5-4-8c_mht-doc_FORENSI=
C AUDIT
INTERNET VIDEO CAPTION, SUBTITLES TRANSCRIPTION BANNER URL-TEL.mht
FORENSIC AU= DIT INTERNET VIDEO CAPTION, SUBTITLES, & TRANSCRIPTION BANNER URL-TEL AUTOMATION: ADA COMPLIANCE E-EVIDENCE, EAVES DROPPING AV, SURVEILLANCE RECORDING ARCHIVES, BUSINESS CONTINUITY, CONTINGENCY PLANNING BACKUP & DISASTER RECOVERY
Avi & S= ara Rushinek
Abstract
This study deal with the topic within 2 main perspecti= ves. The first perspective is the institutional instructor and professor’s perspective. The 2nd perspective, is= the students ADA perspective. Thi= s is the perspective of a student that is hearing impaired, but does not know si= gn language. Therefore, in such special cases, = the institution, such as a university is required to provide such a student wit= h a professional captionist to comply with ADA (American with Disabilities Act) laws. Together, these complem= entary perspectives draw a more complete picture compared to either view point by = itself.
FORENSIC AU= DIT INTERNET VIDEO CAPTION, SUBTITLES, & TRANSCRIPTION
Forensic Audit Internet Video Caption, Subtitles, & Transcription describes how to repurpose ADA captions compliance services f= or other purposes, such as auditing, sharing the high cost of a professional experienced human captioner. = First we want to share the captions of a single university course, with additional sections of the same course. = Thus, we divide the average cost by more and more units of credit hours, reducing= the cost per hour. In addition, w= e can use it for auditing purposes, ignoring for now the legal and privacy issues= of a “big brother” environment.&n= bsp; This technology enables the auditors to know what exactly goes on in= the classroom in real-time and retrospectively.
HD (High Definition) Video SD (Secured Digital) Memory= Card Upload To Google Video
As soon as we finish recording a 20 minutes HD (High Definition) video to an SD (Secured Digital) memory card, we upload it to Google Video for immediate distribution, playback and download. We upload it during the class. That means that after the first 20 minutes of the class in progress this video starts its upload process, which depends on the bandwidth speed. In a fast network, this video will be available on Google Video within the fir= st 30 minutes of the class.
ScreenShot: 7 --- Insert Here
Google Video Thumbnail Playback with Banner Ads from Character Generator (Green) Image Overlay (Red) Real-time Captions (White U= pper Case) and Posterior (After the fact) offline Captions (White Mixed Case)
ScreenShot: 7 displays the image of Google Video Thumb= nail Playback with Banner Ads from Character Generator (Green) Image Overlay (Red) Real-t= ime Captions (White Upper Case) and Posterior (After the fact) offline Captions (White Mixed Case). This vari= ety of banners and captions shows a sample of the technologies and techniques we integrate into this process.
Image Of Google Video Thumbnail Playback
The image of Google Video Thumbnail for Playback, enab= les a surfer to quickly scan 100 th= umbnails, each of which is a DVD chapter, and select the relevant minutes to playback= for exam or classroom review. Furthermore, the attached text, as well as the captioned text help t= he search engine index and find the appropriate clip, among millions of video clips posted on the WWW.
Banner Ads from Character Generator (Green) Image Over= lay (Red)
Banner Ads from Character Generator (Green) have sever= al advantages over their counter parts Image Overlay (Red) banners of URL-Tel. These URL-Tels are Universal Resou= rce Locators or web site addresses, that also spell a vanity telephone number l= ong distance toll-free, as well as local (305 area code). The advantages of the Character Gen= erator URL-Tel is the fact that we generate it “on the fly” while the camera is running and we have a wide variety of flexibilities in coloring a= nd positioning the banner, without turning the camera off.
Both ads attract sponsors who will underwrite and fina= nce the enterprise, providing funds and resources for this effort. The importance of such a URL-Tel i= s that it enables any device that can surf the internet and make telephone calls to execute such activities by a press of a button on a phone or a PDA (Personal Digital Assistance) or by a single click of a mouse on a virtual button on a computer screen.
The surfer, and the viewer or the listener, simply cli= ck the button, and the device calls the phone number and surfs to the URL listed on the banner ad. As soon as the device completes the call the surfer can talk to the operator, surf the web= site of the sponsor, and pay for services on line or on the phone. In either case, the owner of the v= ideo gets the commission and the credit for the purchase, while the sponsor gets= the benefits of the ads. At the s= ame time the surfer get fast efficient service that is related to the contents = that the surfer is interested in viewing or listening, such a class lecture at a university, in our case. For example, the surfer can purchase a HD DVD to supplement the low Res Google Video.
Character Generator (CG) Banner URL-Tel Ad with Multip= le Sponsors & Variable Rates
The Character Generator (Green) Banner URL-Tel Ad prov= ides the instructor with the flexibility to re-color the image of the character. The instructor can= change it from the current Green to a variety of other colors that better fit the background, such as Red, Blue, Purple, Yellow, etc. Likewise, the instructor can change the font size from average, to small and large, depending on the bac= kground space availability, or simply turn it off, all together. In addition, the instructor or the controller of the camera can move the banner ad, from the very top of the screen, the current position, down the screen, in multiple positions, all t= he way to the bottom of the screen. That is important so that the banner ad, does not cover an important object, hindering the view of a student who is trying to write down the blackboard instructions.
Most importantly, this CG Banner Ads, can be sold in i= ncrements of minute by minute, so if many sponsors are interested in funding such activity, each sponsor can get a few minutes of exposure at different rates, and in different times during the lecture.= For example, the rate for the beginning of the lecture, when most vi= ewer are still awake, can be much more expensive, then the last minutes of an accounting lecture, when most viewers are sound asleep, especially if they = are watching it from bed, before they go to sleep.
Image Overlay (IO) Banner URL-Tel Ad with Water Mark a= nd Other Special Effects
Unlike CG Banner ads, Image Overlay (IO) Banner URL-Te= l Ad has to be loaded prior to starting to shoot with the camera. That makes it static and less flex= ible, in a way. On the other hand, = since the instructor, rather than the manufacture of the Character Generator, controls the image, the instructors have the full Green Screen capability to structure the image as they please. Thus, the image can be almost transparent or entirely transparent to= the naked eye, like Water Mark, it can contain Special Effects, and provide for subliminal ads, that the user may not even be aware off. Of course this poses all kinds of ethical and legal issues, which are beyond of the scope of this study. For now, we would like to stress t= he operational facet of this research leaving the other issues for future research. It may also restric= t the sponsor sales to one single ad per camera turn-on. Plus, it requires the instructor o= r the institution to prepare the images prior to the beginning of the camera shooting, and load the image overlay before the shooting starts. Thus the stream of revenues maybe = lower and the added work requires more time and effort.
UPPER CASE White Real-Time Captions Synchronized With = The Video Playback
The UPPER CASE White Real-Time Captions Synchronized W= ith The Video Playback are very effective for ADA compliance of deaf that cannot read sign language. The capti= oner, human or machine, adds the captions in real-time, without sufficient time to edit and correct mistakes. Therefore, the quality may suffer for the sake of minimizing the tim= e to market and the sub-second delay between the voice and the caption, as well = as real-time translation, if such is available. It is also much more expensive, especially if we use an experienced = US local human transcriber, as is the current case, costing $50-100 per hour. In contrast, it is opposed to a re= mote outsourced transcriber in India, China or Pakistan, or an automated software based transcriber such as Dragon Naturally Speaking (DNS) costing about $200 for the professional edition.
Mixed Case White Real-Time Captions Synchronized With = The Google Video Playback
The advantages of the Mixed Case White Real-Time Capti= ons Synchronized With The Google Video Playback is that it is much cheaper than its counterp= art. All you need is the software and an audio file, after a training session of the instructor’s voice recognition, minimum cost employee can click the button to initiate the transcription, edit the file, while listening to the audio, and uploading t= he edited, punctuated, and corrected transcript to the WWW for printing, and to Google Video (or another video streamer) for playback, indexing, and downlo= ad, as well as DVD burning, etc. = The bigger advantage is that we have more time for editing and correction, and therefore, the quality can be much higher, while the cost will be much lowe= r.
That may be especially difficult for instructors with =
heavy
and unique accents that the voice recognition software is not familiar with,
and has trouble learning. The=
accuracy
rate may be too low to make sense of the text quickly and inexpensively.
Burning A DVD With The Captions Extend It To Multiple Languages Increasing ROI
As we connect a real-time DVD burner to the cameras, b= urning a DVD with the captions in one language, we can extend it to multiple languages. Since the DVD can = handle up to 7 different languages, we can add to the English subtitles, translati= ons in different languages, such as Spanish, Chinese, Arabic, Hindu, Russian, a= nd German, etc. This way during = the play-back the view can select the language of choice, and with voice over, = the view can read and hear the alternative languages. This will expand the marketing pot= ential of the DVDs to many markets that are beyond the English speaking countries.= Such potential new market territor= ies may further increase the ROI of such enterprise, which is the center focus = of this study.
Upload Unedited Master DVD To The WWW Server DVD-Burner E-Commerce Site
The http://www.kunak= i.com demonstrates a near real-time DVD-Burner online on the WWW internet, includ= ing a shopping cart and a sales site.
Following are the URL of both for a Java Programming c= ourse:
|
ShopingCart |
||
|
Sales |
As soon we finish burning a DVD, which is usually an h= our long the instructor executes the software that uploads the image of that unedited master DVD to the WWW server DVD-burner e-commerce site, with its shopping cart and online accounting system. Depending on the bandwidth, such u= pload may take an hour or so, in a fast university bandwidth. So typically the instructor = will initiate the upload process after the recording has been completed, and abo= ut 2 hours later, this DVD will be available for purchase using this shopping ca= rt.
Appendix 4 ---Insert here
Kunaki
Shopping Cart Check-out and Estimated Ship Date & Cost Calculation Scre=
en
Appendix 4 shows the Kun=
aki
Shopping Cart Check-out and Estimated Ship Date & Cost Calculation Scre=
en,
displayed for the surfer who orders a DVD from the web site. After the instructor finished load=
ing
and submitting the DVD for “manufacturing,” which may take a co=
uple
of hours of a batch processing, or even-all night long for a slow DSL (Digi=
tal Subscriber
Line) of about .3 meg up speed.
The batch file will reach the DVD-Burner server site http://kunaki.com/ and will proceed to the = next step: http://kunaki.com/New.asp?cc= =3D and follow to the next step:
ScreenShot: 8 describes the Kunaki DVD-burner Site Mas= ter DVD and DVD-Cover Image Upload Dialog box.&nbs= p; The instructor or student assistant or batch file (such as Robo-Form) fills out the fill-in-the-blank spaces, and online goes the DVD and the DVD cover image.
ScreenShot: 8 --- Insert here
Kunaki DVD-burner Site Master DVD and DVD-Cover Image = Upload Dialog
The instructor, the assistant, or the batch file will = fill out the form including the following information:
product type: audiovideogamedata / other, add UPC bar code: = ; yes no more info
title:, sub title:,&n= bsp; original release date:, copyright message:, studio:, studio web site= :, director: &= nbsp;
director web site:, starring:, production company:, ca= talog number (ASIN):, genre:, region encoding:, rated:, video format:, audio:, run time:, description / requirements: & bold fields are required fields, a= ll the information required for the shopping cart and the e-commerce site.
In our example the Java Programming DVD Course informa= tion includes the following:
Java Programming, Director: Rush Inek, Studio: USStudios, Producer: (305)OnMyDVD.Com
Starring: Rush Inek, Starring: S. Friedman Rushinek, Ph.D. , Genre: Educ= ation, Instruction, Professional, Region coded:&n= bsp; All, Run time: 60 Minu= tes, Disc: DVD , Release date: October 31 2007, and By (305)OnTri= al.Org Copyright (C)OnMyDVD.Com 2005.
After completing the upload process and the “man= ufacturing” order submission, the shopping cart is ready for the surfer to order the DVD online. The surfer, simply su= rfs to the URL, fills out the form, and checks out. Following is the shopping cart for= a sample DVD about a Java programming course: http://kunaki.com/Sal= es.asp?PID=3DPX00ZXPL3I
ScreenShot: 9 ----- Insert here
Kunaki DVD-burner Site Shopping Cart & DVD Cover I= mage Rotation Dialog Box
ScreenShot: 9 shows the image of the Kunaki DVD-burner= Site Shopping Cart & DVD Cover Image Rotation Dialog Box. At this point the surfer can fill = out the form, by pulling down the pull down menus:
The surfer can click the [Rotate Case] button and disp= lay the case from front view, rear view, side view, and inside view. At the retail price of US$ 10.00, the surfer can select the quantity from the menu, the quantity of 12345678910 or more copies of the DVD. Then the surfer selects = the state: in our case FL for the state= of Florida the zip code the country (chose from a pick list of countries such = as: Argentina, Australia, Austria, Bahr= ain, Belarus, Belgium, Brazil, Bulgaria, Canada, Chile, China, Costa Rica, Croatia, etc, sorted alphabetically.
The dialog box then Calculates the Shipping Costs while displaying the information entered by the uploader of the DVD and the DVD c= over image. In this case the shopp= ing cart dialog box displays the content of the Java Programming course, and related materials as follows:
------------------------------------------------------= --------------------------
Java Pro= gramming, Director: Rush Inek, Studio:<= span style=3D'mso-spacerun:yes'> USStudios, Producer: (305)OnMyDVD.Com
Starring: Rush Inek, Starring: S. Friedman Rushinek, Ph.D. , Genre: Educ= ation, Instruction, Professional, Region coded:&n= bsp; All, Run time: 60 Minu= tes, Disc: DVD , Release date: October 31 2007, and By (305)OnTri= al.Org Copyright (C)OnMyDVD.Com 2005.
At this point the surfer can proceed or rotate the cas= e, switching from the front view of the case to the next rotation:
ScreenSh= ot: 9 ----- Insert Here
Kunaki DVD-burner Site Shopping Cart Case Rotation to = the Back of the Case View
ScreenShot: 9 shows the Kunaki DVD-burner Site Shoppin= g Cart Case Rotation to the Back of the Case View, from the initial position of the front of the case view. User = can see the UPS (Universal Product System) code, which is a bar code that a cash register machine in the retail book and DVD stores can easily read, and register for charging of a credit card or cash payments. In our case of the e-commerce site, users can also pay with PayPal.
ScreenShot: 10 --- Insert here
Kunaki DVD-burner Site Shopping Cart Case Rotation to = the Side Spine of the Case View
ScreenShot: 10 shows the Kunaki DVD-burner Site Shoppi= ng Cart Case Rotation to the Side Spine of the Case View. To see this view the surfer presse= s the [Rotate] virtual button on the upper left side of the shopping cart screen,= and the case rotates.
ScreenShot: 11 ---- Insert Here
Kunaki DVD-burner Site Shopping Cart Case Rotation to = the Inside of the Case View, and Google Tool Bar Tip Message, with McAfee Personal Filewall Plus Application Wants to Access the Internet Question? Grant Acce= ss, Grant Access Once, or Block All Access…
ScreenShot: 11 shows the Kunaki DVD-burner Site Shoppi= ng Cart Case Rotation to the Inside of the Case View. It also show the Google Tool Bar T= ip Message, raising the issue of automating the fill-in-the-blank dialog boxes. As we have discussed b= efore, there is a variety of form filling automation software, some of which has a free public domain software, such as the Google tool bar, and/or the Robo-F= orm software. To speed the upload= and ordering form filling process, we have used such programs in addition to custom written routines, as well as = other method of automation. However, this topic is beyond= the scope of the current study. W= e will deal with it in more depth, in future research.
Filewall Application Grant Access, Grant Access Once, = Or Block All Access…?”
Another important issue is the McAfee Personal Filewal= l Plus Application warning overlaid dialog box telling the surfer that the “= Kunaki program Frame is rquesting Access the Internet.” It proceeds with a multiple choice question to the surfer whether the surfer Wants to… Grant Access, Gra= nt Access Once, or Block All Access…?” The issues of computer security, business continuity, contingency planning, as well as backup and disaster recovery are more within the scope of the current study, especially as it pertain to the reuse of videos. From this perspective, we would like to mention that users should ha= ve an effective security policy together with anti-virus and filewall protection. Such firewall sou= ld issue warning to the user to raise their awareness, and most importantly to enable them to run the software that they need.
A common mistake among incompetent IT (Information Technology) staff is to go to the extremes, of either probiting any access = to the internets’ WWW beyond a simple browser access. In such a restrictive environment, users, such as professors doctors may not be able to upload videos and DVD to an internet site. Thus, they may not be able to perf= orm their job optimally. On the o= ther hand, the other extreme is not to provide any anti-virus and firewall protection exposing the users to undue risk, especially whenever video down= loads are involved.
Computer Security, Business Continuity, Contingency Planning, As Well As Backup And Disaster Recovery
The focus of the current study is the use and re-use of these videos for computer security, business continuity, contingency planni= ng, as well as backup and disaster recovery.&n= bsp; Even in the most protected environment certain viruses can invade creating a disaster that brings down an entire infra structure, including t= he mainframes, the laboratories, and even the internet service for an extended period of time. In such disaster events the traditional backup and recovery completely ignores the = backup of the instructional contents for training and teaching organization, while focusing on the accounting records, etc.
Re-Using Video DVD Archives For Anti-Virus Recovery Of= A Stand-Alone DVD Player Without A Computer.
In contrast, the current study focuses on using and re= -using videos and DVD archives for such recovery.= In a case of anti-virus recovery disaster, such archived DVD library= can be used (without a computer) until such time that the computer become avail= able again. In the mean time the i= nstructor and the students can playback the DVD in a regular DVD player without a computer, using last best previous semester recordings. This is the advantage of our appro= ach of using also DVDs as opposed to the more traditional approach of relying on D= VD other media that can be played back exclusively on computers, precluding the use of a stand-alone DVD player without a computer.
ScreenShot: 12 --- Insert
Kunaki
How To Use The Kunaki Sales Page To Sell Your Product
ScreenShot: 12 shows the Kunaki “How To Use The Kunaki Sales Page To
Sell Your Product” instructions screen. It includes the following informat=
ion: Kunaki
contact us Sales page, and The sales page URL for product PX00ZXPL3I is: http://Kunaki.com/Sal=
es.asp?PID=3DPX00ZXPL3I
The
sales page URL for all your products is: http://Kunaki.com/MSales=
.asp?PID=3D110081
Kunaki
is telling the author of the media that “You can include a link to yo=
ur
product sales page on your web site or a personal web page such as
http://MySpace.com by copying and pasting the HTML code below. “
You
can include a link to the sales page for all your products by copying and
pasting the HTML code below. =
Notice
that this URL: https://kunaki.com/HowToSalesPage.ASP?P=
ID=3DPX00ZXPL3I&PublisherId=3D110081
Is using the HTTPS, Hyper Text Tran=
sferee
Protocol Secure, which is imp=
ortant
for securing and prohibiting the unauthorized user access to the confidenti=
al
financial information for abuse and fraud.
Appendix 5 --- Insert Here
Kunaki CD / DVD Publishing Service Monthly Summaries For Java Programming
Appendix 5 shows the Kun= aki CD / DVD Publishing Service Monthly Summaries For Java Programming, and its related information. It shows= a table with the following information:
Kunaki CD / DVD Publishing Service monthly summaries f= or Java Programming with these headers:- “month gross sales $ refunded sales $ qty sold qty refunded net sales $ = details customers.”
Appendix 6 ----- Insert Here
Kunaki -- cd / dvd manufacturing and publishing servic= e , with Notices: &= nbsp; Products which have not been ordered in 180 days are considered inactive and will be automatically deleted. To keep a product active you can order one u= nit every 180 days. &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = &= nbsp; &nbs= p; &= nbsp;
Appendix 6 deals with the Kunaki Accounting Department of “cd / dvd manufacturing and publishing servi= ce, with Notices: Products which have not been ordered in 180 days are consider= ed inactive and will be automatically deleted. To keep a product active you can order one unit every 180 days.” = &nb= sp; = &nb= sp;
Online Accounting System for the Internet WWW DVD-Burner Server On-Demand Services=
Kunaki also tells the publishers that “Orders wi= th 500+ units will be shipped free with UPS Ground to addresses in the 48 contiguous states in the USA.” Each publisher, in our case the Professor instructor and/or the university, has a “Publisher Id: 110081.” &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p;
Kunaki is telling the publisher that: “Your retail payment checks = will be mailed to the following address,” as the publisher has provided, desc= ribing the following: = ; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; =
“email: &nb= sp; = &= nbsp; street address: = ; &n= bsp; = ; &n= bsp; = ; &= nbsp; &nbs= p; &= nbsp;
password: &= nbsp; &nbs= p; &= nbsp; street address: = ; &n= bsp; = ; &n= bsp; = ; &= nbsp; &nbs= p; &= nbsp;
first name: = ; &n= bsp; = ; city: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;
last name: = &nb= sp; = state/province: &= nbsp; &nbs= p; &= nbsp; &nbs= p; = &= nbsp; &nbs= p; &= nbsp;
organization: &nb= sp; = z= ip/postal code: &n= bsp; = ; &n= bsp; = ; &n= bsp; &= nbsp; &nbs= p; &= nbsp;
division: &= nbsp; &nbs= p; &= nbsp; country: &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &= nbsp; &nbs= p;
telephone: = &nb= sp; = checks payable to: &n= bsp; = ; &n= bsp; = ; &= nbsp; &nbs= p; &= nbsp;
Send publisher payments with PayPal to my PayPal accou= nt:” where the publisher can enter a Pa= yPal account to be paid. = &nb= sp; = &nb= sp; = &nb= sp; = &= nbsp; &nbs= p; &= nbsp; &nbs= p;
Kunaki further describes the “Checks mailed for month: Jan-2007 Feb-2007 Mar-2007 Apr-2007 May-2007 June-2007 July-2007 Aug-2007 &= nbsp;Sep-2007 Oct-2007 Nov-2007 &nbs= p; Dec-2007 Jan-2008 Feb-2008 &= nbsp; Mar-2008 Apr-2008.” It then shows the report of all the other products with the following headers: status, creation, product id, title= manage/accounting, delete date, configure/product, and order.= So it shows that the java Programming DVD is still active. While the rest of the products have been deleted for lack of activities: &= nbsp; &nbs= p; &= nbsp; &nbs= p;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
“Active = Oct 31 2007 = PX00ZXPL3I&nb= sp; &= nbsp; &nbs= p; Java Programming &n= bsp; click here &nb= sp; accounting delete &= nbsp; &nbs= p;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 1 2007 = ;PX00PX5MO3 &= nbsp; (888)DVDU.Org Dr. Rushinek Course on Computer Audit and Data Mining Using WizSoft WizDoc Count Same Rule and WizWhy = ; &n= bsp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 21 2006 PX00= OTJ6B1 &= nbsp; &nbs= p; SharePoint Web Server (888)DVDAthorEd.Org With Windows XP and Office XP-Installing and Running Microsoft &= nbsp; &nbs= p; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted =
Jun
8 2006 =
;PX00ZDOPTT &=
nbsp; Balance
Sheet Effect of W/P Credit =
; &n=
bsp; history
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted Jun 8 2006 = ;PX00ZODX8I &= nbsp; &nbs= p; Work In Process Available Cost = &nb= sp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00ZR6S22 &= nbsp; &nbs= p; Java Applications &= nbsp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00MODUHP &= nbsp; &n= bsp;Management Accounting and Control &nb= sp; = history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00N4ZX70 &= nbsp; &nbs= p; Managerial Acc- Effect on Profit &nb= sp; = history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00ZQ54RY &= nbsp; Traditional vs Functional Income Statements = &nb= sp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00Z79ZV7 &= nbsp; &nbs= p; Install nero6 bundled with Sony DVD Direct = history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00ZWG3C3 &= nbsp; &n= bsp; Java Applications For Business Applications = history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 8 2006 = ;PX00Z6L5ZA &= nbsp; &nbs= p; sensitivity analysis calculates affected par &n= bsp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 6 2006 = ;PX00ZXEEEL &= nbsp; BackupRecord DVDRecord (888)ITISJob.Net = ; &n= bsp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Jun 5 2006 = ;PX00ZC5A4C &= nbsp; &nbs= p; (305)DVD-Course.Com_(888)DVDAuthorEd.Com_DVD_Autoring= _Burning_Publishing_Web-Casting_Streaming_and_Podcasting &= nbsp; &nbs= p; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted =
May
23 2006 =
PX00Z550LG
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted =
May
18 2006 =
PX00Z1BJXL
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Apr 27 2006 = PX00ZF14TP&nb= sp; &= nbsp; &nbs= p; IS Audit Process EDP & IT = ; &n= bsp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted = Apr 17 2006 = PX00ZRWGSD&nb= sp; &= nbsp; &n= bsp;IT Governance Auditing Controls (888)Nets-Expert.Org/Net &= nbsp; history &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Deleted &nb= sp; = Apr 15 2006 = PX00ZZLWSB&nb= sp; &= nbsp; &n= bsp; IT Governance &nb= sp; hist= ory &= nbsp; &nbs= p; &= nbsp;
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp;
click here to view your recent orders (status, invoice,
delivery tracking) &=
nbsp; &=
nbsp; &nbs=
p; click
here to order your products. &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&=
nbsp; &nbs=
p; &=
nbsp; click
here to ship one or more products to a list of recipients and addresses.
ScreenShot: 13 Insert Here
Kunaki
Online Accounting System with Inventory On-Hand of Active and Deleted DVDs,=
and
Wholesale Cost per DVD order
ScreenShot: 13 describe the “Kunaki Online Accounting System with Inventory On-Hand of Active and Deleted DVDs, and Wholesale Cost per DVD or= der.” When the publisher, in this case t= he professor and instructor clicks the “click here to order your products.” Option on the Hypertext menu revealing the publisher order dialog box, with the direct cost per DVD, of $1.75 or about $2.oo if we add some extra costs. Still at a = price of $10 per DVD to the consumer, this cost of $2.00 produces a contribution margin of $8.00 per DVD, or 80% Contribution Margin Ratio (CMR). This is extremely profitable, even= at these extremely modest selling prices per DVD of $10, compared to the going rate of a technology instructional DVD of $100.00, this price is lower and discounted by 90%.
Contribution Margin (CM) Of $32,000 Can Be Quite Profitable If It Sells
That means that if a class of 100 students orders 1 DV=
D per
person the contribution margin will be $8 per DVD*100 students=3D $800. In a typical semester, a typical
professor will have about 40 contact hours, producing about 40 DVDs. If the professor sell DVDs for all=
these
hours, then the total Contribution Margin (CM) will be $800 per 1 hour class
per DVD * 40 DVDs for 40 hour=
s =3D $32,000,
which is more than the average professor earns for teaching a typical
university course. So it can =
be
quite profitable if it sells!!!
&nbs= p; &= nbsp; &nbs= p;
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%55
Real-time Remote and Local Human Captionist Using Stenography Machine and Encoding Equipment
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%555
The traditional Real-time Human Captionist Using Steno= graphy Machine and Encoding Equipment entail a person located locally at the same classroom as the instructor. = Or alternatively, the captionist can be remote, she can be located at a differ= ent location then the instructor and the classroom, getting the audio signal ov= er telephone POTS (Plain Old Telephone System) or Skype VOIP (Voice over IP), = and return the captioned text to be merged at the lecture location. This way only the raw voice transf= er take place one way, and back comes the caption that the remote captionist produces. This is one of the experiments that this study deals with.&nb= sp; In addition to that it deals also with other types of video transcription, captions, and subtitles.&nb= sp; The other types of captions involve recording the voice in real-time, but automatically transcribing it with software, such as Dragon Naturally Speaking (DNS).
AUTOMATED SOFTWARE TRANSCRIPT COST EFFECTIVE SEO GOOGL= E VIDEO
Then after the transcript is done, using the archived = voice recording files. The user adds the time-codes into t= he transcript. In the next step = the time-coded DNS transcript can be inserted into the video, which has been uploaded to a video web site, such as Google Video. Google Video lets users add time-c= oded transcript to the video file, to view it during playback and to better index the videos by their contents, in addition to the text originally uploaded, = but is not displayed in sync with the videos.&= nbsp; This approach is much cheaper since it does not require a skilled and very expensive real-time captionist. However, the quality is also not nearly as good as a professional captionist. However, the savi= ngs in cost are about 99%, but the loss in quality is only 40% (depending on the speaker). So it is much more = cost effective, and sufficiently good for indexing and SEO (Search Engine Optimization) of the videos, by search engines like Google and Yahoo.
BANNER URL-TEL AUTOMATION
Banner URL-Tel Automation refers to the video overlays= off a URL (Universal Resource Locator) internet address, which is also a telephone number. Automating the instant communication as soon as a viewer or listener clicks a button on a screen o= f a computer, or any other device, such as a PDA (Personal Digital Assistant) or phone, the devices dial the phone number and surf to the web site for furth= er services. Such automation bri= ngs additional banner advertising revenues, increasing the ROI (Return on Investment) and offsetting some of the costs of such services.
We deploy automated transcription software, such as Dr=
agon
Naturally Speaking (DNS), to further reduce the cost of a human transcriber=
. Of
course, the quality of software transcription right now, is still inferior =
to a
professional human transcriber, but the cost is disproportionately lower, e=
ven
if we add an outsourced human transcriber and editor to the mix. What we are doing is using DNS for=
the
initial transcription recording, while also Skype-cast the lecture using VO=
IP
(Voice Over IP) for free telephone transmission to outsourced human
transcribers and editors in China, India and Pakistan, to supplement DNS.
ADA COMPLIANCE E-EVIDENCE
ADA (Americans with Disabilities Act) Compliance E-Evi= dence, Eaves Dropping Av, Surveillance Recording Archives deals with compliance wi= th laws that level the playing field with able bodied, people with normal hearing. This is only one cat= egory of compliance services. This = approach facilitates other compliance requirements such as Sarbanes Oxley (SOX), and HIPPA that deals with an HMO (that is publicly traded and subject to SOX) t= hat provides health care and is also a teaching university, providing medical training and research services.
The auditors can attach the AV (Audio Video) clips to =
their
work-papers to demonstrate that the doctors comply with both SOX and HIPPA,
without being physically there, just using the real-time and archived AV.
EAVES DROPPING AV, SURVEILLANCE RECORDING ARCHIVES
The auditors can audit live classes and see if the ins= tructor Doctors show up to work, and teach what they are supposed to teach, and if = they comply with the various requirements of SOX, HIPPA etc, by eaves dropping.<= span style=3D'mso-spacerun:yes'> Furthermore, the can repurpose the AV Surveillance Recording Archives as e-evidence (Electronic evidence) for their work-paper. The forensic auditor expert witness, can later on re-use such archiv= es as forensic evident, for expert witness testimony and computer litigation support, in a variety of dispute resolution mediations and litigations.
BUSINESS CONTINUITY, CONTINGENCY PLANNING BACKUP & DISASTER RECOVERY
Business Continuity, Contingency Planning Backup & Disaster Recovery deals with a teaching hospital emergency situation. For example if a disaster like a hurricane of an earth-quake strikes, the professor doctors, the students interns, as well as the teaching hospital all switch to business continuity mode, using the contingency plan. The teaching hospital moves to an alternative location out of the disaster zone, with the patients, doctor professors, and students interns.<= span style=3D'mso-spacerun:yes'> Instead of the traditional live lectures, the re-use the AV archives from the previous semester, to supplem= ent the WWW (World Wide Web) internet cyber teaching and learning facilities, s= uch as an LMS (Learning Management System), similar to Blackboard, or Moodles.<= span style=3D'mso-spacerun:yes'> Classes and medical services conti= nue according to the Contingency Planning Backup & Disaster Recovery proced= ures that have been practiced, rehearsed, audited and approved prior to the disaster.
As the reader can see such topics are discussed in the literature as well as in professional meetings, such as the AAA 2008 Annual Convention (http://aaahq.= org/AM2008/cpe/cpe11.htm and http://aaahq.org/AM20= 08/cpe/cpe02.htm ) as part of a CPE (Continuing Professional Education) program.
One of the unique facets of our approach in raising th= e ROI primarily on the revenue side, adding several new revenue streams to the In= come Statement. This approach chan= ges completely the balance sheet, and makes such services much more affordable = and even profitable to all the involved parties including but not limited to the following: the institutions (universities and training institutions), their administrators, professors, doctors, students, patients, interns, security guards, parents (that now can observe their children in the classroom in real-time, or relatives that can monitor their patients from afar) auditors, etc.
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^= ^^^^^^^^^^^^^^^^^^
Repu=
rposing
ADA Compliance University Lecture Captions for Forensic Audit, Security
Surveillance, Google Video Transcript, Distance Education, CPE, Sponsorship=
and
Fund Raising *
This=
will
be the advantage, if our method ends up working, at the end of every class a
student like him will not only have your stuff but have a fully burned DVD =
with
the captions in it. Are you g=
etting
it? So what is the purpose of=
what
we're trying to do?
HD H=
IGH
DEFINITION VIDEO ENSURES THAT THE VIEW CAN SEE GREATE DETAILS
Curr=
ently
manufacturers optimize video recording equipment only for one of the object=
ives
at a time. Therefore, we have=
to rig
equipment that targets one of the objectives for other purposes. For example, HD (High Defini=
tion)
digital video cameras have been optimized for movie production, yet we are
using them for other purposes, such as surveillance, forensic audit, and in=
structional
video recording. The reason t=
hat HD
is so important for instructional video is that the student has to be able =
to
read exactly what the instructor writes on the board. Likewise, for security purposes, t=
he
security guard has to see an intruders face and be able to recognize the
intruder if he leaves the crime scene and walks across the university
campus. To combine the HD
technology with legacy technologies the HD digital video may have to be con=
verted
to analog video, and vice versa.
For this purpose we are using several adapters such as the Plextor
analog to digital, A/V (Audio/Video) component (RCA) interface to USB
(Universal Serial Bus) interface.
To
conserve resources some of the equipment has sensors that check if there is=
any
activity. If there is no acti=
vity
such equipment shuts itself off automatically. Hence, the instructor explains to =
the
class that the equipment may shut itself off. Following is a conversation that
explains such issues:
&quo=
t;If
you don't activate it within 15 seconds or so, it shuts itself off.
>=
>
Did you use the Plextor now? =
And
you're getting it?
Plextor.
So.
I never see the image. We
are getting some image here.
I see
captioning, yes. Okay. So I'm starting to record,
actually. Okay. So we are recording now. So let me just give you a little
explanation. But in the meant=
ime
explain the equipment. Becaus=
e we
are doing something a little different here. Can we flatten this just a tad, li=
ke
so? We have it on; we want to
explain to you some of the changes that we made. Let's start the recording also
here. Can you help me with
burning?"
USING
MULTIPLE CAMERA FOR BACKUP AND RECOVERY IN CASE A CAMERA FAILS
Unli=
ke a
normal surveillance environment in a CCTV (Close Circuit Television) the
monitor may not display the image in every classroom. However, in our situation, t=
he
monitor displays the image for the benefit of the professor and the student=
s in
the classroom. This way the h=
earing
impaired student can read the caption in real time and understand the lectu=
re,
without having to rely on sign language.&n=
bsp;
Some of the hearing impaired do not understand sign language, and mo=
st
hearing students do not understand sign language as well. As soon as the main camera fails, =
the
instructor and the students notice it and switch to the backup camera. Thus the instructor explains it to=
the
class, as follows:
&quo=
t;What
we're trying to do is first of all, our first camera fried. So this is our backup and recovery=
. You can see how good looking you a=
re in
the little viewer here. You s=
ee
that?"
BUSI=
NESS
CONTINUITY PLANNING BACKUP AND RECOVERY HD VS SD HIGH VERSUS STANDARD
DEFINITION
Busi=
ness
continuity planning and backup and recovery procedures are particularly
important for security reasons. In
the event that a master camera malfunction, another camera that was previou=
sly
uses as a VCR (Video Cassette Recorder) recording highly compressed AV (Aud=
io
Video) to a Sony memory stick, takes its position, as a master camera. The reviewer of the AV recorder wi=
ll be
able to stick the memory stick in a telephone or a PDA that has a memory st=
ick
reader, and view the lecture without internet connectivity, or offline. The compression rate of the memory=
stick
is high enough that it stores about 5 hours of AV lecture in a 2 Gig space.=
This way it looks perfectly well i=
n a
2x2 inch telephone screen. In
contrast, the HD video takes 2 Gig for 20 minutes of lecture time, it is
optimized for HD 2X2 feet monitor, or even a movie theater size screen.
SPON=
SORS
CAN FRONT THE CAPTION COST IN RETURN FOR THE RIGHT TO DISPLAY THEIR ADS
Comp=
uter
manufacturers may be potential sponsors that are interested in advertising =
to
college computer students. Su=
ch
manufactures, could be IBM and or Dell corporations that have toll free van=
ity
telephone numbers and matching domain names such as 800-Buy-Dell, etc. The instructor explains the idea of
raising money through sponsorship to the students, as follows:
&quo=
t;Look
at the screen here. Unlike be=
fore, now
we have overlay, and this is for sponsors so we can put IBM 800, IBM.com.
UNIV=
ERSITIES
MAY BE CREDITED WITH SALES COMMISSIONS DERIVED FROM THEIR RECORDINGS
In o=
ur
case, if you playback the attached Google video hyperlinks you will see that
ads overlaying the video. One=
ad at
the top of the screen advertizing the (888)DVDU/CPE1.Org company. Another ad, at the bottom of the s=
creen
advertizing another company (305)OnTrial.org/net company. Important to note that these are n=
ot
only ads, but also live hyperlinks, similar to Skype-out phone numbers, tho=
se
are much more than just ads. =
These
URL and vanity telephone number hyperlinks are active. The viewer of the video can click =
the
device, such as a wireless phone or a PDA (Personal Digital Assistance) and=
the
device will ring the phone number and surf to the web site automatically.
WHER=
E IS
THE CASH COMING FROM - FROM BANNER VANITY TELEPHONE NUMBERS AND URL
"Office of Disability Services,"
http://www6.miami.edu/umbulletin/info/serv/arc.htm is typical offices in a
university that help comply with a variety of acts such as the ADA (America=
ns
with Disabilities Act). Such =
office
assists students with disabilities to compete with the remainder of the stu=
dent
population. Occasionally, suc=
h an
office has trouble getting a note taker to take notes for a student with
disabilities, and in such a case they may send the instructor a letter aski=
ng
the instructor to assist in finding a note taker.
When the instructors offer to fund a professional
captioner, the office refused to collaborate claiming that it is too expens=
ive,
and it may set a precedence that is too demanding. "So
I told them we are working on this project to generate a lot more revenue so
you can fund it and have a lot of extra cash coming to you. And the problem is that many of th=
em
don't understand where the cash is going to come from.
So o=
ne of
the sources that it's going to come from is from the sponsors. As you can see from this little sc=
reen
there is overlays like (305)OnTrial.Org/Net. On the bottom in green -- on the t=
op in
green and on the bottom there is another advertising, (888)DVDU-CPE1.Org.
VIDEO
OVERLAID BANNER VANITY TELEPHONE NUMBERS AND URL AUTOMATING CALL & SURF=
&quo=
t;This
advertising is not just advertising; these are hyper texts that if you play=
it
in a telephone, for example, and the telephone is equipped with Internet ac=
cess
and can use Java, there will be JavaScript. When the restaurant plays or click=
s on
it -- when the student plays or clicks on it, it will play the telephone
number. 800, IBM and allow the
students to surf to the website." Using such technologies as S=
kype,
the Java programming language and XML (extensible Markup Language) the wire=
less
phone acting also as a remote control and a video player, can also
automatically ring the number displayed in the banner, and surf the URL tha=
t is
displayed in the banner. This=
way
the student, viewing the lecture video, can the operator of the sponsoring
organization, as well as surf their web site. In this case the vanity telephone =
number
will be (888)DVDU.Org or (888)3838.674, and the web site http://www.DVDU.Or=
g.
This is 888 DVDU.org or CPE1.Org, whichever is available.
COMM=
ISSIONS
EARNED DUE TO THE SALES OF THE SPONSORS WILL GO BACK TO THE UNIVERSITY
So i=
f it's
a telephone device that can surf the Internet like some of the PDA phones, =
the
student can click on it, it will port them to the website and simultaneously
dial the 800 IBM number so they can order stuff from the web. All the commissions will go back t=
o the
university and the professor to fund this payroll process -- whole
process. So this is why it's
important from an additional revenue standpoint. That's going to fund the whole pro=
cess in
addition to what I explained to you before, about transcribing it, editing =
it
professionally and making that editorial stuff available. So the way it will work is it will=
take
the raw text coming out of the captioner.&=
nbsp;
At the end of the class, let's say the class end at 9:00. By 9 or 10 minutes will be uploade=
d to a
web server
THE =
PROFESSOR
WILL UPLOAD THE CAPTIONED VIDEOS AND AUDIOS, AND TEXT TRANSCRIPT FILES
&quo=
t;>>
What will be uploaded to a web server?
>=
>
THE PROFESSOR: The text and the video and all this stuff that we are
recording." The idea is =
to
outsource the final editing to a professional counterpart around the world =
that
will edit the transcript and correct it overnight Miami time. For example, in a computer auditing
course that ends in Miami at 9 pm, Miami time, most of the text transcript =
will
be available around the world by 10 pm, which is 10 am China time. Thus, a Chinese or an Indian profe=
ssor
of computer auditing can start editing the transcript, and finish editing i=
t by
5 pm China or India time, and upload the edited version back to the
server. This way the edited v=
ersion
will be available to the students early morning next day at the latest, if =
not
a few hours later, by about midnight Miami time, and Midday China time. Likewise, we are recording several=
AV
files in different format and different compression rates. We are burning high quality DVD-R,=
for
immediate upload to an e-commerce site with a shopping cart that will be
available for purchase as fast as the bandwidth permits. Likewise, we are recording HD (High
Defenition) .mp4 files, optimized for progressive download and internet
transport, as well as highly compressed mpg files, optimized for playback on
small telephone and PDA screen, on a removable media (SD, MS, and other fla=
sh
cards). In addition we record=
also
audio files in multiple file formats like mp3 optimized for internet transp=
ort
and download, as well as voice files optimized for automated transcripts us=
ing
software such as Dragon Naturally Speaking, etc.
STUD=
ENTS
WILL SUPPLEMENT CLASSROOM NOTES WITH VIDEOS AUDIOS AND CAPTIONER'S TRANSCRI=
PTS
&quo=
t;The Indian
counterpart will be in India, for example, start the morning. While here it is night, they will =
be
working all day long in India editing it, correcting it, formatting it, and=
at
the end of the night our time and at the end of the day their time, they wi=
ll
be done and they will be uploading the edited version with a lot of correct=
ions
and much more -- much more readable than anything that can be done by a
captioner. Because it will ha=
ve
pictures and notes from professionals with a lot of experience. And that's going to become availab=
le
immediately as soon as they are done, which may be in the morning or maybe
three or four hours later. So=
that
students -- the hearing impaired can take that and supplement it," with
the notes that they got from class, which they or other students have taken=
.
WE
OPTIMIZE EACH MEDIA FOR A DIFFERENT TARGET APPLICATION, USE THEM ALSO FOR
BACKUP
In t=
he
event that one or more sources of content gets damaged, the other sources c=
an
serve as backups. For example=
, the
.mp4 HD AV (High Defenition Audio Video) can recreate the .mp3 files and the
standard definitions AV files. This
method of recording and streaming the content of the class is also a part o=
f a
boarder business continuity plan and a backup and recovery method, for an e=
vent
of a disaster such as a flood or a hurricane.
&quo=
t;In
addition to that, in real-time we are also burning a DVD. So the students at the end of the =
class
can take the DVD drop it in a DVD player without a computer at home. Any home DVD player that is connec=
ted to
a television, and while they are going to sleep they can watch already the
lecture and let it play all night long.&nb=
sp;
Sometimes it will not only put them to sleep, but give them an
opportunity to review the class. So
this is the idea. What we're =
doing,
taking the video output directly out of the camera, by passing all the
equipment, running it into the encoder, adding the captions in real-time,
taking the output from the captioning and rerouting it back into our system=
. That means not only can we broadca=
st it
in real-time, but we can get multiple copies. One copy going to the DVD another =
copy
going to the computer, and yet another copy going to our hard drive.
The
important thing to understand, we record it here in multiple compression ra=
tes. One of the compression rates is a =
very
high compression rate. Just t=
o give
you an idea. 20 minutes that =
we
record here in the class in HD-- mean high definition video -- will take 2
gigs. Another level of compre=
ssion
is about 100 times more compressed.
So instead of taking 2 gigs for 20 minutes, it will take 2 gigs for
about eight hours. That high
compression level is recording it directly to a memory stick, and that is
another thing that we can do. We
can hand them a memory stick and they can pop the memory stick into a telep=
hone
that has a memory stick device in it.
The only difference is you see the picture is small. This is the size of picture that w=
ill
play on a telephone. It will =
be
perfect resolution for a telephone.
It will not be very good if you use it on an HD television and you m=
ake
it very large. But that will =
give
the ability to the student that is hearing impaired to walk away from the c=
lass
with an SD card, which is a secure digital card. Do you have any card lying around?=
Here you can see inside, you can see
these little cards inside are called SD cards. These little memory cards. The important thing to understand =
is the
compression is optimized for memory cards, which means you can take a memory
card like that, pop it into your telephone that has a memory card slot, and=
you
will have the whole lecture on that.
You don't even have to have a DVD player. So if it goes out, if it works in
another job as a night guard or some other job that lets him watch a teleph=
one,
he takes the SD card with a lecture, click it and he will get inside his
telephone not only the video of the lecture, but also the caption of the
lecture. That is another aven=
ue of
dealing with the hearing impaired.
And now he can watch the class on his telephone and see the captions=
in
the telephone. What is the pr=
oblem?
WE A=
RE
ALSO BROADCASTING THE VIDEO LIVE FOR FREE USING FREE SERVICES SUCH AS USTRE=
AM
&quo=
t;>>
We're having now problems with uStream
>=
>
THE PROFESSOR: but now we have a copy on the hard drive with the captions f=
or
you. So you don't have to use
that. This is the point I was
trying to explain. This syste=
m will
be much more robust, so if the computer doesn't work, there will be no way =
that
everything will not work at the same time.
>=
>
And also here you need Internet connectivity
>=
>
Right. Here you don't.
>=
>
So sometimes when the Internet goes down --
>=
>
David: This will just be to
broadcast
>=
>
THE PROFESSOR: but many times you will want to broadcast. But at least you will have backups=
on
DVD backup also on a hard drive
WE A=
RE
USING A HARD DRIVE RECORDING DEVICE WITH WI-FI CAPABLITIES AS A BACKUP
PROCEDURE
If t=
he
computer connection to the internet WWW (World Wide Web) fails, we are usin=
g a
standalone hard drive recording system with Wi-Fi connectivity, so it can
upload the media without any connection to another computer.
&quo=
t;>>
And this device can broadcast. This
is a Wi-Fi device. Our hard d=
rive
has Wi-Fi connectivity. This =
means
we can upload or broadcast from here without a computer just in the event t=
hat
all the computers don’t work, we can go directly from this device to =
the
Internet without having a computer.
>=
>
So we're trying all different methods here. That's why we need backup and reco=
very
methods.
REPU=
RPOSING
LAST SEMESTER CLASSROOM CAPTIONED VIDEO AUDIO AND EDITED TRANSCRIPT FILES TO
CONTINUE CLASSES DURING AND AFTER DISASTERS AS PART OF A BUSINESS CONTINUITY
PLAN
In t=
he
event that the university is submerged in water due to a flood, students and
professors resume classes from alternative predetermined locations around t=
he
world. Participants in the co=
urse,
professor and students provide an alternative address, far away from the
present potential disaster area, to resume classes.
&quo=
t;This
system is good for backup and recovery.&nb=
sp;
It's good for archiving.
Also think about the example of Katrina, Tulane University was out of
commission for a semester. Wh=
at
happens to their students? Th=
ey
don't want to lose those students because if they transfer to another unive=
rsity,
they may just decide to stay in that university. Here I can capture those students =
and
say: At least take those clas=
ses
that you had last semester. T=
hey
are on, they are archived, those classes.&=
nbsp;
Because a lot of times they were disbursed also to faculty members.<=
span
style=3D'mso-spacerun:yes'> You can do it for short periods of=
time
and use it for continuity measure.
So in disaster recovery and continuity, you can perform just as well=
."
AMER=
ICAN
WITH DISABLITIES ACT (ADA) COMPLIANCE FINANCING THROUGHT FACILITATING DISTA=
NCE EDUCATION,
CONTINUING EDUCATION, TEXTBOOK AUTHORING, SURVEILLANCE AND FORENSIC AUDIT
Norm=
ally,
ADA compliance can be very costly.
Therefore, universities are many time reluctant to grant it to stude=
nts
and professors with disabilities.
Universities are also concerned about setting a precedence that will
promote the idea; for fear that every ADA person will demand a full video
captioning service. The repur=
posing
of such captioning for additional applications may help fund the compliance
with ADA, and at the same time produce a mummer of additional pros and cons
that we may have to deal with.
CONT=
INUING
PROFESSIONAL LEGAL MEDICAL & ENGINEERING EDUCATION (CPE, CLE, CME, CEE)=
AND
THE REQUIREMENTS OF CONTINUING EDUCATION UNITS (CEUs) TO MAINTAIN PROFESSIO=
NAL
CERTIFICATES
Some=
of
the additional applications of ADA compliance for the hearing impaired incl=
ude
but is not limited to be distance education, where some students that are n=
ot
present in the class can view or read the edited or raw transcript of the c=
lass
and use it for distance learning.
Further, it can also relieve some of the students present in the cla=
ss
from excessive pre-occupation with writing notes, at the expense of listeni=
ng
to the class. It can also be
repurposed for Continuing Professional, Legal, Medical, & Engineering
Education (CPE, CLE, CME, and CEE).
Professional organizations, such as CPA (Certified Public Accountant=
s)
associations worldwide, require their member an annual minimum Continuing
Education Units (CEUs) of credit to maintain their certificate valid. Such alumni will only be happy to =
help
fund their university while earning the credits that they need, especially =
if
they can earn them also in a self-study mode, with the flexibility of liste=
ning
to live, or archived audio and video clips on demand. Instead, most of them are forced to
participate in such classes in the most inconvenient times such as after ho=
urs,
at week-ends, which may also be the least effective times for additional
learning.
PUBL=
ISH OR
PERSIH AND INTEGRATING TEXTBOOK AUTHORING WITH ADA CAPTIONING AND SUBTITLING
GOOGLE VIDEOS
Inte=
grating
it with textbook authoring may give the instructors additional fiduciary
incentive not only to publish, and comply with "publish or perish"
paradigm, but also to prepare better for the classes and ultimately teach m=
ore
effectively. Likewise, it wil=
l make
the resulting textbook; a lot more attentive to the actual need of the
students, rather than cater to the perceived student needs, or what the
instructor thinks that the students need.&=
nbsp;
As a result, the instructors may prepare more for the class, students
will have a greater input into the process of textbook authoring, and most
importantly the textbook revisions will be much more up to date due to the
automatic and repetitive continuous quality improvement processes that are
taking place.
WHY =
SHOULD
WE LET THE PROFESSORS REPURPOSE THE CAPTIONED EDITED TRANSCRIPT FOR TEST AND
TEXTBOOK AHUTHORING PURPOSES DID WE NOT PAY THEM TOO MUCH ALREADY?
Some
administrators may be too short sighted to see the benefits of letting the
professors repurpose the captioned transcript for test and textbook authori=
ng
and publishing purposes, claiming that they are already over-paying them, f=
or
dubious quality of teaching services.
However, we have to understand the marginal added utility of such
professor’s efforts. Ev=
en the
most experienced court reporter or captioner, as was the case in our study,
where a professional court reported with about 20 years experience, did an
excellent job, transcribing and captioning these videos, she made some
mistakes, that may be crucial to the complete understanding and accuracy of=
the
transcript and the captions. =
That
is especially more prominent, as some of the professors are foreigners with=
a
variety of accents that makes it more difficult for a student, and a comput=
er
to understand and correctly transcribe.&nb=
sp;
As such foreign accents become more and more common with the
globalization of higher education and business this challenge becomes more =
and
more relevant.
PROF= ESSORS CAN BECOME MORE EMPATHETIC AND MORE SENSITIVE TO THE LEARNERS ABILITY TO AB= SORB THE MATERIAL AND THE CAPTIONER ABILITY TO TRANSCRIBE THE LECTURE CORRECTLY<= o:p>
For
example, a case in point in this experiment was the name of a web site's do=
main
name, which is "http://www.OnAFree.com. " The captioner consistently
misinterpreted it as "on free.com." Even though, it is a small mistake,
which is oblivious when one watches the video, and sees the URL, as the
professor demonstrates it, it may also be very confusing to a blind and deaf
person trying to go to the site and check it out.
The
professor needs the extra incentive to go back to the transcript of the
captioner or the court reported read it carefully and correct it. Furthermore, the professor learns =
to
monitor more effectively the captions and watch it more carefully in real-t=
ime,
correcting it as early as possible, and preventing such errors from
proliferating throughout the course, confusing more and more viewers.
AUTO=
MATED
CONTINOUS QUALITY IMPROVEMENT PROCESS THAT IS VERY COST EFFECTIVE
Like=
wise,
it teaches the professor to be more sensitive to the students and listeners
ability to follow and absorb the material, especially when the professor has
been teaching this subject for some 30 years (30 years times 10 courses a y=
ear,
about a total of 300 times) and can reach an extremely fast pace of speech
leaving even the fastest court reporter, students and listeners way behind =
the
ability to listen, absorb, process, and transcribe correctly the lecture.
Yet,=
when
such a professor does listen, and does view and reviews his own lecture one
more time, especially when it includes a captioned transcript, edited by
another expert from around the world, this professor may be surprised to se=
e, how
much more there is to learn. =
Not
only will the professor learn something new about the topic, but also about
himself and ways to improve the professor’s public speaking and
communication skills. This is=
a
valuable lesson that even the slowest learning professor may experience due=
to
such meticulous and thorough review of the professors' videos, audios,
transcripts, and overall demeanor.
Such a system may induce even the most reluctant tenured professor t=
o improve
his teaching, and in turn improve the learning experience of his students, =
as
well as advancing the field of study one more step forward.
This=
will
induce, over time, an automatic continuous quality improvement process that
will lead to better and better work for all parties, on a grand scale, assu=
ming
that it will be adopted by many organizations. It should have a positive competit=
ive
affect, on the university, the professor, the students, the captioner
transcriber or court reporter, the security system and the entire system.
INTE=
GRATION
INTO THE SURVEILANCE AND FORENSIC AUDITING SYSTEM MAY IMPOVE SECURITY WHILE
REDUCING COST
Inte=
grating
the surveillance systems into the video and audio recording and captioning
process will reduce the cost of recording the lecture exclusively for ADA
compliance, by sharing the cost for multiple applications. More importantly, it will eliminat=
e the
classic problem of "Ghost Security Cameras and Ghost Security
Guards." These are the c=
ommon
problems similar to the famous case of the "2007 Virginia Tech
University" killing of more than 30 students and professors, and mal
functioning or none-existing security surveillance system that permitted the
killer to walk away from the killing zone for 2 hours and then come back and
kill another class of students and professors. This is consistent with the famous
symptom of high security camera that mal functions for years without anybody
noticing, a high security door that is left adjar, so people can come in an=
d go
out frequently without using the key.
Likewise, it is typical of the "ghost security" officer wh=
o is
missing or "asleep at the wheel," and endless litigation about
security over-billing that drag forever, costing the tax payers a fortune a=
nd
do not help improve the public safety and security, as reported by the Miami
Harold.
GHOST SECUR= ITY GUARD EXCESSIVE LITIGATION COSTS AND FORENSIC AUDITING
Miami Harold reports the details of such cases in a recent article, as follows: "http://www.miamiherald.com/news/breaking_dade/story/486235.html." "30 months after it began, 'ghost posts' audit still pending." Posted on Mon, Apr. 07, 2008, by LARRY LEBOWITZ AND SCOTT HIAASEN, llebowitz@MiamiHerald.com. &q= uot; In August 2006, Miami-Dade County's top auditor found evidence that Wackenhut Corp. had billed the county nearly $1.6 million over a three-year period for 69,000 hours worth of work that its employees -- private security guards who patrol .."
Integrating
such activities into the security system, will save some of the recording c=
osts
and technical difficulties, but more importantly, it will force the security
staff to work. Students and
professors will be continuously monitoring the recording and live broadcast=
ing
of the classes to ensure that they get the AV files and transcripts that th=
ey
need. At the same time they w=
ill be
forcing the security staff to operate the cameras, and the security infrast=
ructure,
in tip-top shape, instead of waiting until it’s too late, like the
tragedy of 911 at the US, twin towers in NY City, etc. And, in the event of security laps=
es the
audit and the legal teams will not have to wait for 3 years, 69,000 hours w=
orth
of ghost security billing later and $1.6 million later. Instead, they will offer prompt
deficiency remediation that will "nip the problem in the bud."
IMPR=
OVING
ADA VOLUNTARY UNIVERSITY COMPLIANCE RELEIVING THE DISABLED FROM BEGGING
&quo=
t;>>
This is another issue that I wanted to explain to you. Right now universities are saying:=
What do I care about these ADA
people? I'm going to do the m=
inimum
that I need to do with compliance and let them go to other schools or whate=
ver
they want to do, because I cannot afford to spend so much money for caption=
ing.
but =
what
we are telling them, from now on it's not only going to be for ADA
students" ONLLY, what you are going to do is take the videos and store=
the
videos off-site. In the event=
of a
disaster, that the whole university is submerged, you are going to lose a l=
ot
of money because the students like what happened to Tulane University, it w=
as
submerged. A lot of students =
from
Tulane University couldn't graduate unless they switched to another
university. And a lot of prof=
essors
couldn't afford to stand a couple semesters without income. So they went to another university=
. In the meantime the university los=
t a
lot of money because the students that went to UM and other universities, o=
nce
they settled here, didn't want to come back."
WHAT=
HAPPENS
WHEN DISASTER STRIKES AND THE BUSINESS CONTINUITY PLAN IS ALSO A DISASTER
&quo=
t;The
university lost the professors and students. The students were upset with the
university because it caused them inconvenience. But what really matters to the uni=
versity
is the bottom line and the cash.
They couldn't recover the money.&nb=
sp;
Those students are lost for good and the professors are lost for goo=
d. What we are telling them to do ins=
tead,
what we will do is take the videos from last semester. Repurpose them for the next semest=
er and
tell the students: Don't worry
about it. If we have a disast=
er the
university is submerged. We a=
re
going to switch instantly to online.
All the videos from last semester will be used as substitute for the
current semester. Made availa=
ble to
you free on the Internet and the notes and everything else, and we will
continue the class just the same.
You don't have to go to another university. Professors will get paid and stude=
nts
will pay and graduate just the same.
The only difference, instead of having everything live we will do as
much live as we can."
Such
services as real-time WWW (World Wide Web) broadcasting, web-casting, video
pod-cating, and internet archiving used to be prohibitively expensive. But more recently they have become=
total
free and very user friendly. =
Such
web sites as Google Video, You Tube, and Ustream are making such services v=
ery
accessible even to the least computer literate person. More over the younger generations =
of
students and professor are much more comfortable with the new media than the
older generation of decision makers and administrators. Therefore, such trends of using new
media more effectively will only intensify in the future leading to such in=
tegration
among seemingly unrelated activities.
CTI
(COMPUTER TELEPHONEY INTEGRATION) AND VOIP (VOICE OVER IP INTERNET PROTOCOL=
)
This=
is
where CTI and VOIP come to the rescue.&nbs=
p;
Professors can lecture over the WWW for free, and the students can
listen and interact with the professor and the other students in real-time,
using Skype and other similar free services.
&quo=
t;Skype
cast -- the professors will Skype cast the lectures. But that is not as good as live
video. So we will make availa=
ble
the videos of the professor for the entire class to the new class and use i=
t as
a substitute. You will be abl=
e to
get the videos for free and you will be able to get all the other materials=
, and
everybody will continue just the same.&nbs=
p;
So those that need to graduate, you don't need to worry about postpo=
ning
graduation. And professors th=
at
need the money don't have to worry about us stopping the payment because of=
the
disaster. You will get paid j=
ust
the same. You will just have =
to
designate an alternate place where you will move and have an alternate e-ma=
il
and everything else will continue as usual. The only difference is we will not=
run
it from the computers in the university.&n=
bsp;
Because they will be submerged.&nbs=
p;
Instead, well have an alternate location that is out of the hurricane
disaster area. So for example=
, if
I'm Tulane University in New Orleans or whatever disaster area it is, the
alternate place will have to be a place that is far away from a hurricane a=
rea
like let's say New York City or Montana or Hawaii, or another location. And instantly, as soon as the univ=
ersity
is submerged, the whole university switches to the alternate location and
continues with the backup and recovery plan just the same. And then they will say: Hey, this is another story
now."
THE
REACTION OF ADMINISTRATORS TO THE IDEA OF ADA COMPLIANCE INTEGRATION WITH
SECURITY
&quo=
t;Now
you're telling us that while we comply with ADA we're also securing our cash
flow in the event of a hurricane and this becomes part of our business
continuity backup and recovery plan.
And for that we spend millions of dollars anyway. So we will just take this and then=
we
integrate also the recording, we don't need to have a cameraman because we =
will
use the surveillance and recording system.=
And that will prevent disasters like Virginia tech where someone com=
es
into a class, kills a couple of people at the university premises, then goes
off campus, companies back two -- comes back two hours later and slaughters
another 30 people."
HOW =
WILL
THE NEW IP DIGITAL SECURITY SYSTEM WORK BETTER THAN THE OLD CCTV ANANLOG
SECURITY SYSTEM
&quo=
t;Right
now we have to secure our surveillance and security system in the event
somebody kills a couple students, immediately the surveillance system will =
kick
in, alert the authorities in real-time.&nb=
sp;
Announce on loud speakers there is shooting in" classroom "=
;102
in the Jenkins building. Plea=
se do
not come in. Inside the Jenki=
ns
building there will be speakers that will announce to the killer: We are watching you on our telepho=
ne in
real-time. The police is wait=
ing
outside, please lay down the arms and stop shooting and everything will end=
up
peacefully. Just as an insura=
nce
policy, a lot of universities have to spend a huge amount of money. But they don't think about the ide=
a of
complying with ADA compliance and instructional materials. So all we are telling them is why =
not
killing three birds with one stone:
Take care of the ADA, take care of the distance learning and your
security needs, and your business continuity, backup and recovery all at
once. And that way you pay on=
ce,
you get all the objectives done, and you get in addition to that, the real-=
time
transcription. Even translati=
on and
editing. And when your
transcription comes to India, let's say, it is inexpensive enough to get al=
so
translation added to it."
This=
way
when a dispute arises, instead of having to go into years of forensic audit
work, and endless litigations, the solution to the dispute will be only some
quick Google Searches away. T=
he
auditor can retrieve the videos for free attach short clips to their working
papers, and provide hyperlinks for the rest of them, resolving the problems
earlier more efficiently and more cost effectively.
BURN=
ING
HIGH DEFENITION HIGH QUALITY DVDS TO SUPPLEMNET THE LOWER RESOLUTION VIDEO
POD-CAST
&quo=
t;So
when the edited DVD comes out, not only will it have edited subtitles and
captions, but it will also have multiple languages and DVD you can have up =
to
seven different languages. Wh=
ich
means if the lecture is done in English, for example, the Indian can produce
another -- take the captioning English and translate it to Spanish? Let's say the top five languages.<=
span
style=3D'mso-spacerun:yes'> For example, Spanish, Arabic, Chin=
ese
and Indian. And then the DVD =
that
will come out of them will be much more saleable in India. We are talking about a billion peo=
ple. In China, another billion people, =
and in
Latin America plus Spain and all the Spanish countries, another billion peo=
ple
and another billion Arabs. So=
you
are talking about -- that's making it tremendous, especially since this
university that will do it will have a monopoly worldwide that the whole
worldwide will catch up and it will be a huge sensation, from a PR
standpoint. So that's basical=
ly the
idea of leveraging the ADA and combining it with a bunch of other things.
PROF=
ESSORS
CONCERNED ABOUT THE LOSS OF PRIVACY AND THEIR INTELLECTURAL PROPERTIES
&quo=
t;The problem
is that you have professors that will be reluctant like I'm a law professor=
and
I'm paranoid about my intellectual properties and I will object to that.
UNIV=
ERSITIES
PUBLISHERS AND STUDENTS WILL HAVE AN AUTOMATED VETTING SYSTEMS SCREEN RATING
AND RANKING PROFESSORS CLASSROOM VIDEOS AUDIOS AND TRANSCRIPT FILES
Due =
to the
internet way of working sites such as Google Video and Digit help produce an
automated vetting and WWW indexing system.=
Surfing students view the video pod-casts, web-cast, and other mater=
ials
have the options to rate, rank, and comment them. These comments, rankings, ratings,
create an automated vetting system that publishers, future surfers, and oth=
ers
can use to find the best of the best in every category. That way students are no longer li=
mited
to their own professor lectures, they will be able to find other professors
lectures about the same topic that may explain a specific topic better than
their own professor, leading to an overall long term improvement in leering=
and
teaching.
&quo=
t;So
that is basically some of the ideas that we are working with, and when the
university fully sees that it works, they will be only glad to extend it to=
the
other classes, regardless of the idea or not and that will make it a lot
better. Because instead of th=
e ADA
compliance that is the minimum that you will be giving -- they will be givi=
ng
you, you will have DVDs, different languages, and it will be much better
quality than just an unedited version.&nbs=
p;
You will have an edited version illustrated and so on. At the most one night after the
recording will be done."
INTE=
GRATING
COMPUTER ASSISTED ADAPTIVE TESTING TO THE DVD AND VIDEO POD-CAST MIX
&quo=
t;>>
But there's another area that can be added, and that is computer assisted
adaptive testing. Remember we
talked about recording clips, and on the DVD we break down into a one-minute
clip, and we've -- we can create, then, a pre-text of -- a pre-test of
questions, and we can map the clips to the questions.
So w=
hen a
student gets one of the questions incorrectly, they can request, then, to g=
et
an explanation from the video to explain their deficiencies.
>=
>
And we can demonstrate it, since we can use this monitor, if you go to -- if
you can go to" http://www.OnAFree.com, "and go to the section
OnAFree.com to see a sample of this test, we will demonstrate to you a samp=
le
of this test. Sam can you tur=
n off
the lights a little bit so we can see the screen here. Something happened to our computer
here."
&quo=
t;Okay. What we are trying to do now is we=
are
trying to browse to OnAFree.com to demonstrate to you this testing system.<=
span
style=3D'mso-spacerun:yes'> By the way, this test, since it is
written in the Java programming language, will run off a telephone. So let's say that the disabled per=
son
wants to practice after the class.
He doesn't have to even have a computer. Go under" the OnAFree.com&quo=
t; web
site "and see the section, the button on the left-hand side that is
listing 'Internal Control Evil.' is the second button from the top or the t=
hird
one. And inside it scroll dow=
n to
the point that you see a video -- what is it called?
>=
> 1
secure policy video.
INTE=
RACTIVE
JAVA SCRIPT ADAPTIVE VIDEO ASSISTED TESTING SYSTEM THAT CAN RUN ON A TELEPH=
ONE
REMOVABLE MEDIA CARD, WEB SERVER, OR A STAND ALONE PC (PERSONAL COMPUTER)
&quo=
t;>>
Click on it, and it will open a screen which is a test. This screen in the upper left corne=
r has
a place to put your name. Typ=
e your
student name there. Let me pu=
t on
my glasses because I cannot see one thing that I'm trying to aim at. So now I can see it. You see that there is a little spa=
ce on
the top where the student is going to type their name. Okay. Lee. And now you see there is a questio=
n. The first question reads: Service provider documented securi=
ty
policies, plans and so on. Le=
t's
say that the student answer is going to be true. So click T. for true. Notice that underneath the question
there is a little thumbnail. =
Click
on the thumbnail. What that w=
ill do
is open a video that shows the professor explaining the question.
JAVA=
TEST
FOR SECURITY POLICY VIDEO ASSESSMENT SCORING INTERNAL CONTROLS
Appe=
ndix 2
Insert here
Appe=
ndix 2
shows the "Security Policy Video Assessment Scoring Internal Control
Compliance." Much like o=
ther
tests, it calculates the performance of the organization regarding complian=
ce
with internal controls requirements of Sarbanes Oxley, ADA (Americans with
Disabilities Act), etc.
The =
same
kind of assessment can apply to any academic or training course.
As we
reveal the source code, we can see the Java script statements, following are
some examples: The "<noscript>" statements is setting up the
Font Color, "<h3><font color=3D'#FF0000'>Javascript not
enabled</font></h3>.
Then, the "</noscript> terminates the previous block of
code. The "<script
language=3D'JavaScript'>" script language statement declares Java a=
s the
script language.
The
following statements demonstrate the Java script If statement syntax:
"if
(navigator.appName.indexOf("Netscape") >=3D 0) {
&=
nbsp; if
(parseInt(navigator.appVersion.charAt(0)) < 4)
Scre=
enshot
5 Insert Here
OUTP=
UT OF THIS
ASSESSMENT ABOUT SECURITY POLICY VIDEO ASSESMENT
As w=
e can
see the output of this assessment show the "Name: University of
Miami," the "Score: 1 / 3 points (33%)" and the title of this
assessment: "1SecurityPolicyVideoAssesment." The assessment proceeds with the t=
ype of
question being "True/False," Indicate whether the statement is tr=
ue
or false. Following is the
"Narrative for .112~ Service Provider documented security policies,
standards, plans and procedures are available for review." Following is the correct answer:
"T," the score of this correct answer: "1." and the
nerrative of the 1st question ".112~ Service Provider documented secur=
ity
policies, standards, plans and procedures are available for review."
Like=
wise,
it shows the "ANSWER: T,=
"
and the rationale "Rationale for .112~ Service Provider documented
security policies, standards, plans and procedures are available for
review." The assessment =
then
show the "POINTS: 1 / 1,=
"
etc.
Scre=
enShot
5 shows the Expert Video thumbnail it will displays the message:
“movxxxx.mpg. When we p=
lace
the cursor on the thumbnail it displays the message: “movxxxx.mpg.
HYPE=
RLINKED
VANITY TELEPHONE NUMBERS & URL BANNERS SPONSORS ADS OVERLAID ON VIDEOS =
&quo=
t;So
this is a video, and you see the little advertising promotion there or
sponsor" (305)OnTrial.org, "which is advertising a telephone numb=
er
and website," URL. "=
;You
can see that this video will have captions too. And just for the sake of speed, le=
t's go
to the end. We are going to s=
kip the
last two questions. Close the
video. And go to the end. That's more questions that we will=
skip
on purpose. Notice that at th=
e end
there is a button check my work.
You click on check my work and it will tell you -- leave the message=
for
a second. It will tell you, y=
ou did
not complete blah, blah blah. We
know, say okay. And it will g=
ive
you your grade. Go to the top=
and
see that our grade is 33% out of 100.
Now know when we go to the end it has also remedial information so t=
here
is another hyperlink that will explain to you if you click on it -- and I t=
ook
out the video, so if you click on it, it will not play the video because I
didn't have space on my server. But
it will play another video that explains to you why it is important.
COMP=
UTER
ASSISTED TESTING (CAT) INTEGRATED WITH CLASSROOM ILLUSTRATIVE VIDEO CLIPS
&quo=
t;In
this case it deals with the SOX that are Sarbanes Oxley compliance. This is a" part of a computer
auditing class and test of compliance with internal control procedures for =
an IT
(Information Technology) audit requirements. But, "it will apply equally t=
o any
test. The hearing impaired st=
udents
can take this from an SD (Secured Digital) card. Put the SD card inside the telepho=
ne,
listen to the lecture, then take the test and when he's done with the test =
you
see that the score was 33%. H=
e can
either gain connectivity from the phone and upload this to the server or ta=
ke
the SD card and connect it to a computer and upload the score to the server
this way and do his quiz and homework that way off of a phone. And that is an example of a test t=
hat
will be generated pretty much automatically off of the videos of the
class."
AUTO=
MATED
TEST BANK GENERATED FROM LECTURE CAPTIONS, TRANSCRIPTS, AND EDITED TEXT
&quo=
t;The
way the program works, it takes the text that the captioner produces, it pa=
rses
the text, and it find statements in the text that" the instructor said
during the class -- and it makes" a "true/false questions out of
it. It takes the statement as=
it is
and then" it "becomes a true/false question, whose answer is true,
and then it reverses it, and it makes out of that a true/false question who=
se
answer is false."
The
program than sorts the True/False (TF) question that are True (TFT), and TF
questions that are F (TFF) and creates Multiple Choice (MC) Questions out of
them. The program combines 3 =
TFT
into 1 MC for which choice D All of the above is the correct choice. In this way the program creates a =
bunch
of MC for which choice D "all of the above" is the correct
answer. In contrast, the prog=
ram
picks the TFF, and forms from them more MC for which the correct answer is =
the
last choice E "None of the above." In similar manner the program crea=
tes an
objective test bank very quickly and totally automatically.
This=
is
the way that it automatically builds up a test, just from the text that the
captioner types in. And then =
of
course in India they can take it and already edit it a little more and make=
a
more sophisticated test. But =
that
already costs more money and takes longer.=
But you saw an example and demonstration of the test that we were
talking about.
MINI=
MIZING
COST AND MAXIMIZING REVENUE PRODUCES FOUNDATION FOR PROFITABLE ENTERPRISE
Obvi=
ously,
minimizing the cost and maximizing the revenue is a simple formula to maxim=
izing
the profit, the "devil may be in the details." The details of the trade-offs betw=
een
cost and quality, the higher the quality, the higher the cost may be. Or, alternatively, the lower the c=
ost
the lower the quality may be. The
trouble is that as we reduce the cost, approaching a marginal cost of zero,=
so
may the quality go down to a point that the entire project is entirely usel=
ess,
due to the quality being so low.
Marginal cost is the difference in cost between 2 levels of
activity. For example, if the=
cost
is a fixed cost such as rent, then the marginal cost is equal to zero, due =
to
the fact that the cost of the rent does not differ among various levels of
activities, within a relevant range.
For example, if we pay $100 to rent a hotel seminar room plus a spea=
ker,
and host 10 peephole and $20 a ticket, our profit will be 10 people * $20 =
=3D
$200 less cost of $100 producing a profit of $100. If we raise the level of activity =
to 15
people, within the relevant range of 50 people (maximal capacity of the roo=
m)
our marginal cost will be zero, and our profit will grow to 15 people * $20=
=3D
$300 less cost of $100 producing a profit of $200.
TIME=
IS
MONEY, AND MINIMIZING TIME TO MARKET MINIMIZES THE COST WHILE MAXIMIZING
COMPETITIVENESS
The
turn-around time of producing the contents of the captioned videos, audios,
transcript text, tests, translations, etc, cannot physically be done faster
than our proposed methodology, taking advantage of outsourcing, and opposing
time zones. This explains, wh=
y we are
using automated transcription, and offshore surveillance and recording cont=
rols
of the PTZ (Pane Title and Zoom) cameras in Miami, by operators in China and
India in opposing time zones, and reduced cost by more than 90%. Opposing time zones are time zones=
such
that when it is 9 pm in Miami, it is 9 am in China. That is especially significant in =
high
tech areas when frequent changes render outdated legacy systems obsolete
quickly. Thus the shortest ti=
me to
market grants a temporary monopoly to the fastest operators, simply because
they are the only choice available at the time. As time goes by other operators may
arrive to the market place, but by this time, the lion share of the market =
may
have been already taken by the speediest competitors. Such areas may include computer
technology, medical innovations etc.
This explains why we emphasis the fastest possible turn-around of an
evening class that end in Miami at 9 pm, whose work continues around the cl=
ock
in China or India starting at 9 am China time. Such a job can end by 12 noon
China time, or 12 midnight Miami time.&nbs=
p;
An e=
xtreme
example that makes a point is an Emergency Room (ER) example. In such a case, where such work wi=
ll be
crucial is medical technology, such as X-ray services, part of a medical sc=
hool
applied to real ER patients, and a medical interns radiology class. In this case the Radiology Profess=
or may
demonstrate the X-ray on an emergency room injury case. The professor takes the X-ray in M=
iami
at 9 pm; upload the X-ray to the WWW at 9:10. At 9:30 am China time, his
Chinese counterpart finishes the diagnostics, uploading the results back to=
the
original Miami x-ray portal to be used by the Miami nightshift of the ER, w=
here
the professor is long gone, but the work continues non-stop, the night shift
interns and doctors get the analyzed images, providing the appropriate, and
cost effective and timely service to the patient. Likewise, the Radiology Professor =
at
home, that initiated the X-ray, can have a quick look at the results to make
sure that everything is alright just before he or she goes to sleep. If something goes wrong, the profe=
ssor
can then kick start the predetermined business continuity contingency plan =
for
backup and recovery, and then go to sleep.
DRIV=
ING
MARGINAL COSTS TO APPROACH ZERO, WHILE MAXIMIZING POTENTIAL REVENUES
We d=
rive
the marginal cost to zero by using PTZ network security cameras (no camera =
men
needed), cameras are connected to the computer, a stand-alone independent D=
VD
Burner (no computer needed), and a stand-alone Wi-Fi Hard Disk Drive record=
er
(no computer needed) uploading video clips directly from a router to the
WWW. The camera contains a web
server and an SD drive, controlled by a wireless Wi-Fi telephone acting als=
o as
remote control. The captioner=
is
very expensive for the first session, but all subsequent sessions of the sa=
me
class, can use the captioned video of the first class, and therefore, their
marginal cost is also approaching zero.&nb=
sp;
So once, we captioned 1 topic and achived it, we can make it availab=
le
to all subsequent classes of an identical topic. For example, let’s say the
professor teaches Break-even analysis in one session of a Management Accoun=
ting
class, and we stream and archive the captioned video, then all other 10
sections of the same class can use this clip, with a marginal cost approach=
ing
zero. The streaming on UStrea=
m.com
is free, the progressive download and storage on Google Video is free, the
DVD-Burning storage server plus the shopping cart of Kunaki.com are free, a=
nd
therefore, we keep the cost and the time to market to a minimum.
That=
cost
reduction is especially important for academic topics whose marginal revenue
approaches zero. It may be
offensive to some professor to realize that their content has a marginal ma=
rket
value that approaches zero. In
other words, if their course was not required for a degree, they would have=
no
students, even for free. In s=
uch
extreme cases, our model will still work because in the most extreme case, =
that
nobody wants any of these contents, besides the ADA viewer, our method
minimized the cost, and provides the flexibility to focus on areas that are=
in
higher demand. Since we canno=
t tell
in advance which area are in demand, we can use the automated vetting syste=
m of
Google Video ranking, ratings, number of hits, downloads and views, and pick
the highest demand areas, again at approximately zero cost. Using such a process, we can
continuously drop the losers promote the winners, and keep trying new area =
to
find out what works best.
USIN=
G THE
HD (HIGH RES) CAMERA IF THE PTZ-NET CAM IS OUT, AND THE LD (LOW RES) IF BOTH
ARE DOWN, AS A BACKUP AND RECOVERY BUSINESS CONTINUITY CONTINGENCY PLAN
&quo=
t;>>
So what our project is focusing in is reducing the costs.
>=
>
And increasing the revenue.
>=
>
And also getting it to market quickly.&nbs=
p;
So by the end of the evening, you already have a DVD produced in raw
form. You already have the ar=
chive. You already have the broadcast
>=
>
And you also have the test
>=
>
And you have the test. We have
problems of connection. Do yo=
u want
to turn off the Sony, a DVD to see if it would work?
The
previous camera we were using was HD camera. The video signal is much stronger.=
This is standard definition video,=
and
the standard definition video, the signal is not quite as strong. So when you have multiple devices,=
the
signal is not that strong. It
cannot -- many times it cannot get to the computer. And we had problems getting it to =
the
computer even when we didn't have all the equipment connected. So standard definition video signa=
l is
not quite as strong as high definition, and that gave us trouble in the
past. Unfortunately our HD ca=
mera
went out. Temporarily hopeful=
ly. I will fix it later. But I tried to fix it within the f=
ive
minutes in the break, and I couldn't.
>=
>
So I think this concludes.
>=
>
This concludes the presentation and we will upload our video here, and it w=
ill
be available for distribution. It
will be available for distribution within 10, 20 minutes after the class.
Now =
to
explain this equipment here. =
If you
don't mind one more time, I would like to aim the camera on so we can expla=
in
all this equipment. So this is
probably the last time we are going to do this.
(End=
of
captioning file.)"
LEGAL AND ETHICAL PRIVACY ISSUE=
S
This is an example of a transcript without time codes. It was created as a Word Document.*
**This is a text file that was
produced by a real-time captioner to ensure effective communication for a
person who is deaf or hard of hearing.&nbs=
p;
This file is not a certified, verbatim record, and it should not be
quoted as such; nor should this file be distributed without appropriate
authorization. We have
received a written consent from both the hearing impaired person and the
professional captioner on 4/16/2008 for this CIS (Computer Information Syst=
ems)
course, this is part of Computer Information Systems Course about web
technologies development. **
The legal and ethical issues are
beyond the scope of this study, as we are focusing on the operational,
technical, technological and the ROI issues. For now, these issues are challeng=
ing
enough, in the near future many of our issues will be resolved, making it a
mass market appeal. At that t=
ime,
users will have to deal with the legal and ethical issues that this study r=
aises. But for now, since nobody else but=
us,
is using these combination of applications and integration, we do not have =
to
worry about a mass market appeal and its related problems.
* This is an example of a transcript without time codes. It was created as a = Word Document.*
** NOTE: This is a text file that was produ=
ced by
a real-time captioner to ensure effective communication for a person who is
deaf or hard of hearing. This=
file
is not a certified, verbatim record, and it should not be quoted as such; n=
or
should this file be distributed without appropriate authorization. 4/16/2008
CIS, this is part of Computer Information Systems Course about web technolo=
gies
development. **
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^= ^^^^^^^^^^^^^^^^^^^^
As Lee Lefk= owitz (2008) describes the current state of art of the captioning, subtitling and real-time transcription is still way too expensive for the average institut= ion, despite all the new media and new technologies. Following are Lee’s descript= ions:
“In recent years, emerging technologies has pave= d the way for Internet captioning to become available to individuals who wish to = take advantage of new developments. Internet captioning is the combination of Internet videos with captions that can be read in any language. This project was completed to examine the methods in which Internet captioning could be conducted as well as an examination of the costs involved in providing the service. Internet captioning required the use of technical equipment as wel= l as a stenographer. The costs of operating the technology were relatively small= and could be utilized as a method of access for ADA compliance. Internet captio= ning is being developed in its current state to be expanded when federal legisla= tion requires compliance with internet videos in the near future.
Introduction:
&nbs= p;
With the rise of YouTube, M= ySpace, and Google, Internet video has become a recent craze and part of everyday l= ife. Recently, news stations and other television companies have begun broadcast= ing their shows live via Internet. One problem that exists despite these advanc= es in technology is the lack of access it provides disadvantaged individuals. Disadvantaged individuals can be anyone that is deaf/hard of hearing, speaks another language, or relies on captioning for access to television shows, newscasts, or other multimedia. The purpose of this research project is to create opportunities for those people to have meaningful access to Internet video. Internet video can be used for a multitude of needs: entertainment, educational, or informative. With the expansion of video devices such as webcams and security cameras, consumers can easily access video sources acr= oss the Internet.”
The trouble is that the ext= ra camera in the classroom and the need for camera man place additional techni= cal burden on the institution and the instructor and can be quit costly. The alternative to this is to use = the existing surveillance system, connecting it to the computer and the DVD-bur= ner that is typically available to the instructor in the classroom, and use it instead of the extra camera, the extra camera man, and all the equipment associated with it. The best,= if the budget permit, is to use both approaches at the same time. This way one system can back the o= ther system up. At the end w= e can choose the best system, and discard the archives of the other system, or si= mply offer more choices to the viewer and user of the AV archives, and broadcast= s.
To keep the discussion simple, the next section will i= gnore the surveillance and integration of the captions with institutional and instructor perspective, while focusing on the ADA student perspective.
“- Hybrid Model:
The hybrid of an Internet c= aptioning service would provide the following: an educational website where students = can enter the “virtual classroom.” The students will be able to view the instructor on the video screen giving a lecture. The captions will be embedded into the videos for easier understanding of the material. Active participation is encouraged because the students will be able to ask questi= ons and comment via a chat window below the video window. After the lecture is completed, the video with captions can be uploaded to the site. Students can also have the option of purchasing lecture notes or transcripts of the lect= ure from the site. The method to achieve this would be that the professor creat= es the video source by plugging a video camera into the computer. The captioni= st (who does not need to be present) can receive the video source and plug it = into an encoder where it will be combined with the captions. The new video source will then be sent into the “virtual chartroom” where students c= an view and participate in the classroom session.
Goals:
&nbs= p; - Reduce costs
&nbs= p; - Make classes available online with more participation
&nbs= p; - ADA compliance”
The important goal that we ignore is creating a new se= t of revenues cash inflows, to the instructor and author of the materials, as well as the institution, whose premises and infrastructure facilitates this effort, and= the publishing company that may be involved in publishing text books and tests = that the author will create from the captioned transcripts. However, such extra revenues are v= ery important since the raise the ROI of the entire activity, and its mass mark= et utility, well beyond ADA, and a sing ADA student.
&nbs= p; “The goal of this project is to be able to project closed captioning across live Internet video. By doing so, an individual can watch videos via computer an= d be able to understand what is occurring as well as participate if necessary. N= ot only has Internet video risen in popularity, but the increase in online educational courses has developed as well. With closed captioning, many onl= ine educational courses can now have professor lectures streamed across the Internet and allow disabled students, foreign students, and even regular students to understand what is being said as well as participate. The universities can benefit from these costs, because they can allow more stud= ents to sign up for online classes. The costs of the captionist and technical equipment can be offset by the additional quantity of students that are enrolled in the courses. While the costs of implementing this technology ma= y be high, it will result in greater profit margins for the school and professor= s. Internet captioning will also meet ADA compliance requirements and allow students all over the world participate and receive hard earned degrees they may otherwise not be able to obtain.
Current Market:
&nbs= p;
&nbs= p; Devices for Internet captioning have been developed, but are not being utilized for= a variety of reasons. The cost of purchasing the devices and a trained stenographer can become costly for a company to pursue this type of technol= ogy. The lack of regulation means companies are not required to provide open acc= ess via the Internet. There are some small market companies that are utilizing = the technology, but no company has a major share of the market. It is predicted= the market will increase exponentially once legislation is passed with increased pressure from advocacy groups and other non-profit organization. The development of the technology to where it becomes self sufficient and cost effective will further motivate stakeholders to lobby for regulation.
&nbs= p;
Problem:
&nbs= p; The FCC rules that require TV shows to include captions don't apply to online <= span style=3D'color:black'>programs (one exception requires federal agencies to caption speeches and other videos they provide online). Some groups, including the National Association for the Deaf, are lobbying lawmakers to expand the captioning requirements in the Telecommunications Act of 1996 to include the Internet (Lavalee 2006). Because online captioning is not required, many companies do not spend the money to add captions or subtitle= s to their videos.
The Project: &nb= sp;
1) Before beginning the experiment involving the hardw= are listed above, a website was designed and created to provide video transmiss= ion across the Internet. The website, captionyourvideos.com, was registered usi= ng a free domain name from Microsoft Office Live. Additionally, all programming = was done through the website.
2) To create the video source, the Samsung Video Recor= der was connected to the DVR Station and the Video Distribution Amplifier using= RCA cables. The output from the VDA was connected to the input on the encoder. =
3) The captioner’s stenograph machine was hooked= to the captionist computer with captioning software included.
4) The video and the text input from the captionist mi= x in the encoder. The encoder adds the captions to the video.
5) The encoder was connected to the input of the Conve= rtX.
6) The ConvertX output was then connected to the lapto= p via USB/Firewire cable. The broadcast computer was running WinDVD as a mode of projecting the DVD video on the laptop.
7) The video signal was then broadcasted onto the video host’s website (www.ustream.tv). UStream relayed the video signal into the embedded video box on the end user website. The end user website is und= er www.captionyourvideos.com. The end user is able to view the video along with captions on this particular website and actively participate using the chat= box that was embedded as well.
The Experiment:
&nbs= p;
The goal of the experiment = is to devise a plan that will create captioning opportunities for students in the future. The ultimate goal is to be able to stream live video with open capt= ions onto a website where viewers can watch in real time or with a minimal delay. The following are the three major portions of the experiment we wished to complete:
First objective:
The first objective was to = receive a video signal through the Toshiba laptop. Using the WinDVD program, we were able to receive a video signal through the computer. Next, we were able to embed captions from the encoder into the video screen. Captions and videos could be recorded onto DVDs or the hard drive. (See Screenshot 1).
Second objective:
After securing a video sign= al through WinDVD, an RCA cable was attached to the output of the encoder. The= RCA cable went from the output of the encoder into the input of the digital projector. We were then able to utilize the projector to show a lecture on = the screen with real time captions as well.
Third objective:
&nbs= p; The final objective of the experiment involved streaming a live lecture across = the Internet with open captions on the video. The video was broadcast live from= the captionyourvideos.com website, under the “Professor Lectures” p= age. Video hosting was done through a third party site, ustream.tv (See Screensh= ot 2), where the video could be broadcast as well as recorded, with captions included, to the client website, www.captionyourvideos.com. (See Screenshot= s 3 and 4).
Discussion:
&nbs= p; Our experiment reveals the promising capabilities of internet video captioning services for future generations. The project was completed over a period of= 5-6 weeks, displaying the technical expertise needed in a short period of time.= Our crew consisted of approximately 4-6 individuals. Each time the hardware was assembled, we were able to improve our assembly times each week, thereby gi= ving us more time to work on the project itself.
There were many problems di= scovered throughout the project. First, the hardware and software must all be compat= ible and up to date. By using a digital video recorder with an analog encoder, we were required to use 2 converters to convert the video from digital-analog-digital. Second, the processors of the laptops were not inadequate, but they tended to freeze and slow up the computer. By using a high-powered computer, individuals may benefit in obtaining better results. Third, real time captioning requires highly specialized equipment and a highly skilled capti= oner to operate the equipment.
Despite the obstacles of the project, the video captioning objectives were completed. The website was ab= le to broadcast live video with captions embedded from captionyourvideos.com. Additionally, video signal with captions was broadcast on a classroom screen while a live lecture was being performed. The primary objectives of the pro= ject were completed. With these beginning tools, it is hopeful that the captioni= ng process can be streamlined to provide a more efficient method of captioning Internet videos.
&nbs= p; One of the parties that can benefit from Internet captioning are real-time captioners. Captioners are a vital resource in this technology since they provide the real time captioning services. By offering their services onlin= e, they have the capability of working with a professional development program= mer to create their website in which they can stream a client’s video and caption it as well. The end users will then have to register into the captioner’s website to view the video from the webcast. The service c= an be offered to a multitude of clients: educational institutions, courts, television stations, and others. The technology will also allow captionists= to reach clients in other cities or countries without ever having to leave hom= e. With this development, captioners can establish an early market share in the captioning industry and become one of the leaders in Internet video caption= ing.
&nbs= p; The use of internet captioning can be combined with other specialized equipment appearing on the market today. For example, security cameras have become hi= ghly developed that they often have their own web servers. If a security camera = is in the classroom, a cell phone may be used as a remote to control the angles that the camera is pointing. Additionally, captioners may be able to interc= ept a video signal from the security camera’s IP address and caption the video with open subtitles. As new advances are made in technology, new and innovative uses of this equipment will continue to arise.
Recommendations:
&nbs= p; After producing live Internet video with captions, there was plenty learned that could be applied to future development. The main realization from this proj= ect is the potential for future development of access for disadvantaged individ= uals over the Internet. Below are some recommendations based upon the project for future development:
1) Require regulations regarding Internet Video Captio= ning
&nbs= p; As noted earlier, the government currently does not require captioning on Inte= rnet videos. By forcing the government to enforce regulations on Internet videos, the market for Internet captioning can be opened exponentially. Forcing the government to consider legislation will require awareness from a variety of groups: the media, non-profit organizations assisting the disabled, educati= onal institutions, and individuals themselves. The government has the power to o= pen the internet captioning market, just as they did with television captioning= .
2) Streamline hardware
&nbs= p; As noted in the project, one of the cons was the amount of equipment needed to make the transmission. Using compatible hardware and software can eliminate many pieces of unnecessary equipment. If the video recorder is digital, then utilize a digital encoder and high powered computer that can control all the activities of the transmission and be able to handle the high volume of data streaming into it as well.
3) Make hardware/software compatible with each other
&nbs= p; Many of the different aspects of the hardware/software were incompatible with ea= ch other. For example, the encoder and converters would not work with a Mac computer. Many manufacturers should consider this when developing their products. In this day and age, versatility is a premium. The more operating systems the devices work with, the better the opportunity for development. =
4) Aggressively pursue further development for indepen= dence
&nbs= p; One of the major considerations that can improve Internet captioning is develop= ment for independence. By programming the website to stream live video with captions, it eliminates the need for third party video hosting. Additionall= y, the website may also be programmed to provide interactive chats between lecturer and end users. Making the website fully independent can provide a highly interactive experience for end users.
5) Market towards government and educational instituti= ons
&nbs= p; As noted earlier, once legislation requiring companies to use captioning in Internet video is passed, the market potential will become limitless. Secto= rs this technology should be applied towards include the government and educational institutions. The government can utilize this technology for a variety of purposes such as captioning hearings, public meetings, and government programs. By setting the standard and requiring other companies = to follow suit; access for the disadvantaged can be achieved.
Educational institutions ha= ve promising market potential with this developed technology. By placing cours= es online using captioned videos, they can reach a worldwide market and provid= e an unlimited number of people with the opportunity to pursue educations from distance learning or people with a finite amount of time, such as executives and other job workers. “
SUMMERY, CONCLUSIONS AND IMPLICATION
In summary, we have reviewed multiple perspectives on = the issues of classroom recording and streaming of contents over the WWW. We have reviewed the institut= ional perspective including issues of turning the professor into an instant publi= shed of the unedited AV and automated or manual transcript, and a variety of problems and issues technical, as well as legal and ethical. Most of these issues have not been resolved as of yet and we will deal with them in future research and development efforts.
We conclude that a lot of progress has been made recen= tly, and that the technology is rapidly maturing to a state in which much more progress can be made. However= , for now we have not yet found a single instance of integration at the level tha= t we are dealing with. Most organizations have limited amount of integration, which provide enough chal= lenges to avoid additional problems of more integration, and more problems. However, that may change in the ne= ar future as technology improves and people can cope and harness it more effectively.
We imply that in the future our vision and experiments= may be more wide spread. In the m= ean time we are going to investigate the variety of issues involved and examine= the pros and cons of such a high level of integration, among competing and sometimes conflicting interests, such as privacy, security, safety, and compliance with a variety of regulations from ADA, to SOX, to HIPPA, etc.
REFERENCES<= /p>
Lefkowitz, Lee. Internet Video Captioning: Creating New Technological Opportunties F= or Disadvantaged Consumers. IT Journal, April, 2008
Lavalee, Andrew. Deaf
Web Users Fear Being Left Behind
Rushinek, Sa=
ra and
Avi and Lefkowitz, Lee. Lecture on Internet Video Captioning. http://video.google.com/vide=
oplay?docid=3D-402379570765182522&q=3DRushinek+site%3Avideo.google.com&=
amp;total=3D174&start=3D30&num=3D10&so=3D0&type=3Dsearch&am=
p;plinde
Rushinek, Sa=
ra and
Avi Lecture, Uploaded to Google Video, with Caption From Human Real-time
professional Captionist
APPENDIX<= /p>
Screenshot 1:
Screenshot 2:
Screenshot 3:
Screenshot 4:
ScreenShot: 5
Notice the Expert Video thumbnail it will displays the message: “movxxxx.mpg
Screenshot: 5a
Notice when we place the cursor on the thumbnail it di= splays the message: “movxxxx.mpg
Screenshot: 5b
Score of 1/3 points (33%) for Compliance with Security Policy Video Assessment Internal Control Requirements calculated after completion of this survey assessment
ScreenShot: 6
AAA (American Accounting Association) 2008 CPE Worksho= p
http= ://aaahq.org/AM2008/cpe/cpe02.htm
http= ://aaahq.org/AM2008/cpe/cpe11.htm
ScreenShot: 7
Google Video Thumbnail Playback with Banner Ads from Character Generator (Green) Image Overlay (Red) Real-time Captions (White U= pper Case) and Posterior (After the fact) offline Captions (White Mixed Case)
ScreenShot: 8
Kunaki DVD-burner Site Master DVD and DVD-Cover Image = Upload Dialog
ScreenShot: 9
Kunaki DVD-burner Site Shopping Cart & DVD Cover I= mage Rotation Dialog Box
ScreenShot: 9
Kunaki DVD-burner Site Shopping Cart Case Rotation to = the Back of the Case View
ScreenShot: 10
Kunaki DVD-burner Site Shopping Cart Case Rotation to = the Side Spine of the Case View
ScreenShot: 11
Kunaki DVD-burner Site Shopping Cart Case Rotation to = the Inside of the Case View, and Google Tool Bar Tip Message, with McAfee Personal Filewall Plus Application Wants to Access the Internet Question? Grant Acce= ss, Grant Access Once, or Block All Access…
ScreenShot: 12
Kunaki
How To Use The Kunaki Sales Page To Sell Your Product
ScreenShot: 13
Kunaki
Online Accounting System with Inventory On-Hand of Active and Deleted DVDs,=
and
Wholesale Cost per DVD order
//////////////////////////////////////////////////////= ///////////////////////////////////////////////////////////////////////////=
Specific Equipment used in Project:
|
Hardware |
Software |
|
Samsung MP4 Video Recorder (Native Format) |
Windows XP |
|
Video Distribution Amplifier |
WinDVD Creator |
|
ARCOS 605 DVR Station |
Plextor ConvertX A/V Capture Driver |
|
Stentura 8000LX Stenograph Machine |
Microsoft Office Live |
|
PDR 885 VBI Caption Data Processor (Encoder) |
UStream.tv |
|
Plextor ConvertX PX-M402U |
Captionyourvideos.com |
|
Toshiba Laptop with Windows XP |
Eclipse Advantage Software’s Accucap Progr= am |
|
IBM Thinkpad with Windows XP |
|
|
NEC Media Projector LT260 DLP |
|
Below is an example of a transcript with time codes. <= /p>
4/16/2008 CIS. = = 19:59:53:28 = &nb= sp; 1
** NOTE: This is a text file 20:06:09:06
that was produced by a real-time 20:06:09:06
captioner to ensure effective 20:06:09:06
communication for a person who 20:06:09:06
is deaf or hard of hearing. 20:06:09:06
This file is not a certified, 20:06:09:06
verbatim record, and it should 20:06:09:06
not be quoted as such; nor 20:06:09:06
should this file be distributed 20:06:09:06
without appropriate = 20:06:09:06
authorization. ** = 20:06:09:06
This will be the advantage, if 20:16:35:21
our method ends up working, at 20:16:35:21
the end of every class a student 20:16:35:21
like him will not only have your 20:16:35:21
stuff but have a fully burned 20:16:35:27
DVD with the captions in it. 20:16:35:2= 7
Are you getting it?&n= bsp; So what is 20:16= :56:18
the purpose of what we're trying 20:16:59:12
to do? = &nb= sp; 20:17:01:09
If you don't activate it within 20:17:23:10
15 seconds or so, it shuts 20:17:25:15
itself off. = &nb= sp; 20:17:27:15
>> Did you use the Plextor now? 20:17:29:27
And you're getting it? = 20:17:35:15
Plextor= . = &nb= sp; 20:18:57:24
So. I never see the image. 20:20:12:00
We are getting some image here. 20:20:19:06
I see captioning, yes. Okay. 20:20:22:19
So I'm starting to record, 20:20:30:28
actually. Okay. So we are 20:20:32:13
recording now. So let me just 20:20:35:09
give you a little explanation. 20:20:38:00
But in the meantime explain the 20:20:41:21
equipment. Because we are doing 20:20:43:12
something a little different 20:20:45:1= 2
here. Ca= n we flatten this just 20:20= :46:12
a tad, like so? We have it on, 2= 0:20:51:09
we want to explain to you some 20:20:53:21
of the changes that we made. 20:20:54:2= 8
Let's start the recording also 20:20:56:22
here. Ca= n you help me with = 20:20:58:18
burning? What we're trying to 20:21:00:27
do is first of all, our first 20:21:04:10
camera fried. <= /span>So this is our 20:21:06:04
backup and recovery.&= nbsp; You can 20:21:08:09
see how good looking you are in 20:21:17:12
the little viewer here. You see 20:21:18:27
that? = &nb= sp; 20:21:21:00
Can -- so basically let me 20:22:33:06 = &nb= sp; 2
explain to you what we're doing 20:22:36:21
now. The difference, this is 20:22:38:06
important also for you to 20:22:40:06
understand. Look at the screen 20:22:41:= 25
here. Un= like before, now we &nbs= p; 20:22:43:07
have overlay, and this is for 20:22:45:00
sponsors so we can put IBM 800, 20:22:48:06
IBM.com. And IBM will pay. I 20:22:52:03
want you to understand the 20:22:56:03
revenue stream that will come to 20:22:57:10
the university to be able to 20:22:59:0= 0
fund it. One of the obstacles 20:23:00:18
that universities have now is 20:23:02:15
they cannot afford to put a 20:23:03:24
captioner whenever they want 20:23:05:1= 3
because it's too expensive so 20:23:06:21
what they do is try to minimize 20:23:08:27
and discourage the hearing 20:23:11:00
impaired. Unless they beg for 20:23:12:16
it, they don't give it to them. 20:23:14:07
I told them that I'm even 20:23:16:12
prepared to pay for it. But 20:23:19:09
they didn't want to let me do 20:23:20:19
that, because they said we are 20:23:22:22
afraid to set up a precedence, 20:23:24:12
because everybody will come and 20:23:27:09
demand to have a captioner 20:23:28:22
because it's prohibitively 20:23:30:21
expensive. So I told them we 20:23:32:12
are working on this project to 20:23:34:03
generate a lot more revenue so 20:23:36:19
you can fund it and have a lot 20:23:38:22
of extra cash coming to you. 20:23:40:0= 0
And the problem is that many of 20:23:42:09
them don't understand where is 20:23:43:21
the cash going to come from. 20:23:44:2= 8
so one of the sources that it's 20:23:46:21
going to come from is from the 20:23:48:21
sponsors. As you can see from 20:23:50:18
this little screen there is 20:23:52:06
overlays like 800 IBM.com. On 20:23:54:00
the bottom in green -- on the 20:23:58:06
top in green and on the bottom 20:24:01:07
there is another advertising. 20:24:04:12
This advertising is not just 20:24:05:2= 7
advertising; these are hyper 20:24:07:0= 6
texts that if you play it in a 20:24:08:28
telephone, for example, and the 20:24:11:06
telephone is equipped with 20:24:12:06
Internet access and can use 20:24:14:21 = &nb= sp; 3
Java, there will be JavaScript. 20:24:17:01
When the restaurant plays or 20:24:19:2= 7
clicks on it -- when the student 20:24:22:06
plays or clicks on it, it will 20:24:25:07
play the telephone number. 800, 20:24:27:06
IBM and allow the students to 20:24:29:21
surf to the website.&= nbsp; This is 20:24:32:13
888 DVDU.org. <= /span>So if it's a &nb= sp; 20:24:34:04
telephone device that can surf 20:24:39:21
the Internet like some of the 20:24:41:01
PDA phones, the student can 20:24:42:27
click on it, it will port them 20:24:44:27
to the website and = 20:24:47:06
simultaneously dial the 800 IBM 20:24:48:25
number so they can order stuff 20:24:52:03
from the web. All the = 20:24:56:16
commissions will go back to the 20:24:57:19
university and the professor to 20:24:59:00
fund this parole process -- 20:25:00:09
whole process. So this is why 20:25:03:03
it's important from an = 20:25:04:28
additional revenue standpoint. 20:25:06:16
That's going to fund the whole 20:25:07:24
process in addition to what I 20:25:09:18
explained to you before, about 20:25:11:06
transcribing it, editing it 20:25:13:01
professionally and making that 20:25:16:00
editorial stuff available. So 20:25:17:03
the way it will work is it will 20:25:18:27
take the raw text coming out of 20:25:20:21
the captioner.
At the end of
the class, let's say the class 20:25:23:27
end at 9:00. By
9 or 10 minutes 20:25:25:27
will be uploaded to a web server 20:25:29:19 >> What will be uploaded to a 20:25:32:27 web server? =
&nb=
sp;
20:25:34:15 >> THE PROFESSOR: The text and 20:25:36:03 the video and all this stuff 20:25:36:2=
1 that we are recording.
The &n=
bsp;
20:25:38:13 Indian counterpart will be in 20:25:39:24 India, for example, start the 20:25:43:24 morning. While
here it is 20:25:45:13 night, they will be working all 20:25:47:06 day long in India editing it, 20:25:48:21 correcting it, formatting it, 20:25:51:00 and at the end of the night our 20:25:53:16 time and at the end of the day 20:25:56:06 their time, they will be done 20:25:57:24 and they will be uploading the 20:25:59:09 edited version with a lot of 20:26:01:2=
5 =
&nb=
sp;
4 corrections and much more -- 20:26:03:2=
7 much more readable than anything 20:26:06:03 that can be done by a captioner. 20:26:08:01 Because it will have pictures 20:26:10:12 and notes from professionals 20:26:11:1=
8 with a lot of experience. And 20:26:13:24 that's going to become available 20:26:15:18 immediately as soon as they are 20:26:17:10 done, which may be in the
20:26:18:15 morning or maybe three or four 20:26:19:18 hours later. So
that =
20:26:21:15 students -- the hearing impaired 20:26:23:15 can take that and supplement it. 20:26:25:13 in addition to that, in real-time 20:26:28:15 we are also burning a DVD. So 20:26:30:03 the students at the end of the 20:26:32:16 class can take the DVD drop it 20:26:34:01 in a DVD player without a
20:26:36:24 computer at home.&nbs=
p;
Any home DVD
20:26:39:15 player that is connected to a 20:26:42:21 television, and while they are 20:26:44:24 going to sleep they can watch 20:26:47:28 already the lecture and let it 20:26:50:25 play all night long.&=
nbsp;
Sometimes 20:26:=
52:12 it will not only put them to 20:26:54:0=
0 sleep, but give them an =
20:26:55:12 opportunity to review the class. 20:26:56:25 So this is the idea.&=
nbsp;
What we're 20:26:58:10=
doing, taking the video output 20:27:00:06 directly out of the camera, by 20:27:02:12 passing all the equipment,
20:27:04:13 running it into the encoder, 20:27:05:1=
9 adding the captions in real-time, 20:27:08:15 taking the output from the
20:27:13:10 captioning and rerouting it back 20:27:15:07 into our system.
That means not 20:27:1=
7:24 only can we broadcast it in
20:27:19:24 real-time, but we can get =
20:27:21:19 multiple copies.
One copy going 20:27:2=
3:01 to the DVD another copy going to 20:27:24:27 the computer, and yet another 20:27:26:24 copy going to our hard drive. 20:27:28:15 The important thing to =
20:27:30:22 understand, we record it here in 20:27:31:21 multiple compression rates. One
20:27:38:16 of the compression rates is a 20:27:40:07 very high compression rate.
20:27:42:06 Just to give you an idea. 20 20:27:43:24 minutes that we record here in 20:27:45:13 the class in HD-- mean high
20:27:46:13 =
&nb=
sp;
5 definition video -- will take 2 20:27:48:24 gig. Ano=
ther
level of =
20:27:51:21 compression is about 100 times 20:27:53:28 more compressed.
So instead of
20:27:56:15 taking 2 gig for 20 minutes, it 20:27:58:06 will take 2 gigs for about eight 20:28:00:21 hours. T=
hat high
compression 20:28:04:06 level is recording it directly 20:28:06:03 to a memory stick, and that is 20:28:07:15 another thing that we can do. 20:28:09:04 We can hand them a memory stick 20:28:10:22 and they can pop the memory
20:28:12:21 stick into a telephone that has 20:28:15:24 a memory stick device in it. 20:28:17:0=
3 The only difference is you see 20:28:19:25 the picture is small.=
This is
20:28:22:06 the size of picture that will 20:28:23:09 play on a telephone.&=
nbsp;
It will be 20:28:24:18=
perfect resolution for a =
20:28:26:01 telephone. It
will not be very 20:28:=
27:27 good if you use it on an HD
20:28:29:18 television and you make it very 20:28:32:03 large. B=
ut that
will give the
20:28:33:13 ability to the student that is 20:28:36:15 hearing impaired to walk away 20:28:39:00 from the class with an SD card, 20:28:41:00 which is a secure digital card. 20:28:45:15 Do you have any card laying
20:28:47:27 around? =
Here you
can see
20:28:49:03 inside, you can see these little 20:28:57:27 cards inside are called SD
20:29:00:10 cards. T=
hese
little memory
20:29:02:18 cards. T=
he
important thing to
20:29:04:06 understand is the compression is 20:29:05:18 optimized for memory cards,
20:29:07:06 which means you can take a
20:29:09:13 memory card like that, pop it 20:29:10:24 into your telephone that has a 20:29:12:15 memory card slot, and you will 20:29:14:00 have the whole lecture on that. 20:29:16:10 You don't even have to have a 20:29:17:25 DVD player. So
if it goes out, 20:29:1=
9:15 if it works in another job as a 20:29:21:27 night guard or some other job 20:29:24:01 that lets him watch a telephone, 20:29:25:16 he takes the SD card with a
20:29:29:06 lecture, click it and he will 20:29:31:25 get inside his telephone not 20:29:34:0=
0 only the video of the lecture, 20:29:35:12 but also the caption of the
20:29:36:27 =
&nb=
sp;
6 lecture. That is
another avenue 20:29:38:00 of dealing with the hearing
20:29:39:16 impaired. And
now he can watch 20:29:=
42:00 the class on his telephone and 20:29:43:24 see the captions in the =
20:29:46:24 telephone. What
is the problem? 20:29:48:04
>> We're having now problems 20:30:03:0=
0 with uStream =
&nb=
sp;
20:30:04:12 >> THE PROFESSOR: but now we 20:30:08:0=
4 have a copy on the hard drive 20:30:08:19 with the captions for you. So 20:30:10:09 you don't have to use that.
20:30:11:18 This is the point I was trying 20:30:13:24 to explain. This
system will be 20:30:15:16 much more robust, so if the
20:30:18:00 computer doesn't work, there 20:30:19:2=
4 will be no way that everything 20:30:21:09 will not work at the same time. 20:30:22:12 >> And also here you need
20:30:24:07 Internet connectivity =
20:30:25:27 >> Right.
Here you don't.
20:30:28:27 >> So sometimes when the =
20:30:30:15 Internet goes down -- =
20:30:31:19 >> David:
This will just be to
20:30:33:13 broadcast =
&nb=
sp;
20:30:36:00 >> THE PROFESSOR: but many times 20:30:37:12 you will want to broadcast. But
20:30:38:09 at least you will have backups 20:30:39:25 on DVD backup also on a hard 20:30:41:2=
5 drive =
&nb=
sp;
20:30:45:03 >> And this device can =
20:30:45:06 broadcast. This
is a Wi-Fi &n=
bsp;
20:30:48:04 device. =
Our hard
drive has &nb=
sp;
20:30:50:27 Wi-Fi connectivity.&n=
bsp;
Which means 20:30:52:1=
8 we can upload or broadcast from 20:30:54:15 here without a computer just in 20:30:56:16 the event that all the computers 20:30:58:18 don't work, we can go directly 20:31:00:00 from this device to the Internet 20:31:01:24 without having a computer.
20:31:03:19 >> So we're trying all different 20:31:07:18 methods here.
That's why we 20:31:09:1=
8 need backup and recovery =
20:31:11:13 methods. =
&nb=
sp;
20:31:13:04 it also, this system is good for 20:31:14:00 backup and recovery.&=
nbsp;
It's good 20:31:=
16:00 for archiving.
Also think about 20:31=
:18:12 the example of Katrina, Tulane 20:31:21:19 University was out of commission 20:31:25:24 for a semester.
What happens to 20:31:=
28:00 =
&nb=
sp;
7 their students?
They don't want 20:31:=
29:28 to lose those students because 20:31:31:21 if they transfer to another
20:31:33:12 university, they may just decide 20:31:35:24 to stay in that university. 20:3=
1:38:04 Here I can capture those =
20:31:39:18 students and say:&nbs=
p;
At least take 20:31:41=
:00 those classes that you had last 20:31:43:06 semester. They
are on, they are 20:31:45:01<=
/p>
archived, those classes. =
20:31:47:24 Because a lot of times they were 20:31:49:18 disbursed also to faculty
20:31:50:27 members. You can
do it for &nb=
sp;
20:31:54:10 short periods of time and use it 20:31:56:06 for continuity measure.
So in
20:31:57:18 disaster recovery and =
20:31:59:21 continuity, you can perform just 20:32:00:21 as well. =
&nb=
sp;
20:32:04:12 >> This is another issue that I 20:32:04:27 wanted to explain to you. Right 20:32:05:27 now universities are saying: 20:32:07:1=
5 What do I care about these ADA 20:32:09:04 people? =
I'm
going to do the &nb=
sp;
20:32:11:06 minimum that I need to do with 20:32:12:12 compliance and let them go to 20:32:13:24 other schools or whatever they 20:32:15:12 want to do, because I cannot 20:32:16:1=
5 afford to spend so much money 20:32:18:04 for captioning. =
20:32:20:03 but what we are telling them, 20:32:21:03 from now on it's not only going 20:32:23:21 to be for ADA students, what you 20:32:25:28 are going to do is take the 20:32:27:22 videos and store the videos
20:32:29:06 off-site. In the
event of a
20:32:31:00 disaster, that the whole =
20:32:33:28 university is submerged, you are 20:32:35:01 going to lose a lot of money 20:32:36:2=
2 because the students like what 20:32:38:06 happened to Tulane University, 20:32:39:24 it was submerged.&nbs=
p;
A lot of
20:32:41:09 students from Tulane University 20:32:43:19 lane university couldn't =
20:32:44:21 graduate unless they switched to 20:32:45:24 another university.&n=
bsp;
And a lot
20:32:47:24 of professors couldn't afford to 20:32:48:21 stand a couple semesters without 20:32:51:10 income. =
So they
went to another 20:32:53:21
university. In
the meantime the 20:32:55:09<=
/p>
university lost a lot of money 20:32:57:03 =
&nb=
sp;
8 because the students that went 20:32:58:16 to UM and other universities, 20:33:00:04 once they settled here, didn't 20:33:02:24 want to come back.&nb=
sp;
The =
20:33:04:09 university lost the professors 20:33:06:04 and students. <=
/span>The
students were 20:33:07:=
07 upset with the university
20:33:08:15 because it caused them =
20:33:09:27 inconvenience.
But what really
20:33:11:09 matters to the university is the 20:33:13:06 bottom line and the cash. They 20:33:14:06 couldn't recover the money. 20:33:16:1=
6 Those students are lost for good 20:33:17:24 and the professors are lost for 20:33:19:12 good. Wh=
at we
are telling them 20:33:=
21:09 to do instead, what we will do 20:33:22:16 is take the videos from last 20:33:24:0=
1 semester.
Repurpose them for 20:33:26:06 the next semester and tell the 20:33:27:15 students: Don't
worry about it. 20:33:29:09
If we have a disaster the 20:33:30:28 university is submerged. We are 20:33:32:22 going to switch instantly to 20:33:34:1=
2 online. =
All the
videos from
20:33:36:15 last semester will be used as 20:33:40:01 substitute for the current
20:33:42:18 semester. Made
available to you 20:33:43:21<=
/p>
free on the Internet and the 20:33:45:1=
2 notes and everything else, and 20:33:46:19 we will continue the class just 20:33:47:28 the same. You
don't have to go 20:33:=
49:06 to another university. =
20:33:50:27 Professors will get paid and 20:33:52:0=
0 students will pay and graduate 20:33:53:27 just the same.
The only =
20:33:55:13 difference, instead of having 20:33:56:22 everything live we will do as 20:33:58:18 much live as we can.&=
nbsp;
Skype =
20:34:00:12 cast -- the professors will
20:34:03:01 Skype cast the lectures. But 20:34:05:16 that is not as good as live
20:34:07:15 video. S=
o we
will make =
20:34:09:15 available the videos of the 20:3=
4:11:00 professor for the entire class 20:34:12:19 to the new class and use it as a 20:34:14:15 substitute. You
will be able to 20:34:16:06
get the videos for free and you 20:34:17:21 will be able to get all the
20:34:19:19 other materials, an everybody 20:34:21:00 will continue just the same. So
20:34:22:24 =
&nb=
sp;
9 those that need to graduate, you 20:34:24:12 don't need to worry about
20:34:26:09 postponing graduation.
And &n=
bsp;
20:34:27:25 professors that need the money 20:34:29:18 don't have to worry about us 20:34:31:1=
5 stopping the payment because of 20:34:33:09 the disaster.
You will get paid
20:34:34:13 just the same.
You will just &nbs=
p;
20:34:37:06 have to designate an alternate 20:34:38:09 place where you will move and 20:34:40:18 have an alternate e-mail and 20:34:41:2=
4 everything else will continue as 20:34:43:25 usual. T=
he only
difference is
20:34:45:12 we will not run it from the
20:34:47:06 computers in the university. 20:34:48:2=
1 Because they will be submerged. 20:34:49:19 Instead, well have an alternate 20:34:51:19 location that is out of the
20:34:53:21 hurricane disaster area. So for 20:34:54:18 example, if I'm Tulane =
20:34:56:03 University in New Orleans or 20:34:57:1=
3 whatever disaster area it is, 20:34:59:25 the alternate place will have to 20:35:01:03 be a place that is far away from 20:35:02:21 a hurricane area like let's say 20:35:04:12 New York City or Montana or
20:35:06:16 Hawaii, or another location. 20:35:08:1=
2 And instantly, as soon as the 20:35:10:24 university is submerged, the 20:35:12:1=
2 whole university switches to the 20:35:14:16 alternate location and continues 20:35:15:22 with the backup and recovery 20:35:17:0=
6 plan just the same.&n=
bsp;
And then
20:35:20:09 they will say:
Hey, this is 20:35:22:0=
4 another story now.&nb=
sp;
Now you're
20:35:23:25 telling us that while we comply 20:35:25:18 with ADA we're also securing our 20:35:27:09 cash flow in the event of a
20:35:29:18 hurricane and this becomes part 20:35:30:28 of our business continuity
20:35:32:07 backup and recovery plan. And 20:35:34:09 for that we spend millions of 20:35:36:06 dollars anyway.
So we will just 20:35:=
37:28 take this and then we integrate 20:35:39:10 also the recording, we don't 20:35:41:1=
2 need to have a cameraman because 20:35:44:06 we will use the surveillance and 20:35:46:06 recording system.&nbs=
p;
And that will 20:35:48=
:18 prevent disasters like Virginia 20:35:49:27 tech where someone comes into a 20:35:53:00 =
&nb=
sp;
10 class, kills a couple of people 20:35:54:25 at the university premises, then 20:35:56:27 goes off campus, companies back 20:36:01:00 two -- comes back two hours
20:36:03:22 later and slaughters another 30 20:36:06:00 people. =
Right
now we have to
20:36:07:24 secure our surveillance and
20:36:09:00 security system in the event 20:36:10:22 somebody kills a couple =
20:36:12:18 students, immediately the
20:36:13:24 surveillance system will kick 20:36:14:24 in, alert the authorities in 20:36:17:0=
9 real-time.
Announce on loud
20:36:20:00 speakers there is shooting in 20:36:21:15 102 in the Jenkins building. 20:36:23:1=
2 Please do not come in.
Inside
20:36:25:25 the general building there 20:36:27:16 will be speakers that will
20:36:29:09 announce to the killer:
We are 20:36:30:=
15 watching you on our telephone in 20:36:31:27 real-time. The
police is waiting 20:36:33:13=
outside, please lay down the 20:36:34:2=
5 arms and stop shooting and
20:36:36:21 everything will end up =
20:36:38:24 peacefully. Just
as an =
20:36:40:00 insurance policy, a lot of
20:36:41:09 universities have to spend a 20:36:42:1=
6 huge amount of money.=
But they 20:36:4=
4:07 don't think about the idea of 20:36:45:21 complying with ADA compliance 20:36:47:12 and instructional materials. So
20:36:49:19 all we are telling them is why 20:36:51:04 not kill three birds with one 20:36:53:09 stone: T=
ake care
of the ADA,
20:36:55:03 take dare of the -- care of the 20:36:57:09 distance learning and your
20:36:59:25 security needs, and your =
20:37:01:00 business continuity, backup and 20:37:02:06 recovery all at once.=
And that 20:37:0=
4:15 way you pay once, you get all 20:37:06:00 the objectives done, and you get 20:37:08:01 in addition to that, the =
20:37:10:03 real-time transcription. Even 20:37:11:15 translation and editing. And 20:37:14:06 when your transcription comes to 20:37:16:22 India, let's say, it is =
20:37:19:00 inexpensive enough to get also 20:37:20:27 translation added to it. =
20:37:22:25 so when the edited DVD comes 20:37:25:1=
2 out, not only will it have
20:37:28:09 =
&nb=
sp;
11 edited subtitles and captions, 20:37:30:19 but it will also have multiple 20:37:33:12 language and DVD you can have up 20:37:35:21 to seven different languages. 20:37:37:21 Which means if the lecture is 20:37:39:28 done in English, for example, 20:37:41:12 the Indian can produce =
20:37:42:27 another -- take the captioning 20:37:45:24 English an translate it to
20:37:47:10 Spanish. Let's
say the top five 20:37:49:09<=
/p>
languages. For
example, =
20:37:52:00 Spanish, Arabic, Chinese and 20:37:53:0=
9 Indian. =
And then
the DVD that
20:37:56:04 will come out of them will be 20:37:58:15 much more saleable in India. We
20:38:00:12 are talking about a billion
20:38:02:13 people. =
In
China, another
20:38:03:28 billion people, and in Latin 20:38:05:1=
5 America plus Spain and all the 20:38:07:06 Spanish countries, another
20:38:09:15 billion people and another
20:38:10:25 billion Arabs.
So you are
20:38:12:04 talking about -- that's making 20:38:14:15 it tremendous, especially since 20:38:21:00 this university that will do it 20:38:23:00 will have a monopoly worldwide 20:38:24:06 that the whole worldwide will 20:38:27:25 catch up and it will be a huge 20:38:30:00 sensation, from a PR standpoint. 20:38:31:18 So that's basically the idea of 20:38:34:00 leveraging the ADA and combining 20:38:36:07 it with a bunch of other things. 20:38:38:18 And then the expense of hiring a 20:38:40:24 captioner looks like nothing 20:38:42:1=
2 compared to all the benefits and 20:38:44:04 the stream of cash flow that the 20:38:45:16 university can experience.
20:38:47:00 the problem is that you have 20:38:48:0=
6 professors that will be =
20:38:49:09 reluctant like I'm a law 20:38:50:13 professor and I'm paranoid about 20:38:53:07 my intellectual properties and I 20:38:55:03 will object to that.&=
nbsp;
So you
20:38:57:12 come to the professor and tell 20:38:58:27 them: Lo=
ok, now
your little
20:39:00:22 concerns about intellectual
20:39:02:24 properties are nothing compared 20:39:04:12 to the amount of money that you 20:39:05:21 will may if -- first of all, you 20:39:06:18 will become an instant author. 20:39:10:18 =
&nb=
sp;
12 As soon as we take the =
20:39:13:03 transcript and edit it and
20:39:13:27 publish it, you will be the
20:39:15:19 author. =
So
without doing
20:39:17:01 anything besides your measly 20:39:19:0=
3 lecture, now you will be paid 20:39:20:27 royalties for every sale that we 20:39:22:24 make. So=
this
law professor
20:39:24:16 that typically will be objecting 20:39:26:15 to it because he thinks this 20:39:28:2=
1 will be infringing on my book 20:39:31:06 that I'm going to write. Now he 20:39:34:03 gets editorial royalty, and the 20:39:36:09 publisher and the university 20:39:40:0=
4 will have the incentive -- the 20:39:42:00 university will get a cut from 20:39:44:15 all the sales also.&n=
bsp;
So there 20:39:45:24 will be huge incentive for them 20:39:47:04 to help promote it and then the 20:39:49:07 expense that they pay to the 20:39:51:1=
2 captioner will look like nothing 20:39:52:15 compared to the huge revenues, 20:39:54:21 especially since there are very 20:39:56:25 little expenses since it comes 20:39:58:15 out of the existing surveillance 20:40:00:06 system. =
So that
is basically
20:40:02:06 some of the ideas that we are 20:40:03:16 working with, and when the 20:40:04:19 university fully sees that it 20:40:07:06 works, they will be only glad to 20:40:08:27 extend it to the other classes, 20:40:11:25 regardless of the idea or not 20:40:13:04 and that will make it a lot
20:40:15:27 better. =
Because
instead of the 20:40:17=
:18 ADA compliance that is the
20:40:19:19 minimum that you will be =
20:40:21:15 giving -- they will be giving 20:40:22:18 you, you will have DVDs, =
20:40:24:18 different languages, and it will 20:40:26:25 be much better quality than just 20:40:28:04 an unedited version.&=
nbsp;
You will
20:40:30:03 have an edited version =
20:40:31:27 illustrated and so on.
At the
20:40:33:21 most one night after the =
20:40:35:13 recording will be done. =
20:40:36:16 >> But there's another area that 20:40:37:24 can be added, and that is
20:40:42:18 computer assisted adaptive
20:40:44:10 testing.
Remember we talked 20:40:47:0=
6 about recording clips, and on 20:40:48:27 =
&nb=
sp; 13 the DVD we break down into a 20:40:51:0=
4 one-minute clip, and we've -- we 20:40:54:27 can create, then, a pre-text 20:40:58:2=
1 of -- a pre-test of questions, 20:41:01:19 and we can map the clips to the 20:41:05:12 questions. =
&nb=
sp;
20:41:08:06 so when a student gets one of 20:41:08:22 the questions incorrectly, they 20:41:10:15 can request, then, to get an 20:41:13:1=
8 explanation from the video to 20:41:15:18 explain their deficiencies.
20:41:19:18 >> And we can demonstrate it, 20:41:23:03 since we can use this monitor, 20:41:25:19 if you go to -- if you can go to 20:41:27:07 free .com and go to the section 20:41:32:12 on free.com to see a sample of 20:41:35:07 this test, we will demonstrate 20:41:40:21 to you a sample of this test. 20:41:43:16 Sam can you turn off the lights 20:41:46:18 a little bit so we can see the 20:41:48:06 screen here.
Something happened
20:41:50:01 to our computer here. =
20:41:56:03 okay. Wh=
at we
are trying to do 20:42:=
10:04 now is we are trying to browse 20:42:11:21 to free.com to demonstrate to 20:42:13:06 you this testing system. By the 20:42:16:12 way, this test, since it is
20:42:18:04 written in the Java programming 20:42:20:06 language, will run off a =
20:42:21:21 telephone. So
let's say that
20:42:23:15 the disabled person wants to 20:42:24:1=
8 practice after the class. He 20:42:26:10 doesn't have to even have a 20:4=
2:29:15 computer. Go
under free.com and 20:42:31:0=
6 see the section, the button on 20:42:35:22 the left-hand side that is
20:42:37:03 listing internal control eval is 20:42:38:24 the second button from the top 20:42:42:10 or the third one. And inside it 20:42:44:12 scroll down to the point that 20:42:48:03 you see a video -- what is it 20:42:49:06 called? =
&nb=
sp;
20:42:51:25 >> 1 secure policy video.
20:42:53:03 >> Click on it, and it will open 20:42:57:28 a screen which is a test. This 20:43:00:21 screen in the upper left corner 20:43:02:15 has a place to put your name. 20:43:04:15 Type your student name there. 20:43:06:00 Let me put on my glasses because 20:43:10:09 I cannot see one thing that I'm 20:43:13:00 =
&nb=
sp;
14 trying to aim at.&nbs=
p;
So now I can
20:43:14:21 see it. =
You see
that there is a 20:43:17:00
little space on the top where 20:43:18:18 the student is going to type 20:43:20:0=
0 their name.
Okay. Lee. And 20:43:22:00 now you see there is a question. 20:43:27:03 The first question reads:
20:43:28:18 Service provider documented
20:43:31:09 security policies, plans and so 20:43:33:07 on. Let'=
s say
that the student 20:43:=
36:09 answer is going to be true. So 20:43:38:00 click T. for true.&nb=
sp;
Notice that
20:43:40:04 underneath the question there is 20:43:42:07 a little thumbnail.&n=
bsp;
Click on
20:43:44:09 the thumbnail.
What that will
20:43:45:27 do is open a video that shows 20:43:48:04 the professor explaining the 20:43:50:0=
0 question. So
this is a video,
20:43:51:18 and you see the little =
20:43:53:06 advertising promotion there or 20:43:54:15 sponsor 305 ontrial.org, which 20:43:56:01 is advertising a telephone
20:44:01:03 number and website.&n=
bsp;
You can see 20:44:04:2=
8 that this video will have
20:44:06:12 captions too.
And just for the
20:44:08:03 sake of speed, let's go to the 20:44:09:15 end. We =
are
going to skip the 20:44:12:16 last two questions.&n=
bsp;
Close the
20:44:14:04 video. A=
nd go to
the end.
20:44:15:27 That's more questions that we 20:44:17:27 will skip on purpose.=
Notice
20:44:20:10 that at the end there is a
20:44:21:16 button check my work.=
You click 20:44:23:12<=
/p>
on check my work and it will 20:44:26:0=
3 tell you -- leave the message 20:44:27:21 for a second. <=
/span>It
will tell you, 20:44:29:28 you did not complete blah blah 20:44:31:06 blah. We=
know,
say okay. And 20:44:33:09 it will give you your grade. Go
20:44:35:06 to the top and see that our
20:44:36:25 grade is 33% out of 100. Now 20:44:39:06 know when we go to the end it 20:44:42:18 has also remedial information so 20:44:45:10 there is another hyperlink that 20:44:47:24 will explain to you if you click 20:44:49:21 on it -- and I took out the
20:44:51:09 video, so if you click on it, it 20:44:52:28 will not play the video because 20:44:54:22 I didn't have space on my =
20:44:56:15 server. =
But it
will play
20:44:58:12 =
&nb=
sp;
15 another video that explains to 20:45:00:06 you why it is important. In 20:45:01:2=
2 this case it deals with the SOX 20:45:03:07 that's Sarbanes Oxley =
20:45:08:00 compliance. This
is a -- it
20:45:09:22 will apply equally to any test. 20:45:18:07 The hearing impaired students 20:45:20:15 can take this from an SD card. 20:45:21:24 Put the SD card inside the
20:45:25:04 telephone, listen to the =
20:45:27:24 lecture, then take the test and 20:45:28:18 when he's done with the test you 20:45:30:18 see that the score was 33%. He 20:45:32:09 can either gain connectivity 20:45:35:2=
7 from the phone and upload this 20:45:38:06 to the server or take the SD 20:45:41:2=
5 card and connect it to a =
20:45:44:12 computer and upload the score to 20:45:46:03 the server this way and do his 20:45:47:27 quiz and homework that way off 20:45:50:01 of a phone. And
that is an &n=
bsp;
20:45:51:18 example of a test that will be 20:45:53:24 generated pretty much =
20:45:56:09 automatically off of the videos 20:45:58:10 of the class. =
20:46:00:00 the way the program works, it 20:46:01:27 takes the text that the =
20:46:03:15 captioner produces, it parses 20:46:05:04 the text, and it find statements 20:46:06:25 in the text that -- and it makes 20:46:09:15 true/false questions out of it. 20:46:12:09 It takes the statement as it is 20:46:14:28 and then becomes a true/false 20:46:16:15 question whose answer is true, 20:46:19:24 and then it reverses it, and it 20:46:21:10 makes out of that a true/false 20:46:23:16 question whose answer is false. 20:46:26:00 and this is the way that it
20:46:28:00 automatically builds up a test, 20:46:29:22 just from the text that the
20:46:32:12 captioner types in.&n=
bsp;
And then of 20:46:33:1=
2 course in India they can take it 20:46:35:12 and already edit it a little 20:46:37:0=
4 more and make a more =
20:46:38:25 sophisticated test.&n=
bsp;
But that
20:46:41:06 already costs more money and 20:46:43:1=
5 takes longer.
But you saw an &nb=
sp;
20:46:44:24 example and demonstration of the 20:46:47:01 test that we were talking about 20:46:48:27 >> So what our project is
20:46:50:09 =
&nb=
sp;
16 focusing in is reducing the
20:46:52:06 costs. =
&nb=
sp;
20:46:55:07 >> And increasing the revenue. 20:46:57:27 >> And also getting it to market 20:47:00:03 quickly. So by
the end of the
20:47:02:06 evening, you already have a DVD 20:47:03:28 produced in raw form.=
You
20:47:07:12 already have the archive. You 20:47:09:15 already have the broadcast
20:47:12:01 >> And you also have the test 20:47:13:27 >> And you have the test. We 20:47:15:09 have problems of connection. Do
20:47:28:25 you want to turn off the Sony, a 20:47:30:01 DVD to see if it would work? 20:47:32:2=
7 The previous camera we were
20:48:10:04 using was HD camera.&=
nbsp;
The video 20:48:=
13:18 signal is much stronger. This 20:48:16:03 is standard definition video, 20:48:17:22 and the standard definition
20:48:19:15 video, the signal is not quite 20:48:21:00 as strong. So
when you have
20:48:22:27 multiple devices, the signal is 20:48:24:15 not that strong.
It cannot --
20:48:28:09 many times it cannot get to the 20:48:30:12 computer. And we
had problems
20:48:32:00 getting it to the computer even 20:48:34:10 when we didn't have all the
20:48:37:03 equipment connected.&=
nbsp;
So =
20:48:38:21 standard definition video signal 20:48:42:13 is not quite as strong as high 20:48:44:07 definition, and that gave us 20:48:46:0=
0 trouble in the past. =
20:48:48:27 Unfortunately our HD camera went 20:48:50:01 out. Tem=
porarily
hopefully. I 20:48:52:15 will fix it later.&nb=
sp;
But I tried
20:48:54:27 to fix it within the five
20:48:56:15 minutes in the break, and I
20:48:58:07 couldn't. =
&nb=
sp;
20:48:59:10 >> So I think this concludes. 20:49:02:03 >> This concludes the =
20:49:05:21 presentation and we will upload 20:49:07:07 our video here, and it will be 20:49:08:22 available for distribution. It 20:49:10:21 will be available for =
20:49:13:24 distribution within 10, 20
20:49:14:25 minutes after the class. =
20:49:17:15 Now to explain this equipment 20:49:48:18 here. If=
you
don't mind one &nbs=
p;
20:49:50:09 more time, I would like to aim 20:49:51:15 the camera on so we can explain 20:49:53:09 =
&nb=
sp;
17 all this equipment.&n=
bsp;
So this is 20:49=
:58:03 probably the last time we are 20:49:59:15 going to do this.&nbs=
p;
=
20:50:01:00 (End of captioning file.)
20:50:01:27 ++++=
+++++++++++++++++++++++++++++++++++++++++++++ ++++=
+++++++++++++++++++++++++++++++++++++++++++++ Appendix 1 &&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77 Google is telling you that “Users =
will
be able to understand and find your video more easily if you add captions or
subtitles to each video file you've uploaded. To add captions or subtitles =
to
one of your videos, log in to your Video
Status page and click "Add Captions/Subtitles" in the
"Actions" column for the selected video.” However, if you use a professional=
captioner,
court-reporter, or real-time transcriber, that combines the caption subtitl=
es
with the video. That way, whe=
n you
playback the video, prior to uploading it to Google Video, it already shows=
the
captioned subtitles in the video, you may have a problem. Google Video tells us that they
“currently support a simple subtitle format that is compatible with t=
he
formats known as Sub Viewer ( The supported format consists of text di=
vided
into separate caption (or subtitle) segments, in chronological order. Each
caption must have three parts: a timecode, the caption text, and a blank li=
ne. We
support these timecode constructs: For
example: =
we uploaded captions/subtitles to Google=
Video
and they were available for online playback after a few hours, However, one=
of
the most important objectives for us to upload the captions/subtitles was t=
he
potential to index the videos better.
Every time we tried to add the captions/subtitles text to the existi=
ng
Google Video, we got an error message saying that this is: “a format =
we
don't yet support, or there may be something wrong with your encoding.̶=
1; Google Video also said that “If th=
is is
the case, please note that we plan to provide more feedback in future versi=
ons
of Google Video: Google Video pro=
vides
additional hyperlinks for extra help, including the Subtitle Workshop: http://www.urusoft.ne=
t/products.php?cat=3Dsw
“Subtitle Workshop is =
the
most complete, efficient and convenient freeware subtitle editing tool. It
supports all the subtitle formats you need and has all the features you wou=
ld
want from a subtitle editing program. Subtitle Workshop makes subtitle
creating/editing/converting tasks almost a pleasure, the amicable and intui=
tive
interface mixes easy to access menus & must have features with advanced
functions and a remarkable speed and stability, drastically reducing subtit=
le
editing time. It includes spell check function and an advanced video preview
feature which will ease the task even more. The best choice for the beginne=
r,
expert or the fansubber. Have a try, and you'll forget the rest!” For now that was too challenging for us, and we decided that f=
or
the time being, we are going to wait for a while. Appendix 1 End &&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77 Appendix 2 &&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77 =
http://www.onafree.com/InternalControlEval/1securepolicyvideo.htm
Appendix 2 End &&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77 Appendix 3 Security
Policy Video Assessment Scoring Internal Control Compliance- Java & HTML
Source &&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77 <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML
3.2//EN"> <html> <head> &nbs=
p; <meta
name=3D'generator' content=3D'ExamView HTML Generator 1.0.0'> &nbs=
p; <meta
name=3D'robots' content=3D'noindex,nofollow'> &nbs=
p; <title>1SecurityP=
olicyVideoAssesment</title> &nbs=
p; <style
type=3D'text/css'> &nbs=
p; &=
nbsp; .spacer
{ line-height:.7em; } &nbs=
p; &=
nbsp; .title
{ font-size:13pt; font-weight:bold; font-family:"Times New Roman",
"Times", serif; color:#000000; } &nbs=
p; &=
nbsp; .qnumber
{ font-size:12pt; font-family:"Times New Roman", "Times"=
;,
serif; color:#000000; text-align:right; } &nbs=
p; &=
nbsp; .choice
{ font-size:12pt; font-family:"Times New Roman", "Times"=
;,
serif; color:#000000; } &nbs=
p; &=
nbsp; .default
{ font-size:12pt; font-family:"Times New Roman", "Times"=
;,
serif; color:#000000; } &nbs=
p; &=
nbsp; .qinfo
{ font-size:12pt; font-family:"Times New Roman", "Times"=
;,
serif; color:#000000; } &nbs=
p; &=
nbsp; .points
{ font-size:8pt; font-family:"Times New Roman", "Times",
serif; color:#000000; } &nbs=
p; &=
nbsp; TD.pad
{ padding: 0pt 4pt 0pt 4pt; } &nbs=
p; &=
nbsp; .font1
{ font-family:"Times New Roman", "Times", serif; } &nbs=
p; &=
nbsp; .font2
{ font-family:"Times New Roman", "Times", serif; } &nbs=
p; </style> <script language=3D'JavaScript1.1'> <!-- &nbs=
p; //
Copyright (c) 2005 FSCreations, Inc. &nbs=
p; var
listMap =3D '111'; &nbs=
p; var
qtypeMap =3D '000'; &nbs=
p; var
ansMap =3D new Array(3); &nbs=
p; var
ptsMap =3D new Array(3); &nbs=
p; ansMap[0]
=3D 'T'; &nbs=
p; ptsMap[0]
=3D 1; &nbs=
p; ansMap[1]
=3D 'T'; &nbs=
p; ptsMap[1]
=3D 1; &nbs=
p; ansMap[2]
=3D 'F'; &nbs=
p; ptsMap[2]
=3D 1; &nbs=
p; function
GradeIt(f) &nbs=
p; { &nbs=
p; &=
nbsp; var MAGIC=
=3D
840; &nbs=
p; &=
nbsp; var htmlU=
rl =3D
window.location.href; &nbs=
p; &=
nbsp; var stude=
ntName; &nbs=
p; &=
nbsp; var total=
Correct
=3D 0; &nbs=
p; &=
nbsp; var total=
Possible
=3D 0; &nbs=
p; &=
nbsp; var numCo=
rrect
=3D 0; &nbs=
p; &=
nbsp; var numPo=
ssible
=3D 0; &nbs=
p; &=
nbsp; var numBl=
ank =3D
0; &nbs=
p; &=
nbsp; var numSu=
bjective
=3D 0; &nbs=
p; &=
nbsp; var curre=
ntInstruction; &nbs=
p; &=
nbsp; var curre=
ntNarrative; &nbs=
p; &=
nbsp; var score=
Percent; &nbs=
p; &=
nbsp; var index=
; &nbs=
p; &=
nbsp; var msg;<=
/p>
&nbs=
p; &=
nbsp; var text;=
&nbs=
p; &=
nbsp; var i; &nbs=
p; &=
nbsp; var showF=
eedback
=3D true; &nbs=
p; &=
nbsp; var showR=
ef =3D
true; &nbs=
p; &=
nbsp; var numQu=
estions
=3D 3; &nbs=
p; &=
nbsp; var numIn=
structions
=3D 1; &nbs=
p; &=
nbsp; var numNa=
rratives
=3D 3; &nbs=
p; &=
nbsp; var prefi=
xText
=3D new Array(3); &nbs=
p; &=
nbsp; var numbe=
rText =3D
new Array(3); &nbs=
p; &=
nbsp; var quest=
ionText
=3D new Array(3); &nbs=
p; &=
nbsp; var answe=
rText
=3D new Array(3); &nbs=
p; &=
nbsp; var respo=
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=3D new Array(3); &nbs=
p; &=
nbsp; var feedb=
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=3D new Array(3); &nbs=
p; &=
nbsp; var refTe=
xt =3D
new Array(3); &nbs=
p; &=
nbsp; var narra=
tiveIndex
=3D new Array(3); &nbs=
p; &=
nbsp; var narra=
tiveText
=3D new Array(3); &nbs=
p; &=
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=3D new Array(1); &nbs=
p; &=
nbsp; var instr=
uctionText
=3D new Array(1); &nbs=
p; &=
nbsp; var listM=
ap =3D
'111'; &nbs=
p; &=
nbsp; var title=
String
=3D '1SecurityPolicyVideoAssesment'; &nbs=
p; &=
nbsp; var style=
Text =3D
new Array(10); &nbs=
p; &=
nbsp; styleText[0]
=3D '.spacer { line-height:.7em; }'; &nbs=
p; &=
nbsp; styleText[1]
=3D '.title { font-size:13pt; font-weight:bold; font-family:"Times New
Roman", "Times", serif; color:#000000; }'; &nbs=
p; &=
nbsp; styleText[2]
=3D '.qnumber { font-size:12pt; font-family:"Times New Roman",
"Times", serif; color:#000000; text-align:right; }'; &nbs=
p; &=
nbsp; styleText[3]
=3D '.choice { font-size:12pt; font-family:"Times New Roman",
"Times", serif; color:#000000; }'; &nbs=
p; &=
nbsp; styleText[4]
=3D '.default { font-size:12pt; font-family:"Times New Roman",
"Times", serif; color:#000000; }'; &nbs=
p; &=
nbsp; styleText[5]
=3D '.qinfo { font-size:12pt; font-family:"Times New Roman",
"Times", serif; color:#000000; }'; &nbs=
p; &=
nbsp; styleText[6]
=3D '.points { font-size:8pt; font-family:"Times New Roman",
"Times", serif; color:#000000; }'; &nbs=
p; &=
nbsp; styleText[7]
=3D 'TD.pad { padding: 0pt 4pt 0pt 4pt; }'; &nbs=
p; &=
nbsp; styleText[8]
=3D '.font1 { font-family:"Times New Roman", "Times", s=
erif
}'; &nbs=
p; &=
nbsp; styleText[9]
=3D '.font2 { font-family:"Times New Roman", "Times", s=
erif
}'; &nbs=
p; &=
nbsp; instructionText[0]
=3D '<div class=3D\'default\'><b>True/False</b><span
style=3D\'font-size:10pt\'><br></span><i>Indicate whet=
her
the ' + 'statement is true or false.</i></div>';
&nbs=
p; &=
nbsp; instructionIndex[0]
=3D 0; &nbs=
p; &=
nbsp; narrativeText[0]
=3D '<div class=3D\'default\'>Narrative for <span
style=3D\'font-size:12pt\'>.112~ Service Provider documented ' + 'security policies, standards, plans and procedures ar=
e available
for review.</span></div>'; &nbs=
p; &=
nbsp; narrativeIndex[0]
=3D 0; &nbs=
p; &=
nbsp; narrativeText[1]
=3D '<div class=3D\'default\'><img width=3D\'1024\' height=3D\'768=
\'
align=3D\'bottom\' alt=3D"nar002-1.jpg" ' + 'src=3D"1securepolicyvideo_files/nar002-1.jpg&quo=
t;
border=3D\'0\'></div>'; &nbs=
p; &=
nbsp; narrativeIndex[1]
=3D 1; &nbs=
p; &=
nbsp; narrativeText[2]
=3D '<div
class=3D\'default\'>http://www.onafree.com/VBAVideoClips/MOV01039.MPG ' =
+ 'http://www.onafree.com/VBAVideoClips/MOV01039.MPG<=
/div>'; &nbs=
p; &=
nbsp; narrativeIndex[2]
=3D 2; &nbs=
p; &=
nbsp; numberText[0]
=3D '1.'; &nbs=
p; &=
nbsp; questionText[0]
=3D '<div class=3D\'default\'><span style=3D\'font-size:12pt\'>=
.112~
Service Provider documented security policies, ' + 'standards, plans and procedures are available for
review.</span></div>'; &nbs=
p; &=
nbsp; answerText[0]
=3D '<div class=3D\'default\'>T</div><div
class=3D\'default\'>Rationale for <span style=3D\'font-size:12pt\'>=
;.112~
Service ' + 'Provider documented security policies, standards, pla=
ns
and procedures are available for ' + 'review.</span></div>'; &nbs=
p; &=
nbsp; feedbackText[0]
=3D ''; &nbs=
p; &=
nbsp; refText[0]
=3D '.112~ Service Provider documented security policies, standards, plans =
and
procedures are available for review.'; &nbs=
p; &=
nbsp; numberText[1]
=3D '2.'; &nbs=
p; &=
nbsp; questionText[1]
=3D '<div class=3D\'default\'><span style=3D\'font-size:12pt\'>=
2.113~
There is no independent audit report of security ' + 'policy available of the Service Provider documented
security policies, standards, plans and ' + 'procedures and they are available for
review.</span></div>'; &nbs=
p; &=
nbsp; answerText[1]
=3D '<div class=3D\'default\'>T</div><div
class=3D\'default\'><img width=3D\'1024\' height=3D\'768\' align=3D\'=
bottom\' alt=3D"tf002-1.jpg"
' + 'src=3D"1securepolicyvideo_files/tf002-1.jpg"
border=3D\'0\'></div>'; &nbs=
p; &=
nbsp; feedbackText[1]
=3D ''; &nbs=
p; &=
nbsp; refText[1]
=3D ''; &nbs=
p; &=
nbsp; numberText[2]
=3D '3.'; &nbs=
p; &=
nbsp; questionText[2]
=3D '<div class=3D\'default\'>Security IT Controls need to have a dir=
ect
influence on Financial ' + 'Statements</div>'; &nbs=
p; &=
nbsp; answerText[2]
=3D '<div class=3D\'default\'>F</div><div class=3D\'default\=
'>SOX
Compliance requires indirect and direct ' + 'influence<br><a
href=3D\'http://www.onafree.com/VBAVideoClips/MOV01039.MPG\'
target=3D\'_blank\'>Text--http://www.onafree.com/VBAVideoClips/MOV01039.=
MPG</a></div>'; &nbs=
p; &=
nbsp; feedbackText[2]
=3D ''; &nbs=
p; &=
nbsp; refText[2]
=3D 'http://www.onafree.com/VBAVideoClips/MOV01039.MPG'; &nbs=
p; &=
nbsp; FixMR(f); &nbs=
p; &=
nbsp; FixMTF(f); &nbs=
p; &=
nbsp; index
=3D 0; &nbs=
p; &=
nbsp; for
(i=3D0; i < f.length; ++i) { &nbs=
p; &=
nbsp; &nbs=
p; if
(f.elements[i].name.indexOf(":") > 0) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(listMap.charAt(index) =3D=3D "1") { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; listIndex
=3D f.elements[i].selectedIndex; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; text
=3D StripSpaces(f.elements[i].options[listIndex].value); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; }
else { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; f.elements[i].value
=3D StripSpaces(f.elements[i].value); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; text
=3D f.elements[i].value; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(text.length =3D=3D 0) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; ++numBlank; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; ++index; &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; if
(numBlank > 0) { &nbs=
p; &=
nbsp; &nbs=
p; if
(numBlank =3D=3D 1) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; msg
=3D "1 question"; &nbs=
p; &=
nbsp; &nbs=
p; else &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; msg
=3D numBlank + " questions"; &nbs=
p; &=
nbsp; &nbs=
p; if
(!confirm("You have not answered " + msg + &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; " Are you sure you want to end the
test?")) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; return(false); &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; index
=3D 0; &nbs=
p; &=
nbsp; var
scoreDetails =3D new Array(); &nbs=
p; &=
nbsp; for
(i=3D0; i < f.length; ++i) { &nbs=
p; &=
nbsp; &nbs=
p; if
(f.elements[i].name.indexOf(":") > 0) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(listMap.charAt(index) =3D=3D "1") { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; listIndex
=3D f.elements[i].selectedIndex; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; text
=3D f.elements[i].options[listIndex].value; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; }
else &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; text
=3D f.elements[i].value; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; numPossible
=3D ptsMap[index] * MAGIC; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(ansMap[index] =3D=3D "") { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; scoreDetails[index]
=3D "--"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; prefixText[index]
=3D "<img src=3D'1securepolicyvideo_files/nograde.gif'
align=3D'middle'>"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; isCorrect
=3D false; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; ++numSubjective; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; }
else { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; var
scoreResult =3D ScoreAnswer(index, text, numPossible); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; numCorrect
=3D scoreResult.numPoints; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; isCorrect
=3D scoreResult.isCorrect; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; scoreDetails[index]
=3D (Math.round(numCorrect * 100 / MAGIC) / 100).toString(); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; prefixText[index]
=3D BuildPrefixText(index, text, isCorrect); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; totalCorrect
+=3D numCorrect; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; totalPossible
+=3D numPossible; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(showFeedback && feedbackText[index] !=3D null &&
feedbackText[index].length > 0) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; if
(qtypeMap.charAt(index) =3D=3D "2") &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; feedbackIndex
=3D text.charCodeAt(0) - 65; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; else &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; feedbackIndex
=3D (isCorrect) ? 0 : 1; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; feedbackText[index]
=3D GetFeedback(feedbackText[index], feedbackIndex); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; responseText[index]
=3D TranslateHtmlString(text); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; scoreDetails[index]
+=3D " / " + (numPossible / MAGIC); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; ++index; &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; numCorrect
=3D Math.round(totalCorrect * 100 / MAGIC) / 100; &nbs=
p; &=
nbsp; numPossible
=3D Math.round(totalPossible * 100 / MAGIC) / 100; &nbs=
p; &=
nbsp; if
(totalPossible > 0) &nbs=
p; &=
nbsp; &nbs=
p; scorePercent
=3D Math.round(100.0 * totalCorrect / totalPossible); &nbs=
p; &=
nbsp; else &nbs=
p; &=
nbsp; &nbs=
p; scorePercent
=3D 0; &nbs=
p; &=
nbsp; studentName
=3D TranslateHtmlString(f.student_name.value); &nbs=
p; &=
nbsp; document.writeln("<=
;html>\n<head>"); &nbs=
p; &=
nbsp; document.writeln("<=
;title>"
+ titleString + "</title>"); &nbs=
p; &=
nbsp; document.writeln("<=
;style
type=3D'text/css'>"); &nbs=
p; &=
nbsp; for
(i=3D0; i < styleText.length; ++i) &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("\t&quo=
t;
+ styleText[i]); &nbs=
p; &=
nbsp; document.writeln("<=
;/style>\n</head>"); &nbs=
p; &=
nbsp; document.writeln("<=
;body
bgcolor=3D'#FFFFFF'
style=3D'background-image:url(1securepolicyvideo_files/header.gif);
background-repeat:no-repeat'>"); &nbs=
p; &=
nbsp; document.writeln("<=
;div
style=3D'font-size:12pt; font-family:\"Times New Roman\",
\"Times\", serif; color:#000000;'>"); &nbs=
p; &=
nbsp; document.writeln("<=
;b>Name:</b>
" + studentName + "<br>"); &nbs=
p; &=
nbsp; document.write("<b=
>Score:</b>
" + numCorrect + " / " + numPossible + &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; "
points (" + scorePercent + "%)"); &nbs=
p; &=
nbsp; if
(numSubjective > 0) { &nbs=
p; &=
nbsp; &nbs=
p; document.write("&nbs=
p;
[" + numSubjective + " open-ended "); &nbs=
p; &=
nbsp; &nbs=
p; if
(numSubjective =3D=3D 1) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.write("question&qu=
ot;); &nbs=
p; &=
nbsp; &nbs=
p; else &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.write("questions&q=
uot;); &nbs=
p; &=
nbsp; &nbs=
p; document.write("
not graded]"); &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; document.writeln("<=
;/div><br><br>"); &nbs=
p; &=
nbsp; document.writeln("<=
;div
class=3D'title'>" + titleString + "</div><br>"=
;); &nbs=
p; &=
nbsp; document.writeln("<=
;table
align=3D'left' width=3D'100%' border=3D'0' cellpadding=3D'0'
cellspacing=3D'0'>"); &nbs=
p; &=
nbsp; currentInstruction
=3D 0; &nbs=
p; &=
nbsp; currentNarrative
=3D 0; &nbs=
p; &=
nbsp; for
(i=3D0; i < numQuestions; ++i) { &nbs=
p; &=
nbsp; &nbs=
p; if
(currentInstruction < numInstructions) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(instructionIndex[currentInstruction] =3D=3D i) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<tr>&l=
t;td
colspan=3D'3'><br>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; document.writeln(instructionText[currentInstructio=
n]); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<div
class=3D'spacer'> </div>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("</td>&=
lt;/tr>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; ++currentInstruction; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; if
(currentNarrative < numNarratives) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(narrativeIndex[currentNarrative] =3D=3D i) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; document.writeln("<tr><td></td=
><td></td><td>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; document.writeln(narrativeText[currentNarrative]);=
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<div
class=3D'spacer'> </div>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("</td>&=
lt;/tr>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; ++currentNarrative; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<tr
valign=3D'baseline'>"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<td
nowrap><p class=3D'default'>" + prefixText[i] +
"</p></td>"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<td
nowrap><p class=3D'qnumber'> " + numberText[i] +
" </p></td>"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<td
width=3D'100%'>" + questionText[i]); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<div
style=3D'font-size:2pt'></div><br>"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<ta=
ble
width=3D'100%' valign=3D'baseline' cellpadding=3D0 cellspacing=3D0 border=
=3D0>"); &nbs=
p; &=
nbsp; &nbs=
p; if
(listMap.charAt(i) !=3D "1") { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.writeln("<tr
valign=3D'baseline'><td><p
class=3D'default'><b>RESPONSE: </b></p></t=
d>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.writeln("<td
width=3D'100%'><p class=3D'default'>" + responseText[i] +
"</p></td></tr>"); &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<tr
valign=3D'baseline'><td><p
class=3D'default'><b>ANSWER: </b></p></td&=
gt;"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<td
width=3D'100%'>" + answerText[i] + "</td></tr>&quo=
t;); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<tr
valign=3D'baseline'><td><p
class=3D'default'><b>POINTS: </b></p></td&=
gt;"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<td
width=3D'100%'>" + scoreDetails[i] + "</td></tr>&q=
uot;); &nbs=
p; &=
nbsp; &nbs=
p; if
(showFeedback && feedbackText[i] !=3D null) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.writeln("<tr
valign=3D'baseline'><td><p class=3D'default'><b>FEEDBA=
CK: </b></p></td>"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.writeln("<td
width=3D'100%'><p class=3D'default'>" + feedbackText[i] +
"</p></td></tr>"); &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; if
(showRef) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.writeln("<tr
valign=3D'baseline'><td><p
class=3D'default'><b>REF: </b></p></td>=
"); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.writeln("<td
width=3D'100%'><p class=3D'default'>" + refText[i] +
"</p></td></tr>"); &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("</t=
able>"); &nbs=
p; &=
nbsp; &nbs=
p; document.writeln("<div
class=3D'spacer'> </div></td></tr>"); &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; document.writeln("<=
;/table>"); &nbs=
p; &=
nbsp; document.writeln("<=
;br
clear=3D'all'>"); &nbs=
p; &=
nbsp; document.writeln("<=
;table
align=3D'left' width=3D'100%' cellpadding=3D0 cellspacing=3D0 border=3D0>=
;"); &nbs=
p; &=
nbsp; document.writeln("<=
;tr><td
bgcolor=3D'#000000'><div
style=3D'font-size:1pt'> </div></td></tr>&quo=
t;); &nbs=
p; &=
nbsp; document.write("<t=
r><td
valign=3D'top'><a href=3D'" + htmlUrl + "'>"); &nbs=
p; &=
nbsp; document.writeln("<=
;img
src=3D'1securepolicyvideo_files/retake.gif' border=3D0 alt=3D'Retake
Test'></a></td>"); &nbs=
p; &=
nbsp; document.writeln("<=
;/tr></table>"); &nbs=
p; &=
nbsp; document.writeln("<=
;/body>"); &nbs=
p; &=
nbsp; document.writeln("<=
;/html>"); &nbs=
p; &=
nbsp; document.close(); &nbs=
p; &=
nbsp; return(false); &nbs=
p; } &nbs=
p; function
BuildPrefixText(answerIndex, responseText, isCorrect) &nbs=
p; { &nbs=
p; &=
nbsp; var text;=
&nbs=
p; &=
nbsp; var listI=
ndex; &nbs=
p; &=
nbsp; text
=3D "<tt>" &nbs=
p; &=
nbsp; if
(isCorrect) &nbs=
p; &=
nbsp; &nbs=
p; text
+=3D "<img src=3D'1securepolicyvideo_files/correct.gif'
align=3D'middle'>" &nbs=
p; &=
nbsp; else &nbs=
p; &=
nbsp; &nbs=
p; text
+=3D "<img src=3D'1securepolicyvideo_files/wrong.gif'
align=3D'middle'>" &nbs=
p; &=
nbsp; if
(listMap.charAt(answerIndex) =3D=3D "1") { &nbs=
p; &=
nbsp; &nbs=
p; if
(responseText.length =3D=3D 0) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; responseText
=3D " "; &nbs=
p; &=
nbsp; &nbs=
p; text
+=3D " <u> " + responseText +
" </u>"; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; text
+=3D "</tt>" &nbs=
p; &=
nbsp; return(text); &nbs=
p; } &nbs=
p; function
TranslateHtmlString(text) &nbs=
p; { &nbs=
p; &=
nbsp; var newTe=
xt; &nbs=
p; &=
nbsp; var repla=
ceString; &nbs=
p; &=
nbsp; var posit=
ion; &nbs=
p; &=
nbsp; var lengt=
h; &nbs=
p; &=
nbsp; var break=
Pos; &nbs=
p; &=
nbsp; var skipE=
xtra; &nbs=
p; &=
nbsp; var i; &nbs=
p; &=
nbsp; newText
=3D ""; &nbs=
p; &=
nbsp; position
=3D 0; &nbs=
p; &=
nbsp; length
=3D text.length; &nbs=
p; &=
nbsp; while
(position < length) { &nbs=
p; &=
nbsp; &nbs=
p; skipExtra
=3D 0; &nbs=
p; &=
nbsp; &nbs=
p; breakPos
=3D -1; &nbs=
p; &=
nbsp; &nbs=
p; for
(i=3Dposition; i < length && breakPos < 0; ++i) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; switch(text.charAt(i))
{ &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; case
'>': &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; replaceString
=3D ">"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; breakPos
=3D i; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; break; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; case
'<': &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; replaceString
=3D "<"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; breakPos
=3D i; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; break; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; case
'&': &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; replaceString
=3D "&"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; breakPos
=3D i; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; break; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; case
'\r': &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
((i + 1) < length && text.charAt(i + 1) =3D=3D '\n') &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; skipExtra
=3D 1; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; replaceString
=3D "<br>"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; breakPos
=3D i; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; break; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; case
'\n': &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; replaceString
=3D "<br>"; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; breakPos
=3D i; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; break; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; case
' ': &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
((i + 1 < length) && text.charAt(i + 1) =3D=3D ' ') { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; replaceString
=3D " "; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; breakPos
=3D i; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; break; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; if
(breakPos < 0) { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; newText
+=3D text.substring(position, length); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; position
=3D length; &nbs=
p; &=
nbsp; &nbs=
p; }
else { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(breakPos > position) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; newText
+=3D text.substring(position, breakPos); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; newText
+=3D replaceString; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; position
=3D breakPos + 1 + skipExtra; &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; } &nbs=
p; &=
nbsp; return(newText); &nbs=
p; } &nbs=
p; function
GetFeedback(text, index) &nbs=
p; { &nbs=
p; &=
nbsp; var
list =3D text.split("\t"); &nbs=
p; &=
nbsp; if
(index >=3D 0 && index < list.length) &nbs=
p; &=
nbsp; &nbs=
p; return(list[index]); &nbs=
p; &=
nbsp; &nbs=
p; &nbs=
p; &=
nbsp; return(""); &nbs=
p; } &nbs=
p; function
TranslateAnswer(s, answerIndex) &nbs=
p; { &nbs=
p; &=
nbsp; return(s); &nbs=
p; } &nbs=
p; function
ScoreAnswer(answerIndex, responseText, pointsPossible) &nbs=
p; { &nbs=
p; &=
nbsp; var
answerText =3D TranslateAnswer(ansMap[answerIndex], answerIndex); &nbs=
p; &=
nbsp; var
qtype =3D qtypeMap.charAt(answerIndex); &nbs=
p; &=
nbsp; var
nrExactMatch =3D false; &nbs=
p; &=
nbsp; var
result =3D new Array(); &nbs=
p; &=
nbsp; result.numPoints
=3D 0; &nbs=
p; &=
nbsp; result.isCorrect
=3D false; &nbs=
p; &=
nbsp; if
(qtype =3D=3D "3" && answerText.substring(0, 2) =3D=3D
"p:") { &nbs=
p; &=
nbsp; &nbs=
p; answerText
=3D answerText.substr(2); &nbs=
p; &=
nbsp; &nbs=
p; if
(responseText.toUpperCase() =3D=3D answerText.toUpperCase()) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; result.isCorrect
=3D true; &nbs=
p; &=
nbsp; &nbs=
p; else &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; result.numPoints
=3D MultiResponseCompare(responseText, answerText, pointsPossible); &nbs=
p; &=
nbsp; }
else if (qtype =3D=3D "6") { &nbs=
p; &=
nbsp; &nbs=
p; if
(answerText.substring(0, 2) =3D=3D "=3D=3D") { &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; answerText
=3D answerText.substr(2); &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; nrExactMatch
=3D true; &nbs=
p; &=
nbsp; &nbs=
p; } &nbs=
p; &=
nbsp; &nbs=
p; if
(NumericCompare(responseText, answerText, nrExactMatch)) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; result.isCorrect
=3D true; &nbs=
p; &=
nbsp; }
else if (qtype =3D=3D "7") { &nbs=
p; &=
nbsp; &nbs=
p; if
(CompletionCompare(responseText, answerText)) &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; result.isCorrect
=3D true; &nbs=
p; &=
nbsp; }
else if (responseText.toUpperCase() =3D=3D answerText.toUpperCase()) &nbs=
p; &=
nbsp; &nbs=
p; result.isCorrect
=3D true; &nbs=
p; &=
nbsp; if
(result.isCorrect) &nbs=
p; &=
nbsp; &nbs=
p; result.numPoints
=3D pointsPossible; &nbs=
p; &=
nbsp; return(result); &nbs=
p; } &nbs=
p; function
StripSpaces(s) &nbs=
p; { &nbs=
p; &=
nbsp; var len;<=
/p>
&nbs=
p; &=
nbsp; var i; &nbs=
p; &=
nbsp; len
=3D s.length; &nbs=
p; &=
nbsp; for
(i=3Dlen - 1; i >=3D 0 && s.charAt(i) =3D=3D " "; --i)=
&nbs=
p; &=
nbsp; &nbs=
p; len
=3D i; &nbs=
p; &=
nbsp; if
(len =3D=3D 0) &nbs=
p; &=
nbsp; &nbs=
p; s
=3D ""; &nbs=
p; &=
nbsp; else
if (len !=3D s.length) &nbs=
p; &=
nbsp; &nbs=
p; s
=3D s.substring(0, len); &nbs=
p; &=
nbsp; return(s); &nbs=
p; } &nbs=
p; function
MultiResponseCompare(responseText, answerText, pointsPossible) &nbs=
p; { &nbs=
p; } &nbs=
p; function
NumericCompare(response, answer, exactMatch) &nbs=
p; { &nbs=
p; } &nbs=
p; function
CompletionCompare(responseText, answerText) &nbs=
p; { &nbs=
p; &=
nbsp; return(false); &nbs=
p; } &nbs=
p; function
FixMTF(f) &nbs=
p; { &nbs=
p; } &nbs=
p; function
FixMR(f) &nbs=
p; { &nbs=
p; } &nbs=
p; function
AllowReset() &nbs=
p; { &nbs=
p; &=
nbsp; return(window.confirm(&quo=
t;Do
you want to clear all of your answers?")); &nbs=
p; } &nbs=
p; function
Restart() &nbs=
p; { &nbs=
p; &=
nbsp; if
(AllowReset()) { &nbs=
p; &=
nbsp; &nbs=
p; document.TestForm.onreset
=3D function() { }; &nbs=
p; &=
nbsp; &nbs=
p; document.TestForm.reset(); &nbs=
p; &=
nbsp; &nbs=
p; document.TestForm.onreset
=3D function() { AllowReset(); }; &nbs=
p; &=
nbsp; } &nbs=
p; } // --> </script> </head> <body onResize=3D'if(document.layers &&
navigator.appVersion.indexOf("Win") < 0){history.go(0);}' bgcolor=3D'#FFFFFF'
style=3D'background-image:url(1securepolicyvideo_files/header.gif);
background-repeat:no-repeat'> <noscript> &nbs=
p; <h3><font
color=3D'#FF0000'>Javascript not enabled</font></h3> </noscript> <script language=3D'JavaScript'> <!-- if (navigator.appName.indexOf("Netscape") &g=
t;=3D
0) { &nbs=
p; if
(parseInt(navigator.appVersion.charAt(0)) < 4) &nbs=
p; &=
nbsp; alert("This
document requires Netscape Navigator version 4.0 or later."); } else if (navigator.appName.indexOf("Explorer&qu=
ot;)
>=3D 0) { &nbs=
p; if
(parseInt(navigator.appVersion.charAt(0)) < 4) &nbs=
p; &=
nbsp; alert("This
document requires Internet Explorer version 4.0 or later."); } // --> </script> <form name=3D'TestForm'
onReset=3D'return(AllowReset())'> <table align=3D'left' width=3D'100%' border=3D'0'
cellspacing=3D'0'>
<tr valign=3D'top'> &nbs=
p; <td> &nbs=
p; <div
class=3D'spacer'> </div> &nbs=
p; <div class=3D'defau=
lt'> &nbs=
p;
<b>Name:</b> <input type=3D'text'
name=3D'student_name' size=3D'30'> &nbs=
p; </div> &nbs=
p; <div
class=3D'spacer'> </div> &nbs=
p; <br> &nbs=
p; <p
class=3D"title">1SecurityPolicyVideoAssesment</p> &nbs=
p; </td>
</tr> </table> <br clear=3D'all'> <table align=3D'left' width=3D'100%' border=3D'0'
cellpadding=3D'0' cellspacing=3D'0'> <tr valign=3D'top'> &nbs=
p; <td
colspan=3D'3'><br> <div
class=3D'default'><b>True/False</b><span
style=3D'font-size:10pt'><br></span><i>Indicate whethe=
r the statement is true or false.</i></div> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> <tr valign=3D'top'> &nbs=
p; <td></td>
&nbs=
p; <td></td>
&nbs=
p; <td> <div class=3D'spacer'> </div> <div class=3D'default'>Narrative for <span
style=3D'font-size:12pt'>.112~ Service Provider documented security policies, standards, plans and procedures are
available for review.</span></div> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> <tr valign=3D'baseline'> &nbs=
p; <td> &nbs=
p; &=
nbsp; <select
name=3D'TF:1' align=3D'top' onmousewheel=3D'return(false);'> &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D' '> &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D'T'>T &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D'F'>F &nbs=
p; &=
nbsp; </select> &nbs=
p; </td> &nbs=
p; <td> &nbs=
p; &=
nbsp; <p
class=3D'qnumber'> 1. </p> &nbs=
p; </td> &nbs=
p; <td
width=3D'100%'> <div class=3D'default'><span
style=3D'font-size:12pt'>.112~ Service Provider documented security policies, standards, plans and procedures are available
for review.</span></div> <div class=3D'spacer'> </div> <a
href=3D'1securepolicyvideo_files/MOV00526.MPG'><img
src=3D'1securepolicyvideo_files/media.gif' alt=3D'MOV00526.MPG'
border=3D'0'></a><br> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> <tr valign=3D'top'> &nbs=
p; <td></td>
&nbs=
p; <td></td>
&nbs=
p; <td> <div class=3D'spacer'> </div> <div class=3D'default'><img width=3D'1024'
height=3D'768' align=3D'bottom' alt=3D"nar002-1.jpg" src=3D"1securepolicyvideo_files/nar002-1.jpg"
border=3D'0'></div> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> <tr valign=3D'baseline'> &nbs=
p; <td> &nbs=
p; &=
nbsp; <select
name=3D'TF:2' align=3D'top' onmousewheel=3D'return(false);'> &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D' '> &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D'T'>T &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D'F'>F &nbs=
p; &=
nbsp; </select> &nbs=
p; </td> &nbs=
p; <td> &nbs=
p; &=
nbsp; <p
class=3D'qnumber'> 2. </p> &nbs=
p; </td> &nbs=
p; <td
width=3D'100%'> <div class=3D'default'><span
style=3D'font-size:12pt'>2.113~ There is no independent audit report of<=
/p>
security policy available of the Service Provider
documented security policies, standards, plans and procedures and they are available for
review.</span></div> <div class=3D'spacer'> </div> <a
href=3D'1securepolicyvideo_files/MOV00528.MPG'><img
src=3D'1securepolicyvideo_files/media.gif' alt=3D'MOV00528.MPG'
border=3D'0'></a><br> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> <tr valign=3D'top'> &nbs=
p; <td></td>
&nbs=
p; <td></td>
&nbs=
p; <td> <div class=3D'spacer'> </div> <div
class=3D'default'>http://www.onafree.com/VBAVideoClips/MOV01039.MPG http://www.onafree.com/VBAVideoClips/MOV01039.MPG</=
div> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> <tr valign=3D'baseline'> &nbs=
p; <td> &nbs=
p; &=
nbsp; <select
name=3D'TF:3' align=3D'top' onmousewheel=3D'return(false);'> &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D' '> &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D'T'>T &nbs=
p; &=
nbsp; &nbs=
p; <option
value=3D'F'>F &nbs=
p; &=
nbsp; </select> &nbs=
p; </td> &nbs=
p; <td> &nbs=
p; &=
nbsp; <p
class=3D'qnumber'> 3. </p> &nbs=
p; </td> &nbs=
p; <td
width=3D'100%'> <div class=3D'default'>Security IT Controls need=
to
have a direct influence on Financial Statements</div> <div class=3D'spacer'> </div> <a
href=3D'1securepolicyvideo_files/MOV00526.MPG'><img
src=3D'1securepolicyvideo_files/media.gif' alt=3D'MOV00526.MPG'
border=3D'0'></a><br> <div class=3D'spacer'> </div> &nbs=
p; </td> </tr> </table> <br clear=3D'all'> <br> <br> <table align=3D'left' width=3D'100%' cellpadding=3D=
'0'
cellspacing=3D'0' border=3D'0'> <tr>
<td bgcolor=3D'#000000'> &nbs=
p; <div
style=3D'font-size:1pt'> </div>
</td> </tr> <tr>
<td><a href=3D'javascript:alert("Use the mouse to
submit.")' &nbs=
p; onMouseOver=3D'window.status=
=3D
"Check Your Work"; return true' &nbs=
p; onMouseOut=3D'window.status =
=3D
""; return true' &nbs=
p; onFocus=3D'window.status =3D
"Check Your Work"; return true' &nbs=
p; onBlur=3D'window.status =3D
""; return true' &nbs=
p;
onClick=3D"return(GradeIt(document.forms[0]))"> &nbs=
p; <img
src=3D'1securepolicyvideo_files/chkwork.gif' border=3D'0' alt=3D'Check Your
Work'></a> &nbs=
p; &am=
p;nbsp; &nbs=
p; <a
href=3D'#' onclick=3D'Restart(); return false'> &nbs=
p; <img
src=3D'1securepolicyvideo_files/restart.gif' border=3D'0' alt=3D'Start
Over'></a>
</td> </tr> </table> </form> </body> </html> Appendix 3 End Security
Policy Video Assessment Scoring Internal Control Compliance- Java & HTML
Source &&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77 Appendix 4 Start Kunaki
Shopping Cart Check-out and Estimated Ship Date & Cost Calculation Scre=
en estimated dates Estimated ship date: Monday,
May 5 2008 5:45PM (Add
shipping transit duration to estimated ship date to compute arrival time)=
delivery options shipping
cost shipping
transit duration USPS First Class Mail $5.00
2-5
days click
on above logo for details USPS Priority Mail $8.00
1-3
days =
email us UPS Ground $11.75
1-5
days UPS 2nd Day Air $20.82
guaranteed
2-day UPS Next Day Air Saver $34.34
guaranteed
1-day title price quantity total Java Programming 1.75 1 1.75 Sub
Total 1.75 NY
State Sales Tax $0.00
Shipping
with USPS First Class Mail $5.00
Total $6.75
shipping address Recipient Organization Address Address City State Zip code
Country EMail card info Card owner Card number / date billing address billing
address is same as shipping address Organization Address Address City State Zip code
Country EMail checkout Appendix 4 End Kunaki
Shopping Cart Check-out and Estimated Ship Date & Cost Calculation Scre=
en Appendix 5 Start K u n
a k i CD / DVD Publishing Service Monthly Summaries For Java Programming K u n a k i CD
/ DVD Publishing Service monthly
summaries for: Java
Programming </TD< TR> month gross
sales $ refunded
sales $ qty
sold qty
refunded net
sales $ details customers Appendix 5 End K u n
a k i CD / DVD Publishing Service Monthly Summaries For Java Programming Appendix 6 Start K u n a k i -- cd / dvd manufacturing and publishing
service =
,
with Notices: =
Products which have not been ordered in 180 days are considered inactive and
will be automatically deleted. To keep a product active you can order one u=
nit
every 180 days. &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; Notices: &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Products which have not been ordered in 180 days are
considered inactive and will be automatically deleted. To keep a product ac=
tive
you can order one unit every 180 days.&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; Orders with 500+ units will be shipped free with UPS
Ground to addresses in the 48 contiguous states in the USA. &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; &nbs=
p; &=
nbsp; Publisher Id: 110081&n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &=
nbsp; &nbs=
p; Your retail payment checks will be mailed to the follo=
wing
address. =
; &n=
bsp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; </TD< TR> =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; &=
nbsp; email: &nbs=
p; =
; street
address: =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; &=
nbsp; &nbs=
p; password: &=
nbsp; &nbs=
p; &=
nbsp; street
address: =
; &n=
bsp; =
; &n=
bsp; =
; &=
nbsp; &nbs=
p; &=
nbsp; first name: =
; &n=
bsp; =
; city: &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; last name: =
&nb=
sp; =
state/province: &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; =
&=
nbsp; &nbs=
p; &=
nbsp; organization: &nb=
sp; =
z=
ip/postal
code: &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; &=
nbsp; &nbs=
p; &=
nbsp; division: &=
nbsp; &nbs=
p; &=
nbsp; country: &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; &nbs=
p; telephone: =
&nb=
sp; =
checks
payable to: &n=
bsp; =
; &n=
bsp; =
; &=
nbsp; &nbs=
p; &=
nbsp; Send publisher payments with Paypal to my Paypal accou=
nt: &=
nbsp; &nbs=
p; =
&=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; < height=3D"14px"> =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; &=
nbsp; &nbs=
p; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Checks mailed for month: Jan-2007
Feb-2007 Mar-2007
Apr-2007 May-2007
June-2007 July-2007 Aug-2007 &=
nbsp;Sep-2007 Oct-2007 Nov-2007 &nbs=
p; Dec-2007 Jan-2008 Feb-2008 &=
nbsp; Mar-2008 Apr-2008 &nb=
sp; =
&nb=
sp; =
&nb=
sp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; your products &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; status &nbs=
p; creation &=
nbsp; product
id =
; =
title manage/ &=
nbsp; accounting delete &=
nbsp; &nbs=
p; &nbs=
p; &=
nbsp; date &=
nbsp; &nbs=
p; &=
nbsp; configure/ &=
nbsp; product<=
span
style=3D'mso-tab-count:1'> &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; order &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Active =
Oct
31 2007 =
PX00ZXPL3I&nb=
sp; &=
nbsp; &nbs=
p; Java
Programming &n=
bsp; click
here &nb=
sp; accounting delete &=
nbsp; &nbs=
p; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
1 2007 =
;PX00PX5MO3 &=
nbsp; (888)DVDU.Org
Dr. Rushinek Course on Computer Audit and Data Mining Using WizSoft WizDoc
Count Same Rule and WizWhy =
; &n=
bsp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
21 2006 PX00=
OTJ6B1 &=
nbsp; &nbs=
p; SharePoint
Web Server (888)DVDAthorEd.Org With Windows XP and Office XP-Installing and
Running Microsoft &=
nbsp; &nbs=
p; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00ZDOPTT &=
nbsp; Balance
Sheet Effect of W/P Credit =
; &n=
bsp; history &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted Jun
8 2006 =
;PX00ZODX8I &=
nbsp; &nbs=
p; Work
In Process Available Cost =
&nb=
sp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00ZR6S22 &=
nbsp; &nbs=
p; Java
Applications &=
nbsp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00MODUHP &=
nbsp; &n=
bsp;Management
Accounting and Control &nb=
sp; =
history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00N4ZX70 &=
nbsp; &nbs=
p; Managerial
Acc- Effect on Profit &nb=
sp; =
history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00ZQ54RY &=
nbsp; Traditional
vs Functional Income Statements =
&nb=
sp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00Z79ZV7 &=
nbsp; &nbs=
p; Install
nero6 bundled with Sony DVD irec &n=
bsp; history &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00ZWG3C3 &=
nbsp; &n=
bsp; Java
Applications For Business Applications =
history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
8 2006 =
;PX00Z6L5ZA &=
nbsp; &nbs=
p; sensitivity
analysis calculates affected par &n=
bsp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
6 2006 =
;PX00ZXEEEL &=
nbsp; BackupRecord
DVDRecord (888)ITISJob.Net =
; &n=
bsp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Jun
5 2006 =
;PX00ZC5A4C &=
nbsp; &nbs=
p; (305)DVD-Course.Com_(888)DVDAuthorEd.Com_DVD_Autoring=
_Burning_Publishing_Web-Casting_Streaming_and_Podcasting
&=
nbsp; &nbs=
p; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
May
23 2006 =
PX00Z550LG &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
May
18 2006 =
PX00Z1BJXL &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Apr
27 2006 =
PX00ZF14TP&nb=
sp; &=
nbsp; &nbs=
p; IS
Audit Process EDP & IT =
; &n=
bsp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Apr
17 2006 =
PX00ZRWGSD&nb=
sp; &=
nbsp; &n=
bsp;IT
Governance Auditing Controls (888)Nets-Expert.Org/Net &=
nbsp; history &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; Deleted =
Apr
15 2006 =
PX00ZZLWSB&nb=
sp; &=
nbsp; &n=
bsp; IT
Governance &nb=
sp; hist=
ory &=
nbsp; &nbs=
p; &=
nbsp; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; &nbs=
p; &=
nbsp; &nbs=
p; &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; click here to view your recent orders (status, invoice,
delivery tracking) &=
nbsp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; click here to order your products. =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; click here to ship one or more products to a list of
recipients and addresses. =
=
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
<=
/p>
click here to ship one or more products to a CSV-list =
of
recipients and addresses. =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
&nb=
sp; =
<=
/p>
click here to view and fund pending XML and
multiple-recipient orders. =
; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; click here to read about our XML service. &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Appendix 6 End K u n a k i -- cd / dvd manufacturing and publishing
service =
,
with Notices: =
Products which have not been ordered in 180 days are considered inactive and
will be automatically deleted. To keep a product active you can order one u=
nit
every 180 days. &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp;
Google
Video Captions & Subtitles: How do I enter captions or subtitles for my
video?
http://video.google.com/support/bin/answer.py?hl=3Den-ie&answ=
er=3D26577
Google
Video Captions & Subtitles: How do I enter captions or subtitles for my
video?
*.SUB) and SubRip (*.SRT).
Although you can upload your captions/subtitles in any format, only support=
ed
formats will be displayed properly on the playback page.
00 00-59) 00-59) 0-999)
HH:MM:SS.FS,HH:MM:SS.FS - Caption
display starts at the first time, and stops at the second time. This =
is
compatible with the SubViewer format. HH:MM:SS,FS --> HH:MM:SS,FS - Caption
display starts at the first time, and stops at the second time. For
complete compatibility with the SubRip format, a "subtitle
number" can also precede this timecode. HH:MM:SS.FS - Caption display starts at =
this
time, but no stop time is defined. We'll try to figure an appropriate
stop time.
0:01:23.000,0:01:25.000
Text shown at 1 minute 23 seconds into the video, for 2 seconds
0:02:20.250,0:02:23.8
Text shown at 2 min 20.25 sec, until 2 min 23.8 sec
0:03:14.159
Text shown at 3 min 14.159 sec for an undefined length of time.
Google
Video Captions & Subtitles: How do I enter captions or subtitles for my
video?
Security Policy Video Assessment Scoring Internal Control
Compliance
Security Policy Video Assessment Scoring Internal Control
Compliance