A Special Invitation
[artist's name] creates unique and imaginative sculptures and interactive objects that bring life and color to traditional places and new spaces. With innovative art, design, and professional installation, [artist's name] has captured the attention of [city] and other cities and towns in this country and beyond. With a project in Holland nearing completion and a project being planned for Madrid, [artist's name] invites you to discuss a custom public art piece or a comprehensive project for your citizens.
Art and innovative functional elements in parks and public places invite people of all ages to explore, to discover, and to enjoy. Some installations match the quality and character of a particular location or its history. Others engage and delight the young and young at heart. Examples of completed works are at [Web site]. Please take a look.
For over ten years [artist's name] and associates have specialized in creating and installing art and innovative functional elements in parks and public places. The first step we take is to cultivate partnerships with visionary civic leaders and officials who want to realize creative planning and development for their communities.
[artist's name] is ready to commit to a limited number of works for the period 2010 to 2015.
"I would be happy to discuss ideas for improved public spaces in your community. I can help you delight young and old and at the same time build civic pride in something that people can see and interact with for years to come. Contact me."
Showing posts with label tech sample. Show all posts
Showing posts with label tech sample. Show all posts
October 9, 2009
February 1, 2009
January 25, 2008
Constituting 2
Screenshot of the learning portal (Moodle learning management platform) for courses taught/supported online during the first term of the 2006-07 academic year at the Technical University of Liberec, Czech Republic. Titles shown link to course-level navigation pages.
Constituting 1
Screenshot of a drama course's navigation page (partial). From here, participants access resources and activities for developing and demonstrating learning.
December 9, 2007
Cozumel S.E.A.
Cozumel S.E.A. Web site pages and text--DRAFT
[This is a short technical writing sample, and it suggests that space where information systems and noema-noesis collide. For these reasons, plus the declaration that "this space exists," this piece is included here.]
Introduction
The pages are written roughly as a thread in both languages. You ideally go from the first to the contact page. But you can also enter anywhere and get information and a link to the contact/inquiry page.
Decision to be made: Whether to have the English or the Spanish as the first text on a page. With one exception (see below), I suggest English in that with this site, you are trying to attract English speakers who want Spanish.
Manifest (in thread order)
index.html (welcome)
about.htm (about S.E.A.)
cozumel.htm (about Cozumel)
englishintro.htm (learning at S.E.A.)
spanishintro.htm (learning Spanish)
courses.htm (courses and rates)
contact.htm (information and e-mail form)
thanks.htm (message sent)
links.htm (advertisers, etc.)
cuisine.htm (Josefa's gig)
sendlink.htm (to a friend)
error.htm (message or other error)
For consideration. Members area for learning materials and interaction (blog?).
---
index.html
ES [target is on the same page]
Welcome
Cozumel Spanish, English Academy (S.E.A.) is a small, private language school located in the town of San Miguel on Cozumel Island, Mexico. Minutes from the clear turquoise waters of the Caribbean and in the center of town, where tourists cease their wanderings and you can experience the colors, flavors and pace of local Mexico, we teach Spanish and English to students of all ages and levels.
S.E.A.'s professional staff, all friendly native speakers using communicative teaching methods, will help you maximize your abilities while making learning a language in Cozumel truly enjoyable.
If you are looking to learn Spanish or English while visiting Cozumel, one of Mexico's treasures, welcome. Explore this site. Your inquiries and interests[link to contact] in joining us for a course will be met with courtesy and friendliness characteristic of an international staff that warmly embraces this island paradise, Mexican culture and cuisine, and teaching and learning languages.
[testimonial if available]
Continue/continua >>> About S.E.A.
[translation of this page]
Continue/continua >>> About S.E.A
---
about.htm
About S.E.A.: Principals, Philosophy, Prices!
Clare Turnbull and Arnon Gilboa [text needed].
Together Clare and Arnon believe that "Good language skills come from good experiences and the will to learn." Along with their staff, S.E.A. works with you to provide language skills you can use.
S.E.A. offers quality instruction at a price that anyone can afford. But we don't sacrifice quality in order to offer great prices. The school strives to be a good community citizen. Instead of focusing primarily on profit, we prefer to focus on providing you great service and a great experience. That way everybody is happy, and you'll recommend us to your friends![send-link link]
S.E.A. offers standard and custom courses at the school and other locations on the island. S.E.A. has a limited number of affordable rooms for rent. Meals at the school can be arranged. We can also recommend other accommodations from moderate to expensive.
[testimonial if available]
Continue/continua >>> About Cozumel
[translation of this page]
Continue/continua >>> About Cozumel
---
cozumel.htm
ES [target is on the same page]
Cozumel
The town of San Miguel de Cozumel is as Mexican as it gets. This authentic atmosphere along with our Caribbean island's assets are what bring tourists back year after year. Locals say that once you visit Isla de Cozumel, it's hard not to return.
+ Warm, white sandy beaches; crystal-clear indigo seas; romantic Mexican nights; world-class hotels, restaurants and nightlife.
+ World-renowned fishing, diving and snorkeling; archaeological sites dating back thousands of years; a great tropical climate . . . and lots of water sports.
In this tranquil retreat, there is nothing better than an extended stay to acquire or improve English or Spanish--two of the world's most spoken languages.
Map, Isla de Cozumel (Yucatan area)
Map, San Miguel and S.E.A (city and school location)
See also, activities and attractions in Cozumel[best link needed].
[testimonial if available]
Continue/continua >>> English at S.E.A.
[translation of this page]
Continue/continua >>> English at S.E.A.>
---
englishintro.htm
English version below. [target is on the same page]
[translation of this page here--Spanish first on this page!]
Continue/continua >>> Spanish at S.E.A.
Cozumel S.E.A.: English
[testimonial if available]
Come learn with us! Our philosophy is: "Good language skills come from good experiences and the will to learn."
* We at S.E.A. are a small, friendly team of professional native-speaking teachers.
* We believe that the more you speak, the more you will learn and be able to use your language skills in real life situations. S.E.A. instructors use active methods and proven group work techniques to get you speaking as quickly as possible.
* At S.E.A., we use our own specially developed curriculum that includes role playing, games, quizzes and audio to develop your reading, listening and conversation skills. At the same time we teach you the grammar you need.
* We offer both Spanish and English at S.E.A. We regularly have mixed language conversation groups. You can discover another culture informally and personally. Come prepared to use the skills you learn, and have lots of fun!
[testimonial if available]
Continue/continua >>> Spanish at S.E.A.
---
spanishintro.htm
ES [target is on the same page]
Cozumel S.E.A.: Spanish
[testimonial if available]
In addition to the S.E.A.'s philosophy and advantages of taking a course with S.E.A.[link to page above], Cozumel is the perfect place to enjoy a peaceful retreat and experience one of Mexico's hidden treasures. It is also perfect for learning Spanish.
We believe that the more we can help you speak and practice in different day-to-day situations in Spanish, the more you will learn and retain. The locals are friendly and have plenty of time to help you with your Spanish. The island is small enough so that you won't get lost, and it is safe. We can give you all the ins and outs! In just a few days you'll have your favorite taco stand and feel like a local.
We will teach you Spanish in a fun and natural way. Our method is the communicative approach, and it has been demonstrated worldwide to be one of the quickest, most effective ways of learning a language. You can even spice up your learning with S.E.A.'s home cooked Mexican meals.[link to cuisine description]
Continue/continua >>> Courses and Rates
[translation of this page]
Continue/continua >>> Courses and Rates
---
courses.htm
Courses and Rates
S.E.A. English courses are usually ___ weeks in duration and are scheduled to begin and end with the same dates as the local school terms. We accommodate one or more participants by ability level, and, as appropriate, according to age. Prices begin at ___ Mexican pesos per clock hour.
Spanish courses for one or more participants can begin at any time and last as long as desired. Prices begin at ___ Mexican pesos per clock hour for groups and ___ Mexican pesos for individuals.
Custom and offsite courses are quoted based on specific requests and requirements. Please inquire if interested in a custom course.[link]
[testimonial if available]
[table in EN and ES together with prices]
Continue/continua >>> Contact
[translation of this page]
Continue/continua >>> Contact
---
contact.htm
Cozumel Spanish, English Academy
#648 Av. Juarez entre 30 y 35Av.
Cozumel, Q. Roo 77600
Mexico
Phone: +52 1 987 111 9785
E-Mail: cozumelsea at yahoo dot com [written like this to deter e-mail harvesting]
Isla de Cozumel (Yucatan area map)
San Miguel and S.E.A (city map and school location)
Use this form to contact us.
Full name:
E-mail:
Phone:
Course you are interested in:
Is this a custom course?
yes/no
For how many people?
Adults___
Children (14 and under)___
Approximate start date:
Need assistance with accommodations?
yes/no
Message:
Security Code: [to prevent e-mail bots]
Send button
---
links.htm
[text and image links plus what S.E.A. can do to assist with accommodations, text needed]
Continue/continua >>> [link to contact.htm]
---
thanks.htm
Your message has been sent. Thanks for contacting S.E.A. We will get back to you shortly.
To find out more about Cozumel and our advertisers, please see our links page.[link]
---
oops.htm
Oops. Something went wrong. Please, go back to the previous page by using the back-button in your browser, or use the navigation links on this page.
---
cuisine.htm
[text needed]
---
sendlink.htm
[this is a new window allowing the user to send S.E.A.'s URL to someone]
July 3, 2007
AS syllabus
KAJ-->FP TU v Liberci, 3. ročník, ZS 2006/2007 (studijní obor anglický jazyk) AMERICKÉ STUDIE 1(1+1 z) (2 kredity) – sylabus
Instructor: Kevin Mactavish, Ph.D., Building S, Room 606, Ex. 4267
Aims: Cultural literacy is the basic knowledge and awarenesses that we need to understand those from a different country or culture. This course aims to increase all of these--knowledge, awareness, understanding--of the United States of America and its people, from its beginnings to 1900.
The focus of this course is an introduction to the field of American Studies, and specifically to America's past, wherein present day phenomena, including aspects of American English and culture, have their roots.
This is a blended learning course, part online and part with the teacher in person. It is also a course that endorses common learning outcomes for all students and unique learning outcomes for each.
Schedule: (tentative)
1. (Even Calendar Week) Lecture: "Administrivia" and Introduction (in class) and Pre-test (online)
Seminar A: How do you know what you know?
2. (Odd Calendar Week) Seminar B and C: How do you know what you know?
3. Lecture: What is American Studies? and Penetrating Culture (both online)
Seminar A: Penetrating Culture, Washington Crossing the Delaware
4. Seminar B and C: Penetrating Culture, Washington Crossing the Delaware
5. Lecture: Getting Started with American Studies (online)
Seminar A: Literature Topic (TBA)
6. Seminar B and C: Literature Topic (TBA)
7. Lecture: An American Fairy Tale (evening film and discussion) and Mid-term test (online)
Seminar A: Student Presentations
8. Seminar B and C: Student Presentations, facilitated by student(s)
9. Lecture: Reading, Founding Documents (online)
Seminar A: Student Presentations, facilitated by student(s)
10. Seminar B and C: Student Presentations, facilitated by student(s)
11. Lecture: History and Literature (online practice test)
Seminar A: Student Presentations
12. Seminar B and C: Student Presentations
Christmas
13. (Odd Week) Seminar B and C: First sitting, end-of-term test OR Review and Conclusion
14. (Even Week) Seminar A: Second sitting, end-of-term test OR Review and Conclusion
Assessment: This course follows the departmental policy of continuous assessment. Students should continuously show that they are making progress. An end-of-term written test may be given. Students passing any tests and completing all other work including readings will get credit.
Readings and Resources: These provide the core readings and resources for the course.
Available from Knihovna Technické univerzity v Liberci
(Citations per OPAC)
Author: High, Peter B.
Title: Outline of American literature
Edition: 1st ed.
Publisher/year: London : Longman, 1986
Physical descr. : 256 s. : il.
Signatures: A 35843
Author: O'Callaghan, Bryn
Title: <>illustrated history of the USA
Edition: 1st ed.
Publisher/year: Harlow : Longman, 1990
Physical descr. : 144 s. : il.
Signatures: A 54570
The course Web site also has links to required primary and secondary source materials. See http://wbl-en.com/sl.
Recommended readings and additional information are below.
Date: September 15, 2006
---
Participation: Participating in class, or in tutorial or other sessions, and online from start to finish will show that a student is making progress.
Participation is defined as contributing to one's own learning and that of others. Assignments must be turned in on time and be the student's own work.
Copying from someone else without mentioning it and without including a citation will show you are not participating. Not participating in this way results in no credit for the term or course.
Readings and Resources: These provide the core readings and resources for the course.
Available from Knihovna Technické univerzity v Liberci
(Citations per OPAC)
Required:
Author: High, Peter B.
Title: Outline of American literature
Edition: 1st ed.
Publisher/year: London : Longman, 1986
Physical descr. : 256 s. : il.
Signatures: A 35843
Author: O'Callaghan, Bryn
Title: <>illustrated history of the USA
Edition: 1st ed.
Publisher/year: Harlow : Longman, 1990
Physical descr. : 144 s. : il.
Signatures: A 54570
The course Web site also has links to required primary and secondary source materials.
Recommended:
Author: Inge, M. Thomas
Title: A nineteenth-century American reader
Publisher/year: Washington : United States Information Agency, 1991
Physical descr. : xx, 584 s. : il.
Signatures: A 37949
[selections only]
Title: An Outline of American History
Edition: 1. vyd.
Publisher/year: Washington : United States Information Agency, 1994
Physical descr. : 407 s.
Signatures: A 38387
Author: Birdsall, [written by Stephen S.
Florin], John
Title: Outline of American geography : regional landscapes of the United States
Edition: 1st ed.
Publisher/year: [Washington : United States information agency], 1992
Physical descr. : 197 s. : il.
Signatures: A 47808
Clack, George (ed.). Outline of U.S. History. Washington, D.C.: Bureau of International Information Programs, U.S. Department of State. 2005.
Available from the Instructor (for a 200 CZK deposit)
Author: Inge, M. Thomas
Title: A nineteenth-century American reader
Publisher/year: Washington : United States Information Agency, 1991
Physical descr. : xx, 584 s. : il.
Signatures: A 37949
[Available from the Instructor (200 CZK deposit).]
and
Lemay, J.A. Leo (ed.), An Early American Reader. Washington, D.C.: United States Information Agency. 1991.
[Available from the Instructor (200 CZK deposit).]
Commitment:
In-class and online (required) = 21 hours (estimate)
Out-of-class (study time plus online resources) = 31 hours (estimate)
Total = 52 hours
Topics/Key Questions:
What is this discipline called American Studies?
What information is essential for cultural literacy?
How can we understand America and Americans?
What are some specific insights into America's past?
Objectives: As a result of this course, students should be able to:
* describe American Studies as an academic discipline;
* write general outlines for the history and literature of the US to 1900, and give details for at least two or three topics in each of these outlines;
* list ten major American authors to 1900 and the title and character of one or two of their writings; or alternatively,
* read and report on a list of required readings;
* describe the requirements for valid and useful descriptions of a people; and
* demonstrate an understanding of American culture by giving a rich interpretation of a cultural artifact prior to 1900.
Grading Scheme: (most common)
1 = 9, 10 points (for best work)
2 = 7, 8 (for above average work)
3 = 5, 6 (for average work)
Failing = 1, 2, 3, 4 points (for something)
0 = 0 (for no work)
This course also tries to assess whether or not students show separate and connected ways of knowing. How facts relate to one another is important.
Prerequisites: Upper intermediate level English proficiency; Introduction to Cultural Studies or a related course.
Instructor: Kevin Mactavish, Ph.D., Building S, Room 606, Ex. 4267
Aims: Cultural literacy is the basic knowledge and awarenesses that we need to understand those from a different country or culture. This course aims to increase all of these--knowledge, awareness, understanding--of the United States of America and its people, from its beginnings to 1900.
The focus of this course is an introduction to the field of American Studies, and specifically to America's past, wherein present day phenomena, including aspects of American English and culture, have their roots.
This is a blended learning course, part online and part with the teacher in person. It is also a course that endorses common learning outcomes for all students and unique learning outcomes for each.
Schedule: (tentative)
1. (Even Calendar Week) Lecture: "Administrivia" and Introduction (in class) and Pre-test (online)
Seminar A: How do you know what you know?
2. (Odd Calendar Week) Seminar B and C: How do you know what you know?
3. Lecture: What is American Studies? and Penetrating Culture (both online)
Seminar A: Penetrating Culture, Washington Crossing the Delaware
4. Seminar B and C: Penetrating Culture, Washington Crossing the Delaware
5. Lecture: Getting Started with American Studies (online)
Seminar A: Literature Topic (TBA)
6. Seminar B and C: Literature Topic (TBA)
7. Lecture: An American Fairy Tale (evening film and discussion) and Mid-term test (online)
Seminar A: Student Presentations
8. Seminar B and C: Student Presentations, facilitated by student(s)
9. Lecture: Reading, Founding Documents (online)
Seminar A: Student Presentations, facilitated by student(s)
10. Seminar B and C: Student Presentations, facilitated by student(s)
11. Lecture: History and Literature (online practice test)
Seminar A: Student Presentations
12. Seminar B and C: Student Presentations
Christmas
13. (Odd Week) Seminar B and C: First sitting, end-of-term test OR Review and Conclusion
14. (Even Week) Seminar A: Second sitting, end-of-term test OR Review and Conclusion
Assessment: This course follows the departmental policy of continuous assessment. Students should continuously show that they are making progress. An end-of-term written test may be given. Students passing any tests and completing all other work including readings will get credit.
Readings and Resources: These provide the core readings and resources for the course.
Available from Knihovna Technické univerzity v Liberci
(Citations per OPAC)
Author: High, Peter B.
Title: Outline of American literature
Edition: 1st ed.
Publisher/year: London : Longman, 1986
Physical descr. : 256 s. : il.
Signatures: A 35843
Author: O'Callaghan, Bryn
Title: <
Edition: 1st ed.
Publisher/year: Harlow : Longman, 1990
Physical descr. : 144 s. : il.
Signatures: A 54570
The course Web site also has links to required primary and secondary source materials. See http://wbl-en.com/sl.
Recommended readings and additional information are below.
Date: September 15, 2006
---
Participation: Participating in class, or in tutorial or other sessions, and online from start to finish will show that a student is making progress.
Participation is defined as contributing to one's own learning and that of others. Assignments must be turned in on time and be the student's own work.
Copying from someone else without mentioning it and without including a citation will show you are not participating. Not participating in this way results in no credit for the term or course.
Readings and Resources: These provide the core readings and resources for the course.
Available from Knihovna Technické univerzity v Liberci
(Citations per OPAC)
Required:
Author: High, Peter B.
Title: Outline of American literature
Edition: 1st ed.
Publisher/year: London : Longman, 1986
Physical descr. : 256 s. : il.
Signatures: A 35843
Author: O'Callaghan, Bryn
Title: <
Edition: 1st ed.
Publisher/year: Harlow : Longman, 1990
Physical descr. : 144 s. : il.
Signatures: A 54570
The course Web site also has links to required primary and secondary source materials.
Recommended:
Author: Inge, M. Thomas
Title: A nineteenth-century American reader
Publisher/year: Washington : United States Information Agency, 1991
Physical descr. : xx, 584 s. : il.
Signatures: A 37949
[selections only]
Title: An Outline of American History
Edition: 1. vyd.
Publisher/year: Washington : United States Information Agency, 1994
Physical descr. : 407 s.
Signatures: A 38387
Author: Birdsall, [written by Stephen S.
Florin], John
Title: Outline of American geography : regional landscapes of the United States
Edition: 1st ed.
Publisher/year: [Washington : United States information agency], 1992
Physical descr. : 197 s. : il.
Signatures: A 47808
Clack, George (ed.). Outline of U.S. History. Washington, D.C.: Bureau of International Information Programs, U.S. Department of State. 2005.
Available from the Instructor (for a 200 CZK deposit)
Author: Inge, M. Thomas
Title: A nineteenth-century American reader
Publisher/year: Washington : United States Information Agency, 1991
Physical descr. : xx, 584 s. : il.
Signatures: A 37949
[Available from the Instructor (200 CZK deposit).]
and
Lemay, J.A. Leo (ed.), An Early American Reader. Washington, D.C.: United States Information Agency. 1991.
[Available from the Instructor (200 CZK deposit).]
Commitment:
In-class and online (required) = 21 hours (estimate)
Out-of-class (study time plus online resources) = 31 hours (estimate)
Total = 52 hours
Topics/Key Questions:
What is this discipline called American Studies?
What information is essential for cultural literacy?
How can we understand America and Americans?
What are some specific insights into America's past?
Objectives: As a result of this course, students should be able to:
* describe American Studies as an academic discipline;
* write general outlines for the history and literature of the US to 1900, and give details for at least two or three topics in each of these outlines;
* list ten major American authors to 1900 and the title and character of one or two of their writings; or alternatively,
* read and report on a list of required readings;
* describe the requirements for valid and useful descriptions of a people; and
* demonstrate an understanding of American culture by giving a rich interpretation of a cultural artifact prior to 1900.
Grading Scheme: (most common)
1 = 9, 10 points (for best work)
2 = 7, 8 (for above average work)
3 = 5, 6 (for average work)
Failing = 1, 2, 3, 4 points (for something)
0 = 0 (for no work)
This course also tries to assess whether or not students show separate and connected ways of knowing. How facts relate to one another is important.
Prerequisites: Upper intermediate level English proficiency; Introduction to Cultural Studies or a related course.
Speakers bureau
Web Support for the Speakers Bureau
DRAFT: September 5, 2001
DRAFT: September 5, 2001
The basic structure for the Speakers Bureau is up on the Web for review. However, it is not "apparently" accessible to the public. That linking and needed promotion will wait for any necessary approvals.
The intranet piece of the Bureau has faculty members self-registering, giving details about themselves and the topic(s) they wish to offer. Registration populates a members database and sends e-mail messages to the coordinator for the Bureau and the database administrator. The e-mail messages alert these people--perhaps one and the same person--of some activity. Database monitoring ensures that the public user on the Internet will read properly formatted entries.
The public user accesses the Speakers Bureau on the college Web site. From this location, s/he can evaluate a speaker's performance. Evaluate may be a strong word. Give feedback? The details of the form need to be worked out, but once submitted, the results are monitored by the coordinator and a copy sent to the speaker. The public user can also view the Bureau's speakers and what they are offer from this start page. From the results page, the user can request that speaker.
If the user makes a request, it goes via e-mail to the speaker, who is then to follow up as necessary. E-mail messages also go to the coordinator and database administrator, who monitor that the technology is working and what levels of activity the Bureau experiences via the Web. Requests are also dropped into a requests database which can be copied whenever anyone--the committee?--wishes to see a summary of requests and perform any analyses.
Transactions
Background*
Online voting as a process is much like that in so-called real life. One registers to vote. To do so, s/he proves his or her identity and eligibility to vote. Then when an election comes, s/he gets a ballot after s/he has shown proof of identity and appears on the list of eligible voters. The voter then votes using an authorized ballot and submits it to be counted.
In computerese this is registering to access a Web page form, getting an e-mail confirmation of registration with the address of the protected page, logging in by providing a user name and password to access it, accessing it, filling in the form, and submitting it.
Someone with access to the ballots (in a physical locked box or on a Web server) gathers the data, summarizes them, reports them, etc., including seeing that no unauthorized input is included. Or, this person gives the raw data to others to do with what is appropriate for indubitable results.
Admittedly, there is a difference between the online solution built for the Faculty Senate's study and that in real life in that a user name is associated with a ballot. In turn, that user name is associated with a person's e-mail address. If the e-mail address is "one eligible to vote," then the user name is accepted in its place as eligible. And if one wanted to see who voted which way or that, or wanted to rig the results somehow, that is possible, as it is using other voting procedures and media (e.g., paper ballots).
Who sees the file or files where user names are associated with e-mail addresses? The person with the permission to read that file on the Web server. This can be someone in Computing Services, or the election administrator, or the committee in charge of the election. Set it up one way or another and that will be who can read the different files.
The server makes three files in online voting:
1. A registrations file holding e-mail address, chosen or given user name, password, and date;
2. A user names file with encrypted passwords; and
3. A results file holding IP address, date, time, vote(s), and user name.
Whoever is authorized to examine these files for illegitimate votes (whether by ineligible voters or multiple voting) looks first at the registrations file to see if the e-mail addresses represent eligible voters. Next, s/he, or another person looks at the user names file to determine if only eligible user names have logged in to vote. Finally, the authorized person or election oversight body examines the results file to see that there is only one eligible user name per vote.
Those in charge of an election can set different levels of information access. In other words, the person charged with examining the registrations file only sees that and reports irregularities. The person or person charged with examining the user names file sees only that and reports these are the users (fictitious names, really) who logged in to vote. And the person or persons charged with examining the results file uses the irregularities reported above to weed out ineligible voters and deletes multiple votes by the same user name.
Checks and balances? You build them around what the technologies are capable of and provide you.
In lieu of a better mousetrap, this is the solution that has been built. Rapidly developing Web world tools and greater resources devoted to a more satisfactory solution bode well for WNCC's participation on the frontier of electronic democracy. For now, this is something to use, or not.
Secured Transactions, Medium-Tech Solution
A medium- to low-tech solution has been prepared to serve both online voting and logging evaluations. It is the result of developing a "voting/evaluation protocol" and then employing various Web technologies to actualize it. This is the protocol.
1. An administrator (in consultation with Web Support and a teacher or group interested in asking for a vote/poll) creates a transaction form;
2. The administrator announces the participation window and transaction procedures;
3. The administrator lists or receives a list of eligible users;
4. The user registers with his or her e-mail user name and any password;
5. The system (computing resource) distributes registration confirmation and the address (URL) of the transaction;
6. The user enters his or her e-mail user name and password;
7. The user accesses the transaction page, enters data, and submits them;
8. The system deters the user's return to the transaction page;
9. The administrator checks for duplicate transactions;
10. The administrator checks for unregistered users; and
11. The administrator collects and posts results.
Online voting as a process is much like that in so-called real life. One registers to vote. To do so, s/he proves his or her identity and eligibility to vote. Then when an election comes, s/he gets a ballot after s/he has shown proof of identity and appears on the list of eligible voters. The voter then votes using an authorized ballot and submits it to be counted.
In computerese this is registering to access a Web page form, getting an e-mail confirmation of registration with the address of the protected page, logging in by providing a user name and password to access it, accessing it, filling in the form, and submitting it.
Someone with access to the ballots (in a physical locked box or on a Web server) gathers the data, summarizes them, reports them, etc., including seeing that no unauthorized input is included. Or, this person gives the raw data to others to do with what is appropriate for indubitable results.
Admittedly, there is a difference between the online solution built for the Faculty Senate's study and that in real life in that a user name is associated with a ballot. In turn, that user name is associated with a person's e-mail address. If the e-mail address is "one eligible to vote," then the user name is accepted in its place as eligible. And if one wanted to see who voted which way or that, or wanted to rig the results somehow, that is possible, as it is using other voting procedures and media (e.g., paper ballots).
Who sees the file or files where user names are associated with e-mail addresses? The person with the permission to read that file on the Web server. This can be someone in Computing Services, or the election administrator, or the committee in charge of the election. Set it up one way or another and that will be who can read the different files.
The server makes three files in online voting:
1. A registrations file holding e-mail address, chosen or given user name, password, and date;
2. A user names file with encrypted passwords; and
3. A results file holding IP address, date, time, vote(s), and user name.
Whoever is authorized to examine these files for illegitimate votes (whether by ineligible voters or multiple voting) looks first at the registrations file to see if the e-mail addresses represent eligible voters. Next, s/he, or another person looks at the user names file to determine if only eligible user names have logged in to vote. Finally, the authorized person or election oversight body examines the results file to see that there is only one eligible user name per vote.
Those in charge of an election can set different levels of information access. In other words, the person charged with examining the registrations file only sees that and reports irregularities. The person or person charged with examining the user names file sees only that and reports these are the users (fictitious names, really) who logged in to vote. And the person or persons charged with examining the results file uses the irregularities reported above to weed out ineligible voters and deletes multiple votes by the same user name.
Checks and balances? You build them around what the technologies are capable of and provide you.
In lieu of a better mousetrap, this is the solution that has been built. Rapidly developing Web world tools and greater resources devoted to a more satisfactory solution bode well for WNCC's participation on the frontier of electronic democracy. For now, this is something to use, or not.
Secured Transactions, Medium-Tech Solution
A medium- to low-tech solution has been prepared to serve both online voting and logging evaluations. It is the result of developing a "voting/evaluation protocol" and then employing various Web technologies to actualize it. This is the protocol.
1. An administrator (in consultation with Web Support and a teacher or group interested in asking for a vote/poll) creates a transaction form;
2. The administrator announces the participation window and transaction procedures;
3. The administrator lists or receives a list of eligible users;
4. The user registers with his or her e-mail user name and any password;
5. The system (computing resource) distributes registration confirmation and the address (URL) of the transaction;
6. The user enters his or her e-mail user name and password;
7. The user accesses the transaction page, enters data, and submits them;
8. The system deters the user's return to the transaction page;
9. The administrator checks for duplicate transactions;
10. The administrator checks for unregistered users; and
11. The administrator collects and posts results.
See also the documentation and demonstration pages at:
http://www.wncc.nevada.edu/intranet/webdevelop
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* Prepared for discussion and consideration by the faculty of WNCC, about 2001 (e.g., for online voting, teacher/course evaluations).
W-PPS
W-PPS: Web-Based Program Planning and SchedulingPart I, Database Considerations
6/15/01
Background.
If a WNCC student wants ready access to current information about programs/degrees, courses, the master schedule, class schedules, open sections, instructors, and online course materials, this information is already available via several media, or we have the infrastructure to provide it. Centralizing this information such that via the Web the student can interactively "jump to" what s/he most needs and desires is a trend among Nevada's higher education Web sites and has been an informal goal for WNCC for about a year. Helping students plan a course of studies easily and determine the upcoming term's schedule for which to register are interests shared among many academic, administrative, and support services in the college.
For lack of a better name and to easily refer to this improvement in services for students, W-PPS has been initiated--Web-based Program Planning and Scheduling. This document addresses the first steps in bringing W-PPS live, the matter of a database, or the integration of databases and their tables.
Other Institutions.
Other Nevada institutions have the same goal and are working on related tasks, and they have realized them to one degree or another. Here is a brief summary of their states-of-the-art.
TMCC. TMCC has perhaps the closest approximation to what some at WNCC have been considering. At http://www.tmcc.edu/admissions/catalog/ the following appears.
Go To: Student Information, Program Worksheets, Course Descriptions, Appendices, Campus Maps, Faculty/Staff
Other Links: Admissions and Records, Financial Aid, Class Schedules
From the Go To links, the student can get general information, student services, Adobe Portable Document Format (PDF) files of each degree and certificate program, an alpha listing of courses, and appendices, which are policies, procedures, requirements. Faculty/Staff is a directory look-up.
Other Links takes you to class schedules, and from there you can get further details of the schedule for a given class.
Courses are read from a database (db) as is the schedule. You cannot go from schedule directly to the course description or instructor. However, this is a very good and user-friendly scheme for degrees/programs, courses, and schedule--plus easy access to instructor information.
CCSN. The schedule has a search feature. There is also a seat availablity feature in registration.
GBCC. The catalog is provided as PDF and .zip files.
UNR and UNLV. Extensive use of PDF. The schedule is on paper and in PDF, and these are deemed official.
Where we are.
WNCC combines PDF and "bulk" schedule information. The college also offers instructor look-up and links to their home pages. However, these are not fine-grained for the most part and not integrated. WNCC can evolve toward a better model, building upon the design and approaches represented above, what the college already has, and some basic questions that an integrated information access feature could address.
Registrant's Questions.
It is assumed a student is typically interested in one or more of the following.
1. What program/degree do I wish to pursue?
2. What is this course/class about?
3. Is it offered this term and where/how?
4. What section can I sign up for?
5. Is the section I want open?
6. Who is teaching the class?
7. Who is this instructor?
8. Does s/he have class materials online?
And not out of the realm of consideration,
9. What have former students of this course and
instructor said about their experiences?
10. Does the bookstore have the required texts?
Although all of these interests may not be of concern to a given student, nor in this order, an interactive body of information could help in the planning and decision-making processes involved in pursuing training and education at WNCC.
Challenge.
Putting together the Web features and tools needed to accomplish information access of this magnitude will take the talents and cooperation of a number of people, and the task will have to be achieved in increments given its breadth and complexity. However, the building blocks are almost ready at hand. Here are the beginning pieces followed by how, if necessary, they can be specifically converted into usable form.
* Programs_Degrees (requirements, descriptions, etc.)
* Courses (prefixes, credits, etc.)
* Master_Schedule (when, where offered)
* Schedule (when, where offered this term)
* Open_Sections (space available)
* Instructors (name, url, e-mail, etc.)
Programs_Degree--from .html versions of brochures/catalog.
1. Highlight the .htm file in a browser.
2. Paste the copy into a text editor.
3. Create a new Access db.
4. Copy and paste blocks of text into the db.
5. Create reports for printing or export in .csv for MySql and the Web.
This appears to be the easiest way to create this table of the db the first time. Once created, the it can be maintained.
Courses--from the PDF version of the Catalog.
1. Highlight one page of the catalog-courses section. Copy it.
2. Paste into a text editor.
3. Remove all carriage returns. Also remove any text that is not a course record like a new section heading (i.e., import only by using the same class prefixes).
4. Search for all instances of • (e.g., from the 1999-2000 catalog) and replace with carriage returns. This separates the records.
5. Save the file.
6. Open Access and get external data, the above-saved file using the defaults that Access recommends.
Once the file is imported into a table print reports if desired and export in delimited text only file (.csv) for Web-accessible db.
Master_Schedule [insert content here]
Schedule--from SIS [correct?]
1. Open .exl or other compatible db import file.
2. Import into an Access db.
3. Export as .csv for MySql and the Web.
This appears to be the easiest way to build the schedule table each time it is good enough to publish in print and periodically during the period when classes are cancelled/added during registrations.
Open_Sections [insert content here]
Instructors.
The online directory look-up can include the instructor's home page with links to classes and materials. Instructors are also listed by courses taught in the schedule.
W-PPS.
The technologies that integrate and make this information easily accessible via the Internet might be called a Web-based Program Planning and Scheduling tool (W-PPS). To get a working version of W-PPS up and running without exhaustive and time-consuming conversion work the following interactive features and interfaces are proposed.
Interactive Features.
1. Search/look-up feature from every page opening in the same window for:
* Programs_Degrees, driven by PDF files/db
* Courses, driven by db
* Master_Schedule, driven by db/PDF
* Schedule, driven by db
* Open_Sections, driven by db
* Instructors, driven by db
Each of these may have additional fields to choose from. For example, if looking into the schedule, the student may want to look up by instructor, or call number, etc.
2. Direct link to registration opening in a new window.
3. Direct links to faculty pages and the Virtual College.
The interfaces for W-PPS would consist of standard header and footer for the main level pages. The body or center of the Web page would have the interactive features and search results particular to the "where" the user is at any given point. Successive windows would open with each new penetration into the depths of information. This way the user can go back to the registration or other windows and compare or supply information as needed.
DB Considerations.
The depths of information are represented by the tables in the database(s). At this writing, these tables would look something like the following, with the key (unique data for one field ) of Class_Title, the field common across most tables and PDF files. If you know the course/class title you should be able to get most other information needed. (If you want to take a course and see how it fits into a course of studies, this is not possible given this design and planned state-of-the-art for W-PPS.)
* Programs_Degrees: [PDF/new db]
Type
Description
Requirements (core, emphasis, etc.)
Recommended
Notes
Sequence (by semester)
* Courses: [new db]
Subject_Area
Class_Title
Class_Prefix
Credits
Prerequisite
Description
Type (transfer, degree, etc.)
* Master_Schedule: [as exists or]
Class_Title
Term
Year
Class_Prefix
Campus
* Schedule: [as exists; field names to be confirmed]
Subject_Area
Class_Prefix
Call_Number
Class_Title
Prerequisite
Credits
Notes
Cost
Location
Day
Time
Date
Spaces
Instructor
* Open_Sections: [insert content here]
* Instructors: [as exists with field names]
Last_Name
First_Name
Title
Department
Campus
Building
Phone
Fax
URL
Next Steps.
Given concurrence on the above and having worked through the db considerations and set the tables up in Access and on the Web server, the next step is to provide the Web interface and programming necessary to get information out. That is, it should be possible to call information from the db and have the server and Web programming generate pages on the fly for users. The next part to W-PPS will address this part--challenge--of the W-PPS project.
Web-supported learning?
Proposed Scheme for Web-supported Learning*
1. Teachers and others set up and maintain content area sites based on Web site formatting standards, stylesheet, or templates. The content area sites are a part of CMC's intellectual property.
2. Content area sites have generic user accounts with a current faculty/staff person as lead.
3. A faculty/staff person can have a homepage linked from a content area site, for example for a CV or resume. (CMC needs to decide if faculty/staff member homepages are a part of the main site or not!)
3. Lead persons work with webmaster to set up/use Internet features (e.g., mysql).
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* Prepared for short presentation/persuasion for CMC Graduate School of Business, Celakovice, Czech Republic, 2003.
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