The document provides guidelines for a standardized digital data and image format to facilitate the exchange of student photos and information between school photographers and yearbook publishers. It recommends a common CD/DVD layout with required text files like INDEX.TXT that lists student names and associated image files. Using this format would make it easier to incorporate photos into yearbooks and allow schools to work with multiple vendors. The guidelines aim to balance technical specifications with flexibility for future changes.
This document provides guidelines for digital data and image formats and usage for school photography and yearbook publication. It recommends using standard ISO 9660 format for CDs and DVDs with specific file and folder layouts. Benefits include easier exchange of images and data between photographers, labs, and yearbook companies as well as establishing default copyright and usage terms. Communication with schools and industry will be needed to explain the system. The guidelines do not address photo capture/editing or data security practices.
The document discusses designing a website to improve the subject selection process for years 11 and 12 at schools. It identifies the current paper-based process as time-consuming for teachers. The proposed website would allow students to access information on available subjects and select their choices online, which would then be sent automatically to coordinators. The document outlines areas of investigation including researching the current process, other schools' methods, surveying stakeholders, and designing website aesthetics, layout, and functionality across different devices. The goal is to create an intuitive online system that streamlines the process and saves teachers time.
This document provides an overview of ShortCourses and PhotoCourse, which are publishers of digital photography books and textbooks. They publish books on specific cameras and digital photography topics. The books are used in classrooms and training programs. Special pricing is available for classroom use. The document also provides contact information for the publisher and copyright details.
This document provides an overview of ShortCourses and PhotoCourse, which are publishers of digital photography books and textbooks. They publish books on specific cameras and digital photography topics. The books are used in classrooms and training programs. Special pricing is available for classroom use. The document also provides contact information for the publisher and copyright details.
Standard Safeguarding Dataset - overview for CSCDUG.pptxRocioMendez59
13 July, 2023 - CSCDUG Online Event
Presenting the Sector-led Standard Safeguarding Dataset
Colleagues from Data to Insight, the LA-led service for children’s safeguarding data professionals, are delivering a DfE-funded project in partnership with LAs to define a new “standard safeguarding dataset” which all LAs will be able to produce from their safeguarding information systems.
At this session, they shared what they’ve learned so far from user research with LA colleagues and discussed their early thinking about what a better standard dataset might look like. Participants shared their own thoughts about how to improve these systems and processes.
Presenters
Alistair Herbert
Alistair is the lead officer for Data to Insight, the LA-led service for children’s safeguarding data professionals. With a career focused on local authority children’s services data work, he knows about safeguarding data, information systems, and cross-organisation collaboration.
John Foster
John is a Data Manager for Data to Insight. He has supported a range of children’s services data work, most recently at Shropshire Council. He led Data to Insight’s project to introduce the first national benchmarking dataset for Early Help, and is the user research lead for Data to Insight’s Standard Safeguarding Dataset project.
Rob Harrison and Joe Cornford-Hutchings
Rob and Joe are new Data Managers joining Data to Insight from the private and public sector respectively. They bring between them a wealth of experience and technical expertise, and will be working together to support design and implementation of the new Standard Safeguarding Dataset through 2023-24.
This document discusses an introduction to electronic submission of student coursework at the University. It provides an overview of the policy context and drivers for moving to e-submission, including reducing student printing costs. The workshop covers benefits and opportunities of e-submission for staff and students, as well as considerations for software selection and implementation planning. Blackboard and Turnitin are compared for various submission and marking features. Other issues discussed include accessibility, service disruptions, and using e-submission as an opportunity to review feedback and marking processes.
The document outlines 21 steps for 21st century learning and strategic planning for technology-rich learning environments. It discusses expectations for student skills and behaviors with laptop initiatives, and recommendations for increasing digital literacy, teacher competencies, and realigning educational outcomes. The document also addresses developing policies, understanding stakeholder concerns, and ensuring initiatives focus on transforming learning rather than just adding technology.
This document provides guidelines for digital data and image formats and usage for school photography and yearbook publication. It recommends using standard ISO 9660 format for CDs and DVDs with specific file and folder layouts. Benefits include easier exchange of images and data between photographers, labs, and yearbook companies as well as establishing default copyright and usage terms. Communication with schools and industry will be needed to explain the system. The guidelines do not address photo capture/editing or data security practices.
The document discusses designing a website to improve the subject selection process for years 11 and 12 at schools. It identifies the current paper-based process as time-consuming for teachers. The proposed website would allow students to access information on available subjects and select their choices online, which would then be sent automatically to coordinators. The document outlines areas of investigation including researching the current process, other schools' methods, surveying stakeholders, and designing website aesthetics, layout, and functionality across different devices. The goal is to create an intuitive online system that streamlines the process and saves teachers time.
This document provides an overview of ShortCourses and PhotoCourse, which are publishers of digital photography books and textbooks. They publish books on specific cameras and digital photography topics. The books are used in classrooms and training programs. Special pricing is available for classroom use. The document also provides contact information for the publisher and copyright details.
This document provides an overview of ShortCourses and PhotoCourse, which are publishers of digital photography books and textbooks. They publish books on specific cameras and digital photography topics. The books are used in classrooms and training programs. Special pricing is available for classroom use. The document also provides contact information for the publisher and copyright details.
Standard Safeguarding Dataset - overview for CSCDUG.pptxRocioMendez59
13 July, 2023 - CSCDUG Online Event
Presenting the Sector-led Standard Safeguarding Dataset
Colleagues from Data to Insight, the LA-led service for children’s safeguarding data professionals, are delivering a DfE-funded project in partnership with LAs to define a new “standard safeguarding dataset” which all LAs will be able to produce from their safeguarding information systems.
At this session, they shared what they’ve learned so far from user research with LA colleagues and discussed their early thinking about what a better standard dataset might look like. Participants shared their own thoughts about how to improve these systems and processes.
Presenters
Alistair Herbert
Alistair is the lead officer for Data to Insight, the LA-led service for children’s safeguarding data professionals. With a career focused on local authority children’s services data work, he knows about safeguarding data, information systems, and cross-organisation collaboration.
John Foster
John is a Data Manager for Data to Insight. He has supported a range of children’s services data work, most recently at Shropshire Council. He led Data to Insight’s project to introduce the first national benchmarking dataset for Early Help, and is the user research lead for Data to Insight’s Standard Safeguarding Dataset project.
Rob Harrison and Joe Cornford-Hutchings
Rob and Joe are new Data Managers joining Data to Insight from the private and public sector respectively. They bring between them a wealth of experience and technical expertise, and will be working together to support design and implementation of the new Standard Safeguarding Dataset through 2023-24.
This document discusses an introduction to electronic submission of student coursework at the University. It provides an overview of the policy context and drivers for moving to e-submission, including reducing student printing costs. The workshop covers benefits and opportunities of e-submission for staff and students, as well as considerations for software selection and implementation planning. Blackboard and Turnitin are compared for various submission and marking features. Other issues discussed include accessibility, service disruptions, and using e-submission as an opportunity to review feedback and marking processes.
The document outlines 21 steps for 21st century learning and strategic planning for technology-rich learning environments. It discusses expectations for student skills and behaviors with laptop initiatives, and recommendations for increasing digital literacy, teacher competencies, and realigning educational outcomes. The document also addresses developing policies, understanding stakeholder concerns, and ensuring initiatives focus on transforming learning rather than just adding technology.
This document outlines the syllabus for a 3-credit hour virtual sustainability marketing course offered in fall 2021. It includes information about the instructor, course description, objectives, format, materials, assessments, policies, schedule, and intended learning outcomes. The course will examine strategies for organizations to meet economic, social and environmental goals. Assessments include participation, online discussions, reading responses, written assignments, group presentations, and a final paper. The course aims to help students understand sustainability concepts and apply them to business and personal contexts.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
This chapter discusses the international monetary system and factors that influence exchange rates. It outlines attempts to construct systems of fixed exchange rates and efforts to create systems of floating exchange rates. Specifically:
1. It describes the importance of exchange rates for business activities and outlines factors like supply and demand that help determine exchange rates.
2. It explains attempts by countries to construct a system of fixed exchange rates where currencies are pegged to each other or to gold.
3. It describes efforts to create a system of floating exchange rates where currencies fluctuate based on foreign exchange market forces rather than being fixed.
The document discusses creating a Hardware/Software Policy and improving the Acceptable Use Policy for Davidson County Schools. It suggests splitting the Hardware/Software Policy into sections for hardware and software, including guidance on purchasing and upgrading. For the Acceptable Use Policy, it recommends making it more specific and breaking it down based on student age levels. It also provides examples from other school district policies that provide helpful details and sections.
Unit 14 producing a print based media productNick Crafts
This document provides information about a Level 3 unit on producing a print-based media product. It outlines the aims, learning outcomes, assessment criteria, teaching content, and delivery guidance for the unit. The unit aims to have learners produce pre-production materials and risk assessments, identify and resolve any legal/ethical issues, produce materials for a print product, and edit materials into a final product. Learners must demonstrate skills in planning, production, and post-production to create an original print media product. The document provides examples and guidance for teachers to support learners in meeting the assessment requirements.
The document describes the goals and components of the KOD e-learning platform, which aims to personalize data retrieval for users based on their profile and goals. It extends existing standards like IMS-CP by adding rules and a navigable knowledge map. The platform incorporates adaptive and personalized learning by modifying content automatically based on the unmodified learner profile. It maps and rules content in an extended IMS format and modifies existing LMS systems. The document provides details on the KOD data model, content authoring and packaging process, rules definition, and validation results from student and teacher evaluations.
This document provides information about the Btec Core Business and ICT 90 credit diploma course offered at All Saints School to current year 11 students. It includes details about the course structure and content over the two years, including the units covered in each subject area. Information is also provided about career paths, university degrees, and grades for the course. The presentation aims to introduce students to the course and its benefits in providing a foundation for further education and careers in business and ICT fields.
This document provides an overview of enterprise data management best practices based on the DAMA-DMBOK framework. It recommends an 8 step approach: 1) base the program on the DAMA-DMBOK, 2) develop an enterprise data strategy, 3) assess the current state, 4) develop the future state plan, 5) form an EDM team, 6) create an implementation roadmap, 7) develop communication plans, and 8) begin implementation. Successful EDM requires foundational components like data governance, metadata management and data quality, as well as an iterative approach building projects within the overall program.
Green is in teaching specialist or generalist- v4nagordon
This document discusses including green information systems (IS) content in teaching IS and computer science curricula. It argues for including environmental awareness as part of all IS/IT project assessments, similar to how market research and costing are included. There are opportunities to include green IS throughout curricula, such as through introductory examples, specialist modules, or integrating examples into other courses. While all students should have basic awareness, some may specialize. Assessment can ensure learning outcomes are achieved and topics are understood, though it may not convince skeptical students of sustainability's importance. A grading system could help categorize green IS teaching materials by level, type, location in curriculum, and motivating factors.
This document discusses using digital movie making projects in language arts classrooms. It identifies the benefits of such projects, including connecting to curriculum standards and developing students' digital literacy skills. The document outlines the steps of a digital movie making project from pre-production to distribution. It also addresses teacher preparation, technology requirements, modifications for students with IEPs, and evaluating the impact of these projects on student learning and school culture.
The document outlines how information and communication technologies (ICT) can help improve the efficiency and effectiveness of outcomes monitoring and evaluation. It discusses different ICT tools that can be used to collect, store, retrieve, analyze, and present outcomes data. Examples of specific tools are demonstrated, and steps for organizations to develop an action plan to adopt ICT tools for monitoring and evaluating outcomes are provided.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
Establishing & Updating District Standards for Design & ConstructionDekker/Perich/Sabatini
Design and Construction Standards are a useful tool for school districts to ensure the use of consistent equipment and materials across multiple facilities. Well-crafted standards enable districts to meet current operations and maintenance needs, streamline purchasing and maintenance, and reduce operating costs while attaining a consistent level of quality.
This presentation shares best practices for establishing, communicating, and updating district standards that meet procurement requirements and are based on current best practices for major building systems, technology systems, and building materials. Real world examples illustrate common pitfalls in crafting standards and how to maximize the benefits of improved district standards.
Dekker/Perich/Sabatini presented this topic at the Arizona Association of School Business Officials (ASSBO) conference in Tucson.
Presented by Julie Walleisa, AIA, LEED AP, ALEP.
A Business Case for Google Apps for Education Problem Statement .docxblondellchancy
A Business Case for Google Apps for Education
Problem Statement
Goldfarb School of Nursing (GSON)’s lack of technology enhancement is a weakness. This weakness causes problems with: accreditation organizations, students’ satisfaction, aspiring nurse preparation, budget management, student retention, and student recruitment.
Analysis of Situation
BJC’s GroupWise email and messenger limit communication and collaboration among GSON stakeholders. GroupWise Messenger is not accessible outside the organization firewall, nor are students able to connect to the organization’s email system using a mobile device without incurring a cost. Because instant communication is lost and external communication is limited, students may be dissatisfied. Student dissatisfaction may have an effect on student retention, student recruitment, and the reputation of the organization. Moreover, the technology enhancements could allow better user experiences, like students learning in the way they want to learn, with technology.
Beyond email and messenger, other innovative communication mediums exist. Documents can be shared and collaborated on in real time and videos can be shared, as with YouTube. These same approaches can be used in an educational environment to enhance operational efficiency as well as teaching and learning. Document sharing would allow students to collaborate with their peers and professors on projects or homework assignments. Video sharing can be used for nurse preparation, student orientation, or to share information related to drug or alcohol abuse, which is a compliance requirement for Title IX.
Because GSON is limited by the lack of technology enhancements, third party solutions have been considered for procurement. For example, Mediacore, a video sharing product, was reviewed. The purpose of the product would be to share videos among different stakeholders throughout the College. Various departments would have the ability to share videos. While this is a great tool, as you will see in the cost benefit analysis section of this document, sound fiscal management would be remiss.
The Higher Learning Commission (HLC), an accrediting body of the College, requires a plan for innovation and technology.
1. Criterion/standard 5.C.5 states: Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
2. Criterion/standard 3.D.4. states: The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).
To address the problems presented in this business case, Google Apps for Education is recommended.
Solution
The solution to the problems presented in this business case is to implement Google Apps for Education (GAE). GAE is ...
A Business Case for Google Apps for Education Problem Statement .docxsleeperharwell
A Business Case for Google Apps for Education
Problem Statement
Goldfarb School of Nursing (GSON)’s lack of technology enhancement is a weakness. This weakness causes problems with: accreditation organizations, students’ satisfaction, aspiring nurse preparation, budget management, student retention, and student recruitment.
Analysis of Situation
BJC’s GroupWise email and messenger limit communication and collaboration among GSON stakeholders. GroupWise Messenger is not accessible outside the organization firewall, nor are students able to connect to the organization’s email system using a mobile device without incurring a cost. Because instant communication is lost and external communication is limited, students may be dissatisfied. Student dissatisfaction may have an effect on student retention, student recruitment, and the reputation of the organization. Moreover, the technology enhancements could allow better user experiences, like students learning in the way they want to learn, with technology.
Beyond email and messenger, other innovative communication mediums exist. Documents can be shared and collaborated on in real time and videos can be shared, as with YouTube. These same approaches can be used in an educational environment to enhance operational efficiency as well as teaching and learning. Document sharing would allow students to collaborate with their peers and professors on projects or homework assignments. Video sharing can be used for nurse preparation, student orientation, or to share information related to drug or alcohol abuse, which is a compliance requirement for Title IX.
Because GSON is limited by the lack of technology enhancements, third party solutions have been considered for procurement. For example, Mediacore, a video sharing product, was reviewed. The purpose of the product would be to share videos among different stakeholders throughout the College. Various departments would have the ability to share videos. While this is a great tool, as you will see in the cost benefit analysis section of this document, sound fiscal management would be remiss.
The Higher Learning Commission (HLC), an accrediting body of the College, requires a plan for innovation and technology.
1. Criterion/standard 5.C.5 states: Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
2. Criterion/standard 3.D.4. states: The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).
To address the problems presented in this business case, Google Apps for Education is recommended.
Solution
The solution to the problems presented in this business case is to implement Google Apps for Education (GAE). GAE is .
The document discusses copyright laws and fair use guidelines for educators. It provides an overview of copyright laws and their intent to protect intellectual property. Fair use allows for limited use of copyrighted works for educational purposes without permission. The document includes a quiz testing knowledge of what is permissible under fair use. It concludes with recommendations for how educators can stay informed of fair use guidelines and properly attribute sources to avoid plagiarism.
Hard copy textbooks are expensive so many university students photocopy them instead of buying original copies. This ignores copyright laws and hurts authors and publishers. Using TRIZ, potential solutions include: 1) Market segmentation to offer discounts for groups with common subjects. 2) Promote local authors' cheaper locally-produced books. 3) Sell book sets at discounted bundle prices. 4) Offer flexible pricing adjusted for quantity purchased. 5) Supplement textbooks with e-books, models, and digital formats. 6) Educate students on copyright and buying used or second-hand books.
This presentation was delivered by Justin and Joel Simpson (Artefactual), Jean-Yves Vion-Dury (Xerox/PERICLES) and Stratos Kontopoulos (CERTH/PERICLES) at the final project conference 'Acting on Change: New Approaches and Future Practices in LTDP' (Wellcome Collection Conference Centre, London, 30 Nov -1 Dec 2016).
This thematic session entitled 'Policy Management & Ontology Supported Preservation' aimed at exploring the PERICLES ontology-based digital ecosystems approach, through studying a use case brought to us by Justin Simpson (Director, Archivematica Technical Services - Artefactual ). Mainly focusing on preservation policy management, the use case was a guiding thread to understand how the Linked Resource Model (LRM) ontology and its derivatives (e.g. Digital Ecosystem Model (DEM)) can be applied to address the change issues, notably to track and control the evolution of the objects we are interested in, to document and capture knowledge regarding the external tools associated to them as well as to understand the sensitivity of those objects to their overall technical context.
http://pericles-project.eu/
This document discusses a global edition textbook on marketing research. It is published by Pearson for use outside of the United States and Canada. If purchased within the US or Canada, the publisher is unaware it was imported without approval. The global edition preserves the content of the original US version but includes customizations for international audiences. It contains features to make the content more interesting, help students study for exams, and apply the knowledge gained.
Lifetouch Partnership Letter NAESP 2015 Jeff Allen
Lifetouch has provided ongoing support for several key initiatives of the National Association of Elementary School Principals (NAESP) for many years. This support has helped advance excellence, innovation, and equity in schools to ensure high-quality education for all 33 million students. NAESP's agenda includes advocacy, professional development for principals, leadership standards, and student leadership programs. Specifically, Lifetouch provided generous support for the development of NAESP's American Student Council Association over 28 years ago to help students build leadership skills. Lifetouch and NAESP share a belief that a high-quality education is crucial for students' and communities' success.
This document outlines the syllabus for a 3-credit hour virtual sustainability marketing course offered in fall 2021. It includes information about the instructor, course description, objectives, format, materials, assessments, policies, schedule, and intended learning outcomes. The course will examine strategies for organizations to meet economic, social and environmental goals. Assessments include participation, online discussions, reading responses, written assignments, group presentations, and a final paper. The course aims to help students understand sustainability concepts and apply them to business and personal contexts.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
This chapter discusses the international monetary system and factors that influence exchange rates. It outlines attempts to construct systems of fixed exchange rates and efforts to create systems of floating exchange rates. Specifically:
1. It describes the importance of exchange rates for business activities and outlines factors like supply and demand that help determine exchange rates.
2. It explains attempts by countries to construct a system of fixed exchange rates where currencies are pegged to each other or to gold.
3. It describes efforts to create a system of floating exchange rates where currencies fluctuate based on foreign exchange market forces rather than being fixed.
The document discusses creating a Hardware/Software Policy and improving the Acceptable Use Policy for Davidson County Schools. It suggests splitting the Hardware/Software Policy into sections for hardware and software, including guidance on purchasing and upgrading. For the Acceptable Use Policy, it recommends making it more specific and breaking it down based on student age levels. It also provides examples from other school district policies that provide helpful details and sections.
Unit 14 producing a print based media productNick Crafts
This document provides information about a Level 3 unit on producing a print-based media product. It outlines the aims, learning outcomes, assessment criteria, teaching content, and delivery guidance for the unit. The unit aims to have learners produce pre-production materials and risk assessments, identify and resolve any legal/ethical issues, produce materials for a print product, and edit materials into a final product. Learners must demonstrate skills in planning, production, and post-production to create an original print media product. The document provides examples and guidance for teachers to support learners in meeting the assessment requirements.
The document describes the goals and components of the KOD e-learning platform, which aims to personalize data retrieval for users based on their profile and goals. It extends existing standards like IMS-CP by adding rules and a navigable knowledge map. The platform incorporates adaptive and personalized learning by modifying content automatically based on the unmodified learner profile. It maps and rules content in an extended IMS format and modifies existing LMS systems. The document provides details on the KOD data model, content authoring and packaging process, rules definition, and validation results from student and teacher evaluations.
This document provides information about the Btec Core Business and ICT 90 credit diploma course offered at All Saints School to current year 11 students. It includes details about the course structure and content over the two years, including the units covered in each subject area. Information is also provided about career paths, university degrees, and grades for the course. The presentation aims to introduce students to the course and its benefits in providing a foundation for further education and careers in business and ICT fields.
This document provides an overview of enterprise data management best practices based on the DAMA-DMBOK framework. It recommends an 8 step approach: 1) base the program on the DAMA-DMBOK, 2) develop an enterprise data strategy, 3) assess the current state, 4) develop the future state plan, 5) form an EDM team, 6) create an implementation roadmap, 7) develop communication plans, and 8) begin implementation. Successful EDM requires foundational components like data governance, metadata management and data quality, as well as an iterative approach building projects within the overall program.
Green is in teaching specialist or generalist- v4nagordon
This document discusses including green information systems (IS) content in teaching IS and computer science curricula. It argues for including environmental awareness as part of all IS/IT project assessments, similar to how market research and costing are included. There are opportunities to include green IS throughout curricula, such as through introductory examples, specialist modules, or integrating examples into other courses. While all students should have basic awareness, some may specialize. Assessment can ensure learning outcomes are achieved and topics are understood, though it may not convince skeptical students of sustainability's importance. A grading system could help categorize green IS teaching materials by level, type, location in curriculum, and motivating factors.
This document discusses using digital movie making projects in language arts classrooms. It identifies the benefits of such projects, including connecting to curriculum standards and developing students' digital literacy skills. The document outlines the steps of a digital movie making project from pre-production to distribution. It also addresses teacher preparation, technology requirements, modifications for students with IEPs, and evaluating the impact of these projects on student learning and school culture.
The document outlines how information and communication technologies (ICT) can help improve the efficiency and effectiveness of outcomes monitoring and evaluation. It discusses different ICT tools that can be used to collect, store, retrieve, analyze, and present outcomes data. Examples of specific tools are demonstrated, and steps for organizations to develop an action plan to adopt ICT tools for monitoring and evaluating outcomes are provided.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
Establishing & Updating District Standards for Design & ConstructionDekker/Perich/Sabatini
Design and Construction Standards are a useful tool for school districts to ensure the use of consistent equipment and materials across multiple facilities. Well-crafted standards enable districts to meet current operations and maintenance needs, streamline purchasing and maintenance, and reduce operating costs while attaining a consistent level of quality.
This presentation shares best practices for establishing, communicating, and updating district standards that meet procurement requirements and are based on current best practices for major building systems, technology systems, and building materials. Real world examples illustrate common pitfalls in crafting standards and how to maximize the benefits of improved district standards.
Dekker/Perich/Sabatini presented this topic at the Arizona Association of School Business Officials (ASSBO) conference in Tucson.
Presented by Julie Walleisa, AIA, LEED AP, ALEP.
A Business Case for Google Apps for Education Problem Statement .docxblondellchancy
A Business Case for Google Apps for Education
Problem Statement
Goldfarb School of Nursing (GSON)’s lack of technology enhancement is a weakness. This weakness causes problems with: accreditation organizations, students’ satisfaction, aspiring nurse preparation, budget management, student retention, and student recruitment.
Analysis of Situation
BJC’s GroupWise email and messenger limit communication and collaboration among GSON stakeholders. GroupWise Messenger is not accessible outside the organization firewall, nor are students able to connect to the organization’s email system using a mobile device without incurring a cost. Because instant communication is lost and external communication is limited, students may be dissatisfied. Student dissatisfaction may have an effect on student retention, student recruitment, and the reputation of the organization. Moreover, the technology enhancements could allow better user experiences, like students learning in the way they want to learn, with technology.
Beyond email and messenger, other innovative communication mediums exist. Documents can be shared and collaborated on in real time and videos can be shared, as with YouTube. These same approaches can be used in an educational environment to enhance operational efficiency as well as teaching and learning. Document sharing would allow students to collaborate with their peers and professors on projects or homework assignments. Video sharing can be used for nurse preparation, student orientation, or to share information related to drug or alcohol abuse, which is a compliance requirement for Title IX.
Because GSON is limited by the lack of technology enhancements, third party solutions have been considered for procurement. For example, Mediacore, a video sharing product, was reviewed. The purpose of the product would be to share videos among different stakeholders throughout the College. Various departments would have the ability to share videos. While this is a great tool, as you will see in the cost benefit analysis section of this document, sound fiscal management would be remiss.
The Higher Learning Commission (HLC), an accrediting body of the College, requires a plan for innovation and technology.
1. Criterion/standard 5.C.5 states: Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
2. Criterion/standard 3.D.4. states: The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).
To address the problems presented in this business case, Google Apps for Education is recommended.
Solution
The solution to the problems presented in this business case is to implement Google Apps for Education (GAE). GAE is ...
A Business Case for Google Apps for Education Problem Statement .docxsleeperharwell
A Business Case for Google Apps for Education
Problem Statement
Goldfarb School of Nursing (GSON)’s lack of technology enhancement is a weakness. This weakness causes problems with: accreditation organizations, students’ satisfaction, aspiring nurse preparation, budget management, student retention, and student recruitment.
Analysis of Situation
BJC’s GroupWise email and messenger limit communication and collaboration among GSON stakeholders. GroupWise Messenger is not accessible outside the organization firewall, nor are students able to connect to the organization’s email system using a mobile device without incurring a cost. Because instant communication is lost and external communication is limited, students may be dissatisfied. Student dissatisfaction may have an effect on student retention, student recruitment, and the reputation of the organization. Moreover, the technology enhancements could allow better user experiences, like students learning in the way they want to learn, with technology.
Beyond email and messenger, other innovative communication mediums exist. Documents can be shared and collaborated on in real time and videos can be shared, as with YouTube. These same approaches can be used in an educational environment to enhance operational efficiency as well as teaching and learning. Document sharing would allow students to collaborate with their peers and professors on projects or homework assignments. Video sharing can be used for nurse preparation, student orientation, or to share information related to drug or alcohol abuse, which is a compliance requirement for Title IX.
Because GSON is limited by the lack of technology enhancements, third party solutions have been considered for procurement. For example, Mediacore, a video sharing product, was reviewed. The purpose of the product would be to share videos among different stakeholders throughout the College. Various departments would have the ability to share videos. While this is a great tool, as you will see in the cost benefit analysis section of this document, sound fiscal management would be remiss.
The Higher Learning Commission (HLC), an accrediting body of the College, requires a plan for innovation and technology.
1. Criterion/standard 5.C.5 states: Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.
2. Criterion/standard 3.D.4. states: The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).
To address the problems presented in this business case, Google Apps for Education is recommended.
Solution
The solution to the problems presented in this business case is to implement Google Apps for Education (GAE). GAE is .
The document discusses copyright laws and fair use guidelines for educators. It provides an overview of copyright laws and their intent to protect intellectual property. Fair use allows for limited use of copyrighted works for educational purposes without permission. The document includes a quiz testing knowledge of what is permissible under fair use. It concludes with recommendations for how educators can stay informed of fair use guidelines and properly attribute sources to avoid plagiarism.
Hard copy textbooks are expensive so many university students photocopy them instead of buying original copies. This ignores copyright laws and hurts authors and publishers. Using TRIZ, potential solutions include: 1) Market segmentation to offer discounts for groups with common subjects. 2) Promote local authors' cheaper locally-produced books. 3) Sell book sets at discounted bundle prices. 4) Offer flexible pricing adjusted for quantity purchased. 5) Supplement textbooks with e-books, models, and digital formats. 6) Educate students on copyright and buying used or second-hand books.
This presentation was delivered by Justin and Joel Simpson (Artefactual), Jean-Yves Vion-Dury (Xerox/PERICLES) and Stratos Kontopoulos (CERTH/PERICLES) at the final project conference 'Acting on Change: New Approaches and Future Practices in LTDP' (Wellcome Collection Conference Centre, London, 30 Nov -1 Dec 2016).
This thematic session entitled 'Policy Management & Ontology Supported Preservation' aimed at exploring the PERICLES ontology-based digital ecosystems approach, through studying a use case brought to us by Justin Simpson (Director, Archivematica Technical Services - Artefactual ). Mainly focusing on preservation policy management, the use case was a guiding thread to understand how the Linked Resource Model (LRM) ontology and its derivatives (e.g. Digital Ecosystem Model (DEM)) can be applied to address the change issues, notably to track and control the evolution of the objects we are interested in, to document and capture knowledge regarding the external tools associated to them as well as to understand the sensitivity of those objects to their overall technical context.
http://pericles-project.eu/
This document discusses a global edition textbook on marketing research. It is published by Pearson for use outside of the United States and Canada. If purchased within the US or Canada, the publisher is unaware it was imported without approval. The global edition preserves the content of the original US version but includes customizations for international audiences. It contains features to make the content more interesting, help students study for exams, and apply the knowledge gained.
Lifetouch Partnership Letter NAESP 2015 Jeff Allen
Lifetouch has provided ongoing support for several key initiatives of the National Association of Elementary School Principals (NAESP) for many years. This support has helped advance excellence, innovation, and equity in schools to ensure high-quality education for all 33 million students. NAESP's agenda includes advocacy, professional development for principals, leadership standards, and student leadership programs. Specifically, Lifetouch provided generous support for the development of NAESP's American Student Council Association over 28 years ago to help students build leadership skills. Lifetouch and NAESP share a belief that a high-quality education is crucial for students' and communities' success.
Lifetouch - Partnership Letter - NPTA - 2014Jeff Allen
Lifetouch has been a proud national sponsor of National PTA since 2012, donating photography services each year to support the association's work advocating for issues affecting children. As a sponsor, Lifetouch plays an important role in supporting National PTA's programs and calls for legislation on topics like education, health, safety, and the arts. In addition to its work with National PTA, Lifetouch is committed to giving back through community initiatives like building schools in developing nations. National PTA is proud to partner with Lifetouch in its efforts to make a difference for children and families.
Lifetouch is the official photographer of AASA, The School Superintendents Association, and has supported schools and education for nearly 80 years by providing school photography services and donating over $100 million annually. Lifetouch also partners with the National Center for Missing and Exploited Children to provide SmileSafe photo ID cards to help return missing children, which have been successful in nearly 25 states. The letter encourages considering Lifetouch's services which support both schools and child safety.
Fashionista Chic Couture Maze & Coloring Adventures is a coloring and activity book filled with many maze games and coloring activities designed to delight and engage young fashion enthusiasts. Each page offers a unique blend of fashion-themed mazes and stylish illustrations to color, inspiring creativity and problem-solving skills in children.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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1. 1 | P a g e
Digital Data & Image Format and Usage Guidelines
For School Photography & Yearbook Publication
Version 2017-2018
Draft Revision: June 7, 2017
What’s new in this 2017-2018 Version
Ø This year’s version has not changed from year.
General Information
Introduction
The school picture industry offers a variety of products and services to
students and schools. These are often used in conjunction with yearbooks
and other products. A system that facilitates the easy combination of the
products and services of different suppliers has a number of benefits.
Currently, individual students and schools employ photographers to take
photos. Each of these image takers involves a photo lab or digital imaging
firm to convert the exposed image into another format, such as prints,
CD/DVDs, cards, etc. In the case of yearbooks, the publisher takes the
images and converts them to a printed page, employing yet another method
for image creation.
When the students and schools use more than one photographer, and the
photographers and the different labs generate CD/DVDs in their own formats, it
is more difficult, time consuming and costly to coordinate the data, images and
publishing of yearbooks. The problem is similar to the situation that would
exist if audio compact disks could not be played on every CD/DVD player. By
using a standard format, a greater number of vendor choices would exist for
the school and increase the level of satisfaction.
Similarly, photographers’ policies regarding allowable use of their images may
vary, as do methods for communicating licensing terms from the school or
student’s photographer to the school and then on to the yearbook company.
In some cases, licensing terms and copyright information embedded in image
file metadata may be unintentionally stripped upon transfer from one image
management platform to another. A common guideline that establishes
default copyright and usage rules that apply in the absence of an agreement
between the photographer and the yearbook company will provide greater
certainty to all affected parties and avoid the need for schools to be the
gatekeeper for copyright issues.
Moreover, regulatory requirements for the handling and usage of student data
and images have evolved and continue to change. It is ever more important
for school service providers to be transparent about their use of student
information and to make public their commitment to responsible data
practices. While allowable usage of student images may vary depending on
applicable laws and regulations, school board policy, the photographer’s
licensing terms and the photo subject’s authorization, the photo subject’s
privacy interest is best served by a common image usage guideline that
serves as an industry default.
2. 2 | P a g e
It must be noted that technology continues to change. Any guideline
promoting a coordinated system needs flexibility for the future. The ultimate
goal is to satisfy the customer - the school. It is believed that satisfaction
can be increased by creating common readable files for the transmission of
digital images and associated data from the school photographer to the
yearbook publisher in a format that is as efficient and consistent as possible,
as well as common image usage parameters that may be deviated from but
only with all appropriate authorizations and in accordance with applicable
laws, regulations and school board policies.
Audience & Scope
The following document is intended to inform the Underclass (K-11) School
Photographer, Contract Senior Photographer, Photography Production
Laboratory, interested Software Developers, and Yearbook Companies as to
the generally accepted data and subject image guidelines for the exchange
of data and subject images between photography organizations and
yearbook producers. This document is NOT directly intended for the
common school customer.
The scope of this document includes, and is limited to the Professional
School and Sports Photographers International, (PSPI) sponsored
ad-hoc committee developed technical guidelines for data and image
exchange between the interested parties listed above. This document
is technical in nature and does NOT intend to outline or require market
implementation by any particular organization. This document is NOT
intended to provide direct explanatory material to the target consumer of the
final product resulting from adoption of these guidelines (the school).
Benefits
Benefits from such a system could include the following:
• By specifying a guideline to which the product should conform, the school
has the means to measure the value of what they are acquiring, and can
make comparisons between suppliers. This can lead to opportunities that
are more competitive for schools, permitting them to pick, choose, mix,
and match among the numerous suppliers. While the format for the
product is not the only element for price comparison, use of a common
format makes the comparison simpler.
• Creating an easier interchangeability of images and data files between
image providers and users. This can reduce the time it takes to create
products, and could lead to reduced costs and improved quality and the
number of product choices.
• Communication between schools, image providers and yearbook
producers can be clarified and improved by reference to a common
guideline.
• An assurance of a minimum level of quality and performance for the
CD/DVD products.
• An easing of the decision making process for schools by the use of
3. 3 | P a g e
common terminology and comparable products.
• Removal of the school from the middleman position between
photographers, photo labs and yearbook companies over the format of
the CD/DVDs and the assurance of compatibility, copyright and/or image
usage issues.
• Establishing default terms that apply to image usage in the absence of an
agreement between the school’s photographer and yearbook company.
Drawbacks
There are no apparent drawbacks from such a system. For firms that do not
currently produce CD/DVD images, there is no impact since there is no
requirement to produce a CD/DVD. However, the system is simple enough to
permit anyone to readily adopt it should they choose to do so.
Communication
A useful guideline will require communication and education programs directed to
both the schools and the photo industry. It will be necessary to provide materials
to explain the system and its benefits.
Limitations of the Guidelines
These guidelines address the format for the CD/DVD. The guidelines do not
address many areas for technical or legal reasons. Among them are the photo
capture and editing process, the photo print output, and the yearbook printing
quality and features. These areas are the subject of creative and artistic
differences, as well as customer choice. In addition, these guidelines do not
suggest or require which of the interested persons or organizations has
responsibility for collecting, recording, distributing or protecting the data. That
is a matter for those interested to arrange among themselves.
These guidelines do not prescribe specific data security practices, procedures
or standards, since legal requirements and technical options are evolving
rapidly in this area, school requirements vary, and data security industry
associations are better equipped to set standards in this area. All parties
charged with creating, storing, handling and distributing files containing
personally identifiable student information – photographers, yearbook
publishers, labs and other subcontractors – must determine and implement
those physical, administrative and technical measures necessary to protect
such information in accordance with applicable law, school requirements and
current data security best practices.
DIGITAL DATA & IMAGE FORMAT GUIDELINES
The Digital Data & Image Format Guidelines strongly recommend the following:
4. 4 | P a g e
CD/DVD Layout & Structure
§ The CD should meet the ISO 9660 standard for CD format. DVD
media should be Standard Data +R or –R.
§ The CD/DVD session must be closed or the CD/DVD must be
finalized.
• NOTE: If transmitting the data via file sharing service, all file
structures and layout, in the document to follow, remain the same.
The exception being the “volume name” which will become the top
level folder under which all files and structures will be contained.
The top level folder should follow the naming structures for “volume
name” as documented for CD/DVD in this document.
Data layout:
Volume Name (or top level folder name if electronically transmitted)
INDEX.TXT
MASTER.TXT [optional]
README.TXT [strongly recommended]
FOLDERx [use an arbitrary name but must be unique]
IMAGEx [use unique names for each image]
IMAGEx+1
*
*
*
FOLDERy IMAGEy
IMGAEy+1
.*
.*
.*
etc.
Volume Name – Volume name (or top level folder name for electronic
transmission) is an arbitrary name, but the name string must be ended with a
numeric value to account for multiple CD/DVD volumes. Multiple CD volumes
should have consecutive numbers.
.TXT Files – Text files (.TXT) are standard ASCII sequential text files and
must be located directly at the CD/DVD root level.
Folder Names – Folders on the CD/DVD contain uniquely named image files.
The folder name(s) MUST be unique for each folder and can consist of UPPER
and/or lower case alphanumeric characters and numeric values 0-9 ONLY.
Special characters of “_” (underscore) and “-“ (dash) are allowed.
Image Names – Image file names MUST be unique for each image and can
consist of UPPER and/or lower case alphanumeric characters and numeric values
0-9 ONLY. Special characters of “_” (underscore) and “-“ (dash) are allowed.
Image file names must contain the “.jpg” file type suffix (see Image Guideline
Section for details for image files).
5. 5 | P a g e
Screen Shot Example of Data Layout for CD/DVD:
Screen Shot Example of Data Layout for electronic transmission:
6. 6 | P a g e
Data Structure
The following section defines the required and recommended text (.TXT)
files and their structures:
· A standard text file is to be contained directly under the root of the CD/DVD
or directly under top level folder if transmitting electronically.
· All volume, directory and file names MUST be unique and can consist of
UPPER and/or lower case alphanumeric characters and numeric values 0-9
ONLY. Special characters of “_” (underscore) and “-“ (dash) are allowed. .
· Text files are standard ASCII format for maximum compatibility. UTF-8
format can optionally be used but should be verified with the receiver
because of accented characters.
· The fields, contained within the text files, are to be Tab delimited (fields
separated by a tab character). Note: Care should be taken to limit the length
of the data in the included field sets. Excessively long data strings can pose
issues in downstream applications.
· Line termination must be indicated by CR-LF (carriage return, line feed).
· The required file INDEX.TXT
· The optional, but strongly recommended, file README.TXT
· The optional file MASTER.TXT
· The CD/DVD may contain other files and folders that the CD/DVD producer
thinks may be helpful to the school or yearbook producer as long as they do
not interfere with the structures and requirements of these guidelines. These
files are not explained, required or covered by this document and are a
superset to these guidelines.
Data Content and Attributes
The following sections define the content and attributes of the required and
recommended data files to be contained on the CD/DVD.
COPYRIGHT.TXT
The COPYRIGHT.TXT file is an OPTIONAL but STRONGLY
RECOMMENDED file. Its purpose is to contain copyright and license
information important to the content of the CD/DVD. The absence of a
copyright.txt file, however, shall not be deemed a waiver or release of the
photographer’s copyright interest in the content of the CD/DVD.
The generally accepted language of the COPYRIGHT.TXT file, and the license
that shall be deemed to apply to yearbook companies in the event that the
copyright.txt file is left blank is as follows:
The images on this CD are copyright protected and are solely
for the use of publishing yearbooks subject to the terms and
conditions of license provided by the school photographer to
the school (“License Agreement”). Unless otherwise stated in
the License Agreement or with the school photographer’s and
the photo subject’s (or a minor subject’s parent’s) prior written
consent, reproduction is limited to the traditional class
7. 7 | P a g e
portrait pages of the school yearbook. You do not have
permission to make copies for sale, or to otherwise disclose,
publish or make commercial use of the images in any manner.
The information of the COPYRIGHT.TXT file is the same as in the [License]= tag
of the README.TXT file to follow. Its importance to the user of the CD/DVD
material requires it be directly under the root of the CD/DVD volume. It is also
strongly recommended that the statement be in printed form on the packaging or
CD label as well.
The statement suggestion above may be modified to the copyright holders’
requirements. This wording claims ownership of the material (image(s)
specifically) but leaves each copyright holder free to determine its own
licensing policy.
It is recommended that wording in the school contract (between photographer
and school) specifically address usage scope and copyright definition. It is
beyond the scope of structure and content guideline definition to enforce
copyright protection.
INDEX.TXT
The INDEX.TXT file is a REQUIRED file. Its purpose is to contain all the data
records to be included in the published yearbook product. Part of each data record
contained in the INDEX.TXT file is a reference to the associated subject image. It
is this file that the yearbook producer will use to incorporate data and associated
images into the yearbook product.
Only the final records and associated images chosen to appear in the
yearbook publication should be included in the INDEX.TXT file. This file
should include references to images contained on all CD/DVD volumes if there is
more than one CD/DVD. If other images are also on the CD/DVD, they should be
separately identified in the MASTER.TXT file (not to be referenced in the
INDEX.TXT).
Structure and Field Order
The following section defines the structure and field order for the INDEX.TXT file:
1. Volume Name (or top level folder name for electronic transmission)
2. Image Folder
3. Image File Name
4. Grade*
5. Last Name
6. First Name
7. Home room
8. Period
9. Teacher Name
10. Track
11. Department
12. Title
13. Image Size
14. [Any additional defined fields].
Note: The above 13 defined, default, and reserved fields should be maintained. If
the CD/DVD producer chooses to omit any of the information, then that should be
8. 8 | P a g e
identified with a NULL VALUE (two tabs together). Any additional fields, beyond
the 13 default fields, should trail field number 13 and be identified in the
README.TXT by the labels in the first record.
*Note on Grade Field: If it is determined that school staff are to be identified
separately from students, use the “Grade” field to indicate staff definitions. If
used, at a minimum “STA” should be used to identify staff members. More
detailed definitions of staff should be included in the README.TXT file to identify
staff code usage.
· The suggested, and optional, identifying file for other images is MASTER.TXT.
This file would contain a listing of all of the images on the CD/DVD, combining
those that are in the INDEX.TXT file as well as all others.
· It is highly recommended that the data contained in the INDEX.TXT and
MASTER.TXT files be in final UPPER/lower (Title) case format.
INDEX.txt File Keyword Definitions
· Volume Name - Volume name (or top level folder name for electronic
transmission) is an arbitrary name, but the name string must be ended with a
numeric value to account for multiple CD/DVD volumes. Multiple CD volumes
should have consecutive numbers.
· Image Folder - The folder holding the images. Located directly under the
root volume.The folder name(s) must be unique using ANY naming convention
File names must consist of UPPER or lower case alphanumeric characters and
numeric values 0-9 ONLY.
· Image File Name - The file name for an image, with extension. Example:
“00001.jpg” Image file names MUST be unique for each image. File names
must consist of UPPER and/or lower case alphanumeric characters and
numeric values 0-9 ONLY.
· Grade - The grade data assigned to the individual, if applicable. Example: “4”
· Last Name - The individual’s last name. Example: “Smith”
· First Name - The individual’s first name. Example: “John”
· Home Room – An identifier for the individual’s home room. Example: “AA”
· Period – An identifier for the individual’s period. Example: “6”
· Teacher Name – The name or identifier for the individual’s teacher.
Example: “Jones”.
· Track – The name or identifier for the individual’s track (usually used in
year around schools). Example: “Special Needs” or “A”.
· Department – Indicates which role the individual plays at the school.
Recommended values are “Faculty”, “Administration”, “Support Staff”,
“Student” and “Teacher”.
· Title – Indicates courtesy title such as Mr. Mrs. And Dr.
9. 9 | P a g e
· Image Size – Indicates image size such as Small Large or Other
README.TXT
The README.TXT file an OPTIONAL but STRONGLY RECOMMENDED file.
The README.TXT is used to describe the content, order, special instructions, data
and image source, etc. of the CD/DVD (s). It should identify key words, the
definition of each field included, and the number of additional data fields used in
the INDEX.TXT file, if any. If the README.TXT file is included on the CD/DVD, the
structure and content should be as follows:
· Each keyword should be contained with bracket ([ ]) characters
· The bracketed keyword and the keyword value should be separated by an
equal (=) sign
· Each keyword and value should appear as one line terminated by a
carriage return and line feed (CR/LF)
· The structure, order and keywords should be as follows:
[Image Size] =
[Color Mode] =
[School Name]=
[# Fields] =
[Field Definition #1] =
[Field Definition #2] =
etc.until the last field used is defined
[Group Fields] =
[Group By] =
[Sort By] =
[Producer URL] =
[Lab Name] =
[Lab Location] =
[Lab Contact Name] =
[Lab Contact email] =
[Lab Contact Phone] =
[Photo Job Number] =
[Date Created] =
[PSPI Version]=
[LICENSE]= The images and data on this CD are copyright protected
and are solely for the use of publishing yearbooks subject to the
terms and conditions of license provided by the school photographer
to the school (“License Agreement”). Unless otherwise stated in the
License Agreement or with the school photographer’s and the photo
subject’s (or a minor subject’s parent’s) prior written consent,
reproduction is limited to the traditional class portrait pages of the
school yearbook. You do not have permission to make copies for sale,
or to otherwise disclose, publish or make commercial use of the
images or data in any manner.
[Comments] =
[ICC] =
[Grade]=
10. 10 | P a g e
Readme.txt File Keyword Definitions
· Image Size – Keywords used to identify the size of the images
contained on the CD/DVD. Allowable keywords are: Small, Large,
Other
· Color Mode – RGB
· School Name – Keyword to indicate the information to follow will be
the name of the school contained on the CD/DVD. The name of the
school is simple a text string identifying the school by name.
· # Fields – The number of fields keywords identifies how many fields
will be identified in the Index.TXT and Master.TXT files. The minimum
value allowed is 13 with no maximum.
· Field Definition #1 - ? – The keywords for field definitions will
repeat themselves, one for each included field. The content of the
keyword will be the definition of the field at that position. Example
for the first 2 fields:
[Field Definition 1] = Volume Name
[Field Definition 2] = Image Folder
· Group Fields – Keyword to indicate the allowable field set from
which data grouping is allowed.
· Group By – Keyword to indicate the field(s), from the Group Fields
allowable field set, that have been selected to group data for the
publication.
· Sort By – Keyword to indicate the sorted order of data within the
selected Group By selection.
· Producer URL – Keyword to indicate the URL address of the
CD/DVD Producer. Used for contact information of the
producer.
· Lab Name – Keyword to indicate the information to follow is the name
of the CD/DVD producing Lab or entity.
· Lab Location - Keyword to indicate the information to follow is the
location of the CD/DVD producing Lab or entity.
· Lab Contact Name - Keyword to indicate the information to follow
is the name of a contact person at the CD/DVD producing Lab or
entity.
· Lab Contact E-mail - Keyword to indicate the information to
follow is the e- mail address of the contact person at the CD/DVD
producing Lab or entity.
· Lab Contact Phone - Keyword to indicate the information to follow is
the phone number of the CD/DVD producing Lab or entity.
· Photo Job Number - Keyword to indicate the information to follow is
the reference job number used at the CD/DVD producing Lab or entity.
· Date Created – The date the CD/DVD was created.
· PSPI Version – The guideline version (from the document title).
· License – Usage and license statement for images and data
· Comments – Additional comments intended for communication about
the CD/DVD or content.
· ICC – ICC profile tag to indicate color profile used. Default is
blank and will assume sRGB.
11. 11 | P a g e
· Grade – List staff code definitions if staff identification used beyond
the defined “STA” code to indicate staff members. As an example:
TCH (teacher), CUS (Custodian), PRI (Principal), VPR (Vice-Principal),
SEC (Secretary), AID (Aide). The code and definition should be
paired as seen in the examples above. These codes are not required
nor define what they should be. They are only examples to indicate
structure for CODE and (definition) comma separated in
one line following the keyword.
MASTER.TXT
The MASTER.TXT file is an OPTIONAL file. Its purpose is to contain all the
data records associated with the school photography activity. Like the INDEX.TXT
file, part of each data record contained in the MASTER.TXT file is a reference to
the associated subject image.
Some photographers, schools or other customers may desire to include multiple
poses or “proof plan” photos on the CD/DVD, even though they are not intended
for yearbook reproduction. There is no suggestion in these guidelines that
anyone should or should not provide extra images. However, if such images are
provided but are not intended for inclusion in the product covered by the
INDEX.TXT file, they should not be listed within the INDEX.TXT file. Only the
pose or image selected for inclusion in the yearbook should be identified
in the file named INDEX.TXT.
The structure and order of the MASTER.TXT file is IDENTICAL to that defined
above for an INDEX.TXT file.
Post CD/DVD Production Modifications of Data
Some CD/DVD producers may choose to develop image and data editing
applications to allow school customers to review and edit data and associated
images. If such applications are used, then text files will obviously be modified
from their original CD/DVD versions. When changes are made to INDEX.TXT,
MASTER.TXT and/or README.TXT files, it is
preferable to incorporate those changes into a new CD/DVD or transmittable
.ZIP file. However, in the absence of a new CD/DVD or transmittable .ZIP file,
replacement files should be completely rewritten on a writeable media (or
media acceptable to the parties) and provided with the CD/DVD or
transmittable .ZIP file to the yearbook producer.
Image Structure and Attributes
The following section defines the image files and their attributes:
· All image file names should be unique.
· Image file names MUST be unique for each image and can consist of
UPPER and/or lower case alphanumeric characters and numeric values 0-
9 ONLY. Special characters of “_” (underscore) and “-“(dash) only.
Image attributes:
Image file format
· Color images
· The default guideline for all images (underclass and senior) is
RGB color. RGB color images are preferred even if the book is
12. 12 | P a g e
produced in B&W. Publisher assumes the responsibility for
conversion.
· The default, and assumed, ICC color space is sRGB. Any color
space used other than the default must be indicated in the
ReadMe.txt file in the “[ICC]=” tag. It is important that the ICC
profile be identified in this tag if it is NOT sRGB.
· All RGB color image files are to be saved in JPEG format. Image file
names must include “.jpg” file type suffix (ex. 123456.jpg)
· JPEG compression ratio of 7.5:1 or less. An option is to include a
qualitative reference image, such as a Macbeth™ chart, gray card, or
other tools that provide a reference standard, which will assist in
verifying the color space and color balance applied.
· If the photographer desires to explain what has been done on the images
(if anything), it can be explained in the README.TXT file. Any
compression ratios, ICC Profiles and reference standards should be
identified.
Image sizes
Note: While the default size of the images included on the CD is as referenced
below, this size requirement should be checked in the agreement between school
and producer to ensure adequate size for intended result.
Small (default)**
· 320 X 400 pixels (.8 aspect ratio). This file size is not
recommended for printed images greater than 8 picas by 10
picas (1.334 x 1.667 inches). See Printing Industries of America
(PIA) Guidelines.
· 300 dpi* in the image file header
· Small is the default for most producers unless otherwise specified.
Large
· 640 X 800 pixels (.8 aspect ratio). This file size is not recommended
for printed images greater than 12 picas by 16 picas (2 x 3 inches).
See Printing Industries of America (PIA) Guidelines.
· 300 dpi* in the image file header
Other
· Other is defined as any sized .8 aspect ratio image different than SMALL or
LARGE as defined in this document.
*Notes: If there is a question about individual publisher DPI or format
requirements, contact that specific publisher for their specific guideline.
13. 13 | P a g e
Electronic Delivery and Utilization
Data security standards and student data privacy requirements are variable and
evolving. Image providers, schools and Yearbook companies who wish to transmit and
deliver student data and images electronically must ensure that such transmission and
use is in conformity with applicable state and federal laws and regulations, school
board policy, applicable licensing terms and conditions and data security standards
commensurate with the sensitivity of the information.
If a party uses a third party file transfer service provider (for example Dropbox) or
other subcontractor to facilitate transmission of student data and/or images, the
third party must be approved by the school. It should be clear who is responsible
for ensuring that the third party’s service contract and privacy policy are consistent
with legal and contractual requirements, and who is responsible for that third party’s
performance in the event that student data is lost, misused or accessed without
authorization.
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