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| Week
15: At a Glance
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What
We Did Last Week
In Project 3, you learned how to maintain a database. You saw how to use Form
view to add records to a table. You learned how to locate and filter records.
You saw how to change the contents of records in a table and how to delete
records from a table. You restructured a table, both by changing field
characteristics and by adding a new field. You saw how to make changes to
groups of records and how to delete groups of records. You learned how to
create a variety of validation rules to specify a required field, specify a
range, specify a default value, specify legal values, and specify a format. You
examined the issues involved in updating a table with validation rules. You
also saw how to specify referential integrity. You learned how to view
related data by using subdatasheets. You learned how to order records. Finally,
you saw how to improve performance by creating single-field and
multiple-field indexes.
In the Web feature, you created a data access page for the Customer
table in the Alisa Vending Services database. To do so, you used the
Page Wizard. You then saw how to view the data access page from
within access. Finally, you saw how to use the data access page.
You
should have submitted all your assignments up to assignment 9. Please
contact me if you don't see your grade posted a week after you submitted
your assignment. Here is the
class
activities you have participated.
Top of
the Page
What
You Will Learn This Week
- The Internet and World Wide Web
The profound affect the Internet has had on the
world of computers cannot be denied. A Microsoft vice president maintains
that, “In the long run, it’s hard to exaggerate the importance of the
Internet.” Steve Case of America Online calls the 21st
century, “the Internet century.” Bill Gates of Microsoft claims that,
“The Internet is pervasive in everything we’re doing.” The Internet
also has assumed an ubiquitous presence in the world at large. Today, a
company’s URL often is as large as the company’s name in
advertisements on buses, billboards, and magazines. Yet, has the
Internet’s importance been exaggerated? In an article for Newsweek,
Robert Samuelson suggests that technologies are historically important
when they change lifestyles or beliefs. Technologies such as Gutenberg’s
printing press, the automobile, and antibiotics reshaped the human
condition by leading to mass literacy, altering where people live, and
lengthening life spans. Although still relatively young, Samuelson argues
that, to date, the Internet’s impact has been less significant.
The Internet also has been the source of
controversy. Some of the concerns raised by individuals and the news media
are:
- Censorship. Should certain material be restricted to select groups, or banned
entirely from the Internet?
- Copyright protection. Should originators of work on the Internet have the
same protection as creators in other media?
- Authentication. Should regulations ensure that the purported author of material on the
Internet is, indeed, the author?
- Security. How can private information and sensitive communications be kept from
eavesdroppers?
- Overload. How can current resources handle a burgeoning number of users and
increasingly complex Web pages?
The World Wide Web is an incredible source of information on almost any topic.
There are almost 2.5 billion Web pages, and that number is expected to
double every year. For most users, the problem is not whether information
exists, but how to locate that
information. Tools are need to find specific information on the Web. An engineering head at AltaVista described search tools as a combination of
“wizardry and witchcraft.”
Search engines continually send out spiders to comb the Web and bring back
information. The information is put in indexes, and these indexes are
checked when a query is made. One difficulty faced by search tool users is
an “embarrassment of riches.” Often, simple queries yield an
overwhelming number of results. This is attributed to several factors:
- The limitations of search engines. A query about mustangs on the American plains might
produce results involving Southern Methodist University's football team
and the Ford car.
- The nature of queries.
While a traditional researcher, such as a librarian, uses queries
averaging 14 words, the typical Internet query is just over one word.
- The creators of Web pages. Developers of commercial Web pages sometimes distort results by
repeating frequently requested keywords in the background, where spiders
see them but people do not.
Given these problems, it is not surprising that
in a recent survey 70 percent of Internet users were dissatisfied with
search engines. Nevertheless, search engines are among the most popular
sites on the Web. Search results often are displayed in order, based on
the frequency with which the search text appears on each Web page. In this
lesson, you will learn to use different search
engines and search text or keywords, to locate information on the Internet.
Top of the Page
Lesson
Objectives
After completing this lesson, you
will be able to:
-
Use Internet
- Discuss how the Internet
works
- Understand ways to access
the Internet
- Identify a URL
- Search for information on
the Web
- Use different search engines available
- Use keyword to find information on the Internet
- Describe the types of Web
pages
- Recognize how Web pages
use graphics, animation, audio, video, and virtual reality
- Define Webcasting
- Describe the uses of
electronic commerce (e-commerce)
- Explain how e-mail, FTP,
newsgroups and message boards, mailing lists, chat rooms, and
instant messaging work
- Identify the rules of
netiquette
Top of
the Page
Activities
for This Week
Email your completed assignment to your instructor at llemley@pjc.edu
as an attachment. Remember to type "Your Section #, Assignment
10, Your Name" in the Subject.
Troubleshooting -
Pop-up
blocking software
The survey appears in a new browser window. If you have pop-up
blocking software installed on your computer, the survey may not appear.
To take the survey, you may have to disable the pop-up blocking
software.
Top of
the Page
Feedback
I am doing research on Web-Based Learning Environment
(WBLE) and I need your feedback on this
course. Your name will not be used in my final report.
Students entering distance education programs often find
themselves adapting to new learning environments and new technologies.
Part of this adaptation involves coping with unfamiliar technology and
learning to manage its use within the group, helping them create the
environment in which they will learn. Part of it involves developing
personal relationships that will ease their work and learning, helping
them cope with unfamiliarity and change.
I hope by examining suggestions
from distance learning students on how to cope with this process can yield
three-fold results. First, it can demonstrate how students, instructors
and administrators need to work together to ease student's paths. Second,
it will help us in advising distance learning students about what they can
expect from distance learning, and how they can contribute to and benefit
from their distance learning community. Finally, it can provide
recommendations to instructors and program directors on how better to help
their students cope with this community building transition and distance
learning environment. Also, I hope by getting your feedback on this
course can help me improve my instruction and help students learn better
when I teach this course next term.
Please address the following issues in your feedback:
-
Is this your first online class? If no, how many
online classes have you taken before?
-
Why did you take this course? Did you talk to
your counselor prior to registering in this course?
-
Did you come to the orientation during the first week
of class? What kind of information do you think should be
covered during orientation?
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What is your main frustration in taking this
course? How did you deal with it?
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Did you have any problem in using technology, such as
saving files on the disk, Internet, email, chat, and bulletin board
(threaded discussion)?
-
How much computer knowledge and skill did you have
prior to registering in this course? Did you think you had the
technological competency to take this or any other online courses
before you signed up?
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What do you think about the course content? Are
the instructions clear in each lesson? If no, can you give an example?
-
Did you get prompt help or support from your
classmates or instructor?
-
If you were to take this course again, what would you
like to see that should be done differently?
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On average, how much time do you spend per week on
this course? Do you think you would spend more or less time on the
course if you were to take this class face-to-face in the classroom?
-
Has this course changed your mind about taking online
classes?
Please send me your opinions and suggestions on what you
liked or disliked about this class. As you
know, you already got your grade and your honesty is not going to hurt
your grade in any way.
Here is the
link to send me your feedback and thank you in advance for your
help.
Top of
the Page
Conclusion
At the end of this lesson, you have learned:
Use Web feature to create static and dynamic Web pages
To perform Internet search
To use different search engines available
To use keyword to find information on the Internet
Assignments:
- Test #5 (Access 2003) -Monday, 12/5/05, 6:00 p.m.
Room 2146, Academic Computing Center, Pensacola Campus
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Last updated:
09/23/05
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