Work-papers Series Not for Public Distribution!!! Work In= Process that Needs Additional Editing and Correction work!!!!!!!!!!!!!
4-mht-AUDIT VIDEO TRANSCRIPT TO IMPROVE WWW INDEXING O= F AV LECTURE CAPTURE RECORDING.mht
AUDIT VIDEO TRANSCRIPT TO IMPROVE WWW INDEXING OF AV L= ECTURE CAPTURE RECORDING EVEN FURTHER WHILE MINIMIZING PRODUCTION AND DISTRIBUTION COSTS
Introduction
This study describes how an audit can use the new digi= tal media to enhance the audit and provide additional disaster planning as well= as backup and recovery systems. = This study uses university lecture captures as an example of public events that = can be captured and shared using digital media. However, it can be easily extended= to other events, such as sporting events, entertainment events etc… These new digital media technologies enable an auditor to appear to be there, whe= n in fact the auditor may be in a very geographically remote location. It uses as an example, some presentations to professional associations, such as the AAA (American Accounting Association) annual meeting that provide CPE (Continuing Professional Education). Agai= n, it can easily be extended to other professions, such as CME (Continuing Medical Education), CLE (Continuing Legal Education) etc…
This study describes how “adding Video Transcrip= t Can Improve WWW Indexing of AV Lecture Capture Recording Even Further While Minimizing Production and Distribution Costs.” Furthermore, it shows how to audit = such efforts, and how Audits (Information Systems Audit) can further IS enhance = and be enhanced by these new digital media technologies and techniques.
The initial part of this paper describes how “Au= dited Google Videos in Professors' e-Store Pod-Casts Work on the WWW (World Wide = Web).” Further it illustrates how voice t= o text transcription can further improve such efforts.
ONLINE VERSUS OFFLINE VIDEO AND SUPPLEMNTS DISTRIBUTIONS
It describes how university professors record lectures to Podcast them, = and distributes them offline and online."= Google provided us with a good example of distributing videos online= . To see an example of offline distribution of video, we will turn to Kunaki.com, which is a WWW store of archived DVD's and a DVD-Burner server, or a DVD manufacturer as it calls itself.
It deals with how to stream free trailers, upload and download clips, Page-View Counts, Buy High Quality, Day-Pass, or View the Full Length of a Clip. It evaluates methods of "How-to" Teach, Service, and Resear= ch the WWW (World Wide Web) Assessment DVD, applied not only to supplement instructions and testing, e-learning and CPE distance learning, but also to improve teaching effectiveness, fund other activities, and facilitates busi= ness continuity backup and recovery. Thus, you can back up your computers and lectures on to a DVD, and distribute it from a remote WWW server. We use the new Free Microsoft® Office Accounting Technologies as an instructional = tool and an example of how to teach, service, and research using new Wireless Bluetooth, Wi-Fi, Blu-ray technologies.
Presenters:
Sara Rushinek,
Sponsor: Teach= ing and Curriculum Section.
Note: CPE fields of study are in parentheses
Appendix 7 describes the Screen Image of “Busine=
ss
Continuity and Disaster Recovery CISA Exam Review 2006” of a review
course that Drs Rushinek conducted.
“=
Business
Continuity and Disaster Recovery (BCDR)” provides the foundation for =
the
current study on recording, broadcasting, web-casting, and archiving the
lecture as a part of a new BCDR for training and educational organizations.=
Traditionally BCDR included everything but the lectures
themselves, which may be by far the single most important part of the BCDR.=
In
the event of a disaster like 9/11 or the Katrina hurricane that submerged t=
he
As Google suggests adding transcript to the video will improve the indexing, making the video much easier to find in a WWW search.=
---- Appendix 14 insert here
For this reason event AV recordings would like to add = text transcripts to their media file recordings, such as lecture captures. Following is a sample of the Google opinion”
“Users will be able to find your video more easi= ly if you add a transcript to each video file you've uploaded via your Video Stat= us page. We prefer it if the format of the transcript is time-coded and saved = as a .txt file. A time-coded transcript breaks the script of the video into segments. Each segment includes the time the words in the script are being = said in the video followed by the actual words of the script.
The time of each segment should be listed in the follo= wing format: HH:MM:SS.mmm
HH: Hours starting at 00
MM: Minutes starting at 00
SS: Seconds starting at 00
mmm: Milliseconds starting = at 000
Here's an example of how the time-coded transcript sho= uld appear:
9:54:50.000
Words said between 09:54:50.000 and 09:54:53.000
9:54:53.000
Words said between 09:54.53.000 and the next segment.<= /p>
9:54:54.000
Words said at 09:54:54.000
Each timestamp is relative to the start of the associa= ted video file.”
Another advantage to adding automated transcription to
lecture captures is the compliance with regulations such as the
----- Appendix 15 insert here
Appendix
15 shows how universities struggle with the issue of Note takers as the let=
ter
suggests universities have to produce note-taker for The University student
with disabilities to comply with
The
university informs the professor that “There is a student with a
disability enrolled in your ACC306 FG class. Due to the nature of this
student's disability, a reasonable accommodation is a set of class notes. T=
he
Office of
Disability Services has attempted to recruit a volunteer
note-taker for this student. As of this date, we have not been able to recr=
uit
a student from this class to share notes. The
To
facilitate this accommodation we need your assistance. It would be helpful =
if
you could identify a student from the class who is doing well and might be
willing to share a copy of his/her own class notes. We ask that you speak
privately with the potential note-taker. To preserve confidentiality, do not
identify the disabled student. If the student agrees to provide a copy of c=
lass
notes, you may refer the student to the Office of Disability Services at (3=
05) 284-2374,
located in the
If, for some reason, you are not able to identify an appropriate student from t= his class, perhaps you might be willing to share some of your personal notes or identify a student from another section or a previous class that might be a= ble to help in this situation.
Please do not hesitate to contact the note-taking coordinators at extension 2374 o= r by e-mail at disabilityservices@miami.edu if you have any questions or concerns about this matter. Thank you very much for your help.”
The
trouble is that too often the universities can not find a proper note-taker, this is where automated transcription comes into
play, especially when it is already available for free from the installed P=
TZ
surveillance security system that records AV media files. Integrating automated transcription
software into the system, will easily and cheaply comply with the
Such automated transcription, that will be added to the video on the web as well= as video distributed via DVDs, will be inexpensive, speedy to produce and very useful even to the press. A reporter will be able to quote the transcript, as well as summarize it in an article, as it flows into the reporter computer, or phone via a meta browser, such as quickbrowse (quickbrowse.com http://www.quickb= rowse.com/ ) and RSS feeds.
This transcription will enhance “DIGITAL CONTENT TRANSFER, ARCHIVING & DISTRIBUTION,” as discussed in the following sections.
DIGITAL CONTENT TRANSFER, ARCHIVING & DISTRIBUTION=
Unlike analog, digital content developer can much more easily transfer and distribute digital content. In our case, universities and other educational organizations can apply such principle to their educational content.
The key to the success of such operation is keeping it extremely efficient and cost-effective. Due to the fact that the current ma= rket value of such items approaches zero, the market price must be close enough = to zero, in order to sell it in sufficient volume to make it profitable or at least break-even.
IF CURRENT MARKET VALUE OF APPROACHES ZERO, THE MARKET= PRICE MUST BE CLOSE ENOUGH TO ZERO TO SELL IT IN VOLUME
What assumption will best serve the business model of producing educational materials that will at least break-even? The assumption= that we are making. if current market value of approaches zero, the market= price must be close enough to zero to sell it in volume. The risk of the assumption being w= rong is low enough, so that it pays to make such assumption.
DVD-RECORDING MINIMIZES COST AND TIME TO MARKET
DVD-recording minimizes cost and time to market. Such recording produces digital co= ntent the can be further edited but also uploaded for near teal-time WWW (World W= ide World) on demand distribution, without re-encoding.
IP (INTERNET PROTOCOL) PTZ-CAMERAS (PAN TILT AND ZOOM)=
IP PTZ cams are network cameras that can record analog= and digital audio and video signals and broad-cast it to the WWW in real-time.<= span style=3D'mso-spacerun:yes'> Such IP PTZ cams have several serv= ers onboard including a web server and an FTP server, as well as a removable me= dia drive. This removable media d= rive can have a PCMCIA card, or an SD (Secure Digital) card drive that can store locally approximately 2 weeks of compressed A/V content. So in the event that the WWW as we= ll as the DVD-Recording appliance is severed, the content can be recovered from t= he removable media card in the IP PTZ Network cameras.
IP PTZ NETWORK CONTAINS 4-16 CAMERAS & SPLITS THE MONITOR INTO MULTIPLE WINDOWS EACH DISPLAYING A DIFFERENT IMAGE
Typically, each IP PTZ Network contains 4-16 cameras t= hat can be in 1 or more classroom. So, in a very large classroom one can place all 16 cameras, or one can place 1 camera in each of smaller classrooms. The IP PTZ software splits the monitor into multiple windows each displaying a different camera’s image.
The viewer can remotely control the cameras with a PTZ control panel, located on the viewing device such as a TV screen, telephone= , or PC (Personal Computer). The classroom can contain monitors that enables the instructor and or the stude= nts to over-ride any undesirable PTZ, in real-time manually, or in preprogrammed presets programmatically.
THE VIEWER CAN REMOTELY PTZ THE CAMERAS WITH A CONTROL= PANEL SUCH AS A WWW WIRELESS TELEPHONE & ENABLES POLICE ALERT
Such a cam streams the classroom contents to the www in
real-time & ftp the content to another remote media server, which are v=
ery
important for security applications, where a killer is on the loose. Unlike the Virginia Tech killing (=
2007)
of about 32 people, the police and everybody else can monitor the first kil=
ling
in real-time, reducing the chances of subsequent killings 2 hours later.
STUDENTS HIDING AWAY FROM THE KILLER UNDER A DESK ZOOM= IN THE CAMERA TO TAKE A CLOSE-UP SNAP SHOT OF THE KILLER’S FACE
People surfing the IP PTZ Network cam server can zoom = in of the killer face, take a snap shot of his face and alert police to the killi= ng in near real-time, from a wireless phone with WWW access (WiFi). Students hiding away from the kill= er under a desk or behind a door, can easily surf the IP PTZ WWW cam’s w= eb server website, & zoom in the camera, from their wireless cell phone, o= n the killers face. At this point s= uch students can take a close-up snap shot of the killers face, and e-mail them, from their wireless cell phone, in near real-time to the authorities.
Getting multiple simultaneous alerts from students in = the classroom or the dorm of the initial killings, it is much less likely that = the killer will get away with additional killings 2 hours later in another location, sending the police on a “Wild Goose Chase” of the wro= ng suspect, as in the Virginia Tech (2007) incident. It will be very hard, and much less likely for the authorities, to ignore such warning of portrait close up sti= lls, and near real-time video clips mailed to them simultaneously from multiple sources.
NO CAMERA OPERATOR OR MEDIA SERVER ARE NEEDED
This way no camera operator or media server are needed, since the viewers act camera operators, while the IP PTZ cam has a web serv= er, and an FTP server. While it s= treams the classroom contents to the WWW in real-time, it can also FTP the content= to another remote media server, with higher performance. Most importantly, this IP PTZ cam output anal= og A/V (Audio/Video) signal to a DVD-Recording appliance for real-time DVD product= ion, as well as subsequent editing, modification & republishing.
IP PTZ
Such a cam streams the classroom contents to the www in real-time & ftp the content to another remote media server, which are v= ery important for security applications, where a killer is on the loose. Unlike the Palestinian Suicide Bom= ber (2007) that was roaming Israel prior to blowing himself up, IP PTZ cameras = that saw him will be able to distribute his picture on the news, tracking & identifying him much faster, then eye witness testimonials and portrait drawings. The authorities can quarantine such “ticking time bomb” suicide bomber much faster & more easily with such network IP PTZ camera alerts.
The key to such function is the cams can also initiate alarms in e-mails, telephone calls, and IM (Instance Messages) to the WWW c= oncerning gun-shot sounds, or other predefined conditions.
COMBINE SECURITY SURVEILLANCE IP PTZ NETWORK CAMERA SY= STEMS & EDUCATIONAL INSTRUCTIONAL CONTENT PRODUCTION
Combining security surveillance IP=
PTZ
network camera systems & educational instructional content production,
“kills 2 birds with
SUPPLEMENTAL EDUCATIONAL MATERIALS, SUCH AS A/V CONTEN= TS, EBOOKS, SOFTWARE, SLIDES ETC
The IP PTZ Network camera records the supplemental educational materials, such as A/V contents. While the cameras record, to their internal memory, the A/V stream and broadcast it to the WWW in real-time, t= he cameras also record it to a local removable media (SD Card), as well as out= put it to RCA A/V channels connected to a DVD-Recorder appliance, as well as a capture card connected to the classroom instructor DVD-Burner PC, memory st= ick, other removable media, as well as to the instructor hard drive, in multiple simultaneous formats and compression rates, such as
The transcribed audio content become the raw materials= for eBooks, which together with the video images facilitates the production of slides, still shots, and other instructional materials. These additional instructional mat= erials in addition to the original unedited A/V contents, together with additional software can be copied to another DVD that contains not only raw unedited A= /V clips but a new product and service, which is edited A/V plus eBooks, softw= are, slides, lecture transcripts and more.
INITIAL RAW UNEDITED A/V DVD DIRECTLY RECORDED CAMERA =
TO
DVD-RECORDER UPLOADED TO THE WWW DVD-BURNER FOR
Much like the initial raw unedited A/V DVD directly re= corded from camera (camera direct to DVD-Recorder) the edited contents is uploaded= to the WWW DVD-Burner server, however its time to m= arket is longer depending on the length of the editing, and post production work. Such product or streami= ng service will cost more, be priced at a higher rate, and be slower to market= .
The important thing is that the producers and the auth= ors can be more selective in picking the best content for further processing ba= sed on the original unedited educational materials historical performance and expected marginal contribution. Since the original unedited A/V materials have accumulated a short b= ut indicative record of sales, views, downloads (from Google Video and other s= uch services) as well a viewer’s ratings and comments.
AUTOMATIC VETTING PROCESS, FREE OF CHARGE, INSTANTANEO= US, ON THE WWW PROVIDES A FANTASTIC ASSESSMENT OF EARNING
Such automatic vetting process, free of charge, instantaneous, on the WWW provides a fantastic assessment of the potential = of future earning of the author and the subject and sub-subject of the AV clip. Such vetting process re= duces the risk of miss-allocated resource and poor ERP (Enterprise Resource Planning).
The top rated AV clips author’s materials should= be further processed, compared to the bottom rated = AV clips, and DVDs. We assume, of course, that the same A/V clip performance will be highly correlated between the original unedited version, and the further processed and edited DVD with additional enhancements of transcripts, eBooks, slides, etc…
ORIGINAL DVD RECORDING BY-PRODUCT FURTHER PROCESSING
The raw original DVD recording becomes the by-product = of the initial recording, and distribution of AV clips on the WWW. The question is whether we should further process them or not. = The question is whether we should transcribe them, edit them add them to releva= nt software products such as the demo versions (limited to 1000 records, etc..= ) of the software or a trial version (free but good for a limited period of time such as 120-240 days) these by-products, the production of eBooks, slides, etc..
EXPECTED MARGINAL CONTRIBUTION IS THE KEY PERFORMANCE INDICATOR (KPI), THE PROBLEM IS HOW TO BEST FORECAST SUCH KPI
Much like any by-product further processing decisions,= the relevant expected marginal contribution is the key performance indicator (K= PI), the problem is how to best forecast such a KPI. The answers are included in the historical performance of these materials on the WWW, as distributed by pro= fit sharing based models, or similar business models such as Google Video, etc…
AT THE LOWEST POSSIBLE COST & REAL-TIME TO MARKET DELIVERABLES
PTZ-cameras combine security and content production at= the lowest possible cost and shortest time to market. One of the largest expenses of rea= l-time educational content provision is the cost of the camera operators and the W= WW media servers. IP PTZ-Cam min= imizes such cost. Further costs rela= tes to distribution and marketing such costs can be avoided by initially distribut= ing the materials using free indexing and SEO (Search Engine Optimization) services, such as Google Video etc…
TO MAKE = IT PROFITABLE OR AT LEAST BREAK-EVEN UPLOAD CONTENT TO DVD CD ARCHIVING BURNIN= G SERVERS BURN THE DVDS & DISTRIBUTE THE AV FILES & DVDs ON DEMAND WITH NEAR = 0 COSTS
To make it profitable or at least break-even upload co= ntent to DVD CD archiving burning servers, burn the DVDs & distribute the AV files & DVDs on demand with near 0 costs. As the market value of these mater= ials gains historical performance KPI can be generated, and additional decisions= can be done, on a more realistic and accurate basis. Such basis may raise the cost well= above zero, when it is obvious that the market value of such materials exceeds the minimal value of zero by a great margin.
QUICK DIGITAL TRANSFER AND ARCHIVING ... UPLOAD TO SERVERS TO DISTRIBUT= ORS FOR GURU MARKETING
http://news.com.com/In+Vegas,+its+all+about+CEXXX/2100-1= 041_3-6022315.html
"In Vegas, it's all about CEX= XX" who writes about "Porn industry's love affair with technology on full display at Adult Entertainment Expo at CES." By Daniel Terdiman, Published: January 6, 2006. This article describes "Kunaki, which has developed a platform for the quick digital transfer and archiving ... content from the studios to the distributors. He explained th= at studios would use Kunaki's software to create quick copies of their content. Then they would upload that content to Kunaki's servers. And finally, the company can quickly and cheaply produce the DVDs and send them on to distributors. All told, he said, the process can take as little as a day and can be done entirely on demand."
This Kunaki strategic alliance with porno stars applie= s to any stars and to guru marketing in particular.
--- Appendix 9 ---- Insert here
Kunaki a CD / DVD manufacturing and publishing service, states that "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 unit every 180 days." So a guru should make sure that at least 1 copy would be sold every 6 month.
Each publisher has a Publisher Id, such as, "110081." A product that has not been deleted is an "active" status. For example let's look at a product sample that has not been deleted and theref= ore is still active: &nb= sp; &= nbsp; &nb= sp; &nb= sp; &nb= sp; &= nbsp;
Active, Jun 1 2007, PX00PX5MO3
Deleted, Jun 21 2006, PX00OTJ6B1, "SharePoint Web Server (888)DVDAthorEd.Org With Windows XP and O= ffice XP-Installing and Running Microsoft"
--- Appendix 16 ---- Insert here
Appendix 16 describes some letter and the authors repl= y to people interested in instructional videos on the WWW, and how to “AUD= IT VIDEO TRANSCRIPT TO IMPROVE WWW INDEXING OF AV LECTURE CAPTURE RECORDING EV= EN FURTHER WHILE MINIMIZING PRODUCTION AND DISTRIBUTION COSTS.”
@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@
Table of Contents
Paper: 6Audited Google Video Professors' e-Store Pod-Casts- How to.doc<= /h3>
APPENDICES
Appendix 1 Screen Copy: Audi= ted Google Video Professors' e-Store Pod-Casts: How to
Appendix 2= Screen Image: Audited Google Video Professors' e-Store Pod-Casts: How to
Appendix 3= Google Screen Copy of a Sample of the Search Results on "Avi Sara Rushinek&qu= ot;
Appendix 4= Screen Image: Audited Sample of the Search Results on "Avi Sara Rushinek"= ;
Appendix 5= Screen copy : Google Video Search on "rushinek&quo= t; of all durations sorted by rating
Appendix 6= Screen Image: of Clicking the [+] Display Video Here Button on the Last Video on P= age 1
Appendix 7= Business Continuity and Disaster Recovery CISA Exam Review 2006
Appendix 8= All time views: 292 »
Appendix 1 Starts
Screen Copy: Audited Google Video Professors' e-Store Pod-Casts: How to
http://aaahq.org/AM2007/cp= e/cpe03.htm
|
CPE Session 3: Saturday, August 4, 8:00 AM – 11:00 AMAudited Google Video Professors' e-Store Pod-Casts: How to Teach, Ser= vice & Research using WWW Assessment DVD of Microsoft® Office Accounti= ng Technologies for the Wireless Classroom(Accounting)Description/Objectives: Presenters: =
Sponsor: Tea= ching and Curriculum Section. Note: CPE fi= elds of study are in parentheses |
Appendix 1 Ends
Appendix 2 Starts
Screen Image: Audited Google Video Professors' e-Store Pod-Casts: How to
Appendix 2 Ends
Appendix 3 Starts
Google Screen Copy of a Sample o= f the Search Results on "Avi Sara Rushinek"
http://scholar.google.com/= scholar?q=3Davi+sara+rushinek&hl=3Den&lr=3D&btnG=3DSearch
|
Scholar All articles - Recent articles |
Results 1=
- 10
of about 64 for avi sara rushinek. (0.08 seconds)&nb=
sp; |
|
WHAT
MAKES USERS HAPPY? - all 2 versions » An application model for
computer assisted design and manufacturing using a product evaluation and
…
- all 3 versions » The
effects of sources of applications programs on user satisfaction: an
empirical study of micro, … - all 3 versions » Mini/Micro
Computer Evaluation of System Features: An Empirical Discriminant Model of
Software and … - TAU full text=
Data
encryption features for computer hardware and software profitability: I/O
ports, expansion … Production
and inventory management software packages related to user reactions - all 2 versions » Internet
Fraud Auditing: A Simulated Health Care Industry Case Study - all 3 versions » Business
graphic packages - TAU full text=
- all 2 versions » Using
Experts for Detecting and Litigating Computer Crime - TAU full text=
- all 2 versions » |
Appendix 3 Ends
Appendix 4 Starts
Screen Image: Audited Sample of the Search Results on "Avi Sara Rushinek"
Appendix 4 Ends
Appendix 5 Starts
Screen <= span style=3D'mso-bookmark:OLE_LINK4'>copy : Google Video Search on "rushinek" of all durations so= rted by rating
|
Res=
ults for
rushinek |
1 - 10=
of about 119 (0.152 s) |
|
|
(888)DVDAuthorEd.Org_(<=
/span>888)383-2884_IS_Audit_Process_EDP_IT_...
52 sec =
- May 6,
2006 - center.
It will stay there on a HDD for on-demand manufacturing and distribution =
any
time somebody orders a DVD....A. Rushinek http:/=
/video.google.com/videoplay?docid=3D-417444910876190163
|
=
|
|
__Google_Video_Download_Playback_and_Upload=
_How_to_open_o...
15 min =
- May
20, 2006 - . Just=
type in
your search term (try Rushinek) or do a more advanced search (try
title: Rushinek Professor Videos). _(888) http:/=
/video.google.com/videoplay?docid=3D5240188564675855151
|
=
|
|
(888)DVDAuthorEd_Org_(<=
/span>888)383-2884_SonyIC_Integrated_Chip_R...
39 sec =
- May 6,
2006 - center.
It will stay there on a HDD for on-demand manufacturing and distribution =
any
time somebody orders a DVD....A. Rushinek http:/=
/video.google.com/videoplay?docid=3D1977663840506135926
|
=
|
|
(888)ITISJob.Net_IT_Service_Delivery_and_Su=
pport__for_Professor...
47 min =
- Jun 2,
2006 - DVDs
http://video.google.com/videosearch?q=3DRushinek+Accounting for sa=
les by
University Professors web pod and VOD-casting, http:/=
/video.google.com/videoplay?docid=3D6751133185921122609
|
=
|
|
888)DVDAuthorEd.Com-Burn_DVD-R_Roxio_Sonic_MyDVD_Sellecti...
6 min -=
May 28,
2006 - mydvd-=
EXE
Application Error the Instruction at referenced memory at could not be re=
ad
Click on Ok to terminate the program…...A. Rushinek http:/=
/video.google.com/videoplay?docid=3D6806546814619295845
|
=
|
|
University_Professor_Video_on_Event_Threat_=
Found_W32.Spybot....
8 min -=
May 20,
2006 - using
UDP port 1434. The webdav Vulnerability (described in Microsoft Security
Bulletin MS03-007) using TCP port 80....A. Rushinek http:/=
/video.google.com/videoplay?docid=3D5167433120904629774
|
=
|
|
_(888)Nets-Expert.Org_Professor_lecture_Video_DVD_Sold_on_the...
56 sec =
- May 2,
2006 - IS (e.=
g.,
cobit) 1.6 Knowledge of risk assessment in an audit context 1.7 Knowledge=
of
audit planning and management techniques...A. Rushinek http:/=
/video.google.com/videoplay?docid=3D174235047925410966
|
=
|
|
_(888)Nets-Expert_Microsoft_Small_Business_Accounting_2006_Re...
3 min -=
Jun 1,
2006 - DVDs
http://video.google.com/videosearch?q=3DRushinek+Accounting for sa=
les by
University Professors web pod and VOD-casting, http:/=
/video.google.com/videoplay?docid=3D-487232590458031401
|
=
|
|
Business Continuity and Disaster Recovery C=
ISA
Exam Review 2006 4 min -=
Apr 28,
2006 - altern=
ate
processing sites and methods used to monitor the contractual agreements
(e.g., hot sites, warm sites, cold sites)...A. Rushinek http:/=
/video.google.com/videoplay?docid=3D2459746564433680658
|
Appendix 5 Ends
Appendix 6 Starts
Screen Image: of Clicking the [+] Display Video Here Button on the Last Video on Page 1
Appendix 6 Ends
Appendix 7 Starts
Screen Image: Appendix 7 Business Continuity and Disaster Recovery CISA Exam Review 2006
=
Business
Continuity and Disaster Recovery CISA Exam Review 2006
|
All ti=
me
views: 292 |
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|
Views |
Ran=
k
|
|
|
All ti=
me |
292 |
1,316,025 |
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Yester=
day
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•=
0 |
912,050 |
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=
by email |
0 |
18,295 |
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by embed |
0 |
408,018 |
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[888]Nets-Expert.Org
3 min 34 sec - Apr 28, 2006
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