Internet Business Associate

Self-Study Guide Web Foundations Series

CCSSM-CF2IBF-PR-1102 version 1.0 rd032511

Internet Business Associate

Self-Study Guide

President/Chief Certification Architect James Stanger, Ph.D. Vice President, Operations Todd Hopkins Senior Content Developer Kenneth A. Kozakis Managing Editor Susan M. Lane Editor Sarah Skodak Project Manager/Publisher Tina Strong
Customer Service Certification Partners, LLC 1230 W. Washington St., Ste. 111 Tempe, AZ 85281 (602) 275-7700

Copyright 2011, All rights reserved.

Internet Business Associate

Developer
Kenneth A. Kozakis

Contributors
James Stanger, Ph.D., Patrick T. Lane, Irina Heer and Stephen Schneiter

Editor
Susan M. Lane

Project Manager/Publisher
Tina Strong

Trademarks
Certification Partners is a trademark of Certification Partners, LLC. All product names and services identified throughout this book are trademarks or registered trademarks of their respective companies. They are used throughout this book in editorial fashion only. No such use, or the use of any trade name, is intended to convey endorsement or other affiliation with the book. Copyrights of any screen captures in this book are the property of the software's manufacturer.

Disclaimer
Certification Partners, LLC, makes a genuine attempt to ensure the accuracy and quality of the content described herein; however, Certification Partners makes no warranty, express or implied, with respect to the quality, reliability, accuracy, or freedom from error of this document or the products it describes. Certification Partners makes no representation or warranty with respect to the contents hereof and specifically disclaims any implied warranties of fitness for any particular purpose. Certification Partners disclaims all liability for any direct, indirect, incidental or consequential, special or exemplary damages resulting from the use of the information in this document or from the use of any products described in this document. Mention of any product or organization does not constitute an endorsement by Certification Partners of that product or corporation. Data used in examples and labs is intended to be fictional even if actual data is used or accessed. Any resemblance to, or use of real persons or organizations should be treated as entirely coincidental. Certification Partners makes every effort to ensure the accuracy of URLs referenced in all its material, but cannot guarantee that all URLs will be available throughout the life of a course. When this course was published, all URLs were checked for accuracy and completeness. However, due to the ever-changing nature of the Internet, some URLs may no longer be available or may have been redirected.

Copyright Information
This training manual is copyrighted and all rights are reserved by Certification Partners, LLC. No part of this publication may be reproduced, transmitted, stored in a retrieval system, modified, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual or otherwise without written permission of Certification Partners, 1230 W. Washington Street, Suite 111, Tempe, AZ 85281.

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Table of Contents
Course Description...................................................................................................................... xiv Self-Study Courseware.................................................................................................................. xv Course Objectives....................................................................................................................... xvii Course Setup Guide and System Requirements ......................................................................... xviii Conventions and Graphics......................................................................................................... xxiii Lesson 1: Introduction to IT Business and Careers ...................................................................... 1-1 Pre-Assessment Questions ................................................................................................................ 1-3 Information Technology (IT) ............................................................................................................... 1-4 IT Job Roles ...................................................................................................................................... 1-4 IT Industry Career Opportunities..................................................................................................... 1-16 Technical Concepts and Training..................................................................................................... 1-22 Technology Adoption Models ........................................................................................................... 1-23 Business Modeling .......................................................................................................................... 1-25 Data Modeling ................................................................................................................................. 1-28 The Importance of Standards .......................................................................................................... 1-29 Case Study...................................................................................................................................... 1-31 Lesson 1 Review .............................................................................................................................. 1-34 Lesson 1 Supplemental Material...................................................................................................... 1-36 Lesson 2: Introduction to Internet Technology............................................................................ 2-1 Pre-Assessment Questions ................................................................................................................ 2-3 Internet Technology........................................................................................................................... 2-4 Overview of Networks ........................................................................................................................ 2-4 Overview of the Internet .................................................................................................................... 2-6 Connecting to the Internet............................................................................................................... 2-10 Internet Protocols ............................................................................................................................ 2-15 Domain Name System (DNS) ........................................................................................................... 2-19 Cloud Computing ............................................................................................................................ 2-24 Case Study...................................................................................................................................... 2-31 Lesson 2 Review .............................................................................................................................. 2-34 Lesson 2 Supplemental Material...................................................................................................... 2-35 Lesson 3: Web Browsing .............................................................................................................. 3-1 Pre-Assessment Questions ................................................................................................................ 3-3 Introduction to Web Browsing ........................................................................................................... 3-4 Basic Functions of Web Browsers ...................................................................................................... 3-4 Installing a Web Browser................................................................................................................... 3-4 Web Addresses .................................................................................................................................. 3-7 How Browsers Work ........................................................................................................................ 3-11 Browser Choices.............................................................................................................................. 3-16 Resources for Technical Data .......................................................................................................... 3-19 Browsing Techniques ...................................................................................................................... 3-24 Browser Elements ........................................................................................................................... 3-28 Configuring Web Browser Preferences.............................................................................................. 3-29 Cookies ........................................................................................................................................... 3-40 Configuring Browser Security .......................................................................................................... 3-45 Proxy Servers .................................................................................................................................. 3-49 Google Chrome................................................................................................................................ 3-51 Troubleshooting Internet Client Problems ........................................................................................ 3-55 Browsers in the Business World ...................................................................................................... 3-56 Case Study...................................................................................................................................... 3-65 Lesson 3 Review .............................................................................................................................. 3-68 Lesson 3 Supplemental Material...................................................................................................... 3-69 Lesson 4: Multimedia on the Web ................................................................................................ 4-1 Pre-Assessment Questions ................................................................................................................ 4-2 Introduction to Multimedia on the Web ............................................................................................. 4-3 Objects, Active Content and Languages ............................................................................................. 4-3 Objects and Security Issues .............................................................................................................. 4-6

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Introduction to Plug-in Technology .................................................................................................... 4-6 Data Compression and Decompression.............................................................................................. 4-8 Plug-in Installation............................................................................................................................ 4-9 Types of Plug-ins ............................................................................................................................... 4-9 Firefox Add-Ons .............................................................................................................................. 4-18 Types of Viewers.............................................................................................................................. 4-21 Miscellaneous File Formats ............................................................................................................. 4-23 Downloading Files with a Browser ................................................................................................... 4-28 Case Study...................................................................................................................................... 4-30 Lesson 4 Review .............................................................................................................................. 4-32 Lesson 4 Supplemental Material...................................................................................................... 4-33 Lesson 5: Databases and Web Search Engines .............................................................................. 5-1 Pre-Assessment Questions ................................................................................................................ 5-3 Introduction to Data Searching Tools ................................................................................................ 5-4 Overview of Databases....................................................................................................................... 5-4 Introduction to Web Search Engines.................................................................................................. 5-9 Registering a Web Site with a Search Engine ................................................................................... 5-10 Types of Web Searches .................................................................................................................... 5-11 Basic Web Searching Techniques .................................................................................................... 5-14 Boolean Operators........................................................................................................................... 5-18 Advanced Web Searching Techniques .............................................................................................. 5-21 Using Web Searches to Perform Job Tasks ...................................................................................... 5-23 Unexpected Web Search Results...................................................................................................... 5-24 Web Search Strategies..................................................................................................................... 5-26 Evaluating Resources ...................................................................................................................... 5-28 Organizing Internet Research .......................................................................................................... 5-34 Citing Copyrighted Online Resources............................................................................................... 5-37 Case Study...................................................................................................................................... 5-39 Lesson 5 Review .............................................................................................................................. 5-41 Lesson 5 Supplemental Material...................................................................................................... 5-42 Lesson 6: E-Mail and Personal Information Management ............................................................. 6-1 Pre-Assessment Questions ................................................................................................................ 6-3 Introduction to Electronic Mail (E-Mail) ............................................................................................. 6-4 How E-Mail Works............................................................................................................................. 6-4 E-Mail Configuration Requirements................................................................................................... 6-9 E-Mail Message Components ........................................................................................................... 6-16 Creating and Sending E-Mail Messages ........................................................................................... 6-17 Receiving and Viewing E-Mail Messages .......................................................................................... 6-23 E-Mail in the Workplace .................................................................................................................. 6-26 E-Mail Problems and Solutions........................................................................................................ 6-33 Personal Information Management (PIM).......................................................................................... 6-38 Case Study...................................................................................................................................... 6-41 Lesson 6 Review .............................................................................................................................. 6-43 Lesson 6 Supplemental Material...................................................................................................... 6-44 Lesson 7: Internet Services and Tools ......................................................................................... 7-1 Pre-Assessment Questions ................................................................................................................ 7-3 Internet Resource Tools ..................................................................................................................... 7-4 Newsgroups....................................................................................................................................... 7-4 List Servers and Listserve Groups ..................................................................................................... 7-5 Telnet................................................................................................................................................ 7-8 File Transfer Protocol (FTP).............................................................................................................. 7-11 Managing Downloaded Files ............................................................................................................ 7-21 Virtual Network Computing (VNC) and Microsoft Terminal Services ................................................. 7-25 Peer-to-Peer Networks ..................................................................................................................... 7-29 Lightweight Directory Access Protocol (LDAP) .................................................................................. 7-31 Concurrent Versions System (CVS).................................................................................................. 7-31 Troubleshooting Using TCP/IP Tools ............................................................................................... 7-32 Universal Development Models ........................................................................................................ 7-33 Open-Source Development .............................................................................................................. 7-36

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Proprietary Software and EULAs...................................................................................................... 7-38 Software Patents ............................................................................................................................. 7-39 Case Study...................................................................................................................................... 7-41 Lesson 7 Review .............................................................................................................................. 7-44 Lesson 7 Supplemental Material...................................................................................................... 7-45 Lesson 8: Internet Communication ............................................................................................. 8-1 Pre-Assessment Questions ................................................................................................................ 8-2 Communicating via the Internet ........................................................................................................ 8-3 Modern Web Technologies ................................................................................................................. 8-3 Social Networking.............................................................................................................................. 8-9 Messaging ....................................................................................................................................... 8-12 Blogging .......................................................................................................................................... 8-23 Communicating Effectively over the Internet.................................................................................... 8-28 Convergence and Unified Communications Technologies ................................................................. 8-31 Case Study...................................................................................................................................... 8-35 Lesson 8 Review .............................................................................................................................. 8-38 Lesson 8 Supplemental Material...................................................................................................... 8-39 Lesson 9: Internet Security ......................................................................................................... 9-1 Pre-Assessment Questions ................................................................................................................ 9-2 Introduction to Internet Security ....................................................................................................... 9-3 Encryption ........................................................................................................................................ 9-3 Authentication .................................................................................................................................. 9-6 Firewalls ........................................................................................................................................... 9-6 Malware (Malicious Software) .......................................................................................................... 9-10 Virus Detection and Prevention ....................................................................................................... 9-13 Spyware .......................................................................................................................................... 9-16 Updates and Patches....................................................................................................................... 9-19 Screen Savers.................................................................................................................................. 9-20 Security-Related Ethical and Legal Issues........................................................................................ 9-22 Typosquatting ................................................................................................................................. 9-27 Case Study...................................................................................................................................... 9-28 Lesson 9 Review .............................................................................................................................. 9-30 Lesson 9 Supplemental Material...................................................................................................... 9-31 Lesson 10: IT Project and Program Management........................................................................ 10-1 Pre-Assessment Questions .............................................................................................................. 10-3 Overview of IT Project and Program Management............................................................................. 10-4 Project Management Fundamentals................................................................................................. 10-4 Project Management Skills .............................................................................................................. 10-5 Project Management Phases ............................................................................................................ 10-7 The Project Triangle....................................................................................................................... 10-12 Project Management Software........................................................................................................ 10-13 Creating Project Schedules ............................................................................................................ 10-14 Documenting Projects ................................................................................................................... 10-18 Planning and Scheduling Meetings ................................................................................................ 10-19 Reviewing Projects......................................................................................................................... 10-20 Quality Assurance ......................................................................................................................... 10-20 Business Implications of IT Projects .............................................................................................. 10-22 Project Management Institute (PMI) ............................................................................................... 10-25 Program Management Concepts .................................................................................................... 10-26 Case Study.................................................................................................................................... 10-28 Lesson 10 Review .......................................................................................................................... 10-31 Lesson 10 Supplemental Material.................................................................................................. 10-32 Appendixes ................................................................................................................. Appendixes-1 Web Foundations Glossary................................................................................................ Glossary-1 Index ................................................................................................................................... Index-1 Supplemental Files Contents.............................................................Supplemental Files Contents-1

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List of Labs
Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab 1-1: Exploring basic Web site design concepts ................................................................................ 1-6 1-2: Using Internet technology to conduct job searches ................................................................ 1-18 1-3: Creating a plain-text rsum ................................................................................................. 1-20 1-4: Creating an RTF rsum ....................................................................................................... 1-21 2-1: Sampling current and historic Web site designs ...................................................................... 2-9 2-2: Using Internet protocols in Mozilla Firefox............................................................................. 2-22 2-3: Exploring Google's cloud-computing capabilities ................................................................... 2-27 3-1: Installing the Firefox 3.0 browser ............................................................................................ 3-5 3-2: Browsing Web pages using various browsers ........................................................................... 3-9 3-3: Viewing the default Firefox 3.0 protocols ............................................................................... 3-15 3-4: Accessing statistics, and accessing secure and non-secure Web pages .................................. 3-19 3-5: Reviewing Web trends ........................................................................................................... 3-23 3-6: Using browser features to enhance your browsing experience................................................ 3-26 3-7: Configuring font size in Mozilla Firefox .................................................................................. 3-31 3-8: Setting a browser home page in Mozilla Firefox ..................................................................... 3-32 3-9: Managing the History folder in Mozilla Firefox ....................................................................... 3-33 3-10: Configuring the browser cache in Mozilla Firefox ................................................................. 3-38 3-11: Controlling image loading in Mozilla Firefox......................................................................... 3-39 3-12: Controlling cookies in Mozilla Firefox .................................................................................. 3-44 3-13: Changing security settings in Mozilla Firefox ....................................................................... 3-48 3-14: Using Google Chrome.......................................................................................................... 3-53 3-15: Conducting a Web conference ............................................................................................. 3-59 3-16: Delivering Web feeds to your computer................................................................................ 3-63 4-1: Using Adobe Flash Player with Mozilla Firefox ....................................................................... 4-10 4-2: Using the RealPlayer plug-in with Mozilla Firefox .................................................................. 4-13 4-3: Using the Apple QuickTime plug-in with Mozilla Firefox ........................................................ 4-15 4-4: Using the Windows Media Player plug-in with Mozilla Firefox ................................................ 4-16 4-5: Using Firefox add-ons ........................................................................................................... 4-18 4-6: Installing and using Adobe Reader with Mozilla Firefox ......................................................... 4-21 4-7: Viewing Ogg Vorbis files in Windows Media Player................................................................. 4-25 4-8: Downloading and storing Web site content using Mozilla Firefox ........................................... 4-29 5-1: Performing a directory search using Yahoo! ........................................................................... 5-15 5-2: Performing a keyword search using AltaVista ........................................................................ 5-17 5-3: Using the plus sign (+) and minus sign (-) operators in AltaVista ........................................... 5-20 5-4: Performing an advanced search in AltaVista .......................................................................... 5-22 5-5: Using the Internet to perform job tasks ................................................................................. 5-23 5-6: Reviewing Web search tips and tricks.................................................................................... 5-25 5-7: Using unusual search tricks and browsing techniques .......................................................... 5-27 5-8: Evaluating Internet resources ............................................................................................... 5-32 5-9: Organizing Internet research using Zotero............................................................................. 5-35 6-1: Configuring Thunderbird as your e-mail client ...................................................................... 6-12 6-2: Configuring a Web-based e-mail account using Gmail ........................................................... 6-14 6-3: Creating and sending e-mail messages using Thunderbird .................................................... 6-18 6-4: Creating and sending e-mail messages using Gmail .............................................................. 6-19 6-5: Creating e-mail signatures in Thunderbird and Gmail ........................................................... 6-20 6-6: Attaching files to e-mail messages ......................................................................................... 6-22 6-7: Receiving and viewing e-mail messages ................................................................................. 6-25 6-8: Setting up a spam filter in Thunderbird ................................................................................ 6-35 7-1: Exploring LISTSERV ............................................................................................................... 7-6 7-2: Exploring Topica ..................................................................................................................... 7-7 7-3: Accessing a library database using Telnet ............................................................................... 7-8 7-4: Installing the FireFTP Firefox add-on as your FTP client ........................................................ 7-13 7-5: Downloading files using command-line FTP........................................................................... 7-14 7-6: Downloading files using the Firefox FTP client....................................................................... 7-16 7-7: Downloading files using FireFTP............................................................................................ 7-17 7-8: Uploading files to an FTP site using FireFTP .......................................................................... 7-19 7-9: Defining MIME types............................................................................................................. 7-22 7-10: Compressing and decompressing files using bzip2 and bunzip2 .......................................... 7-24 7-11: Using the TightVNC remote administration application........................................................ 7-26

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Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab

7-12: Using Remote Desktop Connection...................................................................................... 7-28 7-13: Using TCP/IP diagnostic tools ............................................................................................. 7-33 8-1: Using the Windows Live Messenger instant messaging client ................................................. 8-14 8-2: Sending text messages using Twitter ..................................................................................... 8-19 8-3: Using Windows Remote Assistance........................................................................................ 8-21 8-4: Creating a blog...................................................................................................................... 8-25 9-1: Viewing your desktop firewall settings ..................................................................................... 9-9 9-2: Installing and using spyware-detection software.................................................................... 9-17 9-3: Activating a screen saver....................................................................................................... 9-21 10-1: Installing the GanttProject project management tool.......................................................... 10-14 10-2: Creating a project schedule ............................................................................................... 10-15

List of Activities
Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity Activity 1-1: Identifying Information Technology (IT) job roles .............................................................. 1-37 1-2: Diagramming a business ontology model ......................................................................... 1-38 2-1: Identifying direct Internet connection types ..................................................................... 2-36 2-2: Identifying Web sites based on domain name structure ................................................... 2-37 3-1: Defining browser terminology .......................................................................................... 3-70 4-1: Identifying computer languages ....................................................................................... 4-34 5-1: Identifying database components..................................................................................... 5-43 5-2: Identifying Boolean operator actions ................................................................................ 5-43 6-1: Defining e-mail terms and concepts................................................................................. 6-45 7-1: Choosing the right tool for the job.................................................................................... 7-46 8-1: Identifying Web 2.0 technologies...................................................................................... 8-40 9-1: Identifying security terms ................................................................................................ 9-32 9-2: Identifying types of viruses .............................................................................................. 9-33 10-1: Identifying project management phases ....................................................................... 10-33 10-2: Identifying PMBOK topics ............................................................................................ 10-34

List of Optional Labs

Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Optional Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab Lab 1-1: Learning about Internet standards organizations .................................................... 1-39 2-1: Learning about the Internet .................................................................................... 2-38 2-2: Creating your own radio station with Pandora......................................................... 2-39 3-1: Organizing Favorites in Microsoft Internet Explorer................................................. 3-71 3-2: Organizing Bookmarks in Mozilla Firefox ................................................................ 3-72 3-3: Configuring font size in Microsoft Internet Explorer................................................. 3-73 3-4: Setting a browser home page in Microsoft Internet Explorer .................................... 3-73 3-5: Managing the History folder in Microsoft Internet Explorer...................................... 3-74 3-6: Configuring the browser cache in Microsoft Internet Explorer.................................. 3-75 3-7: Controlling image loading in Microsoft Internet Explorer ......................................... 3-76 3-8: Setting automatic cookie handling in Microsoft Internet Explorer ............................ 3-77 3-9: Configuring Microsoft Internet Explorer to display cookie warnings ......................... 3-77 3-10: Setting safety levels in Microsoft Internet Explorer ................................................ 3-78 4-1: Using Adobe Flash Player with Microsoft Internet Explorer...................................... 4-35 4-2: Using Adobe Reader with Microsoft Internet Explorer .............................................. 4-35 4-3: Downloading and storing Web site content using Microsoft Internet Explorer .......... 4-37 5-1: Performing a directory search using Excite.............................................................. 5-44 5-2: Performing a keyword search using Excite .............................................................. 5-44 5-3: Using the plus sign and minus sign operators in Lycos ........................................... 5-45 5-4: Using Boolean operators in Lycos............................................................................ 5-46 6-1: Configuring Windows Mail as your e-mail client ...................................................... 6-45 6-2: Setting up a Web-based e-mail account using Windows Live Hotmail ...................... 6-47 6-3: Creating an e-mail signature in Windows Mail and Windows Live Hotmail............... 6-49 6-4: Adding contacts and importing an address book in Windows Mail ........................... 6-50 6-5: Setting up an automatic reply message in FasterMail .............................................. 6-51 6-6: Finding EML and MSF files ..................................................................................... 6-52 6-7: Installing and configuring Aethera .......................................................................... 6-52 7-1: Configuring and using Thunderbird Newsgroups..................................................... 7-47 7-2: Configuring and using Windows Mail as a news client............................................. 7-48

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Optional Optional Optional Optional Optional Optional

Lab Lab Lab Lab Lab Lab

7-3: Exploring the Majordomo list server ........................................................................ 7-50 7-4: Exploring Yahoo! Groups ........................................................................................ 7-51 7-5: Downloading files using the Internet Explorer FTP client ......................................... 7-52 8-1: Using SMS to send and receive text messages ......................................................... 8-40 9-1: Uncovering typosquatters........................................................................................ 9-33 10-1: Using software to create a project schedule ......................................................... 10-35

List of Quizzes
Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson 1 Quiz ..................................................................................................................................... 1-40 2 Quiz ..................................................................................................................................... 2-41 3 Quiz ..................................................................................................................................... 3-80 4 Quiz ..................................................................................................................................... 4-39 5 Quiz ..................................................................................................................................... 5-47 6 Quiz ..................................................................................................................................... 6-54 7 Quiz ..................................................................................................................................... 7-53 8 Quiz ..................................................................................................................................... 8-42 9 Quiz ..................................................................................................................................... 9-35 10 Quiz ................................................................................................................................. 10-37

List of Figures
Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure 1-1: Web site design plain Web page ...................................................................................... 1-5 1-2: Web site design more interesting Web page ..................................................................... 1-6 1-3: Viewing Web page for design qualities ................................................................................. 1-7 1-4: Inserting HTML code ........................................................................................................... 1-8 1-5: Improved Web page............................................................................................................. 1-8 1-6: Web site usage report........................................................................................................ 1-10 1-7: Monster home page........................................................................................................... 1-18 1-8: Typical business ontology model ....................................................................................... 1-26 2-1: Client/server model ............................................................................................................ 2-5 2-2: Multiple connections among servers.................................................................................... 2-6 2-3: Internet Archive's Wayback Machine page ........................................................................... 2-9 2-4: Typical domain name ........................................................................................................ 2-20 2-5: CIW Web site home page in Mozilla Firefox........................................................................ 2-22 2-6: Google Docs page .............................................................................................................. 2-27 2-7: Google Maps page ............................................................................................................. 2-28 2-8: iGoogle page ..................................................................................................................... 2-29 2-9: Personalized iGoogle page ................................................................................................. 2-29 OL2-1: Pandora home page ...................................................................................................... 2-39 OL2-2: Personalizing Pandora radio station .............................................................................. 2-40 3-1: Mozilla Firefox Setup Wizard ............................................................................................... 3-5 3-2: Firefox Setup Type screen ................................................................................................... 3-6 3-3: Firefox Import Settings and Data screen.............................................................................. 3-6 3-4: Typical Uniform Resource Locator (URL) ............................................................................. 3-7 3-5: CIW Certified home page ................................................................................................... 3-10 3-6: Options dialog box Firefox............................................................................................. 3-15 3-7: Default protocols Firefox ............................................................................................... 3-15 3-8: Safari Web browser interface............................................................................................. 3-17 3-9: Opera Web browser interface ............................................................................................ 3-18 3-10: Page Info dialog box non-secure page in Firefox........................................................... 3-20 3-11: Page Info dialog box secure page in Firefox.................................................................. 3-21 3-12: Certificate Viewer dialog box Firefox............................................................................ 3-21 3-13: Certificate dialog box secure page in Internet Explorer ................................................ 3-22 3-14: Google Zeitgeist home page ............................................................................................. 3-23 3-15: Mozilla Firefox Bookmarks .............................................................................................. 3-24 3-16: Microsoft Internet Explorer Favorites .............................................................................. 3-25 3-17: Add A Favorite dialog box................................................................................................ 3-26 3-18: Adding to Favorites ......................................................................................................... 3-26 3-19: Internet Options dialog box Microsoft Internet Explorer............................................... 3-30 3-20: Options dialog box Mozilla Firefox ............................................................................... 3-30

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Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure

3-21: Fonts dialog box Mozilla Firefox .................................................................................. 3-31 3-22: Specifying home page in Firefox ...................................................................................... 3-32 3-23: History settings in Firefox ............................................................................................... 3-33 3-24: Clear Private Data dialog box .......................................................................................... 3-34 3-25: Options dialog box Content panel................................................................................ 3-35 3-26: Setting cache options Microsoft Internet Explorer........................................................ 3-36 3-27: Specifying cache settings in Firefox ................................................................................. 3-38 3-28: Controlling image loading in Firefox ................................................................................ 3-40 3-29: Controlling cookies Microsoft Internet Explorer ........................................................... 3-42 3-30: Controlling cookies Mozilla Firefox .............................................................................. 3-43 3-31: Cookies dialog box Mozilla Firefox ............................................................................... 3-44 3-32: Confirm Setting Cookie dialog box Mozilla Firefox ....................................................... 3-45 3-33: Internet Options dialog box Security tab ..................................................................... 3-46 3-34: Disabling JavaScript and Java Firefox......................................................................... 3-47 3-35: JavaScript active content ................................................................................................ 3-48 3-36: Connection Settings dialog box Firefox ........................................................................ 3-50 3-37: Internet Options dialog box, Connections tab Internet Explorer................................... 3-50 3-38: Local Area Network (LAN) Settings dialog box Internet Explorer................................... 3-51 3-39: Google Chrome window................................................................................................... 3-53 3-40: Google Chrome comic book ............................................................................................. 3-54 3-41: Cookies dialog box Google Chrome .............................................................................. 3-55 3-42: CIW Community login page extranet .......................................................................... 3-57 3-43: Webinar session.............................................................................................................. 3-58 3-44: Dimdim Web Meeting interface........................................................................................ 3-60 3-45: Join Meeting form ........................................................................................................... 3-61 3-46: Feed subscription button ................................................................................................ 3-63 3-47: Preview of current feeds .................................................................................................. 3-64 3-48: Add Live Bookmark dialog box ........................................................................................ 3-64 OL3-1: Organize Favorites dialog box Internet Explorer ........................................................ 3-71 OL3-2: Library window showing bookmarks Firefox.............................................................. 3-72 OL3-3: Delete Browsing History dialog box Internet Explorer................................................ 3-74 OL3-4: Controlling image loading in Internet Explorer .............................................................. 3-76 OL3-5: Advanced Privacy Settings dialog box Internet Explorer ............................................ 3-77 OL3-6: Privacy Alert dialog box Internet Explorer ................................................................. 3-78 OL3-7: High safety level Internet Explorer ............................................................................ 3-79 4-1: Embedded RealPlayer video................................................................................................. 4-8 4-2: Adobe Downloads page Firefox...................................................................................... 4-11 4-3: Installing Adobe Flash Player in Firefox............................................................................. 4-11 4-4: Downloads window ........................................................................................................... 4-11 4-5: QTVR sequence................................................................................................................. 4-14 4-6: iTunes window.................................................................................................................. 4-15 4-7: Specifying where to open movie clip .................................................................................. 4-16 4-8: Windows Media Player window.......................................................................................... 4-17 4-9: Add-ons page Firefox .................................................................................................... 4-18 4-10: Web page with blocked Flash content.............................................................................. 4-19 4-11: Add-ons Firefox .......................................................................................................... 4-20 4-12: PDF file in Adobe Reader Firefox ................................................................................. 4-22 4-13: Vorbis.com's music page ................................................................................................. 4-25 4-14: Playing Ogg Vorbis track ................................................................................................. 4-26 4-15: Save As dialog box .......................................................................................................... 4-29 4-16: Save Image dialog box ..................................................................................................... 4-29 OL4-1: PDF file in Adobe Reader Internet Explorer ............................................................... 4-36 OL4-2: Save Webpage dialog box Internet Explorer............................................................... 4-37 OL4-3: Save Picture dialog box Internet Explorer.................................................................. 4-37 OL4-4: Save A Copy dialog box Internet Explorer.................................................................. 4-37 5-1: Sample database table ........................................................................................................ 5-4 5-2: Sample relational database ................................................................................................. 5-5 5-3: Related tables ..................................................................................................................... 5-5 5-4: One-to-many database table relationship ............................................................................ 5-7 5-5: Many-to-many database table relationship.......................................................................... 5-7 5-6: Yahoo! keyword search field .............................................................................................. 5-12

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Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure

5-7: Yahoo! static directory ...................................................................................................... 5-13 5-8: AltaVista home page ......................................................................................................... 5-16 5-9: AltaVista Advanced Web Search page ................................................................................ 5-21 5-10: Google home page ........................................................................................................... 5-24 5-11: Google Image Search page............................................................................................... 5-28 5-12: YouTube home page........................................................................................................ 5-33 5-13 BBC News home page ...................................................................................................... 5-33 5-14: Zotero window ................................................................................................................ 5-35 5-15: Zotero window with collection ......................................................................................... 5-36 OL5-1: Excite home page ......................................................................................................... 5-44 OL5-2: Lycos home page .......................................................................................................... 5-45 6-1: Windows Mail Properties dialog box General tab ........................................................... 6-10 6-2: Windows Mail Properties dialog box Servers tab ............................................................ 6-10 6-3: Thunderbird Account Wizard Identity screen................................................................. 6-11 6-4: Thunderbird Account Wizard Server Information screen................................................ 6-11 6-5: Setting up Mozilla Thunderbird as your e-mail client......................................................... 6-12 6-6: Thunderbird Inbox............................................................................................................ 6-13 6-7: Gmail Inbox window ......................................................................................................... 6-16 6-8: Creating message in Thunderbird ..................................................................................... 6-18 6-9: Creating message in Gmail................................................................................................ 6-19 6-10: Thunderbird window sections ......................................................................................... 6-24 6-11: Unprofessional e-mail in business setting ....................................................................... 6-30 6-12: Professional e-mail in business setting ............................................................................ 6-30 6-13: Filter Rules dialog box..................................................................................................... 6-35 6-14: Setting up spam filter...................................................................................................... 6-36 6-15: PIM calendar entries in Aethera ...................................................................................... 6-38 6-16: PIM contact information in Aethera ................................................................................. 6-39 OL6-1: Microsoft Windows Mail main window........................................................................... 6-46 OL6-2: Configured e-mail account in Windows Mail ................................................................. 6-47 OL6-3: Windows Live Hotmail window ...................................................................................... 6-48 OL6-4: Adding contact ............................................................................................................. 6-50 OL6-5: Aethera 1.2.1 interface ................................................................................................. 6-53 7-1: L-Soft home page ................................................................................................................ 7-6 7-2: Topica home page ............................................................................................................... 7-7 7-3: Accessing library database using Telnet .............................................................................. 7-9 7-4: Sample SSH session ......................................................................................................... 7-10 7-5: Using command-line FTP .................................................................................................. 7-15 7-6: Using Mozilla Firefox FTP client ........................................................................................ 7-16 7-7: FireFTP window ................................................................................................................ 7-17 7-8: Using FireFTP to access FTP server ................................................................................... 7-18 7-9: WinSCP client ................................................................................................................... 7-20 7-10: File with undefined MIME type........................................................................................ 7-21 7-11: TightVNC Server Current User Properties dialog box ....................................................... 7-26 7-12: New TightVNC Connection dialog box .............................................................................. 7-27 7-13: VNC display on client computer ...................................................................................... 7-27 7-14: Remote Desktop Connection dialog box ........................................................................... 7-28 7-15: Using TCP/IP diagnostic tools ......................................................................................... 7-33 OL7-1: Subscribe dialog box Thunderbird ............................................................................ 7-47 OL7-2: Newsgroup Subscriptions dialog box Windows Mail .................................................. 7-49 OL7-3: Majordomo home page.................................................................................................. 7-50 OL7-4: Yahoo! Groups home page ............................................................................................ 7-51 OL7-5: Internet Explorer FTP client in Windows Explorer ......................................................... 7-52 8-1: Meebo home page ............................................................................................................... 8-5 8-2: Wikipedia home page .......................................................................................................... 8-6 8-3: Signing in to Windows Live Messenger .............................................................................. 8-14 8-4: Adding Windows Live Messenger contact........................................................................... 8-15 8-5: Windows Live Messenger window with contact .................................................................. 8-15 8-6: Windows Live Messenger conversation window.................................................................. 8-16 8-7: Finding lab partner on Twitter .......................................................................................... 8-19 8-8: Windows Remote Assistance ............................................................................................. 8-21 8-9: Waiting for incoming connection Windows Remote Assistance....................................... 8-21

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Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure

8-10: Compose window Blogger.com .................................................................................... 8-26 8-11: Posted blog entry in template .......................................................................................... 8-27 8-12: Posted comment entry..................................................................................................... 8-27 9-1: Web page personal information form ................................................................................... 9-3 9-2: Windows Firewall window ................................................................................................... 9-9 9-3: Windows Firewall Settings dialog box Exceptions list .................................................... 9-10 9-4: Ad-Aware spyware-detection application ........................................................................... 9-18 9-5: Detected spyware objects .................................................................................................. 9-18 9-6: Screen Saver Settings dialog box ....................................................................................... 9-21 10-1: Organizational structure project team members ........................................................ 10-11 10-2: Sample Gantt chart....................................................................................................... 10-14 10-3: GanttProject window ..................................................................................................... 10-15 10-4: GanttProject Properties dialog box for task .................................................................... 10-16 10-5: Task list and Gantt chart .............................................................................................. 10-17 OL10-1: Task list and Gantt chart final .............................................................................. 10-36

List of Tables
Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table Table 1-1: 1-2: 2-1: 2-2: 3-1: 3-2: 3-3: 5-1: 5-2: 6-1: 6-2: 7-1: 7-2: 7-3: 7-4: 8-1: 9-1: Ontology terms................................................................................................................... 1-26 Business ontology model objects......................................................................................... 1-27 Common speeds for direct Internet connections.................................................................. 2-14 Installed vs. cloud-computing-based services...................................................................... 2-24 Elements of Web browser ................................................................................................... 3-28 Internet Explorer Privacy level effects on cookies ................................................................ 3-42 Cookie handling options Firefox...................................................................................... 3-43 Types of Web searches........................................................................................................ 5-12 Boolean operators .............................................................................................................. 5-19 E-mail message components............................................................................................... 6-16 E-mail response options ..................................................................................................... 6-26 SSH-based utilities............................................................................................................. 7-10 Popular file types found on FTP servers .............................................................................. 7-13 Compression applications and common file name extensions.............................................. 7-23 Open-source software development terms........................................................................... 7-36 SMS addresses for major U.S. cellular providers ................................................................. 8-17 Computer virus types ......................................................................................................... 9-11

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Course Description
Internet Business Associate prepares you to work effectively in today's business environment. In this course, you will learn about the tasks involved in various Information Technology (IT) job roles, and explore career opportunities in the IT industry. You will also learn about Internet connection methods, Internet protocols, the Domain Name System (DNS) and cloud computing. You will study the basic functions of Web browsers, the components of Web addresses, the use and control of cookies, and browser use in the business world. You will learn how browser plug-ins and add-ons can improve your Web-browsing experience, and you will use browsers to download and manage files. You will learn about databases as they relate to Web search engines, and you will use search engines to conduct basic and advanced Web searches. This course also teaches you to configure e-mail clients and use e-mail, and it provides guidelines for communicating effectively over the Internet using modern Web technologies and social networking tools. You will also learn about Internet research and collaboration tools, software development tools, and the patent and licensing practices that accompany software applications. You will learn about the risks associated with being connected to the Internet, and about the security measures that can keep your computer system and your personal information secure. Finally, you will study the fundamental elements of project and program management, and the importance of acquiring these skills for all IT job roles. All CIW Web Foundations courses offer Case Studies about real-world skills applications, and job-related topics such as project management, and the relationship between technology and business operations. The CIW Web Foundations courses prepare you to take the CIW Web Foundations Associate certification exam. Guided, step-by-step labs provide opportunities to practice new skills. You can challenge yourself and review your skills after each lesson in the Lesson Summary and Lesson Review sections. Additional skill reinforcement is provided in Activities, Optional Labs and Lesson Quizzes that are included in the coursebook and on CIW Online. The supplemental files on CIW Online contain the lab files used in the course. To practice the skills presented in the coursebook, refer to the Course Setup Guide And System Requirements section for information about system requirements and using the lab files.

Series
Internet Business Associate is the first course in the CIW Web Foundations series: Internet Business Associate Site Development Associate Network Technology Associate

Prerequisites
No prior experience using the Internet, developing Web pages or configuring networks is necessary. However, you should be familiar with an operating system such as Microsoft Windows Vista before taking this course. The CIW Web Foundations courseware does not provide entry-level computer literacy. Rather, it builds upon computer literacy training and certifications such as Microsoft Office Specialist (www.microsoft.com) and IC3 (www.certiport.com).

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Certification
The CIW Web Foundations series of courses prepares you to take the high-stakes CIW Web Foundations Associate certification exam (1D0-510). If you pass the CIW Web Foundations Associate exam, you will earn the highly respected CIW Web Foundations Associate certification, which is recognized throughout the industry as validating essential Internet skills for the workplace. The CIW Web Foundations Associate certification proves that an individual has evolved from being an Internet consumer to an Internet producer, capable of producing real-world Internet applications. A CIW Web Foundations Associate certificant can use common Internet-ready applications, can create properly formed HTML/XHTML documents, knows database essentials, understands project management concepts and can troubleshoot networks. You also have the option to take any or all of the three modular CIW Associate exams, each of which earns you a modular subject certification if passed: Internet Business Associate (exam 1D0-51A) Site Development Associate (exam 1D0-51B) Network Technology Associate (exam 1D0-51C)

If you pass all three modular certification exams, you will also earn the comprehensive CIW Web Foundations Associate certification. For information about taking any CIW Associate exams, visit www.CIWcertified.com.

Target audience
All students preparing to enter or continue in the workforce can benefit from the CIW Internet Business Associate course and/or certification: High school students College students Technical/trade school students

Professionals in all industries can benefit from the CIW Internet Business Associate course and/or certification: IT professionals Healthcare professionals Legal professionals Marketing professionals Graphic artists Business professionals

Self-Study Courseware
This coursebook was developed for self-directed training. Along with comprehensive instructional text and objectives checklists, this coursebook provides easy-to-follow hands-on labs and a glossary of coursespecific terms. It also provides Internet addresses needed to complete some labs, although due to the constantly changing nature of the Internet, some addresses may no longer be valid. The coursebook also includes margin notes that provide additional tips and commentary to supplement course narrative, and that direct you to material relating directly to specified CIW Web Foundations Associate exam objectives. Each course lesson includes practice, study and assessment materials such as preview and review questions, Case Studies, Application Projects, pen-and-paper-based Activities, Optional Labs and Quizzes.

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The coursebook includes supplemental files needed to complete labs. These files are located on CIW Online. The supplemental files also include an appendix listing the CIW Web Foundations Associate certification exam objectives and locations of corresponding material in the coursebook. The supplemental files include all answers to Activities, Optional Labs and Lesson Quizzes. Lesson Quizzes are provided as study and self-assessment resources only; success on these materials in no way guarantees a passing score on the CIW Web Foundations Associate certification exam. After you have finished the course, you will find this coursebook to be a valuable resource for reviewing labs at home or in the workplace and applying the skills you have learned.

Online resources
You can visit CIW Online at http://education.certification-partners.com/ciw/ to access supplemental course materials and to get help in preparing for the CIW Web Foundations Associate certification exam. CIW Online provides a variety of online tools you can use to supplement the Official CIW Courseware,.

CIW courseware supplemental files

This coursebook includes supplemental material that can be accessed from CIW Online. Online materials include some elements required to complete the coursework and other optional elements that are provided for your interest or further study. Materials include lab files used to complete the course labs, answers to exercises and quizzes, and appendixes with related information (including the CIW Web Foundations Objectives And Locations Appendix). See the CIW Supplemental Files section for information about accessing these files.

CIW Online Exercises

These interactive activities are supplements to the official print and online books, designed to offer a blended-learning approach. Mapped directly to the Official CIW Courseware, the CIW Online Exercises enable you to review important concepts from the Web Foundations courses and measure your proficiency on content relevant to the CIW Web Foundations Associate certification exam. CIW Online Exercises challenge you with a wide range of activities, including glossary flashcards, matching exercises, fill-in-theblank exercises, crossword puzzles and true/false questions all providing immediate feedback.

CIW Course Reviews

CIW Course Reviews are designed to assess your knowledge of the concepts, skills and best practices of Web technology taught in the Official CIW Courseware. The CIW Course Reviews assess lesson knowledge and reinforce learning. This online review program contains multiple-choice reviews and quizzes that cover CIW Web Foundations courseware content lesson by lesson.

CIW Certification Practice Exams

After you have mastered the Web Foundations course material, you are ready to prepare for the highstakes CIW Web Foundations Associate certification exam. The online CIW Certification Practice Exams program helps you build confidence with your knowledge of the CIW exam objectives. This program provides you with: Timed practice exams that simulate the high-stakes testing environment and help predict actual performance on CIW certification exams. A feedback review mode that allows you to check answers while taking the practice exam and gain valuable feedback that relates each question to a CIW exam objective and a lesson in the Official CIW Courseware. Exam results that report on your mastery of each CIW exam objective. Personalized performance reports and study plans to track individual progress.

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CIW Movies
The CIW Internet Business Associate course offers movie files from LearnKey that discuss selected technology topics. To view the movies, log on to CIW Online at http://education.certificationpartners.com/ciw/. Use the access code provided to register for the movies and view them online. If you have any questions, please contact Product Support at (866) 370-3511 or [email protected]. Consider the following points about the CIW Movies: The movies provide supplementary instruction in a multimedia format, and enhance the coursebook narrative and labs. However, movie content does not comprehensively address CIW Internet Business Associate certification exam objectives and is not intended to replace coursebook content. The CIW Internet Business Associate coursebook includes a Movie Time appendix that indicates appropriate points at which to view the supplemental movies. Instructors in a classroom environment are strongly encouraged to present movies to the entire class using a computer screen projector. Group presentations enable instructors to present and discuss movie content when appropriate. Controlling the presentation of movies also minimizes distractions from course material and essential lecture or lab time. Students are strongly encouraged to watch the movie clips on their own if they are unable to view them in class. Each student is provided access to CIW Online to view the movies. The access code provided allows instructors and students to view the movies. Do not distribute the code to unauthorized users.

Course Objectives
After completing this course, you will be able to: Define Information Technology (IT) job roles, explore career opportunities in the IT industry, and effectively communicate technical information to non-technical audiences. Define technology adoption, business and data models, and identify the importance of standards. Define networks, the Internet, Internet connection methods, Internet protocols, the Domain Name System (DNS) and cloud computing. Identify the basic functions of Web browsers and the components of Web addresses, configure browser preferences and security, use and control cookies, extend browser functionality with plug-ins and add-ons, use browsers to download and manage files, and identify ways in which browsers are used in the business world to maintain intranets/extranets and to conduct training and conferences. Define and use multimedia. Define databases and database components, define Web search engines, and conduct Web searches using Boolean operators and advanced search techniques. Evaluate and organize information you retrieve from resources on the Internet. Install and configure e-mail clients, use e-mail effectively in the work environment, identify and resolve e-mail problems, and identify the functions of personal information management (PIM) software. Use news clients, listserve groups, Telnet, FTP, VNC and Microsoft Terminal Services, and troubleshoot Internet client issues using TCP/IP tools. Identify software development tools, compare proprietary software to open-source development, and explain the patent and licensing practices that accompany software programs and tools. Identify and use modern Web 2.0 technologies, such as Ajax, wikis, folksonomy, Web feeds, podcasts, semantic Web, mashups, social networking, instant messaging, text messaging and blogging.

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Apply guidelines for effective communication over the Internet, and identify unified communications technologies that seek to simplify and integrate all forms of communication. Identify topics related to Web security such as encryption, authentication, firewalls, malware, spyware, patches, updates and typosquatting. Identify ethical and legal issues related to Internet use, such as privacy concerns, copyright issues, licensing issues, trademark issues and encryption policies. Identify project and program management skills and phases, and discuss the business implications of IT decisions.

Course Setup Guide and System Requirements

In order to implement this course, you will need to set up your computer based on the hardware, software and connectivity requirements listed in the following sections. However, you may want to use additional software to further explore network interaction or related technologies.

Hardware requirements
The following table summarizes the hardware requirements for all courses in the CIW program. Note: The CIW hardware requirements are similar to the minimum system requirements for Microsoft Windows Vista Business implementation.

Hardware Specifications
Processor L2 cache Hard disk RAM CD-RW Network interface card (NIC) Sound card/speakers Video adapter

Minimum Requirements
1 GHz 32-bit (x86) or 64-bit (x64) processor 256 KB 40 GB with at least 15 GB of available space At least 1 GB 32X 10BaseT or 100BaseTX (10 or 100 Mbps) Required for movie clips and labs that use sound Support for DirectX9 graphics with: WDDM Driver At least 128 MB of graphics memory Pixel Shader 2.0 in hardware 32 bits per pixel

Monitor

Super VGA (1024 x 768)

Software requirements
If you are taking all three CIW Web Foundations self-study courses sequentially, there is no need to reformat your computer for each course. The recommended software configurations for computers used to complete the labs in this book series are as follows.

Internet Business Associate

To be installed before starting the course: Microsoft Windows Vista Business (typical installation) Microsoft Internet Explorer 8.0 (typical installation)

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To be installed during course labs: Firefox 3.0.5 (binary provided in the C:\CIW\Internet\Lab Files\Lesson03 folder) Google Chrome 1.0 (binary provided in the C:\CIW\Internet\Lab Files\Lesson03 folder) Ogg Codecs (binary provided in the C:\CIW\Internet\Lab Files\Lesson04 folder) Aethera (binary provided in the C:\CIW\Internet\Lab Files\Lesson06 folder) Thunderbird 2.0 (binary provided in the C:\CIW\Internet\Lab Files\Lesson06 folder) TightVNC, Bzip2 and Bunzip2 (binaries provided in the C:\CIW\Internet\Lab Files\Lesson07 folder) Audacity and Windows Live Messenger (binaries provided in the C:\CIW\Internet\Lab Files\Lesson08 folder) Ad-AwareAE (binary provided in the C:\CIW\Internet\Lab Files\Lesson09 folder) GanttProject (binary provided in the C:\CIW\Internet\Lab Files\Lesson10 folder)

Site Development Associate

To be installed before starting the course: Microsoft Windows Vista Business (typical installation) Microsoft Internet Explorer 8.0 (typical installation) Firefox 3.0.5 (typical installation)

To be installed during course labs: Lynx (binary provided in the C:\CIW\Site_Dev\Lab Files\Lesson01\Lab_1-2\Lynx folder) FormMail (binary provided in the C:\CIW\Site_Dev\Lab Files\Lesson07\FormMail folder) KompoZer (binary provided in the C:\CIW\Site_Dev\Lab Files\Lesson10 folder) Audacity (binary provided in the C:\CIW\Site_Dev\Lab Files\Lesson11 folder) XAMPP (binary provided in the C:\CIW\Site_Dev\Lab Files\Lesson11\Lab_11-1\XAMPP folder)

Network Technology Associate

To be installed before starting the course: Microsoft Windows Vista Business (typical installation) Microsoft Internet Explorer 8.0 (typical installation) Firefox 3.0.5 (typical installation)

To be installed during course labs: uTorrent (binary provided in the C:\CIW\Network\Lab Files\Lesson01 folder) FileZilla_v3.0.2.1 (torrent file provided in the C:\CIW\Network\Lab Files\Lesson01 folder) 7-Zip (binary provided in the C:\CIW\Network\Lab Files\Lesson01 folder) FineCrypt 10.1 (binary provided in the C:\CIW\Network\Lab Files\Lesson05 folder)

Installing and configuring Microsoft Windows Vista Business

The three CIW Web Foundations self-study courses can be completed without reinstalling the operating system for each course. Install Windows Vista Business with the default settings. The only requirement is

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that your system must be able to access the Internet in order for you to perform the hands-on labs in all CIW Web Foundations self-study courses. Note: If you have already installed Windows Vista Business and have Internet access, you can skip this section. The instructions for installing Windows Vista Business are as follows: 1. 2. 3. 4. 5. 6. Obtain a valid license for all copies of Windows Vista Business. Begin setup by setting the boot sequence for your computer so that it will boot from the CD drive, then insert the Windows Vista Business CD-ROM and reboot. When prompted, specify your installation language, time and currency format, and keyboard type. When prompted, enter your 25-digit product key. Accept the license terms. Specify to conduct a Custom (advanced) installation. Use the following parameters to perform a custom installation of Windows Vista Business. When This Information Is Required Use
Phase 1 Partition Location Partition Size Default (C:) Entire hard disk drive Phase 2 (after Windows formats and installs files to your hard disk drive) User Name Type Administrator Password Confirm Password Windows Protection Method Date, Time and Time Zone Settings Your name password (all lowercase letters) password (all lowercase letters) Specify: Use Recommended Settings Customize for your location

Configure Windows Vista Business for use in these courses by specifying the following settings:

Specify a valid IP address

1. 2. 3. 4. Log on as Administrator. Select Start | Control Panel, then double-click Network And Sharing Center. Click the View Status link next to Local Area Connection, then click the Properties button to display the Local Area Connection Properties dialog box. In the list box, click Internet Protocol Version 4 (TCP/IPv4), then click Properties to open the Internet Protocol Version 4 (TCP/IPv4) Properties dialog box.

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5.

Select Use The Following IP Address, then manually enter the IP address information specific to your system. You can use DHCP if you prefer; however, prepare the system for networking. Note: Do not enter DNS configurations; you will configure DNS during the labs.

6.

Click OK, then close all open dialog boxes and windows.

Specify the CLASSROOM workgroup

1. 2. 3. Select Start | Control Panel, then double-click System to open the System window. In the Computer Name, Domain, And Workgroup Settings section, click the Change Settings link to display the Computer Name tab of the System Properties dialog box. Click the Change button. In the Member Of section, click Workgroup, type classroom in the Workgroup field, click OK, enter your name and password when prompted, then restart your computer.

Disable the Windows Vista Business firewall

1. 2. 3. Select Start | Control Panel, then double-click Windows Firewall to open the Windows Firewall window. Click the Change Settings link to display the Windows Firewall Settings dialog box. Select Off (Not Recommended), then click OK. Close all open windows.

When you are finished configuring Windows Vista Business, verify that your system is working and that it can communicate with other systems on the Internet.

Enabling the Fast User Switching feature and creating user accounts
In the Internet Business Associate course, there are a number of labs in Lesson 6 that require multiple users in order to demonstrate e-mail features. Fast User Switching is a feature of Windows Vista that allows multiple users to share the same computer workstation by making it possible for you to switch among users without logging off the computer. For example, suppose you send an e-mail message to another user. You can use Fast User Switching to log off as the user who sent the e-mail message, and then log on as the user who received the message, without closing the programs you were running as the user who sent the e-mail message. Note: You must enable the Fast User Switching feature and add two new user accounts in order to complete the labs in Lesson 6 that require multiple users. By so doing, you can play the part of both users (the sender and the recipient) as you advance through the lab steps. Fast User Switching is enabled by default in Windows Vista. Complete the following steps to add two new user accounts. 1. 2. 3. Click Start, then right-click Computer and select Manage. The Computer Management window will appear. Expand Local Users And Groups, then right-click Users and select New User. The New User dialog box will appear. Type a name of your choice for the new account (such as User1) and specify a password that meets the following criteria: The password must be at least six characters long.

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4. 5. 6. 7. 8. 9.

The password must contain a combination of at least three of the following characters: uppercase letters, lowercase letters, numbers, or symbols (e.g., punctuation marks). The password cannot contain the user's user name or screen name.

Deselect User Must Change Password At Next Logon, then click Create. Repeat Steps 3 and 4 to create a new account for User2. Close the New User dialog box and the Computer Management window. Now, you will assign administrator privileges to the new user accounts. Select Start | Control Panel | User Accounts. Click the Manage Another Account link. Click User1, then click the Change The Account Type link. Click Administrator, then click Change Account Type. Click the Manage Another Account link, click User2, then repeat Step 8 to assign administrator privileges to User2. When you are finished, close the Control Panel window.

10. From the Windows Vista Desktop, click the Start button, then click the right arrow to the right of the lock icon in the lower-right corner of the Start menu window. Notice the Switch User option that appears at the top of the submenu. You use the Switch User option to specify the user account you want to use to log on to your computer. 11. Click the Switch User option. Notice that a screen appears displaying icons and names for all user accounts that have been assigned to your computer. 12. Click the icon that represents your user account (not one of the two new user accounts you just created) to log on to the system. You will use the two new user accounts in Lesson 6.

Connectivity requirements
Internet connectivity is required for this course. You will experience optimal performance with a dedicated Internet connection (e.g., a cable/DSL modem or a T1 line). However, you can complete the course using a slower connection (e.g., 56-Kbps modem).

CIW Supplemental files

Each coursebook includes supplemental materials that are referenced and used throughout the course. These supplemental materials are provided online at http://education.certification-partners.com/ciw/. You will need to create a directory for all supplemental materials for the course. The default location is C:\CIW\[Course_Title]. To view or download the materials, go to CIW Online, click the link for each file and save to this directory. You can then create a shortcut to this directory on your Desktop. As you perform the course labs, you can use this shortcut to quickly access your lab files.

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Conventions and Graphics

The following conventions are used in this coursebook. Terms Technology terms defined in the margins are indicated in bold type the first time they appear in the text. However, not every word in bold type is a term requiring definition. Text that you enter during a lab appears in italic bold type. Names of components that you access or change in a lab appear in bold type. Notations or comments regarding screenshots, labs or other text are indicated in italic type. Text used in program code or operating system commands appears in the Lucida Sans Typewriter font.

Lab Text

Notations

Program Code or Commands

The following graphics are used in this coursebook. Tech Notes point out exceptions or special circumstances that you may find when working with a particular procedure. Tech Notes that occur within a lab are displayed without the graphic.

Tech Tips offer special-interest information about the current subject.

Warnings alert you about cautions to observe or actions to avoid.

This graphic signals the start of a lab or other hands-on activity.

The Movie Time graphic signals appropriate points in the course at which to view movie clips. All movie clips are 2011 LearnKey, Inc.

Each lesson summary includes an Application Project. This project is designed to provoke interest and apply the skills taught in the lesson to your daily activities. Each lesson concludes with a summary of the skills and objectives taught in that lesson. You can use the Skills Review checklist to evaluate what you have learned.

This graphic indicates a line of code that is completed on the following line.

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1Lesson 1: Introduction to IT Business and Careers

Objectives
By the end of this lesson, you will be able to: 1.1.1: Distinguish between individual job roles within the IT industry and the IT profession as a whole. 1.1.2: Identify responsibilities, tasks and skills of a Web site designer. 1.1.3: Distinguish between a Web architect and a Web application developer. 1.1.4: Identify responsibilities, tasks and skills of a Web site analyst. 1.1.5: Identify responsibilities, tasks and skills of a Web site manager. 1.1.6: Identify responsibilities, tasks and skills of a database administrator. 1.1.7: Identify responsibilities, tasks and skills of a server administrator, including email/groupware administrator, Web server administrator. 1.1.8: Identify responsibilities, tasks and skills of a network engineer. 1.1.9: Distinguish between a security manager and a security analyst/consultant. 1.1.10: Identify responsibilities, tasks and skills of a PC repair technician. 1.1.11: Identify responsibilities, tasks and skills of a help desk technician. 1.1.12: Identify responsibilities, tasks and skills of a Web marketing professional. 1.1.13: Interpret a common business organization chart, including identifying duties of a Chief Executive Officer (CEO) versus a Chief Operations Officer (COO). 1.2.2: Explain Internet history, define current protocols (e.g., IPv4, IPv6, related protocols), and identify timelines and models for technology adoption curves such as (e.g., Moore's Law, Geoffrey Moore's technology adoption life cycle, and Kuhn's concept of paradigm shifts). 1.15.6: Explain common models for information flow and reporting between IT and upper management, as well as IT and other areas of the organization, including identifying project approval steps, SWOT analysis, data modeling vs. business ontology.

1-2

Internet Business Associate

1.15.15: Identify the importance of quality management and assurance, including ISO 9000 standards. 1.20.1: Identify and explore career opportunities in the IT industry that relate to personal career goals. 1.20.2: Conduct job searches. 1.20.3: Use Internet technology to obtain employment, including employment sites and networking sites such as LinkedIn. 1.20.4: Create a rsum and place it in an appropriate file format (e.g., ASCII, HTML, RTF, PDF). 1.20.5: Determine the relevance and necessity of education as job roles, responsibilities and technologies change. 1.21.1: Communicate technical issues and concerns to an end user. 1.21.2: Demonstrate the value of IT-related expenses to management and stakeholders.

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Pre-Assessment Questions
1. In which job role does an individual determine the visibility of Web sites across multiple clients and search engines? a. b. c. d. 2. Web site analyst Network engineer SEO analyst Server administrator

In computer science and Web technology, what is ontology? a. b. c. d. The return-on-investment (ROI) impact of IT decisions on an organization's bottom line The tendancy for organizational and market changes to occur in a revolutionary manner The process of determining the requirements that a database must fulfill in order to function properly for an organization The study of how a particular part of a company, called a domain, is organized

3.

Why is it important for people who want jobs in the IT industry to have good communication skills?

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Information Technology (IT)

Information Technology (IT) The management and processing of information using computers and computer networks.

Information Technology (IT) refers to all aspects of managing and processing information using computers and computer networks. Because computers are vital to information management in all organizations and companies, most organizations have dedicated computer personnel referred to as IT departments. IT departments generally deal with computer, telecommunications, network and other related technologies and services to provide employees with the resources necessary to reach their organizations' goals. Information Technology is one of the fastest-growing career fields in the world today. IT skills are essential in all industries and are necessary in many different job roles.

OBJECTIVE 1.1.1: Individual IT job roles

IT Job Roles
The following sections will identify the various job roles in the IT industry, including the responsibilities, tasks and skills they encompass. As you will see, many of the responsibilities and skills overlap, so distinctions between job roles are not always precise.
Many of the job roles listed in this section are integral components of most organizations. However, many are outsourced to contractors in the United States or, increasingly, sent offshore to be performed by qualified personnel in developing countries. By incorporating business and project management skills into your skill set, you will make yourself more marketable for employment in the U.S. IT industry.

NOTE: Project management concepts and techniques will be presented extensively in a later lesson.

Adopting a holistic perspective

Competent professionals working in any job role understand how their work affects others. Therefore, an IT professional must have a working knowledge of various IT concepts and practices relevant to the company. A holistic perspective the ability to place a particular technology or practice in context with the entire company is vital. A holistic perspective in relation to IT involves understanding the needs of the business, as well as the various technologies required to design and deliver specific products. These products may be software designed by the company, services provided by the company or marketing pieces such as HTML-based e-mail and Web sites. As you learn about the IT profession, take the time to consider how all of the job roles discussed here must work closely with each other in order to create effective business solutions.

End users
Google The de facto standard for search engine sites (www.google.com). Facebook The premier social networking site on the Web (www.facebook. com). It enables individuals to communicate individually and connect as groups using various communications tools.

Even if you do not plan to become an IT professional, you still need to know how to use the various technologies found in the workplace. A deep knowledge of these technologies will help you excel as an employee. Knowing how IT works will help you use tools and applications more securely, as well. As you learn about various technologies and job roles, ask yourself how you can learn more about the technologies used in your company. Develop a sense of curiosity about them. As you confront a technology that is new to you, ask yourself a few questions: Where can I learn more about this technology? Who can help me learn more about this technology? How can I use this technology in a new, creative way?

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Twitter A social networking and blogging site that allows individuals to communicate via short messages (www.twitter.com).

Companies and Web sites such as Google, Facebook and Twitter all began with employees who took existing technologies and found ways to use them creatively. As a result, these individuals were able to create solutions and billion-dollar companies that benefit people every day. For example, the creators of Google took the already-existing practice of using search engines and applied methods to rank and qualify search results based on sophisticated criteria. Facebook's creators applied social-networking concepts and group-based communications and added games, chat and other features to create a compelling Web site. Twitter's creators simply combined social networking and short, text-based communications to create what has fast become a universal way to inform people about your latest activities. You will learn more about social networking in a later lesson.

Web site designers

OBJECTIVE 1.1.2: Web site designer job role Web site designer An individual who is responsible for the organization and appearance of a Web site.

Web site designers create the "look and feel" that visitors will see when they access a site on the World Wide Web. Web site designers determine the most effective site layouts, color schemes, navigational links and fonts to maintain visitor interest in the site. Site designers primarily establish the organization, mood and tone of the site relative to its content, with input from various parties. These parties include members of the marketing, sales and IT departments. In short, Web site designers are responsible for developing the user interface and aesthetics of a Web site, given input from those who know the companys audience and the company's technological abilities. Web site designers must understand Web development technology and be proficient in Web languages such as Hypertext Markup Language (HTML), CSS, JavaScript; graphics applications such as Flash, Silverlight, HTML5, Photoshop, Fireworks and the GIMP; and Web site development applications such as Adobe Dreamweaver and Microsoft Expression Web. They must also possess good communication, organizational and visual design skills. Web site designers work closely with other departments within organizations and with potential site viewers to determine the information and format that the site will present online. One example of a specific Web site designer job role is user interface designer. User interface designers ensure that a Web page meets the expectations of the end user, as well as the expectations of the business. A User interface designers also help ensure that a Web page meets cultural expectations; is accessible by people with disabilities; and works in various browsers, including those found on mobile devices (e.g., the iPhone and the Android). Figures 1-1 and 1-2 show two different designs for the same Web site. Figure 1-1 shows a Web page with rudimentary formatting applied. A Web site designer may look at this page, determine that the page will not effectively grab the attention of potential viewers, and change the formatting and color scheme to make the page more interesting, thereby increasing viewer awareness of and participation in the Web site.

Figure 1-1: Web site design plain Web page

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Figure 1-2 shows the same Web page with additional formatting applied. Notice that this Web page is more interesting and easier to read than the preceding Web page.

Figure 1-2: Web site design more interesting Web page

In the following lab, you will review basic Web site design concepts. Suppose you are the Web site designer for your company. Your project manager has asked you to prepare several prototypes of the Summer Youth Blitz Web page for Habitat For Humanity. What formatting attributes or images would you use to increase the page's visual appeal?

Lab 1-1: Exploring basic Web site design concepts

NOTE: Knowledge of HTML is not required to complete this lab. The HTML code you type is for demonstration only.

In this lab, you will modify an HTML page to make it more aesthetically pleasing and informative. 1. First, you will view the existing HTML page and consider ways to improve it. Open Windows Explorer and navigate to the C:\CIW\Internet\Lab Files\Lesson01 folder. Double-click the Lab_1-1 folder, then double-click Blitz.html. This step opens your default browser and displays the Web page shown in Figure 1-3. Note: If you want to display file name extensions in Windows Explorer, select Organize | Folder And Search Options, then click the View tab. Deselect Hide Extensions For Known File Types, click the Apply button, then click OK.

NOTE: This course assumes that the default browser is Mozilla Firefox. All screen captures that use the default browser will appear in Firefox.

2.

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Figure 1-3: Viewing Web page for design qualities

Consider the following points about this Web page: The page provides a clear explanation of the Habitat For Humanity Summer Youth Blitz and offers a link to an application form. The page contains some graphical content, such as the side bar. The World Wide Web lends itself to graphical content. If you add the right image, you will better convey the page's message. An image can also increase the attractiveness of the page. What technologies are necessary to deliver this page? Consider the different parties that need to coordinate with each other in order for this to occur, including network engineers, server administrators, database administrators and designers.

Suppose that as a Web site designer, you have decided to add an image. Working with a graphic artist, you have created an image and want to insert this image into the page. 3. 4. 5. 6. 7. 8. Next, you will change the HTML file so that it is more aesthetically pleasing. Close your browser window. In Windows Explorer, double-click SYB.jpg to display the image that you will add to enhance the existing Web page. Close the image file. In Windows Explorer, right-click Blitz.html, then click Properties. The Properties dialog box will display. Verify that the Read-Only check box is deselected, then click OK. This step ensures that you will be able to edit the HTML file. In Windows Explorer, right-click Blitz.html, then click Open With | Notepad. This step opens the Notepad application. You will see the HTML code display in the Notepad window.

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9.

Scroll down approximately 90 percent of the file until you see the gap immediately before the following line: <P>Summer Youth Blitz is a unique service experience for a

NOTE: In Step 10, ensure that you type the HTML code on one line exactly as written.

10. In the white space two lines above the preceding text, type the following code: <img src="syb.jpg" width="300" height="222" border="0" alt="Do something real this summer - build a home for a family" /> Note: Ensure that the above code displays as a single line. The HTML code (including your newly inserted code) should match Figure 1-4.

Figure 1-4: Inserting HTML code

11. Press

CTRL+S

to save the changes, then close the Notepad window.

12. Open Blitz.html in your Web browser. The modified Web page should appear as shown in Figure 1-5.

Figure 1-5: Improved Web page

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NOTE: If you are using Microsoft Internet Explorer as your default browser, the pop-up box will appear. If you are using Mozilla Firefox, you will need to load the POPUP ALT add-on (Tools | Add-Ons) and restart Firefox in order for the pop-up box to appear. OBJECTIVE 1.1.3: Web architect vs. Web application developer Web application developer An individual who develops primarily server-side Web applications. Web architect An individual who creates the overview plan of a Web site's development.

13. Position the mouse pointer over the inserted graphic. Notice that a pop-up box with the text "Do something real this summer - build a home for a family" displays for several seconds. 14. Consider ways that adding this new image helps convey the message contained in this page's text. You have just helped enhance the design of this page. 15. Close the browser window. In this lab, you considered Web site design issues and modified a page. You now have a better understanding of the Web site designer job role.

Web application developers and Web architects

Web application developers use Web programming languages or products to develop Web sites, generally for Web server applications. Web application developers design, build and test the Web pages and hyperlinks that form the site. Web application developers must be proficient in programming and scripting languages such as Java, JavaScript, C++, Perl and others. Web application developers may also lead project teams that design Web applications, so strong project management and analytical abilities are desirable skills for this job role. Web architects are responsible for the overview plan of a Web site's development. They consult with management and Web site users to design and implement the plan for developing and maintaining an organization's Web site. They often manage Web site designers and Web application developers to design, develop, document and maintain an organization's Web presence. Web architects must have solid project management, organizational and communication skills in order to provide technical leadership to an application development staff.

OBJECTIVE 1.1.4: Web site analyst job role Web site analyst An individual who analyzes Web site statistics to determine the site's effectiveness.

Web site analysts

Web site analysts are responsible for analyzing Web site effectiveness from the viewpoints of both the organization and the end user. Analysts may design and conduct user surveys to obtain feedback about Web site features, then provide recommendations to improve the site's effectiveness. Analysts may also develop and monitor Web site tracking methods to determine the number of visitors, or "hits," a site receives. Good analytical and communication skills are required for Web site analysts. Analysts gather and analyze statistical data, and often work with IT and marketing departments to recommend ways to increase a Web site's effectiveness. An analyst can also spend a considerable amount of time writing HTML, as well as creating graphics and writing client-side code such as JavaScript and VBScript. Figure 1-6 shows an example of a Web site usage summary report generated by a Web site analyst. The report indicates that Web traffic remained relatively steady for several months, then declined dramatically in August. A Web site analyst would use these statistics, along with other research, to provide information to marketing and sales departments about their efforts. For example, if data shows that traffic increases with concentrated marketing efforts, then the Web site can be used to measure marketing success.

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Figure 1-6: Web site usage report

A Web site analyst will probably be called to examine the data further to see whether decreased traffic has translated into decreased profitability for the company. Data analysis also has technical uses. For example, you can review usage statistics to help the IT department plan for increases in Web activity that accompany concentrated marketing efforts. It may become necessary to obtain a larger server or plan for more bandwidth if Web traffic is anticipated to increase dramatically.
dead link A hyperlink that, when clicked, sends a Web site visitor to a page or resource that does not exist on the server.

Finally, an analyst may be asked to make technical changes to the site. Such changes may include modifying HTML, updating server-side scripts to eliminate errors, and finetuning database connectivity. One common activity of a Web site analyst is to look for evidence of locations at which visitors become confused, or get sent to missing pages, called dead links. One possible indicator of a dead link is the "404 Page Not Found" error, which you may see in a Web server log file. Regardless of the specific activities you undertake, if you are an effective Web site analyst, your Web site will operate more efficiently, from both a sales-and-marketing perspective and a technical perspective.

OBJECTIVE 1.1.5: Web site manager job role Web site manager An individual who manages a Web development team.

Web site managers

A Web site manager in a large organization generally manages the Web development team. A Web site manager in a small company could perform all the Web development job roles discussed previously. In short, Web site managers provide organizational leadership for Web site content and all related initiatives. Web site managers are typically involved in standardizing the content, style, design and development procedures required to create and maintain an organization's Web site. Site managers also assess the costs and benefits of implementing these standards. Site managers may also evaluate alternative Web technologies and standards, and train Web designers and application developers. Web site managers do not necessarily need to possess highly technical skills. However, they must demonstrate the ability to remain up-to-date in their knowledge and understanding of current Web technologies and processes. Site managers must also possess the ability to analyze, interpret and integrate a wide variety of data, evaluate Web resource utilization, forecast customer and organizational site needs, and anticipate and resolve ethical issues related to site content and design.

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OBJECTIVE 1.1.6: Database administrator job role database administrator An individual who is responsible for the maintenance and security of an organization's database resources and data.

Database administrators and database specialists

Databases store and manage information. Databases are used in all areas of an organization to store information related to employees, vendors, customers, inventory, resources and so on. The power of databases lies in their ability to organize, sort and access information to meet specific user requirements. Database administrators are responsible for the maintenance and security of an organization's database resources and data. They are also responsible for researching and analyzing the latest database technologies and developments, and for providing recommendations to senior management about database use and information management procedures and standards. Database administrators develop and implement database maintenance plans to check the integrity of the data, manage the physical resources necessary to store and manipulate the data, administer and enforce data usage standards, and audit database systems to maintain system performance. Database administrators also manage backup and recovery procedures to prevent data loss, and apply database software upgrades and repairs as needed. Database administrators must be able to judge system effectiveness and efficiency, analyze information to propose solutions and solve problems, evaluate the impact of resource allocations, and communicate effectively with senior management when discussing the benefits and risks of proposed technology solutions.

NOTE: Databases will be discussed in greater detail in a later lesson.

Specializations
Database administrator is just one database-oriented job role. Other database specializations include: Database designers Individuals who plan the logical and physical database structure. This type of specialist is important because a poorly designed database will cause serious performance and data-retrieval problems. These problems have become very common in the IT industry. Database designers also analyze a company's business requirements to make sure that the database fulfills these requirements. Database engineers Specialists who build the physical architecture to create scalable database solutions. Database engineers make sure that different database servers can communicate with each other properly. They also know how to "distribute" databases, which means that multiple databases can act as one. These individuals also make sure that data is copied from one database to another properly, a process called replication. Database analysts Individuals who study the data carefully. They also provide analysis data to enhance database performance and ensure that the company databases are fulfilling business goals. Database security engineers Individuals tasked with ensuring that databases are being accessed only by properly authenticated users. Also includes those who understand how to recover data in case of a man-made or natural disaster. Business intelligence analysts Individuals who are experts at mining databases for information, then creating functional specification documents based on this data to help a business create solutions for its customers. These individuals manage data miners.

scalable The ability for a system to function well when its workload is increased or hardware is added to meet user need. replication The practice of copying data from one source, such as a database, to another.

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OBJECTIVE 1.1.7: Server administrator job roles server administrator An individual who manages and maintains network servers.

Server administrators
Server administrators are responsible for designing, implementing, managing and maintaining network servers, and associated applications and peripheral devices. Server administrators may also implement policies and procedures for ensuring the security and integrity of the servers and network, and protect the network from viruses and other intrusion threats, such as hacking. Other responsibilities include providing technical assistance and training to IT staff and system users, troubleshooting server and network problems, implementing cost-effective solutions, suggesting and implementing system improvements, and providing data backup services. Server administrators should be proficient in a variety of network operating systems and applications, such as Windows, UNIX/Linux, Microsoft Internet Information Services (IIS), Microsoft SQL Server and Microsoft Exchange. They should also be familiar with Web technologies such as HTML, Extensible Markup Language (XML) and File Transfer Protocol (FTP), and applications such as Adobe Dreamweaver. In addition to possessing strong technical skills, server administrators must display strong communication skills so they can distill complex server and network issues into understandable concepts upon which senior management can make decisions and users can take action. Communication skills also include project management skills, as you will learn later in this lesson. Server administrators can be classified into subcategories, such as Web server administrators or e-mail/groupware administrators. Web server administrators are responsible for servers that act as gateways between the organization and the Internet. Email/groupware administrators are responsible for network servers upon which e-mail clients and groupware (software that enables groups of people in a local area network [LAN] to organize their activities) are located. E-mail/groupware administrators install and maintain e-mail clients, develop and maintain security procedures to protect the integrity of electronic data transfers, and analyze and recommend improvements for e-mail utilization, capacity and performance.

OBJECTIVE 1.1.8: Network engineer job role network engineer An individual who manages and maintains a network infrastructure.

Network engineers
Network engineers focus on the design, implementation, delivery and support of network components, policies and procedures used by an organization. Network engineers are responsible for configuring and testing network devices, and setting up and maintaining the network infrastructure. Network engineers also analyze, design and implement networking technologies to better meet the needs of the organization and the network users. Network engineers support and maintain network devices such as Web servers, e-mail servers, routers, connecting cables and so forth. Network engineers may also be responsible for system security, data backup, disaster recovery planning and virus protection. Network engineers must be able to implement LANs and wide area networks (WANs), and be proficient in a variety of networking skills, such as routing and switching, network traffic analysis, and device configuration and testing. Network engineers must also be knowledgeable in a variety of network technologies and protocols, such as network communication media, Virtual Private Networks (VPNs), firewalls, Internet Protocol version 4 (IPv4) and Internet Protocol version 6 (IPv6). Network engineers must also possess excellent communication skills to be able to present technical information in an understandable way to management, non-technical associates and customers.

NOTE: LANs, WANs, IPv4 and IPv6 will be presented later in this lesson.

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Convergence technologies and information technology

Traditionally, telephone networks have been limited to sending voice data (e.g., telephone calls). Since the mid-1990s, however, telephone networks have increasingly transported network-based data. Any equipment used to carry voice/data and run by telephone companies is called a telephony network. Similarly, data networks have traditionally been limited to sending standard network data (such as files from a Windows client to a Windows server via TCP/IP). Increasingly, however, voice and data networks have been combined, or converged, creating convergent networks. Convergent networks can help reduce cost to companies and organizations. Increasingly, Internet connections are used to carry voice communication. Network engineers are often asked to manage these networks.

Security managers and security analysts/consultants

OBJECTIVE 1.1.9: Security manager vs. security analyst/consultant security manager An individual who manages the security measures used to protect electronic data. security analyst/consultant An individual who examines an organization's security requirements and determines the necessary infrastructure.

Security managers are responsible for managing the security measures used to protect electronic data. They maintain the software and procedures necessary to protect the confidentiality and integrity of information, and legitimate access to it. Security managers perform security risk assessments, prepare for disaster recovery, monitor security control systems to ensure that appropriate security clearances and information access levels are maintained, and work with other departments to maintain secure data and information flow. Security managers may also implement and document the organization's security policies and procedures, provide security training to management and employees, and monitor and recommend advancements in information security technologies. Security analysts/consultants are responsible for examining an organization's security requirements and determining the hardware, communications and software capabilities needed to satisfy the requirements. Security analysts/consultants may lead project teams that perform risk assessment, information security program development and implementation, network security architecture review and design, product reviews, and security solution deployments. In addition to the technical skills related to information security, security analysts/consultants should have strong project management, consulting and communication skills. They will often manage security-related projects, write technical reports understandable to non-technical readers and communicate recommendations to senior management. Security managers and analysts/consultants should possess knowledge of server operating systems (Windows, UNIX/Linux, etc.), firewall technology, virus-scanning software, security management software, security assessment software, intrusiondetection systems, VPNs, and so forth.

search engine optimization (SEO) The process of improving the volume and quality of traffic to a Web site by structuring content to improve search engine ranking. A specific activity of Internet marketing. SEO analyst An individual who determines the visibility of Web sites across multiple clients and search engines.

SEO analysts
Search engine optimization (SEO) is the process of improving the volume and quality of traffic to a Web site based on the relevance of the site to search terms entered into a search engine. Generally, the higher a site ranks (i.e., the earlier it appears in search engine results pages), the more searchers will visit that site. SEO analysts are responsible for performing keyword research to determine the visibility of Web sites across multiple clients and search engines. SEO analysts will often work with the marketing team to develop interactive marketing strategies to increase Web site visiblity.

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SEO analysts should have a basic knowledge of HTML, CSS, JavaScript and other programming languages; experience in keyword research; and familiarity with search engine ranking, traffic and analysis software. SEO analysts should also possess strong analysis and writing skills, as well as communication and teamwork skills. Analysts must be able to analyze and summarize data, and present anaytical reports.
OBJECTIVE 1.1.12: Web marketing manager job role Web marketing manager An individual who develops and implements plans to exploit the Internet for marketing and sales opportunities.

Web marketing managers

Web marketing managers are responsible for developing and implementing plans to take advantage of the sales and marketing opportunities available through the Internet. They help define their companies' objectives for using electronic commerce (e-commerce) and decide which computer applications are needed to achieve them. Internet marketing managers must possess knowledge of Internet-based applications and be able to analyze Web site traffic in order to develop recommendations to improve their companies' search engine optimization capabilities. Internet marketing managers must also possess business management and project management skills in order to develop budgets for projects, monitor project costs, provide status reports to management, and incorporate feedback from management. They must also possess strong analysis and writing skills, as well as communication and teamwork skills.

Blog managers
Blogging has become increasingly important to marketing a company, product or service. A well-run blog will discuss relevant topics. A blog manager has the following responsibilities: Publishing of articles in a timely manner. Ensuring that content is relevant. Enforcing quality control, including proper tone, grammar and spelling. Maintaining the blogging site or account. Coordinating writers to ensure that entries are made consistently. Archiving and organizing blog, audio and video entries so that content can be searched and retrieved for later use. Managing talent, because many bloggers feel a sense of celebrity and think they need not keep to a schedule. A blog manager should understand how to work with these types of personalities.

OBJECTIVE 1.1.10: PC repair technician job role PC repair technician An individual who installs, modifies and repairs personal computer (PC) hardware components. NOTE: Consider the A+ certification with respect to PC repair and help desk technicians.

PC repair technicians
Personal computer (PC) repair technicians install, modify and repair personal computer hardware components, such as PCs, disk drives, CD/DVD drives, tape devices, monitors, keyboards, data input devices and other peripheral equipment. PC repair technicians also install software, such as PC operating systems and application programs. PC technicians should be familiar with operating system and application program functionality in order to test and modify system functions to ensure proper performance. PC technicians need to possess communication skills in order to provide technical assistance and training to end users, answer user inquiries regarding PC operations, diagnose hardware problems, and provide solutions. In addition, PC technicians must be able to use standard shop tools, such as soldering equipment, power tools and hand tools. PC technicians also need to be aware of standard safety procedures associated with the repair and maintenance of electronic equipment.

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OBJECTIVE 1.1.11: Help desk technician job role help desk technician An individual who diagnoses and resolves users' technical hardware and software problems.

Help desk technicians

Help desk technicians diagnose and resolve users' technical hardware and software problems. Help desk technicians typically receive questions from users who are having problems using computer hardware or software, or who want to know how to use a specific software application. Technicians must use their knowledge of hardware, operating systems, applications and any relevant procedures to determine the sources of problems and provide solutions. Technicians may need to research problems with co-workers, programmers, IT staff, hardware vendors or software vendors in order to provide solutions. Technicians may also be involved in testing hardware and software to evaluate their ease of use, and to determine their applicability to the current work environment. Help desk technicians must possess knowledge specific to the hardware, operating systems and software used by the organization. They must also possess strong communication skills to effectively discuss, troubleshoot and solve user problems, usually by telephone. Help desk technicians may also be responsible for documenting their troubleshooting and problem-solving activities, escalating problems they cannot solve that require immediate resolution, and making recommendations to senior management to streamline or improve help desk functions.

Project management and IT responsibilities

The following additional skills are necessary to become a successful IT professional: The ability to plan projects, which includes estimating costs for software, hardware and labor, as well as working with management to obtain project approval Writing skills, so that plans can be distributed to all relevant individuals The ability to work with vendors to obtain cost and time estimates for the proper software and equipment

All IT workers must have some project management skills to excel at their positions and lead projects.

IT job skills in the future

In most organizations, the current IT career model approximates a pyramid with many entry-level positions at the bottom, and fewer positions available as you move up the hierarchy. Many IT managers believe that the future IT career model will be diamondshaped: few entry-level jobs (because of offshore outsourcing of many IT positions), many mid-level positions, and few high-level positions. In the diamond-shaped model, managers foresee a lack of experienced professionals to fill the mid-level positions. Smaller companies that do not outsource due to scale may be the source of mid-level IT jobs required in larger organizations. It is increasingly important that IT professionals possess general business knowledge, negotiating skills, intercultural skills and project management skills. As an IT professional, you must be able to make informed decisions and fulfill commitments. If your company has outsourced some of its positions and you are working with foreign personnel, you may be able to avoid typical cross-cultural problems by doing the following: Learning common greetings or phrases in other languages Learning about common cultural misunderstandings so you can avoid them

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Developing good listening skills to better understand processes, issues and so forth that may be communicated to you in various ways Developing good communication skills to better disseminate information to those with whom you work

IT Industry Career Opportunities

OBJECTIVE 1.20.1: IT career goals

IT refers to all aspects of managing and processing information using computers and computer networks. IT departments generally deal with computer, telecommunication, network and other related technologies and services to provide employees with the resources necessary to reach their organizations' goals. IT is one of the fastest-growing career fields in the world today. IT skills are essential in all industries and are necessary in many different job roles. The following sections will explore methods you can employ to conduct effective job searches, create rsums, and take advantage of educational degree programs and certifications to provide you with the skills, training and competitive advantage you need when searching for the IT job of your choice.

Conducting job searches

OBJECTIVE 1.20.2: Job searches

You can employ many methods to explore career opportunities in the IT (or any) industry, such as: Participating in on-campus interviews (if you are a college/university student). Searching the newspaper classified ads for jobs. Visiting employment agencies and employment placement services. Attending job or career fairs. Volunteering for positions related to your career interests. Seeking part-time work through temporary employment agencies or internships. Networking (socially) and gathering employment information from friends, acquaintances, business associates and association members. Working with an executive search firm. Mailing cover letters and rsums to targeted organizations. Applying in person directly to targeted employers. Entering rsums electronically in database placement services or posting them on appropriate Web sites. Using Internet technology to conduct job searches.

The traditional methods of seeking employment (for example, classified ads, job and career fairs, and so forth) are perhaps the most common but least effective means of gaining employment, especially when these methods are not combined with other methods. A combination of some or all of these methods would be the most effective way to conduct a job search. However, using Internet technology may be the most effective means of gathering information about different job roles and responsibilities, and conducting a job search.

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Using the Internet to conduct job searches

OBJECTIVE 1.20.3: Internet technology and employment

You can browse Usenet newsgroups using Google Groups (http://groups.google.com), and use a variety of search engines to search the Internet for information about career opportunities in the IT industry. By entering keywords to narrow your search to specific job types, you can retrieve available job listings that relate to your personal career goals. The following sites (and many others) provide information about careers and contain thousands of job listings: Guru.com (www.guru.com) Excite Careers (http://jobs.excite.com) Yahoo! HotJobs (http://hotjobs.yahoo.com) GoFreelance (www.gofreelance.com) Freelance Switch Job Listings (http://jobs.freelanceswitch.com) All Freelance Directory (www.allfreelance.com) Sologig (www.sologig.com) Monster (www.monster.com) CollegeRecruiter.com (www.collegerecruiter.com) The Wall Street Journal's CareerJournal (http://cj.careers.adicio.com/careers/jobsearch/results) Payscale (www.payscale.com) CareerBuilder.com (www.careerbuilder.com)

Building a personal network

The Internet provides opportunities for you to network with business associates and other people who may be able to provide job leads. Sites such as LinkedIn (www.linkedin.com) allow you to build a professional profile online similar to a rsum, listing current and past job positions, skills, and education. You can then form links or connections to other people on the site with whom you have worked or associated. You and your connections become a network through which you can find other people you know or with whom you have professional skills or interests in common. Users can also write and post professional recommendations for each other. Other professional networking sites include Spoke (www.spoke.com), ZoomInfo (www.zoominfo.com), Jigsaw (www.jigsaw.com) and Plaxo (www.plaxo.com). As you evolve from being a Web consumer to being a Web producer of goods and services, consider the importance of using various sites to build your network. In the following lab, you will search a major Web site devoted to job listings in numerous fields. Assume you are a recent college graduate with a bachelor's degree in computer science. After a summer of working as a computer repair technician in your uncle's computer service and repair shop, you decide that you want to pursue a career as a network engineer or systems administrator. You can use Internet technology to search for entry-level jobs that are suitable to your career goals.

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Lab 1-2: Using Internet technology to conduct job searches

In this lab, you will use the Monster Web site to search for information about IT careers. 1. 2. Select Start | All Programs | Mozilla Firefox | Mozilla Firefox to start the Firefox browser. Click in the Location Bar, type www.monster.com, then press ENTER. The Monster home page and search engine will appear, as shown in Figure 1-7.

Figure 1-7: Monster home page

3.

Click in the Search Jobs text box, type network engineer, then press ENTER. This step accesses the Job Search Results page and retrieves all job listings containing the specified keywords in the job descriptions. Click several hyperlinks and view the job descriptions and requirements. Click the Back button in the toolbar to return to the search results page after viewing each hyperlink. In the More Options section on the right side of the page, click the Related Job Titles link, then click Network Administrator. This step retrieves all job listings containing these new keywords in the job descriptions. Click several hyperlinks and view the job descriptions and requirements. Do you notice any major differences between the job roles and responsibilities of a network engineer versus those of a network administrator? Enter keywords that describe a career in which you are interested, then click several hyperlinked results to obtain information about each position. Close the browser.

4.

5.

6.

7. 8.

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As you can see, Internet search engines provide a wealth of information about every career path imaginable. Make sure you use appropriate keyword search techniques to help narrow your job search to specific locations and companies, if desired. You should always conduct your job searches using multiple search engines. Different search engines may yield different results for the same search string.

Creating a rsum
OBJECTIVE 1.20.4: Rsum file formats

You can use various file formats when you create your job skills and work history rsum. Your choice will depend on the way in which you want to deliver your rsum. You can create rsums for delivery in hard copy (print) or electronic format.

Formatting a rsum
Formatted rsums are typically created using a word-processing program such as Microsoft Word and OpenOffice Writer. You can create and print visually impressive rsums using a word-processing program; the full range of the software's formatting features are available to you. You would normally create formatted rsums if you intend to send printed copies to prospective employers by way of postal mail, fax, hand delivery or e-mail attachment. However, potential problems can occur when sending formatted rsums as e-mail attachments, as follows: Unless the recipient has the same program you used to create the rsum, he or she may not be able to view it electronically. The rsum's formatting may render inconsistently on different computers. Rsums sent as e-mail attachments are vulnerable to viruses, which may infect the recipient's computer.

Text format
Text rsums (also known as plain-text or ASCII rsums) are intended to be entered into keyword-searchable rsum databases and applicant tracking systems used by most large employers. Text rsums contain little formatting and are not necessarily designed to be visually impressive. However, they are not vulnerable to viruses and can be read by many different programs on many different platforms. Text rsums can be used to post directly to job boards, or to paste into the body of an e-mail message. To create a text rsum, you can use Windows Notepad or any word-processing program as long as you save the document as a plain-text file with the .txt file name extension.

Rich Text Format (RTF)

NOTE: Most basic formatting attributes are available for RTF documents. However, more complex formatting, such as tables or columns, is generally unavailable.

Rich Text Format (RTF) rsums combine the best qualities of formatted and text rsums. RTF rsums allow you to incorporate most formatting techniques to make your rsum visually appealing, but can also be read by numerous programs on many different platforms. RTF rsums are also far less vulnerable to viruses than formatted documents you create with a word-processing program. An RTF rsum is the best choice if you intend to send your rsum as an e-mail attachment and you do not know the file type that your recipient prefers. However, you should also paste a plain-text version of your rsum in the body of the e-mail message as a precautionary measure in case the recipient cannot read the RTF version.

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You can use Windows WordPad to create an RTF rsum, or you can use any wordprocessing program to create it as long as you save the document as an RTF file with the .rtf file name extension.

Portable Document Format (PDF)

Portable Document Format (PDF) rsums are compatible with all computer platforms and are not vulnerable to viruses. However, you need PDF software (for example, Adobe Acrobat) to create a PDF document. Visit PDF Store (www.pdfstore.com) for information about PDF software. PDF conversion freeware or shareware programs are also available. For example, Macintosh OS X includes a built-in program, Preview, which can convert files into PDF documents. PDF files use the .pdf file name extension.
NOTE: Adobe Acrobat Reader software is available to download for free.

A PDF rsum (or a rsum converted into PDF) looks identical to and retains all the formatting of the original document. PDF documents retain their visual appeal and will render consistently on different computers. However, the recipient must have Adobe Acrobat Reader software to open and read a PDF document.

HTML
HTML rsums are generally created to post as Web pages or, in some cases, to send as HTML-based e-mails. (However, consider that many people do not appreciate HTMLbased e-mails and prefer text-only format with appropriate attachments.) HTML, or "Webready," rsums are useful if you have your own Web site or have access to Web space. Some Web sites offer free Web-space hosting and your ISP may include a Web-space hosting service. HTML documents use the .htm or .html file name extension. HTML rsums retain all the formatting characteristics of a word-processing document, although the attributes may render inconsistently in different browsers. However, HTML rsums posted on the Web have several unique advantages over other rsum formats, as follows: Employers can access your rsum at any time. Employers may discover your rsum when they perform keyword searches. You can add links to your rsum that point employers to other documents, graphics and photographs that further illustrate your background and skills.

In the following lab, you will learn how to create a rsum and save it in plain-text format. Assume you have conducted an online job search and have found a job listing that interests you. To apply for this job, you must submit a rsum and a cover letter by e-mail. The employer enters all rsums into an applicant tracking system. In this case, what are the advantages of submitting a plain-text rsum?

Lab 1-3: Creating a plain-text rsum

In this lab, you will create a rsum and save it as a plain-text document. 1. 2. 3. Open Windows Vista Notepad. Enter several lines of text to create the start of a rsum, such as your name, contact information and basic skills. Select a line of text and select Format | Font to display the Font dialog box. Notice that the only formatting options available are font typeface, style, size and script.

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4. 5. 6. 7. 8. 9.

Use the options in the Font dialog box to apply different text-formatting attributes to the lines of text. When you are finished, click OK to close the Font dialog box. Select File | Save As to display the Save As dialog box. Ensure that Desktop displays in the Search field. Display the Save As Type drop-down list. Notice that the only option is to save the document as a text file with the .txt file name extension. Specify a name for your file in the File Name text box, such as My Resume, and click the Save button to save the document to your Desktop. Close the Notepad window.

10. Delete the file from your Desktop. In the following lab, you will learn how to create a rsum and save it as an RTF file. Assume you have conducted a new online job search and have found several job listings that interest you. To apply for these jobs, you must submit a rsum and a cover letter by e-mail. Several companies have requested a formatted rsum, but you do not know the type of word-processing software these companies use. In this situation, what are the advantages of submitted rsums as RTF files?

Lab 1-4: Creating an RTF rsum

In this lab, you will create a rsum and save it as an RTF document. 1. 2. 3. 4. 5. 6. Open Windows Vista WordPad. Enter several lines of text to create the start of a rsum. Use the tools in the Format Bar to apply font, bold, italic, color and alignment attributes to selected text. Select File | Save As to display the Save As dialog box. Specify to save the file to your Desktop. Display the Save As Type drop-down list. Notice that you have the option to save the document as a Rich Text Format (RTF) file, which will retain the formatting attributes you applied, or as a text document, which will remove all formatting. Click Rich Text Format (RTF), specify a name for your file in the File Name text box, then click the Save button to save the document to your Desktop. Close the WordPad window. On your Desktop, open the RTF file you just created. Notice that all the formatting attributes you applied appear in the document. Select File | Save As, display the Save As Type drop-down list, click Text Only, then click the Save button. Notice that a message box appears informing you that all formatting will be removed.

7.

8. 9.

10. Click Yes to save the file as a text document, then close the WordPad window.

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11. On your Desktop, open the text document you just created. Notice that most of the formatting attributes you applied have been removed. 12. Delete the two files you just created from your Desktop.

Education and IT careers

OBJECTIVE 1.20.5: Education and technology job roles

As technology becomes more sophisticated and complex, employers will demand a high level of technical expertise. If you have a bachelor's or advanced degree in computer science, computer engineering, management information systems or an equivalent field, your prospects for employment in the IT industry should be favorable. However, employers are seeking professionals who can also demonstrate competence in interpersonal, business and project management skills because these skills are becoming more important in the workplace. Because IT technologies change so rapidly, continual study is necessary to keep your skills current. Colleges, universities, employers, hardware and software vendors, and private training institutions offer continuing education so that you can remain up-to-date with current technological advances. You can demonstrate a level of competence or expertise in specific IT fields by obtaining a technical or professional certification (for example, CIW, A+, Network+ or Security+). Certified individuals, particularly in the IT field, are widely sought, and professional certifications provide you with a competitive advantage when pursuing numerous jobs.

Technical Concepts and Training

As an IT professional, you will often be required to translate highly technical concepts into information that a non-technical audience can readily understand. This task will test your communication skills, which are very important. Your ability to enable a nontechnical audience to understand complex concepts will apply particularly if you find yourself working with end users or management personal, many of whom have only a basic knowledge of computers and computer networks.

Communicating technical issues to an end user

OBJECTIVE 1.21.1: Communicating with end users

NOTE: Think of people you know who have very few or no skills with computers. How would you guide these people through a technical process?

If you are a help desk technician, or are performing a similar job role, you must be able to understand the problems and concerns of end users as they work with computer systems they may not understand. Typically, when end users experience a technical problem, they may not know enough about what they are experiencing to be able to explain the problem accurately. You should be able to understand the information that end users provide and to understand the technical aspects of the problem. Your understanding of these aspects will allow you to provide an appropriate solution. You must also be able to communicate a technical response or concept in terms that end users can understand so that they can implement your solution. For example, a remote end user may call you to report that he cannot access the Internet on his computer. If the domain, IP address or subnet mask has changed, for example, you may need to instruct the user how to make the appropriate changes on his system.

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Justifying IT-related expenses

OBJECTIVE 1.21.2: Communicating with management

As an IT professional, you must always keep in mind the Return-on-Investment (ROI) impact of IT decisions on an organization's bottom line. One of the critical questions to address before implementing a plan is to determine the benefit of purchasing hardware or software, or creating a particular product or service. Upper management will probably require you to justify the decision's benefits relative to its costs. You must be able to determine the risk and business value of each decision in order to justify purchases or plans. Frequently, you must balance these purchases or plans against other purchases and plans that you may need to abandon. In most cases, the upper-level managers you may need to convince will not have the same level of technical expertise in computers and computer networks as you do. When presenting technically complex information to a non-technical audience, you must be able to put the information in terms that your managers can understand so that they can make informed decisions. For example, suppose the IT department determines that system hardware upgrades are required to implement a company intranet. You will need to provide data that shows that the expected hardware costs, system down time and employee learning curve will yield measurable increases in productivity and sales, based on the increased ability to communicate and to secure information from outside attacks. Your understanding of networking technologies will help you communicate these concerns, and may help your company profit in the future.

Technology Adoption Models

OBJECTIVE 1.2.2: Internet history, protocols and technology adoption models

Organizations and products evolve over time to address the needs of the marketplace by incorporating new techniques and processes that are sometimes considered revolutionary. The following sections introduce three schools of thought that describe this tendency for organizational and market changes to occur in a revolutionary manner: Paradigm shifts Moore's Law Technology adoption life cycle

All three of these concepts bring about "shifts in thinking" about a particular subject or discipline. During such a shift, the accepted beliefs are questioned or discarded, and new ideas or world views take their place.

Paradigm shift
NOTE: Kuhn's concept of "paradigm shift" is presented in his 1962 book "The Structure of Scientific Revolutions."

In 1962, Thomas Kuhn defined and popularized the concept of a "paradigm shift" in reference to the philosopy of science. A paradigm is a common belief in a theory and its principles. A paradigm shift is a change from one way of thinking to another; it is a revolutionary transformation that is driven by agents of change. According to Kuhn, scientific advancement is not evolutionary, but rather is a "series of peaceful interludes punctuated by intellectually violent revolutions," and in those revolutions "one conceptual world view is replaced by another." When a paradigm shift occurs, an intellectual "battle" frequently takes place between those who adopt the new paradigm and those who cling to the old paradigm.

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Because the term "paradigm shift" represents the idea of a major change in the former way of thinking or organizing, the term is now used in non-scientific contexts, such as in personal beliefs, complex systems, software/hardware development or business organizations.

Moore's Law
In 1965, Intel co-founder Gordon E. Moore postulated that the number of transistors per square inch on integrated circuits will double every two years. This prediction is known as Moore's Law. Moore's Law continues to hold true for almost every measure of the capabilities of digital electronic devices, including computer processing speed, memory capacity and so forth. As such, Moore's Law is often used as an analogy for advances in other technologies, such as software applications, the Internet and so forth.

Technology adoption life cycle

The technology adoption life cycle refers to a sociological model developed by Joe M. Bohlen, George M. Beal and Everett M. Rogers at Iowa State College. The model defines the demographic and psychological characteristics inherent in a population that describes the degree to which members of that population will adopt or accept a new product or innovation. The model divides the population into five groups of consumers, from earliest to latest:
NOTE: Moore's exploration of the diffusion of innovation theory is presented in his 1991 book "Crossing the Chasm: Marketing and Selling High-Tech Products to Mainstream Customers."

Innovators Early adopters Early majority Late majority Laggards

Diffusion of innovation
Closely related to the technology adoption life cycle is the "diffusion of innovation" theory, which describes how, why and at what rate new ideas and technologies spread through cultures. In 1991, Geoffrey A. Moore explored the diffusion of innovation theory and its applicability to the marketing of high-tech products. Moore argued that a "chasm" exists between the early adopters of the product (technology enthusiasts and visionaries) and the early majority (pragmatists). According to Moore, visionaries and pragmatists have very different expectations of the product, and different marketing techniques are required to successfully bridge the chasm between the two. These techniques address the two groups by tailoring to them the following: Choosing a target market the market segment to which a product is marketed. The target market can be defined by age, gender, geography or any other combination of demographic factors. Product positioning the process by which marketers try to create an image or identity of the product in the minds of their potential buyers so the buyers can determine its value relative to competing products. Understanding the whole product concept the generic product needs to be augmented by training and support, manuals, accessories, and so forth that give customers a compelling reason to buy the product.

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Marketing strategy the process by which marketers concentrate their finite resources to maximize sales opportunities for their products. Choosing appropriate distribution channels the process of determining which intermediary organizations marketers can use to most effectively make the product available to consumers. Pricing the process of determining the amount to charge for a product that helps acheive profitability for the organization, fits the realities of the marketplace, and supports the product's positioning.

According to Moore, the marketer should focus on one group of customers at a time, starting with the early adopters. Each group can then be used as a base for marketing to the next group. The most difficult step is making the transition between visionaries (early adopters) and pragmatists (early majority). If the marketer can build momentum for the product by successfully bridging this chasm, the product can become a success, if not a de facto standard.

Business Modeling
OBJECTIVE 1.1.13: Business organization modeling ontology The study of how a particular knowledge domain, or system, is organized. An ontology is the product of an ontological study.

When discussing computer science and Web technology, ontology is the study of how a particular part of a company, called a domain, is organized. The product of an ontological study, called an ontology, describes how individual elements of a domain relate to each other. This relation is usually represented in hierarchical terms. An ontology also describes how individual elements process information within the domain. The result of this description is usually a vocabulary for that domain. The resulting description and vocabulary can help programmers and designers of complex systems tailor their systems to the needs of a business. If systems are properly designed using a useful ontological model, these systems will be able to use and reuse data more easily.

Purpose of an ontology
NOTE: The term ontology has various meanings in other disciplines. For example, in philosophy, the term is used to denote an entire school of thought relative to the study of being.

An ontological study is a foundational step for programmers and designers of complex information technology systems. If properly conducted, an ontology allows software engineers and programmers to accurately map technology solutions to business needs. All parties will possess an objective understanding of how a domain processes information. An ontological study can also help ensure that data is formatted in a universal manner so that it can be reused from one complex system to another. Table 1-1 describes ontology terms as they relate to a particular organization or business.

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Table 1-1: Ontology terms

Ontology Term Domain Individual/object

Description
Represents an entire company or a division within a company. The basic item within a domain. Also called an instance or an element. For example, a kayak manufacturing company would consider a kayak to be an object. A particular type of object. For example, a particular model of kayak would be an example of a particular class of individual object. Also called a concept in some ontologies. A unique characteristic pertaining to a class. A class can have multiple unique attributes. For example, a particular model of kayak will have various attributes, including: -Color. -Length. -Weight. -Displacement. -Type of construction materials.

Class/set

Attribute

Relation

Description of how one particular object or class is related to another, usually in a hierarchy. Helps create a taxonomy, which is a hierarchical relationship between objects or classes. Hierarchical description and vocabulary concerning a particular domain.

Schema

Ontology and the business organization

A business ontology can be a description of the hierarchical organization structure of the business and how the various objects relate to each other. The business ontology model also illustrates the flow of information through the hierarchy. Figure 1-8 illustrates a typical business ontological model.

Figure 1-8: Typical business ontology model

The hierarchy illustrates the reporting structure of a typical large business that is publicly traded. The Chief Executive Officer is the highest-ranking officer to whom the other executive officers typically report. Table 1-2 describes each of the top-level objects (i.e., corporate officers) in the business ontology model.

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Table 1-2: Business ontology model objects

Example Business Ontology Object Chief Executive Officer (CEO) Chief Information Officer (CIO) Chief Operations Officer (COO) Chief Technology Officer (CTO) Chief Security Officer (CSO) Chief Financial Officer (CFO)

Description
The highest-ranking corporate officer in charge of the total management of an organization, reporting to the board of directors. In charge of the Information Technology (IT) and computer systems within the domain that support enterprise goals. Differs from a CTO in that a CIO is typically in charge of making sure technology fulfills business goals. In charge of the operations management of the domain and is responsible for the design, development and operation of the systems that create and deliver the enterprise's products and services. In charge of making sure that IT resources are implemented and managed properly. The CTO role is usually different from the CIO role in that the CTO is responsible for how smoothly the technologies operate on a daily basis. In charge of ensuring information security within an enterprise, and is responsible for the design, development and implementation of the systems that protect the organization's information from unauthorized access and use. In charge of managing the financial risks, planning, record-keeping and reporting of an enterprise.

Of course, not all companies and organizations follow this model exactly. However, all companies and organizations should create a model that ensures accountability among departments and reduces conflicts of interest. Conflicts of interest occur when the duties and responsibilities of corporate officers are vague or incomplete. One way to eliminate conflicts of interest is to implement a policy of segregation (or separation) of duties. Such a policy ensures that no individual is given responsibility for more than one related function. Not included in the previous figure or table are the many levels below the chief executive level that an organization can have, depending on its size. Typically, the larger the organization, the deeper the hierarchy extends. In a large organization, the top-level managers generally consist of the chief executives, and the vice presidents of various functions that report to the executives. Below the toplevel managers are: Middle-level managers directors and employees with managerial titles such as general manager, plant manager, regional manager, sales manager and so forth. Middle-level managers are responsible for carrying out the goals set by top management by directing the activities of particular departments or other business units. First-level managers managers in the levels below middle managers who are generally known as first-line managers or supervisors. Typical titles include office manager, department manager, store manager, project manager and so forth. Firstline managers are responsible for managing the employees who produce the products and offer the services.

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Ontology and Information Technology (IT)

In business ontology, a domain and its data are described from the perspective of the business, without regard to how a particular application or system will process that data. An ontology does not study an individual application's understanding of data. Rather, it studies how the data is used by a business. In business ontology, the data is considered first, without any regard to how an application will process it. To learn more about ontology as it relates to computer science, consider the following resources: http://en.wikipedia.org/wiki/Ontology_(computer_science) http://askville.amazon.com/computer-scienceontology/AnswerViewer.do?requestId=457310 www.bambooweb.com/articles/O/n/Ontology_(computer_science).html

Following are examples of when an ontology is helpful to specific Information Technology (IT) implementations:
NOTE: Web 2.0 technologies will be explored later in this course.

Creation of complex accounting systems Web 2.0 and semantic Web implementations Artificial intelligence

Semantic Web implementations are Web applications that have the ability to contextualize data as they process it. Applications that have the ability to apply context to data can make complex judgments about data, and as a result provide better solutions without human intervention.

Web Ontology Language (OWL)

Various languages exist for defining ontological relationships. The Web Ontology Language (OWL) is the most current. You can learn more about OWL at the W3C's OWL Web Ontology Language Overview site at www.w3.org/TR/owl-features.

Data Modeling
OBJECTIVE 1.15.6: Information flow and reporting models

Data modeling involves determining the requirements that a database must fulfill in order to function properly for an organization. When creating a data model, you first create a conceptual model, which documents the data and information within an organization and how it is used. The actual implementation of the conceptual model is called a logical model. When engaging in data modeling, you take the following steps: Planning and analysis identifying business requirements Conceptual design creating the model as a pure concept Logical design encoding the concept into SQL programming Physical design determining exactly where data will be stored Implementation applying the design to an actual database application, such as MySQL or Oracle

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Data modeling vs. ontology

A business ontological study is meant to help create various complex systems. Data modeling is meant for databases only. In data modeling, the most important consideration is the database's ability to process data. A business ontology is meant to describe how a business (i.e., domain) is organized and how it processes data. In a business ontology, the way an application processes data is not considered.

The Importance of Standards

OBJECTIVE 1.15.15: Quality management and assurance

Generally speaking, standards help govern the ease with which information can be exchanged and understood between people, businesses and systems. If people, businesses and systems do not adhere to the same standards, communication between them is more difficult. In the ever-changing world of technology, the adoption of standards is a critical component to the success of businesses, hardware and software development, and the World Wide Web. The following sections will introduce some of the main standards organizations that provide the necessary framework for business, network and Internet-related success. If you have ever used a telephone or connected to the Internet, you have done so using standards created by the organizations discussed in the following sections.

International Organization for Standardization (ISO) 9000

The International Organization for Standardization (ISO) is a grouping of national standards bodies from 157 countries. ISO develops technical specifications for intellectual, scientific, technological and economic activities worldwide. ISO is not an acronym; the name is derived from the Greek isos, which means equal. You can learn more about ISO at www.iso.org. ISO offers a family of business management system standards called ISO 9000. ISO 9000 details the steps recommended to produce high-quality products and services using a quality-management system that maximizes time, money and resources. ISO 9000 outlines a systematic approach to managing business processes so that they consistently deliver quality products.

World Wide Web Consortium (W3C)

NOTE: Tim Berners-Lee invented the World Wide Web in 1989 while working at the European Organization for Nuclear Research (CERN). He has also served as the W3C Director since 1994.

The World Wide Web Consortium (W3C) is a vendor-neutral forum whose mission is to create Web standards and guidelines. Tim Berners-Lee and others created W3C as an industry consortium whose primary mission is to build consensus around Web technologies. In order for the Web to reach its full potential, the W3C mandates that the most fundamental Web technologies be compatible with one another, and that any hardware and software used to access the Web be able to work together. The W3C refers to this goal as "Web interoperability." The W3C also serves as an open forum for discussions about the Web. You can learn more about the W3C at www.w3.org. Since it was founded in 1994, the W3C has published more than 110 Web standards, called W3C Recommendations. The W3C does not force manufacturers to follow the Recommendations, but encourages them to do so. Many of the standards define levels of conformance, which manufacturers must follow if they want to label their products W3Ccompliant. Because the W3C does not force manufacturer compliance, the Recommendations may be implemented only partially. The Recommendations are under a royalty-free patent license, allowing anyone to implement them.

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Internet Engineering Task Force (IETF)

The Internet Engineering Task Force (IETF) is an open international community of network designers, operators, vendors and researchers concerned with the evolution of the Internet architecture and the smooth operation of the Internet. The IETF develops and promotes Internet standards for the TCP/IP and Internet protocol suites. The IETF works closely with the W3C and other standards organizations, such as ISO and the International Electrotechnical Commission (IEC). The actual technical work of the IETF is done in its working groups, which are organized by topic into several areas (e.g., routing, transport, security, etc.).

Requests for Comments (RFCs)

Request for Comments (RFC) A document published by the IETF that details information about standardized Internet protocols and those in various development stages.

Requests for Comments (RFCs) are documents of interest to the Internet community published by the IETF. These documents describe methods, behaviors, research or innovations applicable to the workings of the Internet and Internet-connected systems. They include detailed information about standardized Internet protocols, such as IP and TCP, and those in various stages of development. They also include informational documents regarding protocol standards, assigned numbers (e.g., port numbers), host requirements (e.g., data link, network, transport and application OSI layers) and router requirements. RFCs are identified by number. The higher the number, the more recent the RFC. As of December 2008, there are 5,407 RFCs. You can learn more about RFCs at www.rfceditor.org/rfc.html.

Institute of Electrical and Electronics Engineers (IEEE)

The Institute of Electrical and Electronics Engineers (IEEE) creates standards relating to various technologies, including those used on the Internet. The IEEE also sponsors technical projects and many journals. IEEE standards include: Ethernet (802.3). Wireless Ethernet (802.11).

IEEE publications include: Communications Magazine. Information Theory. Computer Graphics and Applications. Power and Energy Magazine Wireless Communications.

You can learn more about the IEEE at www.ieee.org.

Telecommunications Industry Association (TIA)

The Telecommunications Industry Association (TIA) is responsible for creating various standards, including: TIA/EIA-568-B cabling standards that include the RJ-45 jacks and plugs used throughout the world to connect computers. This standard also includes RJ-11 plugs and jacks, which are used in various countries for traditional telephony.

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TIA/EIA-598 fiber-optics standards that ensure quality high-speed networks across the world.

You can learn more about TIA at www.tiaonline.org.

Case Study

That's a Hot Site

Suzanne has been newly hired by a scientific organization that conducts seismic research about "hot spots" worldwide. The organization was formed only recently; its Web site was hurriedly developed by an outside contractor and contains only rudimentary information about the organization. The organization's sponsors have asked Suzanne to make the Web site more informative and appealing to viewers. Suzanne decides to upgrade the Web site by performing the following tasks: She adds introductory text and diagrams about the science of seismology and other geophysical processes to illustrate how scientists study earthquakes, volcanoes and the earth's mantle. She uploads and creates links to photographs of the most visually stunning hot spots around the world, such as those in Yellowstone National Park in the United States, the mid-Atlantic ridge, Iceland, Hawaii and so forth. She uploads and creates links to scientific papers and studies conducted by the resident team of seismologists. * Consider the following questions: Based on the tasks Suzanne performed thus far, what do you think is her job role at this company? What other job roles might she have? What other improvements can Suzanne make to the Web site to increase viewer interest and provide additional information? What job skills might those improvements require Suzanne to possess? * *

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Lesson Summary
Application project
Consider the many IT job roles you learned about in this lesson. Which of these job roles particularly appeal to you? What skills do you already have that you can contribute to these job roles? Visit a job search site such as www.monster.com or http://hotjobs.yahoo.com or any other such site. Search for jobs in your area in the job role(s) of your choice. What skills are they looking for? Begin creating a rsum document for yourself using a text or word-processing application. List your education, including this course, and any credentials you hold, such as diplomas, degrees and certifications. Include any relevant clubs or membership organizations to which you belong. And list all the skills and experience you have that you could contribute to the workplace. Remember that skills such as communication, writing, teamwork and project management are just as important as any technical skills. Now review the requirements for jobs that interest you. Which skills do you already have? Which do you need to acquire? Will you learn some of the skills you need in school? In this course? In technical vocational training? On the job? Is there an internship you can apply for in your community? Consider approaching businesses and community colleges in your area. Remember that everyone has to start somewhere. Often, an entry-level job that seems less interesting will provide valuable training and experience that will eventually help you land the higher-level jobs you really want. Building a skill set and a career takes time, usually many years. Do not expect to start on top, but be willing to set goals for yourself and work hard to achieve what you want. Keep your rsum document handy so you can add to it each time you learn a skill, complete some training, earn a credential or accept a job.

Skills review
In this lesson, you learned about the responsibilities, tasks and skills required for various job roles in the Information Technology (IT) industry. You also learned about the most effective methods of conducting IT job searches, presenting rsums to hiring managers, and discussing technical issues with non-technical audiences. You studied technology adoption models, business models and data models. You also learned about the importance of standards to govern the ease with which information can be exchanged and understood. Now that you have completed this lesson, you should be able to: 1.1.1: Distinguish between individual job roles within the IT industry and the IT profession as a whole. 1.1.2: Identify responsibilities, tasks and skills of a Web site designer. 1.1.3: Distinguish between a Web architect and a Web application developer. 1.1.4: Identify responsibilities, tasks and skills of a Web site analyst. 1.1.5: Identify responsibilities, tasks and skills of a Web site manager. 1.1.6: Identify responsibilities, tasks and skills of a database administrator.

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1.1.7: Identify responsibilities, tasks and skills of a server administrator, including email/groupware administrator, Web server administrator. 1.1.8: Identify responsibilities, tasks and skills of a network engineer. 1.1.9: Distinguish between a security manager and a security analyst/consultant. 1.1.10: Identify responsibilities, tasks and skills of a PC repair technician. 1.1.11: Identify responsibilities, tasks and skills of a help desk technician. 1.1.12: Identify responsibilities, tasks and skills of a Web marketing professional. 1.1.13: Interpret a common business organization chart, including identifying duties of a Chief Executive Officer (CEO) versus a Chief Operations Officer (COO). 1.2.2: Explain Internet history, define current protocols (e.g., IPv4, IPv6, related protocols), and identify timelines and models for technology adoption curves such as (e.g., Moore's Law, Geoffrey Moore's technology adoption life cycle, and Kuhn's concept of paradigm shifts). 1.15.6: Explain common models for information flow and reporting between IT and upper management, as well as IT and other areas of the organization, including identifying project approval steps, SWOT analysis, data modeling vs. business ontology. 1.15.15: Identify the importance of quality management and assurance, including ISO 9000 standards. 1.20.1: Identify and explore career opportunities in the IT industry that relate to personal career goals. 1.20.2: Conduct job searches. 1.20.3: Use Internet technology to obtain employment, including employment sites and networking sites such as LinkedIn. 1.20.4: Create a rsum and place it in an appropriate file format (e.g., ASCII, HTML, RTF, PDF). 1.20.5: Determine the relevance and necessity of education as job roles, responsibilities and technologies change. 1.21.1: Communicate technical issues and concerns to an end user. 1.21.2: Demonstrate the value of IT-related expenses to management and stakeholders.

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Lesson 1 Review
1. What IT job role would most likely be responsible for managing and maintaining a network infrastructure?

2.

There are many ways to conduct a search for a job in the IT industry. Which method is considered the most effective?

3.

Why is continuing education important for people who want jobs in the IT industry?

4.

To what do the concepts of a paradigm shift, Moore's Law and the technology adoption life cycle refer?

5.

In relation to IT, what purpose does an ontology serve in a business?

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6.

What is data modeling, and what are the two types of models within a data model?

7.

Why are standards important in the world of technology?

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Lesson 1 Supplemental Material

This section is a supplement containing additional tasks for you to complete in conjunction with the lesson. These elements are: Activities Pen-and-paper activities to review lesson concepts or terms. Optional Labs Computer-based labs to provide additional practice. Lesson Quiz Multiple-choice test to assess knowledge of lesson material.

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Activity 1-1: Identifying Information Technology (IT) job roles

In this activity, you will identify Information Technology (IT) job roles by matching each job role title to the appropriate description. Job Role 1. 2. 3. 4. 5. Help desk technician Internet marketing manager Network engineer PC repair technician SEO analyst Description A. An individual who analyzes Web site statistics to determine the site's effectiveness

B. An individual who determines the visibility of Web sites across multiple clients and search engines C. An individual who is responsible for the overall plan of a Web site's development D. An individual who diagnoses and resolves users' technical hardware and software problems E. An individual who develops and implements plans to exploit the Internet for marketing and sales opportunities F. An individual who installs, modifies and repairs personal computer hardware components

6. 7. 8. 9.

Server administrator Web architect Web site analyst Web site designer

G. An individual who is responsible for the organization and appearance of a Web site H. An individual who manages and maintains network servers I. An individual who manages and maintains a network infrastructure

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Activity 1-2: Diagramming a business ontology model

In this activity, you will diagram a business ontology model. Use the space provided below to diagram the hierarchy of authority at an organization familiar to you, such as the company where you work or your school. Place the person or job role with the most authority at the top, with individuals who report to him or her beneath, and other workers or students beneath them. Draw lines or arrows to show the relationships of who reports to whom and how communication flows. You can refer to Figure 1-8 from this lesson if you need ideas.

When your business ontology model diagram is complete, consider that the entire unit you documented is a domain. Can you identify the objects? Can you identify any classes or attributes? What about relations? You can refer to Table 1-1 in this lesson to review these ontology terms. Finally, consider what this diagram tells you about communication and responsibilities in this organization. How might the ontology model you diagrammed be useful in developing or implementing software applications to help this organization function smoothly?

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Optional Lab 1-1: Learning about Internet standards organizations

In this optional lab, you will visit Web sites that provide information about various Internet standards organizations. 1. 2. Open your Web browser and go to www.iso.org. The International Organization for Standardization (ISO) home page will display. Click the About ISO tab along the top and read the information about ISO. Then click the ISO Standards link to the right. Browse the site to see what you can learn about ISO 9000 standards and how they relate to the IT industry. Click in the browser Location Bar, and go to www.w3.org. The World Wide Web Consortium (W3C) home page will display. Read the description of the W3C at the top of the page. Then scroll down and read through the list of topics under W3C A To Z. Click any links that you find interesting to learn more about specific Web standards. You will learn about and use many of these technologies in CIW Web Foundations and CIW Web Design courses. Click in the browser Location Bar, and go to www.ietf.org. The Internet Engineering Task Force (IETF) home page will display. Click the Overview Of The IETF link to learn about the IETF. Click your browser's Back button to return to the IETF home page. Click the RFC Editor link under Related Pages on the IETF home page. The RFC Editor page at www.rfc-editor.org will appear. Here, you can read RFCs that define various Internet technologies. Click in the browser Location Bar, and go to www.ieee.org. The Institute of Electrical and Electronics Engineers (IEEE) home page will display. Click the About Us link to learn more about this organization and how it contributes to IT standards and practices. Click in the browser Location Bar, and go to www.tiaonline.org. The Telecommunications Industry Association (TIA) home page will display. Read about this organization's latest activities.

3. 4.

5. 6. 7.

8.

9.

The Web sites you visited in this lab represent some of the important standards organizations that provide the necessary framework for business, network and Internetrelated success.

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Lesson 1 Quiz
1. In which job role does an individual diagnose and resolve users' technical hardware and software problems? a. b. c. d. 2. SEO analyst PC repair technician Help desk technician Server administrator

Which of the following best describes the job role of a Web architect? a. b. c. d. An individual effectiveness An individual An individual An individual development who analyzes Web site statistics to determine the site's who manages and maintains network servers who manages and maintains a network infrastructure who is responsible for the overall plan of a Web site's

3.

Which rsum format contains little formatting and is not necessarily designed to be visually impressive, but can be entered into various keyword-searchable rsum databases on various computer platforms and is not vulnerable to viruses? a. b. c. d. Text rsums RTF rsums PDF rsums HTML rsums

4.

Which of the following best describes the role that education plays in IT-industry careers? a. b. c. d. Completing a basic IT skills training course will qualify an individual for most IT job roles. Most IT jobs do not require any college degree but do require the professional certifications relevant to the position. Most IT jobs require a bachelor's degree at a minimum. Continual study is necessary to keep your skills current because IT technologies change so rapidly.

5.

Which skill is critical in most IT job roles? a. b. c. d. The ability to The ability to The ability to The ability to management configure and maintain server hardware design and lay out effective and aesthetically pleasing Web pages diagnose and resolve technical hardware and software problems communicate effectively with non-technical end users and

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