set about lifting the veil of ignorance. Four years after Scheffer’s arrival, they and collaborators at the University of Adelaide and the Women’s and Children’s Hospital, Adelaide, identified the first gene associated with epilepsy. Since that breakthrough, this team has been responsible for finding more than half of the roughly 50 epilepsy genes identified so far.
              Scheffer, now a professor at the University of Melbourne and the Florey Institute of Neuroscience and Mental Health, is a world leader in the treatment and research of childhood epilepsies. She was named the Asia-Pacific L’Oréal-UNESCO for Women in Science Laureate in 2012, and in 2013 earned the GSKA Award for Research Excellence.
              “It’s been a very exciting journey,” says Scheffer. “We’re very fortunate to have a big, multidisciplinary team that includes physiologists, molecular geneticists, imaging scientists and clinicians.”
              Around 60 million people worldwide have epilepsy. While most respond well to treatment, about one in three have seizures that can strike at any time, and cannot be controlled by existing treatments. Among the more devastating forms of the disease are a group of severe conditions known as epileptic encephalopathies, which have become a particular interest for Scheffer.
              Children who suffer from these epilepsies have frequent, hard-to-manage seizures at a young age, slowing normal development of the brain and resulting in intellectual impairment.
              “It’s a real tragedy,” acknowledges Berkovic.
              “There’s also a tragedy of not knowing, because parents really want to know why this has happened to their child.”
              In 2013, Scheffer and researchers from the University of Melbourne, the Austin Hospital in Melbourne, Duke University Medical Center in North Carolina and the University of California, San Francisco, unearthed a surprise finding that provided part of the answer for some families.
              The study, jointly led by Berkovic, is part of Epi4K, a $25 million worldwide project funded by the National Institutes of Health, which uses the latest techniques to sequence and analyse DNA from 4000 epilepsy patients and their relatives. Using a gene sequencing technology known as exome sequencing, they compared the genetic sequences of 264 children who had epileptic encephalopathies with those of their parents, who did not have epilepsy.
              They found that in a substantial number of children, new genetic variants that were not present in their parents — called de novo mutations — seemed to cause the disease. In addition to mutations in several genes already associated with epilepsy, they found a large number of mutations in genes not previously linked with the disease.
              Although the study provides a wealth of new information for the epilepsy research community, for Scheffer it all comes back to the families.
              Solving the cause of these children’s epilepsy is a huge step forward in understanding why they are sick, and for developing targeted therapies.
              UNTIL RECENTLY, MANY genes found to be associated with epilepsy were only relevant for small numbers of patients with particular syndromes. But in March 2013, researchers from the University of Melbourne and the University of South Australia published a paper in the journal Nature Genetics that bucked that trend. The scientists reported that they had found mutations in a gene called DEPDC5 in an Australian family affected by a kind of mild epilepsy called familial focal epilepsy with variable foci (FFEVF). After finding the gene in this family, Scheffer’s team started hunting for DEPDC5 mutations in eight, then 82, families with only a couple of affected people — too few for a conventional diagnosis of FFEVF.
              They found the mutations in seven of the eight families originally studied, and there were “quite a few hits” among the larger group. “Suddenly you realise that it’s going to be relevant to a lot more people. Many people with focal epilepsy may have this gene, so that was pretty exciting to understand because focal epilepsy accounts for 60% of all epilepsy cases,” Scheffer explains.
              WHILE THIS RESEARCH is unveiling the causes of many epilepsies, in his desk at St Vincent’s Hospital in Melbourne, University of Melbourne neurologist Professor Mark Cook keeps a collection of devices that may change how epilepsy is managed. He has a pair of long,plastic-coated electrodes, a black plastic rectangle resembling a chunky 1980s pager, and a small brushed-metal box — nothing much to look at, but revolutionary in practice.
              This X-ray image from Professor Mark Cook shows the locations of electrodes on the surface of the brain. Numbers indicate particular electrode contacts from which seizure data is extracted.
              Combined, they have allowed Cook and his colleagues to take a step toward a holy grail of epilepsy medicine — the ability to predict when a person’s next seizure might occur.
              “The misery of epilepsy is the unpredictable nature of seizures,” says Cook. “You’re always at risk. If your epilepsy is active, you can’t drive. If you’re a kid, your mum might not let you have a sleepover with your buddy. It has a 24/7, pervasive effect on people’s lives.”
              For this reason, Cook, who is Chair of Medicine at the University of Melbourne and Director of Neurology at St Vincent’s Hospital, Melbourne, has long been interested in trying to predict when an individual is at risk of a seizure. “A ‘weather report’ impression of someone’s likelihood of having a seizure in the hours ahead can have significant implicationsfor people’s day-to-day lives,” he says.
              Image of a Tractography
              Tractography is a novel application of MRI that traces the brain’s circuitry by tracking the motion of water molecules in the brain, and is one of the ways researchers are getting a more detailed picture of epilepsy in the brain.
              In 2009, Cook and his Melbourne colleagues began collaborating with NeuroVista, a US-based company that had developed a device that could be implanted between the patient’s skull and brain to detect brain signals. The Melbourne researchers and the company then developed a second device, implanted under the chest, which transmitted signals recorded in the brain to an external handheld device. This handheld device has lights that warn the patient of the likelihood of a seizure. The vital part of the system is a sophisticated computer algorithm that learns from data on brain activity patterns which precede a seizure in order to make accurate predictions.Within months, Cook and his colleagues, including Berkovic and another University of Melbourne professor, Terry O’Brien, had begun the world’s first human study of the device, implanting it in 15 patients whose seizures had not been controlled with existing treatments.
              Almost immediately, the results provided surprising insights. The researchers expected that implanting the electrodes would trigger some ‘turbulence’ in brain activity that would be evident for a few hours. But weeks went by, and the disrupted signal did not settle down.
              “We had to grit our teeth and soldier on, or abandon the study altogether,” Cook recalls. “We decided to go ahead.”
              It was a good call. After 60 days, real data started to emerge. “That was an exceptional moment. It was unforgettable,” says Cook.
              For the first time, researchers had gathered large amounts of data over significant periods about what goes on in the brains of people with epilepsy as they carry out their normal lives. For the first month of the trial, the system purely recorded data to allow Cook and his team to construct the individual algorithms of seizure prediction for each patient. As the weeks passed, it became clear that the algorithms were effective for most patients. For two patients, every seizure during the trial period of four months was predicted with a red ‘high advisory’ light. For almost all the others, more than 90% of their seizures were also predicted with red light, while a significant number of events also occurred when the white ‘moderate advisory’ light was on. Two patients had events when the indicator light was blue, which was supposed to indicate low risk — but this happened when they had stopped taking their usual medications.
              The team kept fine-tuning the algorithms, and as the devices gathered more data they uncovered short- and long-term patterns that had not been seen before. The researchers began to recognise short-term precursors and ramifications of seizures, like the foreshocks and aftershocks of earthquakes. Then they identified deep rhythms that seemed to connect the effect of one seizure to later episodes. Cook and his colleagues are now developing a less invasive form of the device that doesn’t require electrodes under the skull, and plan to trial the technology on human subjects.
              “Seizures create echoes that reverberate throughout the brain’s network of neurons. If you know more about how those reverberations develop, you can predict the seizures,” Cook sums up. “That’s very new and exciting stuff.”
              — Stephen Pincock
              Related links
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/article/source/index.html b/build/v3.6/layouts/article/source/index.html
similarity index 84%
rename from build/v3.5.3/layouts/article/source/index.html
rename to build/v3.6/layouts/article/source/index.html
index f58228a3..56f78421 100644
--- a/build/v3.5.3/layouts/article/source/index.html
+++ b/build/v3.6/layouts/article/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Article
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Article
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <article>
     <header style="background-image:url(/assets/videos/deciphering-epilepsy.jpg); margin-top:-110px">
diff --git a/build/v3.5.3/layouts/cobrand-sub/index.html b/build/v3.6/layouts/cobrand-sub/index.html
similarity index 100%
rename from build/v3.5.3/layouts/cobrand-sub/index.html
rename to build/v3.6/layouts/cobrand-sub/index.html
diff --git a/build/v3.5.3/layouts/cobrand-sub/source/index.html b/build/v3.6/layouts/cobrand-sub/source/index.html
similarity index 93%
rename from build/v3.5.3/layouts/cobrand-sub/source/index.html
rename to build/v3.6/layouts/cobrand-sub/source/index.html
index c5104754..21bcc7be 100644
--- a/build/v3.5.3/layouts/cobrand-sub/source/index.html
+++ b/build/v3.6/layouts/cobrand-sub/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Cobrand Sub
              <div class="page-header">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Cobrand Sub
              <div class="page-header">
   <header>
     <a class="page-header-logo wide" href="/"><svg aria-labelledby="aria-uom-title" role="img"><title id="aria-uom-title">The University of Melbourne Logo</title><image alt="The University of Melbourne Logo" height="100%" preserveAspectRatio="xMaxYMin meet" src="/assets/images/vca/logo-vca.svg" width="100%" xlink:href="/assets/images/vca/logo-vca.svg"></image></svg></a>
     <div class="page-header-navigation"></div>
diff --git a/build/v3.5.3/layouts/cobrand/index.html b/build/v3.6/layouts/cobrand/index.html
similarity index 100%
rename from build/v3.5.3/layouts/cobrand/index.html
rename to build/v3.6/layouts/cobrand/index.html
diff --git a/build/v3.5.3/layouts/cobrand/source/index.html b/build/v3.6/layouts/cobrand/source/index.html
similarity index 91%
rename from build/v3.5.3/layouts/cobrand/source/index.html
rename to build/v3.6/layouts/cobrand/source/index.html
index ef770b84..ec879d00 100644
--- a/build/v3.5.3/layouts/cobrand/source/index.html
+++ b/build/v3.6/layouts/cobrand/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Cobrand
              <div class="page-header floating">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Cobrand
              <div class="page-header floating">
   <a class="page-header-logo wide" href="/"><svg aria-labelledby="aria-uom-title" role="img"><title id="aria-uom-title">The University of Melbourne Logo</title><image alt="The University of Melbourne Logo" height="100%" preserveAspectRatio="xMaxYMin meet" src="/assets/images/vca/logo-vca.svg" width="100%" xlink:href="/assets/images/vca/logo-vca.svg"></image></svg></a>
 </div>
 <div class="floating"></div>
diff --git a/build/v3.6/layouts/course/index.html b/build/v3.6/layouts/course/index.html
new file mode 100644
index 00000000..3b57a5f8
--- /dev/null
+++ b/build/v3.6/layouts/course/index.html
@@ -0,0 +1 @@
+Course | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Course
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/course/source/index.html b/build/v3.6/layouts/course/source/index.html
similarity index 97%
rename from build/v3.5.3/layouts/course/source/index.html
rename to build/v3.6/layouts/course/source/index.html
index 420cea68..a7a90093 100644
--- a/build/v3.5.3/layouts/course/source/index.html
+++ b/build/v3.6/layouts/course/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Course
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Course
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header class="banner" style="background-image:url(/assets/images/course_example_banner.jpg);">
     <div class="bottom-align-flat">
diff --git a/build/v3.5.3/layouts/debranded/index.html b/build/v3.6/layouts/debranded/index.html
similarity index 100%
rename from build/v3.5.3/layouts/debranded/index.html
rename to build/v3.6/layouts/debranded/index.html
diff --git a/build/v3.5.3/layouts/debranded/source/index.html b/build/v3.6/layouts/debranded/source/index.html
similarity index 95%
rename from build/v3.5.3/layouts/debranded/source/index.html
rename to build/v3.6/layouts/debranded/source/index.html
index 3239805e..90901afc 100644
--- a/build/v3.5.3/layouts/debranded/source/index.html
+++ b/build/v3.6/layouts/debranded/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Debranded
              <div role="main">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Debranded
              <div role="main">
   <header class="image" style="background-image:url(/assets/images/bg-banner-small.jpg);">
     <div class="mid-align">
       <h1>
diff --git a/build/v3.6/layouts/event/index.html b/build/v3.6/layouts/event/index.html
new file mode 100644
index 00000000..349efe8c
--- /dev/null
+++ b/build/v3.6/layouts/event/index.html
@@ -0,0 +1 @@
+Event | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Event
              Title of the event goes right here
              Event category
              House and Home
              Opening Celebration Thursday 10 April, 6-8pm
              Simon Ancher, Megan Campbell, Michael Doolan, Stephen Haley, Wayne Hudson, Lyndal Jones, Danielle Thompson, Shaun Wilson. Curator: Dr Malcom Bywaters
              House and home will consider the domestic space as a physical and psychological refuge. The house has become a place to hide and a space to create an external identity. Within contemporary Australia the spaces between the private and public are consciously blurred. The exhibition explores themes of personal space, home life, security and family. House and home will investigate the play between the public and the private, the seen and the obscured behind the front door. The exhibition will consider the role of the house as a vehicle open to external influences, not necessarily related to domesticity; the house can also be a monument or keeper of the past that ultimately has some impact and significance on the present and of self.
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/event/source/index.html b/build/v3.6/layouts/event/source/index.html
similarity index 70%
rename from build/v3.5.3/layouts/event/source/index.html
rename to build/v3.6/layouts/event/source/index.html
index d047d991..2dc40cfb 100644
--- a/build/v3.5.3/layouts/event/source/index.html
+++ b/build/v3.6/layouts/event/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Event
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Event
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <div class="detail">
     <div class="upper">
diff --git a/build/v3.6/layouts/fake-tab/index.html b/build/v3.6/layouts/fake-tab/index.html
new file mode 100644
index 00000000..20f282ad
--- /dev/null
+++ b/build/v3.6/layouts/fake-tab/index.html
@@ -0,0 +1 @@
+Fake Tab | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Fake Tab
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/fake-tab/source/index.html b/build/v3.6/layouts/fake-tab/source/index.html
similarity index 88%
rename from build/v3.5.3/layouts/fake-tab/source/index.html
rename to build/v3.6/layouts/fake-tab/source/index.html
index 1afa4dc3..faa676cb 100644
--- a/build/v3.5.3/layouts/fake-tab/source/index.html
+++ b/build/v3.6/layouts/fake-tab/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Fake Tab
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Fake Tab
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header class="banner" style="background-image:url(/assets/images/course_example_banner.jpg);">
     <div class="bottom-align-flat">
diff --git a/build/v3.6/layouts/filtered-listing/index.html b/build/v3.6/layouts/filtered-listing/index.html
new file mode 100644
index 00000000..3ad5518c
--- /dev/null
+++ b/build/v3.6/layouts/filtered-listing/index.html
@@ -0,0 +1,2 @@
+Filtered Listing | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Filtered Listing
              Lorem ipsum dolor sit amet, vis te saepe nominavi appetere, ceteros lucilius te usu, no nam tota partiendo
              Filter by type
              All 
              Nominavi appetere 
              Iudico corrumpit 
              Argumentum philosophia 
              Errem qualisque 
              Filter by section
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/filtered-listing/source/index.html b/build/v3.6/layouts/filtered-listing/source/index.html
similarity index 86%
rename from build/v3.5.3/layouts/filtered-listing/source/index.html
rename to build/v3.6/layouts/filtered-listing/source/index.html
index e193a275..284c5c19 100644
--- a/build/v3.5.3/layouts/filtered-listing/source/index.html
+++ b/build/v3.6/layouts/filtered-listing/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Filtered Listing
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Filtered Listing
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header class="short with-filters" style="background-image:url(/assets/images/bg-banner-small.jpg)">
     <p>
diff --git a/build/v3.5.3/layouts/floating-contrast/index.html b/build/v3.6/layouts/floating-contrast/index.html
similarity index 100%
rename from build/v3.5.3/layouts/floating-contrast/index.html
rename to build/v3.6/layouts/floating-contrast/index.html
diff --git a/build/v3.5.3/layouts/floating-contrast/source/index.html b/build/v3.6/layouts/floating-contrast/source/index.html
similarity index 96%
rename from build/v3.5.3/layouts/floating-contrast/source/index.html
rename to build/v3.6/layouts/floating-contrast/source/index.html
index 3d59a356..b3579fdc 100644
--- a/build/v3.5.3/layouts/floating-contrast/source/index.html
+++ b/build/v3.6/layouts/floating-contrast/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Floating Contrast
              <div class="floating"></div>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Floating Contrast
              <div class="floating"></div>
 <div role="main">
   <div class="contrast-helper" style="background-image:url(/assets/images/contrast.jpg)">
     <header class="banner">
diff --git a/build/v3.5.3/layouts/homepage/index.html b/build/v3.6/layouts/homepage/index.html
similarity index 100%
rename from build/v3.5.3/layouts/homepage/index.html
rename to build/v3.6/layouts/homepage/index.html
diff --git a/build/v3.5.3/layouts/homepage/source/index.html b/build/v3.6/layouts/homepage/source/index.html
similarity index 96%
rename from build/v3.5.3/layouts/homepage/source/index.html
rename to build/v3.6/layouts/homepage/source/index.html
index cb8963e4..1457a850 100644
--- a/build/v3.5.3/layouts/homepage/source/index.html
+++ b/build/v3.6/layouts/homepage/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Homepage
              <div class="floating"></div>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Homepage
              <div class="floating"></div>
 <div role="main">
   <header class="banner" style="background-image:url(/assets/images/stars.jpg);">
     <div class="mid-align">
diff --git a/build/v3.6/layouts/index.html b/build/v3.6/layouts/index.html
new file mode 100644
index 00000000..62070b86
--- /dev/null
+++ b/build/v3.6/layouts/index.html
@@ -0,0 +1 @@
+Layouts | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              These layouts are examples how we use the design system for common pages across the university.
              Filter by type
              Pro tip: the pre-DOM source of any template can be viewed by adding /source to the end of the URL.
              
\ No newline at end of file
diff --git a/build/v3.6/layouts/indexnav/index.html b/build/v3.6/layouts/indexnav/index.html
new file mode 100644
index 00000000..fd92ac3a
--- /dev/null
+++ b/build/v3.6/layouts/indexnav/index.html
@@ -0,0 +1 @@
+Indexnav | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Indexnav
              Inpage index navigation
              A
              NameEmailCompany
              Aaronson, Hadassah G.aoreet.ipsum@magnis.co.ukEleifend Ltd
              B
              NameEmailCompany
              Bailey, Jael D.sed.tortor@cubilia.orgElit Pede Foundation
              Bass, Aquila N.imperdiet@velitAliquam.co.ukVel Arcu Eu Corp.
              Bond, Carissa B.varius.et@tellusnon.co.ukMauris Id Corporation
              Burgess, Dennis Y.felis.ullamcorper.viverra@tortordictumeu.orgNon Ltd
              C
              NameEmailCompany
              Carson, Gregory I.velit.Aliquam.nisl@mauris.caEget Nisi Ltd
              Chavez, Wade X.imperdiet.non.vestibulum@Nuncsedorci.co.ukDolor Egestas Rhoncus Industries
              Clay, Daria W.lorem.sit@lorem.orgA Scelerisque Sed Company
              Clay, Erica Z.libero.Integer@et.netUrna Justo Limited
              Conner, Tanya X.ipsum.non.arcu@Cumsociis.caSemper Erat LLC
              D
              NameEmailCompany
              Donovan, Chancellor N.ut.sem.Nulla@montesnascetur.orgArcu Vivamus Corporation
              F
              NameEmailCompany
              Frazier, Berk O.ornare.elit.elit@arcuet.caMus Aenean Eget Limited
              Fuller, Minerva Z.accumsan@magnaNamligula.netLacus Varius Et Limited
              G
              NameEmailCompany
              Garza, Lewis F.et.malesuada.fames@sem.eduOrnare Facilisis Eget Incorporated
              Glenn, Cyrus G.sed@ipsumleo.comNullam Feugiat Ltd
              H
              NameEmailCompany
              Henson, Latifah Y.adipiscing@justoProin.netAliquet Incorporated
              Hernandez, Reese V.et@vestibulumneque.eduAliquam LLC
              Hewitt, Hayley E.magnis.dis.parturient@Vestibulum.comPharetra Sed Hendrerit Foundation
              Hoffman, Scarlet Q.amet.luctus@ametmassaQuisque.caUltricies Ligula Industries
              Hogan, Ariel O.eu@semperauctorMauris.comNon Sollicitudin LLC
              I
              NameEmailCompany
              Ingram, Briar V.lectus.convallis.est@Cras.caFames Industries
              J
              NameEmailCompany
              Johns, Erasmus S.dolor.elit@erat.orgA Tortor Nunc PC
              L
              NameEmailCompany
              Lamb, Drew L.pede.Nunc@egestasFusce.orgSemper Et Lacinia Incorporated
              Lane, Roary U.in@purus.co.ukDuis Inc.
              Lee, Hyatt U.rutrum@Maurisut.comAccumsan Convallis Ante Corporation
              Lucas, Ebony L.quam.Pellentesque.habitant@nec.orgDictum Placerat Augue Company
              M
              NameEmailCompany
              Macdonald, Fletcher J.et.rutrum@necmalesuadaut.co.ukEgestas Aliquam Corporation
              Madden, Hadassah Y.tempus@ametmetus.co.ukOrnare Corp.
              Malone, Autumn K.nisl.arcu.iaculis@aliquet.caNam Industries
              Mccullough, Coby R.ante@vulputateduinec.co.ukFeugiat Institute
              Mcdaniel, Hayley I.Nulla.eget@ProindolorNulla.netSagittis Augue Eu Associates
              Middleton, Barclay M.ligula.Aliquam@accumsanconvallis.comId Enim Consulting
              N
              NameEmailCompany
              Nelson, Vance R.enim@eu.eduCursus Diam Incorporated
              Nguyen, Cathleen W.orci.sem.eget@egetmetusIn.orgAugue Porttitor Interdum LLC
              P
              NameEmailCompany
              Pierce, Moses I.lobortis@enimCurabitur.eduRutrum Urna Nec LLP
              R
              NameEmailCompany
              Ramirez, Leslie F.dolor@pellentesquemassa.co.ukVitae Risus Duis Institute
              Roberson, Burke C.metus.vitae.velit@nec.netNunc Corporation
              S
              NameEmailCompany
              Silva, Yael W.Curabitur.massa.Vestibulum@malesuada.orgDiam Duis Corp.
              Stephens, Arden P.dui.in.sodales@nequeNullamnisl.comNibh LLP
              Stout, Tashya X.vulputate.risus@elit.comCum Sociis Natoque Consulting
              Summers, Jarrod Q.libero.Donec.consectetuer@eleifendnon.netDolor Incorporated
              T
              NameEmailCompany
              Tucker, Amal J.lectus.pede@dignissimtemporarcu.comNulla Inc.
              V
              NameEmailCompany
              Vargas, Wing Q.neque@erategettincidunt.eduInterdum Ltd
              Vega, Basil I.lacinia.orci@maurisSuspendissealiquet.orgSociis Natoque Penatibus Institute
              W
              NameEmailCompany
              Washington, Shana M.ligula.eu.enim@consectetueripsumnunc.co.ukDiam Dictum Foundation
              Wilkins, Ian B.iaculis@pede.orgVel Nisl Quisque Associates
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/indexnav/source/index.html b/build/v3.6/layouts/indexnav/source/index.html
similarity index 90%
rename from build/v3.5.3/layouts/indexnav/source/index.html
rename to build/v3.6/layouts/indexnav/source/index.html
index 62e016b5..a5e3f3fb 100644
--- a/build/v3.5.3/layouts/indexnav/source/index.html
+++ b/build/v3.6/layouts/indexnav/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Indexnav
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Indexnav
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div class="indexnav"></div>
 <div role="main">
   <header>
diff --git a/build/v3.5.3/layouts/intranet/index.html b/build/v3.6/layouts/intranet/index.html
similarity index 100%
rename from build/v3.5.3/layouts/intranet/index.html
rename to build/v3.6/layouts/intranet/index.html
diff --git a/build/v3.5.3/layouts/intranet/source/index.html b/build/v3.6/layouts/intranet/source/index.html
similarity index 97%
rename from build/v3.5.3/layouts/intranet/source/index.html
rename to build/v3.6/layouts/intranet/source/index.html
index 7ff2db0c..ecbf536b 100644
--- a/build/v3.5.3/layouts/intranet/source/index.html
+++ b/build/v3.6/layouts/intranet/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Intranet
              <div class="floating reverse short" style="background-image: url(http://placeimg.com/1830/260/any);">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Intranet
              <div class="floating reverse short" style="background-image: url(http://placeimg.com/1830/260/any);">
   <a class="page-header-home" href="/layouts/intranet">
     <h1>
       Staff Hub
diff --git a/build/v3.6/layouts/no-header/index.html b/build/v3.6/layouts/no-header/index.html
new file mode 100644
index 00000000..b72895d2
--- /dev/null
+++ b/build/v3.6/layouts/no-header/index.html
@@ -0,0 +1 @@
+No Header | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. No Header
              Human resources
              Leave, pay, HR advice, equity and fairness, training and development, career management and job search.
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/no-header/source/index.html b/build/v3.6/layouts/no-header/source/index.html
similarity index 71%
rename from build/v3.5.3/layouts/no-header/source/index.html
rename to build/v3.6/layouts/no-header/source/index.html
index 592d791d..00e573aa 100644
--- a/build/v3.5.3/layouts/no-header/source/index.html
+++ b/build/v3.6/layouts/no-header/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of No Header
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of No Header
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div class="headerless" role="main">
   <div class="with-aside">
     <div class="bside">
diff --git a/build/v3.6/layouts/page/index.html b/build/v3.6/layouts/page/index.html
new file mode 100644
index 00000000..dfc5aea5
--- /dev/null
+++ b/build/v3.6/layouts/page/index.html
@@ -0,0 +1 @@
+Page | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Page
              Leaflet test
              
\ No newline at end of file
diff --git a/build/v3.6/layouts/page/source/index.html b/build/v3.6/layouts/page/source/index.html
new file mode 100644
index 00000000..cc2192d6
--- /dev/null
+++ b/build/v3.6/layouts/page/source/index.html
@@ -0,0 +1,14 @@
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Page
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+<div role="main">
+  <header class="image" style="background-image:url(/assets/images/bg-banner-small.jpg);">
+    <div class="mid-align">
+      <h1>
+        Leaflet test
+      </h1>
+    </div>
+  </header>
+  <section>
+    <div class="map-canvas" data-leaflet-latlng="-37.798535, 144.960605" data-pin="-37.798535, 144.960605" data-zoom="17"></div>
+  </section>
+</div>
+
              
\ No newline at end of file
diff --git a/build/v3.6/layouts/profile/index.html b/build/v3.6/layouts/profile/index.html
new file mode 100644
index 00000000..274be774
--- /dev/null
+++ b/build/v3.6/layouts/profile/index.html
@@ -0,0 +1 @@
+Profile | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Profile
              Professor Tim Lindsey
              Professor Lindsey believes Australia must engage better with our Southeast Asian neighbours, particularly Indonesia, if we are to be more than a bit player in the Asian century.
              Australia must engage better with its Southeast Asian neighbours if it is to avoid being a “bit player” in the Asian century, says Professor Tim Lindsey, Malcolm Smith Professor of Asian Law and Director of the Centre for Indonesian Law, Islam and Society at the Melbourne Law School.
              Relations with Indonesia are particularly important. Predicted to be a top-five global economy by 2050, Indonesia aspires to be the dominant power in ASEAN, the Association of Southeast Asian Nations.
              “It wants to be to ASEAN as Germany is to the EU, and it will probably achieve that within the next 20 to 30 years,” says Lindsey.
              Lindsey’s research includes collaborations with the Supreme and religious courts in Indonesia and the Syarif Hidayatullah State Islamic University in Jakarta. It focuses on the interaction between law, politics, policy making and governance and the role of Islam.
              A fluent Bahasa Indonesia speaker, his work takes him to the country frequently. On-the-ground engagement with people working in the institutions is crucial, he says.
              Recent friction over Australia’s handling of asylum seekers travelling from Indonesia, has soured relations to a 15-year low, he says. In Australia, polls reveal that many Australians perceive Indonesia as a hostile, threatening nation — and this indirectly affects Australia’s foreign policy. Improved education could address this issue.
              “We need to build new links and we haven’t been doing that in any meaningful way.” Australia needs to prioritise engagement with Indonesia at a governmental level, and increase teaching of Asian studies and language courses in schools and universities, Lindsey adds.
              Lindsey, who chairs the Australian Government’s Australia–Indonesia Institute, argues that as two genuine multi-party liberal democracies in the region, and with a shared laid-back mentality, the countries are natural allies. “We’ve really got to try harder to improve understanding between our two countries.”
              — Jude Dineley
              Related links
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/profile/source/index.html b/build/v3.6/layouts/profile/source/index.html
similarity index 66%
rename from build/v3.5.3/layouts/profile/source/index.html
rename to build/v3.6/layouts/profile/source/index.html
index 038d7048..4d50eccd 100644
--- a/build/v3.5.3/layouts/profile/source/index.html
+++ b/build/v3.6/layouts/profile/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Profile
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Profile
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <article class="profile">
     <header style="background-image:url(/assets/images/tim-lindsey-hero.jpg)">
diff --git a/build/v3.6/layouts/search/index.html b/build/v3.6/layouts/search/index.html
new file mode 100644
index 00000000..38470e52
--- /dev/null
+++ b/build/v3.6/layouts/search/index.html
@@ -0,0 +1 @@
+Search | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Search
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/search/source/index.html b/build/v3.6/layouts/search/source/index.html
similarity index 92%
rename from build/v3.5.3/layouts/search/source/index.html
rename to build/v3.6/layouts/search/source/index.html
index c1b30154..4d334aa3 100644
--- a/build/v3.5.3/layouts/search/source/index.html
+++ b/build/v3.6/layouts/search/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Search
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Search
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header>
     <form action="http://search-au.funnelback.com/s/search.html" class="search" method="get">
diff --git a/build/v3.6/layouts/sso/index.html b/build/v3.6/layouts/sso/index.html
new file mode 100644
index 00000000..d316758b
--- /dev/null
+++ b/build/v3.6/layouts/sso/index.html
@@ -0,0 +1 @@
+Sso | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Sso
              Login
              Login with your University of Melbourne username and password.
              Are you a library member who is not a University student or staff? Login as guest
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/sso/source/index.html b/build/v3.6/layouts/sso/source/index.html
similarity index 56%
rename from build/v3.5.3/layouts/sso/source/index.html
rename to build/v3.6/layouts/sso/source/index.html
index 4184b4e1..3f4090e8 100644
--- a/build/v3.5.3/layouts/sso/source/index.html
+++ b/build/v3.6/layouts/sso/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Sso
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Sso
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header>
     <h1>
diff --git a/build/v3.6/layouts/staff-list-featured/index.html b/build/v3.6/layouts/staff-list-featured/index.html
new file mode 100644
index 00000000..7a23c812
--- /dev/null
+++ b/build/v3.6/layouts/staff-list-featured/index.html
@@ -0,0 +1 @@
+Staff List Featured | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Staff List Featured
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/staff-list-featured/source/index.html b/build/v3.6/layouts/staff-list-featured/source/index.html
similarity index 61%
rename from build/v3.5.3/layouts/staff-list-featured/source/index.html
rename to build/v3.6/layouts/staff-list-featured/source/index.html
index afaaf7ea..f76c37ca 100644
--- a/build/v3.5.3/layouts/staff-list-featured/source/index.html
+++ b/build/v3.6/layouts/staff-list-featured/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Staff List Featured
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Staff List Featured
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <div class="headerless"></div>
   <div class="jumpnav"></div>
diff --git a/build/v3.6/layouts/staff-list-fullwidth/index.html b/build/v3.6/layouts/staff-list-fullwidth/index.html
new file mode 100644
index 00000000..64873b2c
--- /dev/null
+++ b/build/v3.6/layouts/staff-list-fullwidth/index.html
@@ -0,0 +1 @@
+Staff List Fullwidth | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Staff List Fullwidth
              Our staff
              Neil Ang, Juggling ProfessionalUniversity of Melbourne
              Jason Smith, Coffee ExpertUniversity of Melbourne
              Andi Weis, Can eat a lotUniversity of Melbourne
              Anne Shea, ChefUniversity of Melbourne
              Carl Jackson, Crepe ExpertUniversity of Melbourne
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/staff-list-fullwidth/source/index.html b/build/v3.6/layouts/staff-list-fullwidth/source/index.html
similarity index 66%
rename from build/v3.5.3/layouts/staff-list-fullwidth/source/index.html
rename to build/v3.6/layouts/staff-list-fullwidth/source/index.html
index 987a6d56..829a75ef 100644
--- a/build/v3.5.3/layouts/staff-list-fullwidth/source/index.html
+++ b/build/v3.6/layouts/staff-list-fullwidth/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Staff List Fullwidth
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Staff List Fullwidth
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header>
     <h1>
diff --git a/build/v3.6/layouts/staff-list/index.html b/build/v3.6/layouts/staff-list/index.html
new file mode 100644
index 00000000..a1a502d5
--- /dev/null
+++ b/build/v3.6/layouts/staff-list/index.html
@@ -0,0 +1 @@
+Staff List | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Staff List
              Our staff
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/staff-list/source/index.html b/build/v3.6/layouts/staff-list/source/index.html
similarity index 67%
rename from build/v3.5.3/layouts/staff-list/source/index.html
rename to build/v3.6/layouts/staff-list/source/index.html
index 8f270482..4c907bee 100644
--- a/build/v3.5.3/layouts/staff-list/source/index.html
+++ b/build/v3.6/layouts/staff-list/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Staff List
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Staff List
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div role="main">
   <header>
     <h1>
diff --git a/build/v3.6/layouts/staff/index.html b/build/v3.6/layouts/staff/index.html
new file mode 100644
index 00000000..62d0e899
--- /dev/null
+++ b/build/v3.6/layouts/staff/index.html
@@ -0,0 +1 @@
+Staff | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Staff
              People
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/staff/source/index.html b/build/v3.6/layouts/staff/source/index.html
similarity index 88%
rename from build/v3.5.3/layouts/staff/source/index.html
rename to build/v3.6/layouts/staff/source/index.html
index c0fe6a5c..6185ce5b 100644
--- a/build/v3.5.3/layouts/staff/source/index.html
+++ b/build/v3.6/layouts/staff/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Staff
              <section>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Staff
              <section>
   <h2 class="title" id="people">
     People
   </h2>
diff --git a/build/v3.5.3/layouts/test/index.html b/build/v3.6/layouts/test/index.html
similarity index 100%
rename from build/v3.5.3/layouts/test/index.html
rename to build/v3.6/layouts/test/index.html
diff --git a/build/v3.5.3/layouts/test/source/index.html b/build/v3.6/layouts/test/source/index.html
similarity index 96%
rename from build/v3.5.3/layouts/test/source/index.html
rename to build/v3.6/layouts/test/source/index.html
index b96a8f38..d8769103 100644
--- a/build/v3.5.3/layouts/test/source/index.html
+++ b/build/v3.6/layouts/test/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of Test
              <div class="page-local-history">
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of Test
              <div class="page-local-history">
   <a class="root" href="/">Web.Unimelb</a><span>/</span><a class="last" href="/layouts" title="Example Layouts">Example Layouts</a><span>/</span><a class="last" href="" title="Test page">Test page</a>
 </div>
 <div role="main">
diff --git a/build/v3.6/layouts/with-login-link/index.html b/build/v3.6/layouts/with-login-link/index.html
new file mode 100644
index 00000000..31d2fd7a
--- /dev/null
+++ b/build/v3.6/layouts/with-login-link/index.html
@@ -0,0 +1 @@
+With Login Link | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. With Login Link
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/with-login-link/source/index.html b/build/v3.6/layouts/with-login-link/source/index.html
similarity index 84%
rename from build/v3.5.3/layouts/with-login-link/source/index.html
rename to build/v3.6/layouts/with-login-link/source/index.html
index 1e7d925d..acd3f0d1 100644
--- a/build/v3.5.3/layouts/with-login-link/source/index.html
+++ b/build/v3.6/layouts/with-login-link/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of With Login Link
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of With Login Link
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div class="page-local-login" data-href="/login" data-title="Eyes up"></div>
 <div class="with-login" role="main">
   <header class="image" style="background-image:url(/assets/images/bg-banner-small.jpg);">
diff --git a/build/v3.6/layouts/with-login/index.html b/build/v3.6/layouts/with-login/index.html
new file mode 100644
index 00000000..69538be4
--- /dev/null
+++ b/build/v3.6/layouts/with-login/index.html
@@ -0,0 +1 @@
+With Login | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. With Login
              
\ No newline at end of file
diff --git a/build/v3.5.3/layouts/with-login/source/index.html b/build/v3.6/layouts/with-login/source/index.html
similarity index 85%
rename from build/v3.5.3/layouts/with-login/source/index.html
rename to build/v3.6/layouts/with-login/source/index.html
index c9231d2c..89bb2334 100644
--- a/build/v3.5.3/layouts/with-login/source/index.html
+++ b/build/v3.6/layouts/with-login/source/index.html
@@ -1,4 +1,4 @@
-Source | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Layouts
              3. Source
              Source of With Login
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.5.3</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
+Source | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Layouts
              3. Source
              Source of With Login
              <ol class="page-local-history" itemscope="" itemtype="http://schema.org/BreadcrumbList"><li class="root" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/" itemprop="item"><span itemprop="name">Web.Unimelb v3.6</span></a><meta content="1" itemprop="position" /></li><li itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="/layouts" itemprop="item" title="Layouts"><span itemprop="name">Layouts</span></a><meta content="2" itemprop="position" /></li><li class="last" itemprop="itemListElement" itemscope="" itemtype="http://schema.org/ListItem"><a href="" itemprop="item" title="Source"><span itemprop="name">Source</span></a><meta content="3" itemprop="position" /></li></ol>
 <div class="page-local-login" data-title="Eyes up">
   <h1>
     Login
diff --git a/build/v3.5.3/philosophy/index.html b/build/v3.6/philosophy/index.html
similarity index 94%
rename from build/v3.5.3/philosophy/index.html
rename to build/v3.6/philosophy/index.html
index af31bb4d..6c2625e4 100644
--- a/build/v3.5.3/philosophy/index.html
+++ b/build/v3.6/philosophy/index.html
@@ -1,4 +1,4 @@
-A philosophy for our web design system | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. A philosophy for our web design system
              A philosophy for our web design system
              Philosophical templates
              
+A philosophy for our web design system | Web.Unimelb
              1. Web.Unimelb v3.6
              2. A philosophy for our web design system
              A philosophy for our web design system
              Philosophical templates
              
 
 
              Creating a representative online space
              
 
diff --git a/build/v3.6/start-designing/index.html b/build/v3.6/start-designing/index.html
new file mode 100644
index 00000000..d0b247e3
--- /dev/null
+++ b/build/v3.6/start-designing/index.html
@@ -0,0 +1 @@
+Start Designing | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Start Designing
              Start designing
              8 steps to design a new website for the University
              1. Research
                Find out what the user really needs by doing research and getting to know the audience you are talking to
              2. Get content
                Gather as much real content as possible before you start laying out and designing the pages
              3. Structure
                Structure your content in a linear and — for your audience — useful way
              4. Layout your page
                Download our paper cutout pdf and start to layout the page on your table or whiteboard
              5. Code
                Jump into code and build a prototype to test your layout, content and interactions
              6. Test early
                Test your HTML prototypes as early as possible. You don't need to setup expensive formal user testing scenarios but you should start to test with your target audience as soon as possible in informal small testing sessions. Don't forget to test on a range of devices as well.
              7. Iterate
                Your page will never be done. It is better to start with a very small and scoped feature set. After shipping the product you continue to improve and add features as needed, based on feedback from real users.
              8. Contribute
                If you couldn't find an adequate component in the Design System and you had to come up with your own, please contribute it back. It is highly likely that someone else from the University's web community could use your component as well.
              
\ No newline at end of file
diff --git a/build/v3.6/using-images/index.html b/build/v3.6/using-images/index.html
new file mode 100644
index 00000000..2690cbe7
--- /dev/null
+++ b/build/v3.6/using-images/index.html
@@ -0,0 +1,63 @@
+Using Images | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Using Images
              Choosing & using images on websites can be quite difficult. This guide makes you aware of things you should consider when choosing imagery.
              Images can be a great way of helping readers understand what you are trying to communicate. Good imagery informs, captures attention and even persuades visitors. The wrong image, however, can confuse, misguide, annoy or even repel. You may never get the chance to correct the negative impact of the wrong image.
              Before you look for an image at all though, you should start with the most first important question...
              Do I need an image at all?
              Using an image for the sake of using an image is usually a bad idea. There should always be a clear purpose for every element you include as each either supports or detracts from the purpose of the page. If it doesn't need to be there, get rid of it! Sometimes (read: often) you are given an image and told you have to use it. Even in this case - indeed, especially in this case - you should challenge this requirement.
              Deciding whether you need an image requires being aware of what the user is trying to accomplish on your page. Is the page a guide about how to connect to the wireless network? Or is it an in-depth article about the latest discovery in the field of neuroscience? In these cases, an image will likely be very useful in helping either establish an emotive connection or a more instantaneous understanding of what is being discussed. If, however, the page is a course listing, highly functional contact page or contains entry requirements, you probably don't need an image. By adding one unnecessarily, you are standing between the user and the task they are trying to achieve (eg. find a course or find contact details respectively).
              There is often a blurry line when choosing to use an image. If you're torn, it is always good to ask yourself if an image would be helpful or not? Lets have a closer look at the purpose of images.
              What's the purpose of the image?
              It is useful to distinguish between the two different types of images often used on web pages: the content image and the background image.
              Content images explain, inform or generally adds value to your content. The background image on the other hand, sets the scene, complements your content and even changes the mood of the user.
              So what's the difference between them with regards to how they are displayed in the design system?
              Content images
              Content images are displayed within the text flow, can have captions and are never cropped or masked with text
              • Explains content in a better way than text (infographics, etc...)
              • Displays what the text is talking about (pictures, items, etc...)
              • Shows a person
              • Offers additional information
              Read how to pick content images
              Background images
              Background images usually have text on top of them and can be cropped according to the device size. This means that not all parts of the image are visible at all times
              • Complements your content
              • Sets a mood
              • Sets a color scheme
              • Hints what the topic is about (without attempting to show something crucial for the content as they could be covered or cropped)
              Read how to use background images
              Content images
              The science of choosing and using content imagery is actually easier than one might think.
              Picking images for content is definitely easier than selecting background images. You don't have to worry about sizes or cropping as they are always shown in full proportion. However here are some guidelines to be aware of:
              #1 Add information
              If an image does not add any information to the page it shouldn't be used in the first place. Still, some images provide more information than others:
              Imagine you're writing an article about cancer research. Which of these two images provide more information?
              Laboratory Equipment (fig. 1)
              Laboratory Equipment (fig. 1)
              Electron micrograph (fig. 2)
              Electron micrographs like this are used by
              scientists to compare surface structures
              of normal cells with cancer cells. (fig. 2)
              Okay, that was easy. Although the laboratory shows a bit of movement, it is rather generic and could be used in any other article relating to laboratories. The micrograph on the other hand needs a caption to explain what the user is looking at, but adds a lot of value by visualising a topic the reader may have trouble comprehending.
              Hint: If you can't think of a caption that relates directly to your content, the image might not be a good choice.
              #2 Convey the right feeling
              Look critically at image details to ensure the image communicates the right mood to the audience. Get a second opinion about how an image might affected them.
              As an experiment, pretend you were given the following three images to complement an article about celebrating 25 years of internet in Australia. Which one would you choose?
              Data highway (fig. 1)
              The data highway (fig. 1)
              Kids celebrating
              Two children celebrating the web (fig. 2)
              Browsing the web (fig. 3)
              Using the web in an everyday situation (fig. 3)
              This one is tricky. Of course the "data highway" is not appropriate in any way. Yes it's colourful, but it doesn't add anything meaningful. However, the decision between the children and the tablet is a bit harder. The everyday browsing may look adequate at first but there are two arguments not to choose it:
              1. It is a very generic stock photo. We see them all over the internet and we've stopped being emotional about them all together. It nearly feels like an advertisement for a tablet.
              2. The visible screen could potentially show unwanted content. This may lead to more work such as montaging a different screen into the tablet.
              The children on the other hand are celebrating, pointing towards the laptop and there is no screen content visible. Furthermore it is the only image that shows human emotions to which we respond positively. It also compliments a possible headline that contains the word celebration in some form. Therefore photo number 2 would be the recommended photo to use in this case.
              • Bonus image (click me)
                Or you could scrap all of the above, do some research, and find an actual photo of the terminal connected to the computer that established the first internet connection 25 years ago :-)
                Old Computer Terminal (fig. 4)
                A terminal connected to Australia's first internet-connected computer 25 years ago (fig. 3)
              #3 Be consistent
              If you are going to have many different images close together on a page (for example, using a visual listing component in the design system), it is important that they use consistent colours and photographic style:
              Multiple nature images with different colours (fig. 1)
              Multiple images without colour correction (fig. 1)
              Multiple nature images with adjusted colours (fig. 2)
              The same images after adjustment of colours and contrast (fig. 2)
              While all images are related to the topic nature, they feel disconnected in the first row. Colour corrections and contrast adjustments bring them closer together and provide a more coherent experience. This requires a bit of photoshop skill, but is worth the effort.
              #4 Charts and infographics
              Charts and infographics are a good way of displaying statistics or illustrating processes. Just be aware that if there is no html-based text (or at least not much of it), the image containing the chart will be displayed on small screens as well and therefore resized. This may make it impossible to read for a large portion of your visitors.
              Texas Registered Drivers 1980–2004 (fig. 1)
              Texas Registered Drivers 1980–2004 (fig. 1)
              This chart is heavily formatted and therefore hard to figure out. It also contains too much text which will make it difficult or impossible to read on smaller screens.
              Texas Registered Drivers 1980–2004
              Texas Registered Drivers 1980–2004 (fig. 2)
              The number of registered drivers in Texas rose from
              initially 10 million to 17 million drivers between 1980 and 2004 (fig. 2)
              The same chart works much better as all uneccessary formatting and redundant information has been left out. The header and caption are written in HTML which means they will be accessible to both google and screen readers. Using the caption as a sneaky way to summarise the table also adds value to this piece of information. You can understand what this chart is saying without viewing it.
              Texas Registered Drivers 1980–2004
              The number of registered drivers in Texas rose from
              initially 10 million to 17 million drivers between 1980 and 2004 (fig. 2)
              Ideally all charts put on our websites would be more like this. This chart is created using Javascript, HTML and SVG graphics. It doesn't use traditional images at all. This requires a bit of coding knowledge, but it can be done and is easily the most preferred version. It is easy to read both because the graphic is created using vectors (and is crisp on any display, including retina displays), but also because detail about the plot can be gained by interacting with the chart. It is also responsive so that it displays well across a range of device sizes. We are aiming to provide these charts in the Design System at some point, however they will require a smart CMS interface.
              Background images
              Start with a bang and engage with your readers right from the start
              The right background image can easily boost any message you are trying to convey to your audience. Selecting the right image however can be quite involved. Before you start searching for that perfect image, you’ll need to make a few considerations to ensure you’re picking the best image possible.
              Here are some of the best practices for choosing your perfect background image.
              #1 Don't forget the text
              A background image almost never appears without text on top. Always make sure that the text is easily readable because it is always more important than the image. If the image contains information that should not be cropped or overlaid by text, then it is a content image and should not be used in this context.
              Bright background image with text on top (fig. 1)
              Bright background image making text too hard to read(fig. 1)
              Bright background image with dark layer between image and text (fig. 2)
              The same image with a black layer between image and text making the text readable (fig. 2)
              Portrait of Glyn Davis overlaid with text (fig. 3)
              Never use portrait photography. (fig. 3)
              Group of students (fig. 4)
              Always remember that images will be cropped according to the current screen size and ratio. (fig. 4)
              #2 Reinforce without explaining
              Choose a background image that will compliment or even help explain your message. Use your background image to reinforce the overall message, not as an attempt to communicate everything all at once. Don’t pick an image that draws more attention than the primary objective (read the content) of the page.
              Study findings about the universe (fig. 1)
              This background image shows actual study findings (fig. 1)
              Space (fig. 2)
              A different image sets the topic as space, universe, etc while not distracting the reader (fig. 2)
              #3 Only use gigantically sized images
              Because of the vast amount of different screen sizes the image has to be highly scalable. From small phone displays to massive 27" Retina screens and everything in between. In a perfect world, you wouldn't have to take care of any further optimisations but we're not there yet. Depending on your CMS or technology, your image may be resized automatically but if you're not sure ask your webmaster if the webserver deals with it or not.
              Generally we recommend the minimum width of a background image is 2000 pixels.
              #4 Think about the colours
              Through associations with natural, cultural and artistic uses of colour, we subconsciously relate different colours with particular characteristics. Controlling the use of colour in your background images (which take up a huge chunk of space on the website), is a good way to reinforce your message.
              Picture of old lab and scientists (fig. 1)
              Black and white makes us feel like something is older (fig. 1)
              Picture of old lab and scientists (fig. 2)
              Red filter (fig. 2)
              Picture of old lab and scientists (fig. 3)
              Purple filter (fig. 3)
              Picture of old lab and scientists (fig. 4)
              Blue filter (fig. 4)
              #5 Don't get attached
              Getting too attached to a particular image is never a good idea. Try playing with different angles on a topic to find images that might fit better. You will be surprised how many different images you sometimes find by letting go of the one image you were given or you picked yourself. Sometimes you might go with your first choice, but often you find something that fits even better. Get creative, but not attached!
              #6 If you can't find an image, don't use one
              That is by far the most important rule. Remember the first paragraph of this article?
              Images can be a great way of helping readers understand what you are trying to communicate
              And do you remember the third sentence as well?
              The wrong image, however, can confuse, misguide, annoy or even repel. You may never get the chance to correct the negative impact of the wrong image.
              This is really important to keep in mind at all times. No image is sometimes better than some random image that does not help your message at all. Not have an image will definitely help your page load faster.
              Image resources
              Knowing where to find all the good images
              There’s a number of places online where you can find potential images for your page. As with most resources, there are paid and free versions so make sure you choose an appropriate license for your purposes.
              Make sure all images comply with the university image guidelines.
              Free images
              Make sure these images are really free to use by always checking their individual license.
              Stock photography
              Next: Audio & Video guidelines
              
\ No newline at end of file
diff --git a/build/v3.5.3/using-the-pathfinder-component-effectively/index.html b/build/v3.6/using-the-pathfinder-component-effectively/index.html
similarity index 75%
rename from build/v3.5.3/using-the-pathfinder-component-effectively/index.html
rename to build/v3.6/using-the-pathfinder-component-effectively/index.html
index 16b1ef3d..548a6c90 100644
--- a/build/v3.5.3/using-the-pathfinder-component-effectively/index.html
+++ b/build/v3.6/using-the-pathfinder-component-effectively/index.html
@@ -1,4 +1,4 @@
-Using the pathfinder component effectively | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Using the pathfinder component effectively
              Using the pathfinder component effectively
              Pathfinders have been developed as a way to make it really easy for you to point people to 2-4 of your most important pieces of content. 
              
+Using the pathfinder component effectively | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Using the pathfinder component effectively
              Using the pathfinder component effectively
              Pathfinders have been developed as a way to make it really easy for you to point people to 2-4 of your most important pieces of content. 
              
 
 
              They are visually quite striking and are definitely seen when placed on a page. 
              
 
diff --git a/build/v3.5.3/who-is-my-website-for/index.html b/build/v3.6/who-is-my-website-for/index.html
similarity index 79%
rename from build/v3.5.3/who-is-my-website-for/index.html
rename to build/v3.6/who-is-my-website-for/index.html
index f146ab62..31ab5d2d 100644
--- a/build/v3.5.3/who-is-my-website-for/index.html
+++ b/build/v3.6/who-is-my-website-for/index.html
@@ -1,4 +1,4 @@
-How do I work out who my website is for? | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. How do I work out who my website is for?
              How do I work out who my website is for?
              Start with why it needs to exist in the first place
              
+How do I work out who my website is for? | Web.Unimelb
              1. Web.Unimelb v3.6
              2. How do I work out who my website is for?
              How do I work out who my website is for?
              Start with why it needs to exist in the first place
              
 
 
              
 
              Unless you know why your site needs to exist, you’ll end up simply adding to the noise.
              
diff --git a/build/v3.5.3/writing-for-the-web/index.html b/build/v3.6/writing-for-the-web/index.html
similarity index 51%
rename from build/v3.5.3/writing-for-the-web/index.html
rename to build/v3.6/writing-for-the-web/index.html
index b04b53be..9cfbc3a0 100644
--- a/build/v3.5.3/writing-for-the-web/index.html
+++ b/build/v3.6/writing-for-the-web/index.html
@@ -1 +1 @@
-Writing For The Web | Web.Unimelb
              1. Web.Unimelb v3.5.3
              2. Writing For The Web
              Writing for the web
              Optimising copy for search engines and users
              
\ No newline at end of file
+Writing For The Web | Web.Unimelb
              1. Web.Unimelb v3.6
              2. Writing For The Web
              Writing for the web
              Optimising copy for search engines and users
              
\ No newline at end of file
diff --git a/package.json b/package.json
index 4ce4e549..82c8d789 100644
--- a/package.json
+++ b/package.json
@@ -1,7 +1,7 @@
 {
   "name": "unimelb-design-system-assets",
   "description": "Asset compilation using Webpack",
-  "version": "3.5.3",
+  "version": "3.6.0",
   "repository": "marcom-unimelb/unimelb-design-system",
   "author": "University of Melbourne",
   "dependencies": {