7-5-8=
_doc INTERNATIONAL
E-COLLABORATION, TECHNOLOGY DESIGN & IMPLEMENTATION OF AV CHAT CONFEREN=
CING
& DSS TOOLS
INTERNATIONAL E-COLLABORATION, TECHNOLOGY DESIGN & IMPLEMENTATION OF AV CHAT CONFERENCING & DSS TOOLS
Avi & Sara Rushinek, University of Miami, arush@miami.edu and arushine@aol.com (305)666-7890
Ned Kock , Texas A&M International University,
INTERNATIONAL E-COLLABORATION, TECHNOLOGY DESIGN & IMPLEMENTATION OF AV CHAT CONFERENCING & DSS TOOLS
Abstract
This is a study of International of e-Collaboration.
International of e-Collaboration
The professor collaborates with outsourced editing exp= erts in the field. For example, in= the case of MBA courses, an accounting professor uploads the audios and transcr= ipt captioned text to a Microsoft SharePoint server, at about 9 pm, at the even= ing, at the end of the class, US East Cost time. His Indian outsourced Accounting Professor counterpart starts correcting and editing the transcript captions= in the morning at about 9 am India or China time, finishing it by 9 am next morning US East coast time. J= ust in time for the professor and the students to review the transcripts and use t= hem for home and next class preparations. The resulting transcript is a joint work of the US Professor, the transcriber captioner, the Indian Editor, and the students who are taking quizzes produced automatically from the text. These students critic the text and= the test, whenever they disagree with it, leading to a cycle of additional corr= ection and editing.
ADA & HIPPA Compliance Teams
This study address the design and implementation of e-collaboration technologies between university administrators, who fund, i= nstall and maintain and monitor the equipment in the classroom and the servers in = the computer center, enabling the professors, students, auditors, security A/V (Audio/Video), audio to text transcribing captioners, ADA & HIPPA compliance teams, to work together. To accommodate disabled students the university has to comply with the US American with Disabilitie= s Act (ADA), thus they have to fund a humane captioner, who transcribes the lectu= re in real time, so that deaf students, who cannot sign will read the lecture.
The AV team merges the caption text output into the re= corded video stream, in real time, producing AV with subtitles. The deaf students in the class and= on the internet can read the subtitles and understand the lecture. If no deaf students exist, the instructor uses automated software transcription (Dragon Naturally Speaking= ) to do the same thing. In t= he case of medical school classes, the Health Insurance Portability & Priv= acy Act (HIPPA) compliance team checks the lecture and enforces the regulations= .
Universities typically do not have to comply with SOX,= but many of them choose to comply due to the intense trading with complying companies. That is especially= true for universities with medical schools and hospitals that provide and consume services and products traded with many trading partners. This system of surveillance record= ing may help in such compliance.
For example the auditor can demonstrate that the audit= department tested for fraudulent fake security guard bills, and fake professor travel paper funding by attaching video clips that show that the security guard is= in his position as charged, and the professor is not in the classroom cancelli= ng classes when he claims to be at a conference abroad presenting papers. The auditor can attest to auditing= for fraud, and having controls that quickly reveal and disclose possible fraud,= such as bill for ghost security guards and fake professor’s presentations abroad. Likewise, the surveil= lance cameras add assurance that major assets in the classrooms (e.g., computers, project= ing equipment, furniture, etc) are accounted for and properly maintained. These surveillance security cameras provide controls that show that no unauthorized use of University facilitie= s or assets exists, offer preventing controls to personal injury (shooting in the classroom), etc.
Students Use Videos against Professors & Search En= gine Optimization (SEO) Of The Videos Is Challenging
The study assesses the behavioral impacts of e-collabo= ration technologies on individual professors and groups of students, and social networking (Google Publishing & Facebook). We were surprised that a lot of professors are very reluctant to expose them to external real-time and arch= ived surveillance, for the fear that it will be used against them. The students confirmed the fear of= the professors in that the worst students tried to use the videos to support th= eir claims that their grades were too low.&nbs= p; Another surprise was that the availability of the recorded class AV = had no effect on the attendance. = We expected that the students will skip class due to the availability of the videos. It turned out the sla= ckers were too lazy to bother to watch the videos. In contrast, the best students wer= e the primary users, due to their desire to ensure that they will maximize their grade. Another affect of the recording on the professors was sticking more closely to the outline, and teaching in a much more structures way.&nb= sp; The biggest challenge was the Search Engine Optimization (SEO) of the Videos on Google, Facebook, and other public sites.
Reject the Null Hypothesis Concluding That Facebook Is= the Best Social Networking System for SEO
This study tests the hypothesis that the overall inter= net traffic is statistically dependant on any single social network, such as Facebook.<= span style=3D'mso-spacerun:yes'> Furthermore, the study tests and r= ejects the null hypothesis that there is no statistical significant difference amo= ng the social networks in terms of their effect on the overall traffic. Thus, the study also help the inst= ructor choose the best social network to integrate into the system of classroom co= ntents recording, and distribution. = This study rejected the null hypothesis in favor of the alternative hypothesis concluding that Facebook is the best most influential social networking sys= tem for integration with the present AV surveillance system, helping raise the = SEO and promote the effectiveness of such system.
Auditors, Security A/V (Audio/Video), Audio to Text Transcribing Captioners, ADA & HIPPA Compliance Teams
Auditors can monitor the real-time and the archived vi= deos and attach them to their working paper, avoiding irregularities, and supervision lapses. For examp= le, a case of a professor who (according to the defending university) cancelled classes and submitted fake conference travel papers for funding, to the tun= e of more than $10,000 over more than 10 years, could have be prevented. The university fired the tenured professor due to fraud allegations. &= nbsp; The professor filed a wrongful termination lawsuit against the university, which was settled 10 years, after the professor has been fired,= due to lack of evidence departure of witnesses. The incident led also to the destr= uction of the professors wife travel business, do partially to the universities cl= aims that it produced the fake travel papers that led to the fraud. If the surve= illance camera where used, the claims that the professor came to campus to conduct errands, while he was supposed to be abroad in a conference presenting a pa= per, could have be captured. Such = video clips would deter the professor in the first place. If it does not deter the professor= , and he comes to campus to do errands, while he cancels classes, and demands fun= ding for bogus trips, the university will have all the evidence that they need.<= span style=3D'mso-spacerun:yes'> They will not have to wait 10 year= s to settle the case out of court for lack of evidence. The auditor will simply attach the= video clips of the professor conducting errands (going to the university post off= ice, and the classroom to copy file form the classroom hard disk) to the travel papers claiming the professor was abroad at the same time, and file the com= plaint. Such a complaint will be undisputa= ble and resolved immediately.
Security A/V (Audio/Video) Staff Prevent Shooters from Moving Freely From Place To Place and Killing More People
Likewise, the security A/V (Audio/Video), staff will b= e able to monitor crime much more effectively.&nb= sp; As soon as a shooter appear in the classroom and starts shooting, the security camera system will broadcast it over the internet and alert the security staff, with the picture and video of the shooter. The shooter will not be able to sh= oot some students in a classroom, leave campus for 2 hours, and then come back = to another building, and kill 30 more students and professors, like the US Vir= ginia Tech Massacre of 2005. The se= curity personnel will intervene earlier on and stop the shooter from moving freely= from place to place and killing more people.
Teaching Effectiveness, Service Evaluation DSS Workflow Automation Recording, Transcribing, Captioning, Subtitling, Broadcasting, Archiving, Editing, Publishing, & Testing
This approach provides a Faculty Teaching Effectivenes= s, & Service Evaluation Decision Support Systems (DSS). The chair person and the tenure co= mmittees can view the class in real-time and review the lecture archives. Likewise, the repurposed AV, text,= and test materials, used for CPE (Continuing Professional Education) services to the community of CPAs (Certified Public Accountants), or other professionals (CLE, CME, CEE, Legal Medical & Engineering, respectively) provides inp= uts into the faculty service evaluation, which is part of a tenure and promotion DSS.
The tests posted on Blackboard and Microsoft Share-poi= nt servers drove the students to watch the lecture videos. When the lecture did not match per= fectly the contents of the tests, students used the videos primarily to complain a= bout the instructor, in order to support their claims that they deserve a higher grade. Only when the st= udents realized that the videos covered the material included in the test, they be= come interested in watching the videos and reading the class transcripts, subscribing to the RSS feeds, etc. Collaborative writing tools (converting audio to text captioned lect= ure into textbooks and class notes review materials), which groups of student converted to PowerPoint presentation, led to decision support systems, teleconferencing suites, workflow automation systems (recording, transcribi= ng, captioning, subtitling, broadcasting, archiving, editing, publishing, testi= ng), and document management technologies (storing and retrieving audios, videos= , documents, and tests). Some students not= iced that other students have plagiarized their work, and presented it as their = own. These students complained to the instructor, who told the plagiarizers about the complaints against them in time for the plagiarizer to revise their work and correct the problem.
Collaborative Business and Information Systems Design<= /p>
We intend the final system to be a Collaborative Busin= ess and an Information Systems. W= e design it so it will become a viable self funding, business model. We have created an e-commerce site= with a shopping cart for lecture DVDs. The HD (High Definition) videos are too large to be streamed across = the internet, even if the bandwidth is relatively high. Furthermore, this approach provide= s some profit opportunities to the parties involved, including the professor, the universities, and their party facilitators, such as publishers and broadcas= ters. Likewise, we added the option of e= mbedded toll free numbers and URL (Universal Resource Locator) banners on the video= s, providing advertising and sponsoring opportunities.
Real-time Collaboration (RTC) and Distributed Work
Third system is a Real-time Collaboration (RTC) and Distributed Work, that skypecasts the instructor audios to remote transcrib= ers in real-time. These remote transcribers return the captioned text in real-time to be merged with the recorded video and redistributed as subtitled videos through free near real= -time video webcast with real-time chat capabilities. This way remote deaf students can = read the subtitles write their responses in the chat box, letting the instructor= and other students respond in real-time, during the lecture, and discuss such interactions in the class.
FORENSIC AU= DIT INTERNET VIDEO CAPTION, SUBTITLES, & TRANSCRIPTION
Forensic Audit Internet Video Capt= ion, Subtitles, & Transcription describes how to repurpose ADA captions compliance services for other purposes, such as auditing, sharing the high = cost of a professional experienced human captioner. First we want to share the caption= s of a single university course, with additional sections of the same course. Thus, we divide the average cost b= y more and more units of credit hours, reducing the cost per hour. In addition, we can use it for aud= iting purposes, ignoring for now the legal and privacy issues of a “big brother” environment. T= his technology enables the auditors to know what exactly goes on in the classro= om in real-time and retrospectively.
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, Arab=
lic,
Hindu, Rusian, and German, etc. This way during the play-back the =
view
can select the language of choice, and with voice over, the view can read a=
nd
hear the alternative languages.
This will expand the marketing portential of
the DVDs to many markets that are beyond the English speaking countries.
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 A= ct) Compliance E-Evidence, Eaves Dropping Av, Surveillance Recording Archives d= eals with compliance with laws that level the playing field with able bodied, pe= ople with normal hearing. T= his is only one category of compliance services.&= nbsp; This approach facilitates other compliance requirements such as Sarb= anes Oxley (SOX), and HIPPA that deals with an HMO (that is publicly traded and subject to SOX) that 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 instructor Doctors show up to work, and teach what they are supposed to tea= ch, and if they comply with the various requirements of SOX, HIPPA etc, by eaves dropping. Further= more, 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 archives 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. T= he teaching hospital moves to an alternative location out of the disaster zone, with the patients, doctor professors, and students interns. 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
instructional video recording. The
reason that 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 campu=
s. To combine the HD technology with =
legacy
technologies the HD digital video may have to be converted to analog video,=
and
vice versa. For this purpose =
we are
using several adapters such as the Plextor analog to digital, A/V (Audio/Vi=
deo)
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. Because 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 <=
span
class=3DGramE>are in the little viewer here. You see 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 perf= ectly well in 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.<= o:p>
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. And IBM will pay.
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 b=
ottom
of the screen advertizing another company (305)OnTrial.=
org/net
company. Important to note th=
at
these are not only ads, but also live hyperlinks, similar to Skype-out phone
numbers, those are much more than just ads. These URL and vanity telephone num=
ber
hyperlinks are active. The vi=
ewer
of the video can click the device, such as a wireless phone or a PDA (Perso=
nal
Digital Assistance) and the device will ring the phone number and surf to t=
he
web site automatically. This =
way if
the viewer buys merchandize from the ads, the university and or professor w=
ill
be credited by the sales commissions of the purchases. Such additional sources of income =
will
help fund the captioning expenses.
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 capt=
ioner,
the office refused to collaborate claiming that it is too expensive, and it=
may
set a precedence that is too demanding.&nb=
sp;
"So I told th=
em 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
one of the sources that it's going to come from is from the sponsors.
As you can see from this little screen there is overlays like (305
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 automati=
cally
ring the number displayed in the banner, and surf the URL that is displayed=
in
the banner. This way the stud=
ent,
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.Org. This is 888 DVDU.or=
g or
CPE1.Org, whichever is available.
COMM=
ISSIONS
EARNED DUE TO THE SALES OF THE SPONSORS WILL GO BACK TO THE UNIVERSITY
So
if 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 to 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 process in addition to what I explain=
ed
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.<=
span
style=3D'mso-spacerun:yes'> At the end of the class, let's say=
the
class end at 9:00. By 9 or 10
minutes will be uploaded to a web server
THE
PROFESSOR WILL UPLOAD THE CAPTIONED VIDEOS AND AUDIOS, AND TEXT TRANSCRIPT
FILES
">>
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 version 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 have 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," wit=
h 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 d=
amaged,
the other sources can serve as backups.&nb=
sp;
For example, the .mp4 HD AV (High Defenition Audio Video) can recrea=
te
the .mp3 files and the standard definitions AV files. This method of recording and strea=
ming
the content of the class is also a part of a boarder business continuity pl=
an and
a backup and recovery method, for an event 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 c=
an we
broadcast 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
rates. One of the compression=
rates
is a very high compression rate.
Just to give you an idea. 20
minutes that we record here in the class in HD-- mean high definition video=
--
will take 2 gigs. Another lev=
el of
compression 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 rec=
ording
it directly to a memory stick, and that is another thing that we can do.
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 m=
edia
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
university, 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. You c=
an do
it for short periods of time and use it for continuity measure. So in disaster recovery and contin=
uity,
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 FOREN=
SIC
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 c=
aptioning
service. The repurposing of s=
uch
captioning for additional applications may help fund the compliance with AD=
A,
and at the same time produce a mummer of additional pros and cons that we m=
ay
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 more
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. Even the most experi=
enced
court reporter or captioner, as was the case in our study, where a professi=
onal
court reported with about 20 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 computer to un=
derstand
and correctly transcribe. 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 prolife=
rating
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. Thi=
s 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 to
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 HIA= ASEN, llebowitz@MiamiHerald.com. " In August 2006, Miami-Dade County's top auditor found evidence t= hat 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 som=
e of
the recording costs and technical difficulties, but more importantly, it wi=
ll
force the security staff to work.
Students and professors will be continuously monitoring the recording
and live broadcasting of the classes to ensure that they get the AV files a=
nd
transcripts that they need. A=
t the
same time they will be forcing the security staff to operate the cameras, a=
nd
the security infrastructure, in tip-top shape, instead of waiting until
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
university is the bottom line and the cash. They couldn't recover the money.
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
integration 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.
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,
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<=
/span>
waiting outside, please lay down the arms and stop shooting and everything =
will
end up peacefully. Just as an
insurance policy, a lot of universities have to spend a huge amount of
money. But they don't think a=
bout
the idea of complying with ADA compliance and instructional materials. So all we are telling them is why =
not killing
three birds with one stone: T=
ake
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 once, you get=
all
the objectives done, and you get in addition to that, the real-time
transcription. Even
translation and editing. And
when your transcription comes to India, let's say, it
is inexpensive enough to get also 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 c=
aptions,
but it will also have multiple languages and DVD you can have up to seven
different languages. Which me=
ans 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, S=
panish,
Arabic, Chinese and Indian.
And then the DVD that will come out of them will be much more saleab=
le
in India. We are talking abou=
t a
billion people. In
China, another billion people, and in Latin America plus Spain and all the
Spanish countries, another billion people 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 wil=
l be
a huge sensation, from a PR standpoint.&nb=
sp;
So that's basically the idea of leveraging the ADA and combining it =
with
a bunch of other things. And =
then
the expense of hiring a captioner looks like nothing compared to all the be=
nefits
and the stream of cash flow that the university can experience."
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 obje=
ct
to that. So you come to the
professor and tell them: Look=
, now
your little concerns about intellectual properties are nothing compared to =
the
amount of money that you will may if -- first of all, you will become an
instant author. As soon as we=
take
the transcript and edit it and publish it, you will be the author. So without doi=
ng
anything besides your measly lecture, now you will be paid royalties for ev=
ery
sale that we make. So =
this
law professor that typically will be objecting to it because he thinks this
will be infringing on my book that I'm going to write. Now he gets editorial royalty, and=
the
publisher and the university will have the incentive -- the university will=
get
a cut from all the sales also. So
there will be huge incentive for them to help promote it and then the expen=
se
that they pay to the captioner will look like nothing compared to the huge
revenues, especially since there are very little expenses since it comes ou=
t of
the existing surveillance system."&nb=
sp;
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 turn 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 li=
sting
'Internal Control Evil.' is the second button from the top or the third
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 corn=
er 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 un=
derneath
the question there is a little thumbnail. Click on the thumbnail. What that will 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.&nbs=
p;
The "<script language=3D'JavaScript'>" script langua=
ge
statement declares Java as the script language.
The
following statements demonstrate the Java script If statement syntax:
"if (navigator.appName.indexOf(<=
/span>"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 &q=
uot;Narrative
for .112~ Service Provider documented security policies, standards, plans a=
nd
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 security 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.
ScreenShot 5 shows the Expert Video thumb=
nail
it will displays the message: “movxxxx.mpg. When we place the cursor on the
thumbnail it displays the message: “movxxxx.mpg. After pressing =
the
[Score of 1/3 points (33%) for Compliance with Security Policy Video Assess=
ment
Internal Control Requirements calculated after completion of this survey as=
sessment. After the users press [check your =
work]
button the assessment calculates the score.
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 number and website," URL. "You can see that this video =
will
have captions too. And just f=
or the
sake of speed, let's go to the end.
We are going to skip 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 bla=
h. We know, say okay. And it will give you your grade.
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 la=
st
choice E "None of the above."&nb=
sp;
In similar manner the program creates 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
maximizing 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
controls 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%.<=
span
style=3D'mso-spacerun:yes'> 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 WW=
W. The camera contains a web server a=
nd an
SD drive, controlled by a wireless Wi-Fi telephone acting also as remote
control. The captioner is very
expensive for the first session, but all subsequent sessions of the same cl=
ass,
can use the captioned video of the first class, and therefore, their margin=
al
cost is also approaching zero. So
once, we captioned 1 topic and achived it, we can make it available to all
subsequent classes of an identical topic.&=
nbsp;
For example, let’s say the professor teaches Break-even analys=
is
in one session of a Management Accounting 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 approaching zero. The streaming on UStream.com is fr=
ee,
the progressive download and storage on Google Video is free, the DVD-Burni=
ng
storage server plus the shopping cart of Kunaki.com are free, and 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
archive. 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 de=
finition
video signal is not quite as strong as high definition, and that gave us
trouble in the past.
Unfortunately our HD camera went out. Temporarily ho=
pefully. 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 explain 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 4/16/200=
8 for
this CIS (Computer Information Systems) 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
raises. But for now, since no=
body
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.
- Hybrid Model:
The hybrid of an Internet captioning 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 capti= ons will be embedded into the videos for easier understanding of the material. Active participation is encouraged because the students will be able to ask questions 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 transcript= s of the lecture from the site. The method to achieve this would be that the professor creates the video source by plugging a video camera into the computer. The captionist (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 ch= artroom” where students can 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
&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 st= udents to understand what is being said as well as participate. The universities c= an benefit from these costs, because they can allow more students to sign up f= or online classes. The costs of the captionist and technical equipment can be offset by the additional quantity of students that are enrolled in the cour= ses. While the costs of implementing this technology may be high, it will result= in greater profit margins for the school and professors. Internet captioning w= ill 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; Devic= es 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 develo= pment of the technology to where it becomes self sufficient and cost effective wi= ll 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 Screenshots 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 cap= tioning requires highly specialized equipment and a highly skilled captioner to ope= rate 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 si= nce they provide the real time captioning services. By offering their services online, they have the capability of working with a professional development programmer 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 angle= s that the camera is pointing. Additionally, captioners may be able to intercept a video signal from the security camera’s IP address and caption the vi= deo with open subtitles. As new advances are made in technology, new and innova= tive 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. Sectors 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 ot= her 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. “
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
As TV Shows Stream On=
to
the Internet. Wall Street Journal=
.
October 25, 2006.
Rushinek, Sara and Avi and Lefkowitz, Lee.<=
span
style=3D'mso-bidi-font-size:24.0pt;line-height:115%'> Lecture on Internet V=
ideo
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,
Sara 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 comp= letion of this survey assessment
Specific Equipment used in Project:
|
Hardware=
|
Software=
|
|
Samsung =
MP4
Video Recorder (Native Format) |
Windows =
XP |
|
Video
Distribution Amplifier |
WinDVD C=
reator |
|
ARCOS 60=
5 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 |
Captiony=
ourvideos.com |
|
Toshiba =
Laptop
with Windows XP |
Eclipse
Advantage Software’s Accucap Program |
|
IBM Thin=
kpad
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
like him will not only have your
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
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 ne= ver 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, 20:20:51:09
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. 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
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 20:23:19:0= 9
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 = 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
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. So if it's a 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 20:2= 4:42:27
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.<= span style=3D'mso-spacerun:yes'> 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 20:25:22:15
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
>> 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
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.
that's going to become available
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
can take that and supplement it. 20:26:25:13
in addition to that, in real-time<= span style=3D'mso-spacerun:yes'> 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. 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,<= span style=3D'mso-spacerun:yes'> 20:27:08:15
taking the output from the 20:27:13:10
captioning and rerouting it back
into our system. That means not= 20:27:17:24
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= 20:27:23:01
to the DVD another copy going to
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
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 gig for about eight 20:28:00:21
hours. That 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. But 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 20:2= 8:47:27
around? Here you can see 20:28:49:03
inside, you can see these little
cards inside are called SD 20:29:00:10
cards. These little memory 20:29:02:18
cards. The important thing to 20:29:04:06
understand is the compression is
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 w= ill 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, 20:29:19:15
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,
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.<= span style=3D'mso-spacerun:yes'> 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 t= imes 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 <= /span> 20:30:48:04
device. Our hard drive has 20:30:50:27
Wi-Fi connectivity. Which means
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
don't work, we can go directly 20:31:00:00
from this device to the Internet
without having a computer.<= span style=3D'mso-spacerun:yes'> 20:31:03:19
>> So we're trying all diffe= rent 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
backup and recovery. It's good 20:31:16:00
for archiving. Also think abo= ut 20:31:18:12
the example of Katrina, Tulane 20:31:21:19
University was out of commission
for a semester. What happens t= o 20:31:28:00 = &nb= sp; 7
their students? They don't wan= t 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
to stay in that university.= 20:31:38:04
Here I can capture those = 20:31:39:18
students and say:&nbs= p; At least take&n= bsp; 20:31:41:00
those classes that you had last 20:31:43:06
semester. They are on, they are 20:31:45:01
archived, those classes.
Because a lot of times they were
disbursed also to faculty 20:31:50:27
members. You can do it for 20:31:54:10
short periods of time and use it
for continuity measure. So in 20:31:57:18
disaster recovery and = 20:31:59:21
continuity, you can perform just
as well. = &nb= sp; 20:32:04:12
>> This is another issue that I 20:32:04:27
wanted to explain to you.
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 20:32:11:0= 6
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
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 20:32:31:0= 0
disaster, that the whole = 20:32:33:28
university is submerged, you are
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
another university. And a lot 20:32:47:24
of professors couldn't afford to
stand a couple semester without 20:32:51:10
income. So they went to another 20:32:53:21
university. In the meantime the 20:32:55:09
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
an students. 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
bottom line and the cash.
couldn't reco= very the money. &= nbsp; 20:33:16:16
Those students are lost for good
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 20:33:36:1=
5 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 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. So we will make =
20:34:09:15 available the videos of the
20:34:11:00 professor for the entire class 20:34:12:19 to the new class and use it as a
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
don't need to worry about 20:34:26:09
postponing graduation. And 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 p= aid 20:34:34:13
just the same. You will just 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
usual. The 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.
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
be a place that is far away from
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
alternate location and continues
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. Now you're 20:35:23:25
telling us that while we comply 20:35:25:18
with ADA we're also securing our
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 jus= t 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
we will use the surveillance and
recording system. And that will<= span style=3D'mso-spacerun:yes'> 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
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 20:36:10:2= 2
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 kins 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
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 20:36:44:07
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 20:37:04:15
way you pay once, you get all 20:37:06:00
the objectives done, and you get
in addition to that, the = 20:37:10:03
real-time transcription.
translation and editing.
when your transcription comes to
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
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
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
it with a bunch of other things. 20:38:38:18
And then the expense of hiring a
captioner looks like nothing 20:38:42:1= 2
compared to all the benefits and
the stream of cash flow that the
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
my intellectual properties and I
will object to that. So you 20:38:57:1= 2
come to the professor and tell 20:38:58:27
them: Lo= ok, now your little 20:39:00:22
concerns about intellectual 20:3= 9:02:24
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
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
make. So= this law professor 20:39:24:16
that typically will be objecting
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. 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
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
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
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
be much better quality than just
an unedited version. 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
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
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.
way, this test, since it is 20:42:18:04
written in the Java programming 20:42:20:06
language, will run off a
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 20:42:29:15
computer. Go under free.com and 20:42:31:06
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<= /span>
the second button from the top 20:42:42:10
or the third one. And inside it<= span style=3D'mso-spacerun:yes'> 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.
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
I cannot see one thing that I'm 20:43:13:00 = &nb= sp; 14
trying to aim at. 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
a little thumbnail. 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 20:43:50:00
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. You can see
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. And 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
on check my work and it will 20:44:26:0= 3
tell you -- leave the message 20:44:27:21
for a second. 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
there is another hyperlink that 20:44:47:24
will explain to you if you click
on it -- and I took out the 20:44:51:09
video, so if you click on it, it
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 = 15
another video that explains to 20:45:00:06
you why it is important.
this case it deals with the SOX 20:45:03:07
that's Sarbanes Oxley = 20:45:08:00
compliance. This is a -- = it 20:45:09:2= 2
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
lecture, then take the test= and 20:45:28:18
when he's done with the test you
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
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= 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 pars= es 20:46:05:04
the text, and it find statements
in the text that -- and it makes
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&nbs= p; 20:46:33:12
course in India they can take it
and already edit it a little 20:46:37:0= 4
more and make a more = 20:46:38:25
sophisticated test. But that 20:46:41:06
already costs more money and 20:46:43:1= 5
takes longer. But you saw an= 20:46:44:24
example and demonstration of the
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 ma= rket 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
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 20:48:22:2= 7
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 20:4= 8:37:03
equipment connected.&= nbsp; So = 20:48:38:21
standard definition video signal
is not quite as strong as high 20:48:44:07
definition, and that gave u= s 20:48:46:0= 0
trouble in the past. = 20:48:48:27
Unfortunately our HD camera went
out.
will fix it later. 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.
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. So this is 20:49:58:03
probably the last time we are 20:49:59:15
going to do this. = 20:50:01:00
(End of captioning file.) 20:50:01:27
++++=
+++++++++++++++++++++++++++++++++++++++++++++
++++=
+++++++++++++++++++++++++++++++++++++++++++++
Appendix 1
Google Video Captions & Subtitles: Ho=
w do
I enter captions or subtitles for my video?
&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77
http://video.google.com/support/bin/answer.py?hl=3Den-ie&answ=
er=3D26577
Google Video Captions & Subtitles: Ho=
w do
I enter captions or subtitles for my video?
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 capt=
ion
subtitles with the video. Tha=
t way,
when you playback the video, prior to uploading it to Google Video, it alre=
ady
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 (*.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.
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 line.
- Timecode: Specifies=
when
the caption should be shown, and for how long. Time is measured from t=
he
start of the video in these units:
- HH<=
/b> - Hours
starting at
00 - MM<=
/b> - Minutes=
(
00-59) - SS<=
/b> - Seconds=
(
00-59) - FS<=
/b> - Fractio=
nal
Seconds (
0-999)
We support these timecode
constructs:
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 form= at.HH:MM:SS- 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 t= ime, but no stop time is defined. We'll try to figure an appropriate stop time.
For example:
0:01:23.000,0:01:25.0=
00
Text shown at 1 minut=
e 23
seconds into the video, for 2 seconds
0:02:20.250,0:02:23.8=
Text shown at 2 min 2=
0.25
sec, until 2 min 23.8 sec
0:03:14.159
Text shown at 3 min 1=
4.159
sec for an undefined length of time.
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:
- Television:
CEA-608 (NTSC), CEA-708 (ATSC), EBU-3264 (Teletex=
t),
DVB subtitling
- Commercial:=
SAMI
(Microsoft), RealText (RealNetworks), QuickText=
(Apple), MRSS (Yahoo)
- Internet: <=
b>3GPP
Timed Text, W3C Timed Text (DFXP)
- Subtitling
community: MPSub, others
Google
Video provides additional hyperlinks for extra help, including the Subtitle
Workshop:
http://www.urusoft.ne=
t/products.php?cat=3Dsw
“Sub=
title
Workshop is the most complete, efficient and
convenient freeware subtitle editing tool. It supports all the subtitle for=
mats
you need and has all the features you would want from a subtitle editing
program. Subtitle Workshop makes subtitle creating/editing/converting tasks
almost a pleasure, the amicable and intuitive interface mixes easy to access
menus & must have features with advanced functions and a remarkable spe=
ed
and stability, drastically reducing subtitle editing time. It includes spell
check function and an advanced video preview feature which will ease the ta=
sk
even more. The best choice for the beginner, expert or =
the fansubber. Have a try, and you'll forget the r=
est!”
For now that was too
challenging for us, and we decided that for the time being, we are going to
wait for a while.
Appendix 1 End
Google Video Captions & Subtitles: Ho=
w do
I enter captions or subtitles for my video?
&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77
Appendix 2
Security Policy Video Assess=
ment
Scoring Internal Control Compliance
&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&&&&&&&&&&=
amp;&&&&&&77
=
http://www.onafree.com/InternalControlEval/1securepolicyvideo.htm
Appendix 2 End
Security Policy Video Assess=
ment
Scoring Internal Control Compliance
&&&&&&&=
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; <m= eta name=3D'generator' content=3D'ExamView HTML Gen= erator 1.0.0'>
&nbs= p; <m= eta name=3D'robots' content=3D'noindex= ,nofollow'>
&nbs= p; <t= itle>1SecurityPolicyVideoAssesment</title>
&nbs= p; <s= tyle type=3D'text/css'>
&nbs= p; &= nbsp; &nbs= p; .spacer { line-height:.7em; }
&nbs= p; &= nbsp; &nbs= p; .title { font-size:13pt; font-weig= ht:bold; font-family:"Times New Roman", "Times", serif; color:#000000; }
&nbs= p; &= nbsp; &nbs= p; .qnumber { font-size:12pt; font-family:"Times New Roman", "Times", serif; color:#000000; text-align:right; }
&nbs= p; &= nbsp; &nbs= p; .choice { font-size:12pt; font-family:"Times New Roman", "Times", serif; color:#000000; }
&nbs= p; &= nbsp; &nbs= p; .default { font-size:12pt; font-family:"Times New Roman", "Times", serif; color:#000000; }
&nbs= p; &= nbsp; &nbs= p; .qinfo { font-size:12pt; font-family:"Times New Roman", "Times", serif; color:#000000; }
&nbs= p; &= nbsp; &nbs= p; .points { font-size:8pt; font-family:"Times New Roman", "Times", serif; color:#000000; }
&nbs= p; &= nbsp; &nbs= p; TD.pad { padding: 0pt 4pt 0pt 4pt; }
&nbs= p; &= nbsp; &nbs= p; .font1 { font-family:"Times New Roman", "Times", serif; }
&nbs= p; &= nbsp; &nbs= p; .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; funct= ion GradeIt(f)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; var = MAGIC =3D 840;
&nbs= p; &= nbsp; &nbs= p; var = htmlUrl =3D window.location.href= ;
&nbs= p; &= nbsp; &nbs= p; var = studentName;
&nbs= p; &= nbsp; &nbs= p; var = totalCorrect =3D 0;
&nbs= p; &= nbsp; &nbs= p; var = totalPossible =3D 0;
&nbs= p; &= nbsp; &nbs= p; var = numCorrect =3D 0;
&nbs= p; &= nbsp; &nbs= p; var = numPossible =3D 0;
&nbs= p; &= nbsp; &nbs= p; var = numBlank =3D 0;
&nbs= p; &= nbsp; &nbs= p; var = numSubjective =3D 0;
&nbs= p; &= nbsp; &nbs= p; var = currentInstruction;
&nbs= p; &= nbsp; &nbs= p; var = currentNarrative;
&nbs= p; &= nbsp; &nbs= p; var = scorePercent;
&nbs= p; &= nbsp; &nbs= p; var = index;
&nbs= p; &= nbsp; &nbs= p; var = msg;
&nbs= p; &= nbsp; &nbs= p; var = text;
&nbs= p; &= nbsp; &nbs= p; var = i;
&nbs= p; &= nbsp; &nbs= p; var = showFeedback =3D true;
&nbs= p; &= nbsp; &nbs= p; var = showRef =3D true;
&nbs= p; &= nbsp; &nbs= p; var = numQuestions =3D 3;
&nbs= p; &= nbsp; &nbs= p; var = numInstructions =3D 1;
&nbs= p; &= nbsp; &nbs= p; var = numNarratives =3D 3;
&nbs= p; &= nbsp; &nbs= p; var = prefixText =3D new Array(3= );
&nbs= p; &= nbsp; &nbs= p; var = numberText =3D new Array(3= );
&nbs= p; &= nbsp; &nbs= p; var = questionText =3D new Array(3);
&nbs= p; &= nbsp; &nbs= p; var = answerText =3D new Array(3= );
&nbs= p; &= nbsp; &nbs= p; var = responseText =3D new Array(3);
&nbs= p; &= nbsp; &nbs= p; var = feedbackText =3D new Array(3);
&nbs= p; &= nbsp; &nbs= p; var = refText =3D new Array(3);<= /p>
&nbs= p; &= nbsp; &nbs= p; var = narrativeIndex =3D new Array(3);
&nbs= p; &= nbsp; &nbs= p; var = narrativeText =3D new Array(3);
&nbs= p; &= nbsp; &nbs= p; var = instructionIndex =3D new Array(1);
&nbs= p; &= nbsp; &nbs= p; var = instructionText =3D new Array(1);
&nbs= p; &= nbsp; &nbs= p; var = listMap =3D '111';
&nbs= p; &= nbsp; &nbs= p; var = titleString =3D '1SecurityPolicyVideoAssesment';
&nbs= p; &= nbsp; &nbs= p; var = styleText =3D new Array(10= );
&nbs= p; &= nbsp; &nbs= p; styleText[0] =3D '.spacer { line-height:.7em; }';
&nbs= p; &= nbsp; &nbs= p; styleText[1] =3D '.title { font-size:13pt; font-weight:bold; font-family:"Times New Roman", "Times", serif; color:#000000; }';
&nbs= p; &= nbsp; &nbs= p; styleText[2] =3D '.qnumber { font-size:12pt; font-family:&qu= ot;Times New Roman", "Times", serif; color:#000000; text-align:right; }';
&nbs= p; &= nbsp; &nbs= p; styleText[3] =3D '.choice { font-size:12pt; font-family:"Times New Roman", "Times", serif; color:#000000; }';
&nbs= p; &= nbsp; &nbs= p; styleText[4] =3D '.default { font-size:12pt; font-family:"Times New Roman", "Times", serif; color:#000000; }';
&nbs= p; &= nbsp; &nbs= p; styleText[5] =3D '.qinfo { font-size:12pt; font-family:"= ;Times New Roman", "Times", serif; color:#000000; }';
&nbs= p; &= nbsp; &nbs= p; styleText[6] =3D '.points { font-size:8pt; font-family:"Times New Roman", "Times", serif; color:#000000; }';
&nbs= p; &= nbsp; &nbs= p; styleText[7] =3D 'TD.pad { padding: 0pt 4pt 0pt 4pt; }';
&nbs= p; &= nbsp; &nbs= p; styleText[8] =3D '.font1 { font-family:"Times New Roman", "Times", s= erif }';
&nbs= p; &= nbsp; &nbs= p; styleText[9] =3D '.font2 { font-family:"Times New Roman", "Times", s= erif }';
&nbs= p; &= nbsp; &nbs= p; instructionText[0] =3D '<div class=3D\'default\'><b>True/False</b><span style=3D\'font-size:10pt\'><br></sp= an><i>Indicate whether the ' +
'statement is true or false.</i></div>';
&nbs= p; &= nbsp; &nbs= p; instructionIndex[0] =3D 0;
&nbs= p; &= nbsp; &nbs= p; 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 are available for review.</span></div>';=
&nbs= p; &= nbsp; &nbs= p; narrativeIndex[0] =3D 0;
&nbs= p; &= nbsp; &nbs= p; narrativeText[1] =3D '<div class=3D\'default\'><img width=3D\'1024\' height=3D\'768\' align=3D\'bottom\' alt=3D"nar002-1.j= pg" ' +
'src=3D"1securepolicy= video_files/nar002-1.jpg" border=3D\'0\'></div>';
&nbs= p; &= nbsp; &nbs= p; narrativeIndex[1] =3D 1;
&nbs= p; &= nbsp; &nbs= p; narrativeText[2] =3D '<div class=3D\'default\'>http://www.onafree.com/VBAVideoClips/MOV01039.MPG ' = +
'http://www.onafree.com/VBA= VideoClips/MOV01039.MPG</div>';
&nbs= p; &= nbsp; &nbs= p; narrativeIndex[2] =3D 2;
&nbs= p; &= nbsp; &nbs= p; numberText[0] =3D '1.';
&nbs= p; &= nbsp; &nbs= p; 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 rev= iew.</span></div>';
&nbs= p; &= nbsp; &nbs= p; 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></d= iv>';
&nbs= p; &= nbsp; &nbs= p; feedbackText[0] =3D '';
&nbs= p; &= nbsp; &nbs= p; refText[0] =3D '.112~ Service Provider documented security policies, standards, plans = and procedures are available for review.';
&nbs= p; &= nbsp; &nbs= p; numberText[1] =3D '2.';
&nbs= p; &= nbsp; &nbs= p; 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; &nbs= p; answerText[1] =3D '<div class=3D\'default\'>T</div><div class=3D\'default\= '><img width=3D\'1024\' height=3D\'768\' align=3D\'botto= m\' alt=3D"tf002-1.jpg" ' +
'src=3D"1securepolicy= video_files/tf002-1.jpg" border=3D\'0\'></div>';
&nbs= p; &= nbsp; &nbs= p; feedbackText[1] =3D '';
&nbs= p; &= nbsp; &nbs= p; refText[1] =3D '';
&nbs= p; &= nbsp; &nbs= p; numberText[2] =3D '3.';
&nbs= p; &= nbsp; &nbs= p; questionText[2] =3D '<div class=3D\'default\'>Security IT Controls need to have a dir= ect influence on Financial ' +
'Statements</div>';
&nbs= p; &= nbsp; &nbs= p; 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/MOV0103= 9.MPG\' target=3D\'_blank\'>Text--http://www.onafree.com/VBAVideoClips/MOV01039.= MPG</a></div>';
&nbs= p; &= nbsp; &nbs= p; feedbackText[2] =3D '';
&nbs= p; &= nbsp; &nbs= p; refText[2] =3D 'http://www.onafree.com/VBAVideoClips/MOV01039.MPG';
&nbs= p; &= nbsp; &nbs= p; FixMR(= f);
&nbs= p; &= nbsp; &nbs= p; FixMTF= (f);
&nbs= p; &= nbsp; &nbs= p; index =3D 0;
&nbs= p; &= nbsp; &nbs= p; for (i=3D0; i < f.length; ++i) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (f.elements[i].name.indexOf(":") > 0) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (listMap.charAt(index) =3D=3D "1") {
&nbs= p; &= nbsp; = ; &n= bsp; = ; &n= bsp; listIndex =3D f.elements[= i].selectedIndex;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; text =3D StripSpaces(f.elements[i].options[listIndex].value);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; } else {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; f.elements[i].value =3D <= span class=3DSpellE>StripSpaces(f.elements[i].value);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; text =3D f.elements[i].v= alue;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (text.length =3D=3D 0)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ++numBlank;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ++index;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; if (numBlank > 0) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (numBlank =3D=3D 1)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; msg =3D "1 question";
&nbs= p; &= nbsp; &nbs= p; &= nbsp; else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; msg =3D numBlank + " questions";
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (!confirm("You have not answered " + <= span class=3DSpellE>msg +
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; " Are you sure you want to end the test?"))
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; return(false);
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; index =3D 0;
&nbs= p; &= nbsp; &nbs= p; var scoreDetails =3D new = Array();
&nbs= p; &= nbsp; &nbs= p; for (i=3D0; i < f.length; ++i) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (f.elements[i].name.indexOf(":") > 0) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (listMap.charAt(index) =3D=3D "1") {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; listIndex =3D f.elements[= i].selectedIndex;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; text =3D f.elements[i].<= span class=3DGramE>options[listIndex].value;<= /p>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; } else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; text =3D f.elements[i].v= alue;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; numPossible =3D ptsMap[index] * MAGIC;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (ansMap[index] =3D=3D "") {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; scoreDetails[index] =3D "--";
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; prefixText[index] =3D "<img src=3D'1securepolicyvideo_files/nograde.gif' align=3D'middle'>";
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; isCorrect =3D false;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ++numSubjective;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; } else {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; var scoreResult =3D ScoreAnswer(index, text, numPossible);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; numCorrect =3D scoreResult.numPo= ints;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; isCorrect =3D scoreResult.isCorr= ect;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; scoreDetails[index] =3D (Math.round(numCorrect= * 100 / MAGIC) / 100).toString();
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; prefixText[index] =3D BuildPrefixText(index, text, isCorrect);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; totalCorrect +=3D numCorrect;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; totalPossible +=3D numPossible;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (showFeedback && <= span class=3DGramE>feedbackText[index] = !=3D null && feedbackText[index].length > 0) {=
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; if (qtypeMap.charAt(index) =3D=3D "2")
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; feedbackIndex =3D text.charCodeAt(0) - 65;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; feedbackIndex =3D (isCorrect) ? 0 : 1;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; feedbackText[index] =3D GetFeedback(feedbackTe= xt[index], feedbackIndex);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; responseText[index] =3D TranslateHtmlString(text);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; scoreDetails[index] +=3D " / " + (numPossible / MAGIC);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; ++index;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; numCorrect =3D Math.round(totalCorrect * 100 / MAGI= C) / 100;
&nbs= p; &= nbsp; &nbs= p; numPossible =3D Math.round(totalPossible * 100 / MAG= IC) / 100;
&nbs= p; &= nbsp; &nbs= p; if (totalPossible > 0)
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; scorePercent =3D Math.round(100.0 * totalCorrect /
&nbs= p; &= nbsp; &nbs= p; else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; scorePercent =3D 0;
&nbs= p; &= nbsp; &nbs= p; studentName =3D TranslateHtmlString(f.student_name.value);
&nbs= p; &= nbsp; &nbs= p; document.writeln("<html>\n<head>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<title>" + titleString + "</title>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<style type=3D'text/css'>");
&nbs= p; &= nbsp; &nbs= p; for (i=3D0; i < styleText.length; ++i)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("\t" + styleText[i]);
&nbs= p; &= nbsp; &nbs= p; document.writeln("</style>\n</head>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<body bgcolor=3D'#FFFFFF' style=3D'background-image:u= rl(1securepolicyvideo_files/header.gif); background-repeat:no-repeat'>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<div style=3D'font-size:12pt; font-family:\"Times New Roman\", \"Times\", serif; color:#000000;'>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<b>Name:</b> " + studentName + "<br>");
&nbs= p; &= nbsp; &nbs= p; document.write("<b>Score:</b> " + numCorrect + " / " + numPossible +
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; " points (" + scorePerc= ent + "%)");
&nbs= p; &= nbsp; &nbs= p; if (numSubjective > 0) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.write(" [" += numSubjective + " open-ended ");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (numSubjective =3D=3D 1)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.write("question");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.write("questions");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.write(" not graded]");
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; document.writeln("</div><br><br>");<= /p>
&nbs= p; &= nbsp; &nbs= p; document.writeln("<div class=3D'title'>" + titleString + "</div><br>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<table align=3D'left' width=3D'100%' border=3D'0' cellpadding= =3D'0' cellspacing=3D'0'>");
&nbs= p; &= nbsp; &nbs= p; currentInstruction =3D 0;
&nbs= p; &= nbsp; &nbs= p; currentNarrative =3D 0;
&nbs= p; &= nbsp; &nbs= p; for (i=3D0; i < numQuestions; ++i) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (currentInstruction < n= umInstructions) {
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; if
(instructionIndex
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<tr><td colspan=3D'3= '><br>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln(instructionText[currentInstructi= on]);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<div class=3D'spacer'> </div>"= ;);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("</td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ++currentInstruction;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (currentNarrative < num= Narratives) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (narrativeIndex[currentNarrative] =3D=3D = i) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<tr><td></td><td></td><t= d>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln(narrativeText[currentNarrative]);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<div class=3D'spacer'> </div>"= ;);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("</td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; ++currentNarrative;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<tr valign=3D'baseline'>= ;");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<td nowrap><p class=3D'default'>" + <= span class=3DSpellE>prefixText[i] + "</p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<td nowrap><p class=3D'q= number'> " + numberText[= i] + " <= /p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<td width=3D'100%'>" + questionText[i]);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<div style=3D'font-size:2pt'></div><br&g= t;");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<table width=3D'100%' valign=3D'baseline' cellpadding=3D0 cellspacing=3D0 border=3D0>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (listMap.charAt(i) !=3D "1") {<= /p>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.writeln("<tr valign=3D'baseline'>= ;<td><p class=3D'default'><b>RESPONSE: </b></p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.writeln("<td width=3D'100%'><p class=3D'default'>" + = responseText[i] + "</p></td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<tr valign=3D'baseline'>= ;<td><p class=3D'default'><b>ANSWER: = </b></p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<td width=3D'100%'>" + answerText[i] + "</td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<tr valign=3D'baseline'>= ;<td><p class=3D'default'><b>POINTS: = </b></p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<td width=3D'100%'>" + scoreDetails[i] + "</td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (showFeedback && f= eedbackText[i] !=3D null) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.writeln("<tr valign=3D'baseline'>= ;<td><p class=3D'default'><b>FEEDBACK: </b></p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.writeln("<td width=3D'100%'><p class=3D'default'>" + = feedbackText[i] + "</p></td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (showRef) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.writeln("<tr valign=3D'baseline'>= ;<td><p class=3D'default'><b>REF: <= ;/b></p></td>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; document.writeln("<td width=3D'100%'><p class=3D'default'>" + = refText[i] + "</p></td></tr>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("</table>");
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.writeln("<div class=3D'spacer'> </div></= td></tr>");
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; document.writeln("</table>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<br clear=3D'all'>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<table align=3D'left' width=3D'100%' cellpadding=3D0 <= span class=3DSpellE>cellspacing=3D0 border=3D0>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<tr><td bgcolor=3D'#= 000000'><div style=3D'font-size:1pt'> </div&g= t;</td></tr>");
&nbs= p; &= nbsp; &nbs= p; document.write("<tr><td valign=3D'to= p'><a href=3D'" + htmlUrl + "'>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("<img src=3D'1securepolicyv= ideo_files/retake.gif' border=3D0 alt=3D'Retake Test'></a></td>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("</tr></table>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("</body>");
&nbs= p; &= nbsp; &nbs= p; document.writeln("</html>");
&nbs= p; &= nbsp; &nbs= p; document.close();
&nbs= p; &= nbsp; &nbs= p; return(false);
&nbs= p; }
&nbs= p; funct= ion BuildPrefixText(answerIndex, responseText, isCorrect)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; var = text;
&nbs= p; &= nbsp; &nbs= p; var = listIndex;
&nbs= p; &= nbsp; &nbs= p; text =3D "<tt>"
&nbs= p; &= nbsp; &nbs= p; if (isCorrect)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; text +=3D "<img src=3D'1securepolicyvideo_files/correct.gif' align=3D'middle'>"
&nbs= p; &= nbsp; &nbs= p; else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; text +=3D "<img src=3D'1securepolicyvideo_files/wrong.gif' align=3D'middle'>"
&nbs= p; &= nbsp; &nbs= p; if (listMap.charAt(answerIndex) =3D=3D "= ;1") {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (responseText.length =3D=3D 0)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; responseText =3D " = ;";
&nbs= p; &= nbsp; &nbs= p; &= nbsp; text +=3D " = ;<u> "= + responseText + " </u>";
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; text +=3D "</tt>"
&nbs= p; &= nbsp; &nbs= p; return(text);
&nbs= p; }
&nbs= p; funct= ion TranslateHtmlString<= span class=3DGramE>(text)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; var = newText;
&nbs= p; &= nbsp; &nbs= p; var = replaceString;
&nbs= p; &= nbsp; &nbs= p; var = position;
&nbs= p; &= nbsp; &nbs= p; var = length;
&nbs= p; &= nbsp; &nbs= p; var = breakPos;
&nbs= p; &= nbsp; &nbs= p; var = skipExtra;
&nbs= p; &= nbsp; &nbs= p; var = i;
&nbs= p; &= nbsp; &nbs= p; newText =3D "";
&nbs= p; &= nbsp; &nbs= p; position =3D 0;
&nbs= p; &= nbsp; &nbs= p; length =3D text.length;
&nbs= p; &= nbsp; &nbs= p; while (position < length) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; skipExtra =3D 0;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; breakPos =3D -1;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; for (i=3Dposition; i &l= t; length && breakPos < 0; ++i) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; switch(text.charAt(i)) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; case '>':
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; replaceString =3D "><= /span>;";
&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; break= ;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; case '<':
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; replaceString =3D "<<= /span>;";
&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; break= ;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; case '&':
&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; break= ;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; case '\r':
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if ((i + 1) < length && text.charAt(i + 1) =3D=3D '\n')
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; skipExtra =3D 1;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; replaceString =3D "<br>";
&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; break= ;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; case '\n':
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; replaceString =3D "<br>";
&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; break= ;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; case ' ':
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if ((i + 1 < length) && text.charAt(i + 1) =3D=3D ' ') {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; replaceString =3D "&nbs= p;";
&nbs= p; &= nbsp; &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; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; break= ;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (breakPos < 0) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; newText +=3D text.substring(position, length);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; position =3D length;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; } else {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; if (breakPos > position)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; newText +=3D text.substring(position, breakPos);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; newText +=3D replaceString;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; position =3D breakPos + 1 + skipExt= ra;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; &= nbsp; &nbs= p; return(newText);
&nbs= p; }
&nbs= p; funct= ion GetFeedback(text, index)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; var list =3D text.split("\t");
&nbs= p; &= nbsp; &nbs= p; if (index >=3D 0 && index < list.length)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; return(list[index]);
&nbs= p; &= nbsp; &nbs= p; &= nbsp;
&nbs= p; &= nbsp; &nbs= p; return("");
&nbs= p; }
&nbs= p; function TranslateAnswer(s= , answerIndex)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; return(s);
&nbs= p; }
&nbs= p; funct= ion ScoreAnswer(answerIndex, responseText, pointsPossible)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; var answerText =3D TranslateAnswer(ansMap[answerIndex], answerIndex);
&nbs= p; &= nbsp; &nbs= p; var qtype =3D qtypeMap.charAt(answerIndex);
&nbs= p; &= nbsp; &nbs= p; var nrExactMatch =3D fals= e;
&nbs= p; &= nbsp; &nbs= p; var result =3D new Array()= ;
&nbs= p; &= nbsp; &nbs= p; result.numPoints =3D 0;
&nbs= p; &= nbsp; &nbs= p; result.isCorrect =3D false;
&nbs= p; &= nbsp; &nbs= p; if (qtype =3D=3D "3" && answerText.substring(0, 2) =3D=3D "p:") {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; answerText =3D answerText.substr(2);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (responseText.toUpperCase() =3D=3D answerText.toUpperCase<= /span>())
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; result.isCorrect =3D true;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; else
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; result.numPoints =3D MultiResponseCompare(responseText, answerText, pointsPossible);
&nbs= p; &= nbsp; &nbs= p; } else if (qtype =3D=3D "6") {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (answerText.substring(0, 2) =3D=3D "=3D=3D") {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; answerText =3D answerText.substr(2);
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; nrExactMatch =3D true;
&nbs= p; &= nbsp; &nbs= p; &= nbsp; }
&nbs= p; &= nbsp; &nbs= p; &= nbsp; if (NumericCompare(responseText, answerText, nrExactMatch))
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; result.isCorrect =3D true;
&nbs= p; &= nbsp; &nbs= p; } else if (qtype =3D=3D "7") {
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; if
(CompletionCompare
&nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; result.isCorrect =3D true;
&nbs= p; &= nbsp; &nbs= p; } else if (responseText.toUpperCase<= /span>() =3D=3D answerText.toUpperCase<= /span>())
&nbs= p; &= nbsp; &nbs= p; &= nbsp; result.isCorrect =3D true;
&nbs= p; &= nbsp; &nbs= p; if (result.isCorrect)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; result.numPoints =3D pointsPossi= ble;
&nbs= p; &= nbsp; &nbs= p; return(result);
&nbs= p; }
&nbs= p; function StripSpaces(s)
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; var = len;
&nbs= p; &= nbsp; &nbs= p; var = i;
&nbs= p; &= nbsp; &nbs= p; len =3D s.length;
&nbs= p; &= nbsp; &nbs= p; for (i=3Dlen - 1; i >=3D 0 && s.charAt(i) =3D=3D " "; = --i)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; len =3D i;
&nbs= p; &= nbsp; &nbs= p; if (len =3D=3D 0)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; s =3D "";
&nbs= p; &= nbsp; &nbs= p; else if (len !=3D s.length)
&nbs= p; &= nbsp; &nbs= p; &= nbsp; s =3D s.substring(0, len);
&nbs= p; &= nbsp; &nbs= p; return(s);
&nbs= p; }
&nbs= p; funct= ion MultiResponseCompare= (responseText, answerText, pointsPossible)
&nbs= p; {
&nbs= p; }
&nbs= p; funct= ion NumericCompare(response, answer, exactMatch)
&nbs= p; {
&nbs= p; }
&nbs=
p; funct=
ion
CompletionCompare
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; return(false);
&nbs= p; }
&nbs= p; funct= ion FixMTF(f)
&nbs= p; {
&nbs= p; }
&nbs= p; funct= ion FixMR(f)
&nbs= p; {
&nbs= p; }
&nbs= p; funct= ion AllowReset()
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; return(window.confirm(&quo= t;Do you want to clear all of your answers?"));
&nbs= p; }
&nbs= p; funct= ion Restart()
&nbs= p; {
&nbs= p; &= nbsp; &nbs= p; if (AllowReset()) {
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.TestForm.onreset =3D fun= ction() { };
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; document.TestForm.reset
&nbs= p; &= nbsp; &nbs= p; &= nbsp; document.TestForm.onreset =3D fun= ction() { AllowReset(); };
&nbs= p; &= nbsp; &nbs= p; }
&nbs= p; }
// -->
</script>
</head>
<body onResize=3D'if(document.layers &&= amp; 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; <h= 3><font color=3D'#FF0000'>Javascript not enabled</font></h3>
</noscript>
<script language=3D'JavaScript'>
<!--
if (navigator= .appName.indexOf("Netscape") >=3D 0) {
&nbs= p; if (parseInt(navigator.appVersion.charAt(0)) < 4)
&nbs= p; &= nbsp; &nbs= p; alert("This document requires Netscape Navigator version 4.0 or later.");
} else if (na= vigator.appName.indexOf("Explorer") >=3D 0) {
&nbs= p; if (parseInt(navigator.appVersion.charAt(0)) < 4)
&nbs= p; &= nbsp; &nbs= p; alert("This document requires Internet Explorer v= ersion 4.0 or later.");
}
// -->
</script>
<form name=3D'TestForm'= onReset=3D'return(AllowReset())'>
<table align=3D'left' width=3D'100%' border=3D'0' <= span class=3DSpellE>cellspacing=3D'0'>
<tr valign=3D'top'>
&nbs= p; <t= d>
&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' <= span class=3DSpellE>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-si= ze:10pt'><br></s= pan><i>Indicate whether the
statement is true or false.</i= ></div>
<div class=3D'spacer'>&= nbsp;</div>
&nbs= p; </= td>
</tr>
<tr valign=3D'top'>
&nbs= p; <t= d></td>
&nbs= p; <t= d></td>
&nbs= p; <t= d>
<div class=3D'spacer'>&= nbsp;</div>
<div class=3D'default'>Narrative for <span style=3D'font-size:12pt'>.112~ Service Provid= er documented
security policies, standards, plans and procedures are available for review.</span></div>
<div class=3D'spacer'>&= nbsp;</div>
&nbs= p; </= td>
</tr>
<tr valign=3D'baseline'>
&nbs= p; <t= d>
&nbs= p; &= nbsp; &nbs= p; <select name=3D'TF:1' align=3D'top' onmousewheel=3D'return(false);'>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D' '>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D'T'>T
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D'F'>F
&nbs= p; &= nbsp; &nbs= p; </select>
&nbs= p; </= td>
&nbs= p; <t= d>
&nbs= p; &= nbsp; &nbs= p; <p class=3D'qnumber'> 1. </p>
&nbs= p; </= td>
&nbs= p; <td width=3D'100%'>
<div class=3D'default'><span style=3D'font-si= ze:12pt'>.112~ Service Provider documented security
policies, standards, plans and procedures are available for review.</span></div>
<div class=3D'spacer'>&= nbsp;</div>
<a href=3D'1securepolic= yvideo_files/MOV00526.MPG'><img src=3D'1securepolicyv= ideo_files/media.gif' alt=3D'MOV00526.MPG' border=3D'0'></a><br<= /span>>
<div class=3D'spacer'>&= nbsp;</div>
&nbs= p; </= td>
</tr>
<tr valign=3D'top'>
&nbs= p; <t= d></td>
&nbs= p; <t= d></td>
&nbs= p; <t= d>
<div class=3D'spacer'>&= nbsp;</div>
<div class=3D'default'><= img width=3D'1024' height=3D'768' align=3D'bottom' alt=3D"nar002-1.jpg&quo= t;
src=3D"1securepolicyv= ideo_files/nar002-1.jpg" border=3D'0'></div>
<div class=3D'spacer'>&= nbsp;</div>
&nbs= p; </= td>
</tr>
<tr valign=3D'baseline'>
&nbs= p; <t= d>
&nbs= p; &= nbsp; &nbs= p; <select name=3D'TF:2' align=3D'top' onmousewheel=3D'return(false);'>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D' '>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D'T'>T
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D'F'>F
&nbs= p; &= nbsp; &nbs= p; </select>
&nbs= p; </= td>
&nbs= p; <t= d>
&nbs= p; &= nbsp; &nbs= p; <p class=3D'qnumber'> 2. </p>
&nbs= p; </= td>
&nbs= p; <td width=3D'100%'>
<div class=3D'default'><span style=3D'font-si= ze: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>
<div class=3D'spacer'>&= nbsp;</div>
<a href=3D'1securepolic= yvideo_files/MOV00528.MPG'><img src=3D'1securepolicyv= ideo_files/media.gif' alt=3D'MOV00528.MPG' border=3D'0'></a><br<= /span>>
<div class=3D'spacer'>&= nbsp;</div>
&nbs= p; </= td>
</tr>
<tr valign=3D'top'>
&nbs= p; <t= d></td>
&nbs= p; <t= d></td>
&nbs= p; <t= d>
<div class=3D'spacer'>&= nbsp;</div>
<div class=3D'default'>http://www.onafree.com/VBAVideoClips/MOV01039.MPG
http://www.onafree.com/VBAVideoClips/MOV01039.MPG</= div>
<div class=3D'spacer'>&= nbsp;</div>
&nbs= p; </= td>
</tr>
<tr valign=3D'baseline'>
&nbs= p; <t= d>
&nbs= p; &= nbsp; &nbs= p; <select name=3D'TF:3' align=3D'top' onmousewheel=3D'return(false);'>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D' '>
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D'T'>T
&nbs= p; &= nbsp; &nbs= p; &= nbsp; <option value=3D'F'>F
&nbs= p; &= nbsp; &nbs= p; </select>
&nbs= p; </= td>
&nbs= p; <t= d>
&nbs= p; &= nbsp; &nbs= p; <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'>&= nbsp;</div>
<a href=3D'1securepolic= yvideo_files/MOV00526.MPG'><img src=3D'1securepolicyv= ideo_files/media.gif' alt=3D'MOV00526.MPG' border=3D'0'></a><br<= /span>>
<div class=3D'spacer'>&= nbsp;</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; <d= iv style=3D'font-size:1pt'> </div>
</td>
</tr>
<tr>
<td><a href=3D'javascript:alert("Use the mouse to submit.")'
&nbs= p; onMouse= Over=3D'window.status =3D "Check Your Work"; return= true'
&nbs= p; onMouse= Out=3D'window.status =3D ""; return true'
&nbs= p; onFocus= =3D'window.status =3D "Check Your Work"; return= true'
&nbs= p; onBlur<= /span>=3D'window.status =3D ""; return true'
&nbs= p; onClick= =3D"return(GradeIt(document.forms[0]))">
&nbs= p; <img src=3D'1securepolicyv= ideo_files/chkwork.gif' border=3D'0' alt=3D'Check Your Work'></a>
&nbs= p; &= nbsp;
&nbs= p; <a href=3D'#' onclick= =3D'Restart(); return false'>
&nbs= p; <img src=3D'1securepolicyv= ideo_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