LG-ITIWEB0162A WRITING FOR THE WORLD WIDE WEB

LEARNER GUIDE
WRITING FOR THE WORLD WIDE WEB

Published by

HEART TRUST/NATIONAL TRAINING AGENCY

Produced by

Learning Management Services Department

Gordon Town Road
Kingston 7
Jamaica W.I.

This material is protected by copyright. Copying this material or any part of it by any means,
including digital or in any form is prohibited unless prior written permission is obtained from
the HEART Trust/NTA.

*** 2005 ***

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TABLE OF CONTENTS

PAGE

Introduction................................................................................................................................... 1

Welcome ............................................................................................................................. 1
This Competency Unit ........................................................................................................ 1
Before you start................................................................................................................... 2
Planning your learning programme .................................................................................... 2
Self-Assessment Checklist.................................................................................................. 3
How to use this Learner Guide ........................................................................................... 5
Using the Computer and Other Resources.......................................................................... 6
Method of Assessment........................................................................................................ 6
Quality Assurance............................................................................................................... 6

Element 1: Site Content Requirements are Determined........................................................ 7

Self Assessment Checklist ................................................................................................ 26

Element 2: Site Content Is Written...................................................................................... 28

Self Assessment Checklist ................................................................................................ 32

Element 3: Upload Content ................................................................................................. 33

Self Assessment Checklist ................................................................................................ 37

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ITIWEB0162A
WRITING FOR THE WORLD WIDE
WEB

INTRODUCTION

Welcome

Welcome to the Learner’s Guide for competency Standard “Writing for the World Wide
Web”. This is just one of a number of Learners Guides produced for the Data Processing Skills
stream of the Information and Communication Industry, and its designed to guide you, the
learner, through a series of learning processes and activities that will enable you to achieve the
specified learning outcomes for the competency unit.

The content of this guide was developed from the Competency Standard ITIWEB0162A, which
is one of the basic building blocks for the National Vocational Qualification of Jamaica (NVQJ)
certification within the industry. Please refer to your Learner’s Handbook for a thorough
explanation of standards and competencies, and how these relate to the NVQJ certification.

You are also advised to consult the Competency Standard for a better understanding of what is
required to master the competency.

This Competency Unit

“Writing for the World Wide Web” addresses the knowledge and skills requirements to write
for the World Wide Web. This competency consists of the following areas or elements:

Element 1: Site content requirements are determined

Element 2: Site content is written

Element 3: Upload content

As you go through each element you will find critical information relating to each one. You are
advised to study them carefully so that you will be able to develop the necessary knowledge,
skills and attitudes for writing for the World Wide Web.

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Before you start

Before you start this Learner Guide, you need to:

a. Obtain a Learner’s Logbook that you will use to record evidence of your new
skills/competence. As you demonstrate your new skills, record your activities and have your
learning facilitator sign off on them. This will allow you to provide evidence of your
competence when you are being assessed against the competency standard.

b. Ensure that you have access to the facilities and equipment necessary for learning.

c. Ensure that your learning resources are available.

d. Ensure that tools and equipment are safe, and that the correct safety equipment is used.

e. Plan your learning programme (see below).

f. Understand how to use this Learner Guide (see below).

Planning your learning programme

The self-assessment checklist on the following page will assist you in planning your training
programme as it will help you to think about the knowledge and skills needed to demonstrate
competency in this unit. As you go through the checklist you will be able to find out what
competencies you have already mastered and which one you will need to pay more attention to
as you go through the learning process.

To complete the self-assessment checklist simply read the statements and tick the ‘Yes’ or ‘No’
box. You should do this exercise now.

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Self-Assessment Checklist
- Writing for the World Wide Web

Element 1 Site content requirements are determined Yes No

1. I can confirm site purpose and functionality with reference to

client specification in accordance with established
procedures ( ) ( )

2. I can identify customer information needs correctly with

reference to audience, site functionality and client
requirements ( ) ( )

3. I can identify content channels and format requirements

accurately as required ( ) ( )

4. I can identify templates and style guides correctly where

relevant ( ) ( )

5. I can identify and analyse relevant content with reference to

audience needs, maintenance requirements, information
architecture and site design and functionality ( ) ( )

6. I can negotiate alterations to site design as required by

identified content requirements ( ) ( )

Element 2 Site content is written Yes No

1. I can generate appropriate content in accordance with

requirements and according to organizational guidelines ( ) ( )

2. I can scan content and the information is readily digestible

( ) ( )

3. I can edit content with reference to audience needs, site

functionality and client requirements ( ) ( )

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Element 3 Upload content Yes No

1. I can complete logging into server site using either the

appropriate administrative or anonymous FTP protocol in
conformance with appropriate procedures and guidelines ( ) ( )

2. I can launch appropriate transfer software and navigate the

selected destination directory either graphically or through
command line following the correct procedures ( ) ( )

3. I can store and order files according to user needs and file
extensions ( ) ( )

4. I can close contention using the correct procedures ( ) ( )

How did you do?

If you ticked most of the ‘Yes’ boxes then you might not need to go through the entire guide.

Ask your learning facilitator to assist you in determining the most appropriate direction for this
competency.

If you ticked few of the ‘Yes” boxes or none at all then you should work through all of the guide,
even though some of the material might be familiar to you.

Plan your learning based on your answers. Be sure to involve your learning facilitator in the
planning process.

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How to use this Learner Guide

This Learner Guide is designed to assist you in working and learning at your own pace. We
suggest that you:

• Go through the sections/elements as they are presented (starting at Section 1)

• Check your progress at each checkpoint to ensure that you have understood the material.

• Observe the icons and special graphics used throughout this guide to remind you of what you
have to do to enhance your learning. The icons and their meanings are as follows:

Complete Assessment Exercise

This exercise requires you to think about the knowledge and
skills that you have or will develop in this competency unit.

Definition Box
Words/phrases are defined or explained in this box. The
words/phrases being explained are in bold print.

Checkpoint
This denotes a brain teaser and is used to check your
understanding of the materials presented. No answers are
provided for the questions asked.

Activity
This denotes something for you to do either alone or with the
assistance of your learning facilitator.

Reference
This points you to the reference materials and other support
documents or resources used in compiling the unit content.

• Ask your learning facilitator for help if you have any problems with the interpretation of the
contents, the procedures, or the availability.

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• Complete each activity as you come to it. If the activity requires you to perform an actual
task, be sure to tell your learning facilitator when you get to that activity so that he/she can
make arrangements, if necessary.

• Get your learning facilitator to sign and date the Learner Logbook when you have completed
an activity.

• Complete the self-assessment checklist at the end of each section or element

When you have worked through all elements of the guide, and when you can tick every ‘Yes’
box, you are ready for assessment and may ask your learning facilitator to assist you in making
the arrangements to have your performance assessed.

Using the Computer and Other Resources

Where your activities refer you to the library, computer and Internet resources, ask your learning
facilitator to assist you with locating these resources. If you are getting your training in an
institution, there may be a library and computer laboratory. If this is not the case, visit the local
library and find out what resources are available.

If you are new to the computer and the Internet, someone should be able to show you how to use
these resources.

Please note that in many of your activities you have been referred to information on the Internet.
This is because the Internet has a vast amount of information that can help you in acquiring the
particular competencies. We would like to advise you, however, that we cannot guarantee that all
the sites will be available when you need them. If this happens, ask your learning facilitator to
assist you with locating other sites that have the information you require.

Method of Assessment

Competency will be assessed while work is being undertaken under direct supervision with
regular checks, but may include some autonomy when working as a team. You are advised to
consult the associated competency standard for further details relating to the assessment
strategies.

Quality Assurance

A feedback form is included at the back of each learner guide, to give users an opportunity to
document their concerns about any aspect of the guide. Such feedback will assist in the review
of the guide. Users are encouraged to complete the form and send it to the address given.

You may now start your learning. Have fun while you work!

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ELEMENT 1: SITE CONTENT REQUIREMENTS ARE DETERMINED

LEARNING OUTCOMES

As you go through this element, you will acquire the necessary knowledge, skills and attitudes to
determine site content requirements. Your learning facilitator is there to assist you through the
various activities, so that on completion you will be able to:

1. Confirm site purpose and functionality with reference to client specification in

accordance with established procedures.
2. Identify customer information needs correctly with reference to audience, site
functionality and client requirements.
3. Identify content channels and format requirements accurately as required.
4. Identify templates and style guides where relevant.
5. Identify and analyze relevant content with reference to audience needs, maintenance
requirements, information architecture and site design functionality.
6. Negotiate alterations to site design as required by identified content requirements.

CONFIRM SITE PURPOSE AND FUNCTIONALITY

To create Web pages and Web sites that successfully educate, entertain, or conduct business
requires careful designing. You would need to find out from your client the type and purpose of
the Web site. There are 3 types of Web sites:
• Personal
• Organization/topical
• Commercial

Note: The type of website differs from the purpose of the Website. It is the purpose of the Web
site that determines the content you include.

Designing a Web site involves six steps:

Step 1: Define the purpose

Step 2: Identify the audience
Step 3: Plan the content
Step 4: Plan the structure
Step 5: Plan the Web pages
Step 6: Plan the navigation

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URL address

Figure 1: An example of a Website

Purpose of the Website

Since it is the purpose of the Web site that determines the content, determining its purpose
becomes a very crucial activity. Determining the purpose of the Website requires the selection
of:
• A specific topic or theme. This should be neither too broad nor too narrow.
• The Goals for the Web site. : What does the client want the Web site to accomplish?
Does he/she want to communicate information, educate, entertain or sell a product or
service?

TIP! When designing your website include a purpose statement that communicates the intention
of the Web site.

When meeting with your client it is useful to draw up a Requirements Document. This
document describes the problem to be solved, not the solution. What does that mean? It means
that requirements are about what is in the website, its content and organization, rather than what
the website looks like.

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Make sure you understand exactly what the client wants. Ask your client to describe their
perceived need for a Web presence. Will a Web site really answer this need? Ask your client to
specify the site’s purpose and audience. Listen carefully to his/her ideas and desires. Be
prepared to offer some suggestions, and do not be afraid to tell him/her when you are not sure
whether something is possible.

Use active listening and questioning techniques so that you will be able to confirm the purpose of
the Web site with your client. Some sample questions are:

• What do you want the Web site to accomplish?

• What is the timeline for the development process?
• Will the website development be done in order to evaluate progress and make alterations?
• If so, what change control processes will be used?
• Who will be in control of this change control procedure?
• How will the communication channels be controlled?
• Where will the website sit within the department’s electronic records management
policy/system?
• Are all parties clear as to the requirements and expectations of the project?

At the end of your discussions your client should have decided on a specific topic or theme for
the Web site and the goals for the Web site. Be sure to confirm your understanding of your
client’s requirements.

Functionality

Before you plan the Web pages you should consider the functions of the various Web pages that
will allow it to meet the needs and goals of the audience. Careful consideration must be given to
the following:

• Home Page: The fist Web page that the visitor sees. It represents the site’s topic and
should be interesting and appealing.
• Splash Page: Provides an element of interest that draws visitors to your Web site and
instills a desire to see more.
• Secondary Page: Connects and combines the Web site and establishes continuity within
the Web site

For more information on Web page design plan and functions refer to the text and/or web site
noted below:

Refer to: Shelley, Cashman, Kosteba (2002), Web Design, Introductory Concepts
and Techniques, Course Technology, Chapter 3
www.scsite.com/web/ch3/webinfo.htm Accessed January 24, 2005
http://www.bambooweb.com/articles/w/e/Web_design.html Accessed January 24, 2005

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CHECKPOINT

Can you name the steps involved in web page design?

ACTIVITY

Working with a colleague take turns playing the role of a client and
web designer; conduct an interview to determine site purpose and
functionality.

IDENTIFY CUSTOMER INFORMATION NEEDS

The second step in preparing your Web design plan is to identify the target audience. Your task
is to create a profile of the target audience your client wishes to reach so that you can design a
site that reflects their needs and interests. Some useful questions to ask your client are:

• What is the target audience of the website? Individuals, business, groups? Why would they
be interested in your Web site?
• What are their expectations when they visit the website?
• Are they seeking entertainment or answers?
• Do they need quick facts or lengthy explanations?
• Do they have any biases regarding your message?
• What do they have in common – age, income, education, careers, and lifestyle?
• How will this target audience access the website?
• Are they experienced navigators or do they need basic instructions and icons?
• Do certain sections of the target audience have special requirements (i.e. blind, deaf, motor
disability)?
• How will these special needs be met?
• Does the proposed technical structure support the primary purpose of the website? Will this
work for the target audience?
• What do you need from your ISP in terms of services, software support and hosting packages
and are there any technical issues that should be raised with your ISP?
• How will the technical structure impact the updating and maintenance of the site?

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You should pay particular attention to the following key questions regarding your target
audience needs and preferences:

• What are the users’ technological capabilities?

- What kind of computers and web browsers is your target user group using?
- What kind of Internet connection will they have?
- Will they be in a country or remote location with limited bandwidth?
- Will they have plug-ins or other applications installed?

• What are the users’ physical capabilities or limitations?

- Is your audience ageing? If so, there are a number of age-related physical impairments
such as vision and hearing that may need to be considered
- Are you likely to have users with motor skills impairment who might have difficulty with
drop down lists or excessive clicking?

Once you have identified the target audience groups, you need to develop an understanding of
the issues that affect how they will view the website. A number of methods can be used with the
task of understanding users’ needs. These include:

• Interviews
• Focus groups or workshops
• Surveys
• Contextual inquiry – observing users in their workplace or study environment

TIP! Be mindful that it is the client’s website so it is the wishes of the client that are important.
Listen! Listen! Listen!

Refer to: http://www.learnthenet.com/english/html/43idcont.htm Accessed

January 24, 2005

CHECKPOINT

Can you list 10 questions that you should ask your client in order to
create a profile of the target audience?

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Usability/Functionality Goals

It is important that you build websites that are easy to use. Keep in mind; the average user is on
a dial-up modem connected to the web at 28.8k, so the general layout should be easily loadable
from that speed of connection. If not, provide an alternative set of web pages.

Site Navigation

• Support user preferences: Navigation should be designed to support a variety of user

preferences by providing access to search engine, site map and site index. In addition,
access to search, site map and site index should be prominently located on the page.
• Ensure consistent navigation: Global navigation elements need to be implemented
consistently to provide a clear indication to the user of where they lead.
• Provide clear labels: Navigation labels should be easy to read.

User Control and Flexibility

• Keep page sizes as small as possible. Small page size facilitates good download times for
modem users.
• Allow users to resize text and use a larger text by default.

Accessible Written Website

When we speak of accessibility we are referring to persons who may be physically

challenged. Try to make your content as universal as possible. There will always be a
minority of individuals for whom the content will not be fully accessible.

Accessible Navigation

Hyperlink text - Text used as a hyperlink must clearly identify the target of the link. Try not to
use “click here” or similar languages as link text. Blind persons using screen readers can open
up a list of all the links contained on the page. They can select the link they want and quickly
move on. If you have used “click here” for one or more links, they will not be able to tell what
content is on these pages or where the links are likely to lead them.

Frames - Framesets are a collection of two or more HTML documents loaded into individual
frames to create the appearance of a single page. If frames are used, ensure the title attribute
provided for each frameset is meaningful

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Image Maps - Image maps are images with hotspots that act as links to other pages. Keep these
points in mind when deciding whether to use image maps:

- Image maps take longer to download than simple text navigation.

- Users cannot enlarge the text on an image if they are having trouble reading it.
- Depending on how they are designed, image maps may make navigation more
complex for some users.
- Where image maps are used, it is important to give the image map and its hotspots
meaningful alt attributes. The alt attribute provides alternative text in the place of
an image.

• Multimedia:

Multimedia - Information
presented in more than one
format, such as text, audio,
video, graphics, and images.

- Flash: The format for flash is not fully accessible. An alternative accessible
version must be provided for all Flash content. Flash should not be used as the
default format for content on a page. Provide it as an option that users can
choose. Never use Flash for navigation.
- Video and Audio: To promote accessibility for all provide transcripts. Provide
captions and video descriptions (text describing the non-verbal parts of the
video/audio) and provide alternative formats (static images, animated GIFs).

Accessible Written Content

Many people assume that written web content provides no barriers to accessibility. However,
this assumes that the only types of disabilities that affect use of the web are visual impairments.
This is not the case. Textual content, and its presentation, can present accessibility barriers to
users with cognitive and learning disabilities and to those whose first language is not English (for
example, some deaf persons whose first language is a sign language).

Use plain English - Content should be written in plain English, using concise, short sentences,
with familiar everyday words. Long sentences contain more than one idea. Try to avoid long
paragraphs.
Break up text with meaningful headings - Dividing text into small sections using headings and
sub-headings makes your content easier to read. Write clear, informative headings that describe
the kind of information contained in each distinct section. By reading the heading, a user should
be able to identify what the section is about.
Avoid centering headings and text - Do not override the default alignment for text. All headings
and text should be left aligned. Centered text may cause problems for users with learning

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disabilities such as dyslexia. Left-aligned headings and text benefits all users since it makes
content easier to scan.
Avoid justifying text - Do not justify text. When text is justified, the words on each line are
spread out to ensure straight edges on the right and left of screen. For dyslexic users, this uneven
spacing between words creates “rivers” of white space, which makes the text harder to read.
They distract the reader, who loses the place.
Use narrow column width - Unbroken text stretching across the screen can be hard to read. Use
narrow column width like that used by newspaper. It allows for easier scanning along the lines
of print.
Choose background colour carefully - Many dyslexic readers are particularly sensitive to the
brightness of text on a pure white background. This can cause the words to appear to move
around and to blur together. This difficulty can be avoided if pure white is not used for the page
background colour. A slightly off-white colour can be easily achieved (with code
BGCOLOR=”#FFFFEF”). Text is also harder to read on a patterned or tiled background. For
pages that are heavily used by dyslexic readers, a background colour changer can be added to a
page.
Use easy to read typeface - Most computer programs are set up to use Times New Roman as the
default typeface. This typeface has a lot of decorative bits added to the letters (serifs), making
them harder to read. For example, the letter ‘g’ is more like the number ‘8’. An easier typeface
to read would be Arial as it is clearer, and is more like the letters that you learned at school.
Use print sizes that are easy to read - Although screen sizes are getting larger, many people still
view web pages on smaller monitors. This makes reading sizes smaller than ‘size 2’ difficult
without a magnifying glass.
Avoid italics: Italics letters lean over sideways, and are used in books to emphasize a point.
However, when seen on a computer monitor, they are hard for a dyslexic person to read. When
the text size is reduced to ‘size 1’, they become virtually illegible. Italics should be avoided if at
all possible. It is better to make important phrases bold.
Use pictures or images - With the exception of persons who are blind, pictures make a page of
writing far more pleasurable to look at. Pictures immediately give a sense of what the page is
about. They break up the page into smaller chunks, and, for a dyslexic reader, provide visual
stimulus and a visual memory for the future.

CHECKPOINT

Can you explain 5 of the functionality goals outlined above?

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ACTIVITY

Visit the sites listed below and examine them for the following:
• Who is the target audience?
• What accessible options (if any) are observed?
• Are they easy to navigate?
• Was the load time for the pages acceptable?
(Don’t forget to check out some of the hyperlinks!)

www.disney.com Accessed Nov. 25, 2004

www.peepo.com Accessed Nov. 25, 2004
www.conxion.com/technology/glossary.asp Accessed Jan. 18, 2005

Discuss your findings with your facilitator

IDENTIFY CONTENT CHANNELS

In designing your website, you should consider the emerging requirement for information and
services to be provided via other channels besides a personal computer. Many of these channels
are completely different and therefore use very different platforms. One such example is digital
televisions which are available in three different types: terrestrial, satellite and cable. On digital
terrestrial TV, the middleware that enables interactivity is known as MHEGS. On digital
satellite TV, it is called OpenTV, and on digital cable TV it is called Liberate. These
middlewares – technically known as Application Platform Interfaces – are incompatible. It is
therefore not practical to deliver the same website for access via the various channels. The
problem gets even worse if you go beyond digital TV and include WAP phones, PDAs, mobile
phones, broadband, G3 and a plethora or other mobile devices.

Given the variety of channels and the challenge to republish content across multiple delivery
platforms, you should plan content production and service infrastructure in such a way that it is
scaleable, that is, it can be adaptive for different technologies.

TIP! Ensure that content channels and format requirements are accurately identified as required.

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Content Size and Style

Despite the differences, there is a degree of commonality across the delivery platforms of TV
and wireless devices. All require ‘concise’ content for the reasons of length, bandwidth and
readability/usability.

It is important to deliver concise information to users – a long text article is very difficult to read
both on a TV display and on current mobile phones. This is because of the limited resolution of
a TV and the small display on the mobile phone.

TV and current mobile devices such as WAP phones also have much reduced display capabilities
when compared with current PC displays:

• A typical TV display resolution is only one quarter of that of a PC display.

• Many wireless devices have little or no graphic capability and generally have to be
viewed as text only displays.
• Navigation functions are also severely limited on these devices – the typical TV remote
control has direction keys (Up/Down/Left/Right), plus the coloured fastext keys. Most
mobile devices are even more reduced.
• Contrast this to the sophisticated navigation possible with a mouse and hyperlinks
available on a PC.

You should also factor in bandwidth and response time. Bandwidth is the size of the “pipe”
down which information is sent. The platform technology may limit the bandwidth. Digital
terrestrial TV and WAP are examples of limited bandwidth delivery channels and require content
to be concise in length for efficient transmission if user response times are to be made
acceptable.

ACTIVITY

Mention was made of content channels such as G3, a plethora and

broadband. Use a search engine such as Google.com or
Altavista.com and identify these technologies.
• What are the characteristics of each?
• What special considerations do you think should be taken into
consideration when designing a site for publishing on these
technologies?

Present your findings with your facilitator.

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IDENTIFY TEMPLATES AND STYLE GUIDES

Templates

One way to save a lot of time and effort in website design is to use template pages. Template
pages will also help you to develop consistency throughout your web site. A website template is
a ready made webpage, including graphics and HTML that can be customized with your own
content and graphics, etc.

A website template usually comes with the following, an index.htm or Homepage, font files,
graphics files, Photoshop PSD files and CSS files.

An important aspect of using web templates is ownership rights. It is possible to receive both
exclusive and non-exclusive rights to a web template. You might decide to purchase exclusive
rights if you do not want anyone else to use the template you are using. A non-exclusive
ownership means other users or companies might use the same template for their websites.

It is important to know exactly what kind of a template you are looking for and be aware of what
template packages comprise of and if they will suit your clients’ needs.

Style Guide

The use of style sheets can save a lot of time in the process of building HTML pages. This is the
main advantage of using them since the visiting browser determines actual page attributes. Also,
the old inline method of assigning fonts to paragraphs and other page structures added a
considerable amount of extra code to a page. Extra codes mean larger pages and greater
bandwidth consumption. Faster building and smaller pages make the time invested in the use of
style sheets worthwhile.

Methods

There are three methods of using style sheets in HTML documents. They are, linked, embedded
and inline.

Linked style sheets are placed in a separate text file and accessed each time a web page is
opened.
Example:
<head>
<link rel=”stylesheet” href=”mystyle.css” type=”text/css”>
</head>
<body>{text-align :center}
p {font-family :Arial, sans-serif;font-size :10pt}
h2 {font-family: Arial Black, serif; font-size: 16pt}

Embedded style sheets are placed in the head section of the HTML page and can override linked
settings.

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Example:
<head>
<style type=”text/css”>
<body {text-align:center}
p {font-family: Arial, sans-serif;font-size:10pt}
h2 {font-family: Arial Black, serif;font-size:16pt}
</style>
</head>

Inline style sheets are placed in the actual lines or code and can override both linked and
embedded style sheet settings.
Example:
<span STYLE=”font-family:Arial, sans-serif;font-size:10pt”>See Page
1</span>

If templates or style guides are to be used you must discuss the client the cost associated with the
purchasing of these.

For more information on style sheets, visit the following web site
http://webmonkey.wired.com/webmonkey/98/15/index0a.html Accessed January 24,
2005

CHECKPOINT

Can you name three advantages of using style sheets?

IDENTIFY AND ANALYSE CONTENT

The identification and analysis of content must be done with reference to:

• Audience Needs
• Maintenance Requirements
• Information architecture
• Site design and functionality

In the preceding pages you learnt about audience needs, site design and functionality. It is time to
consider the other elements such as:

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Site Design

As the developer, you will have to advise the client on the appropriate technical structure for the
website. Your decision should be determined by the primary purpose, the content and the
functionality necessary to achieve the client’s objectives. The options range from a static site
that has no database HTML pages through to database-driven site, with many variations in
between. In assessing the options, keep asking yourself, “Is this going to help deliver the
objectives of the site?” and “How might the user react to this?”

A Static site - is comprised of any number of HTML pages that present the same information to
every user. If your client’s purpose for a website is to make general information about the
organization accessible on the web, then a static site can be appropriate.

Advantages of a static site:

- They are cheap and quick to develop

- They are easily maintained and updated by someone with basic HTML and web
content management skills
- They are likely to perform well across platforms and browsers
- If navigation is logical and file structure and file naming is employed from the
beginning, a static site is relatively easy to expand as the site grows

Disadvantages of a static site:

- The information is set until manually updated

- It is harder to manage dynamic date-related information such as current affairs

A site designed using frames effectively positions two or more HTML files on the same screen.

Advantages:

- Navigation and header content is created once, and the browser replaces the body
frame as the user navigates through the site
- It saves time on development and downloading

Disadvantages:

- Frames can be seriously problematic for accessibility

- They prevent much standard web navigation, such as the ‘back’ button in the
browser
- They prevent easy text to speech interpretations for persons who are visually
impaired.
- If they are poorly applied, they can lead to navigation and functionality problems
and be more difficult to update if the structure is not clear
- Some versions or browsers do not support frames

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A database-driven site - is best used to present detailed and frequently changing information,
such as event information, and e-commerce services such as sales and ticketing.

Advantages:

- The ability to present specific and up-to-the-minute information

- Integration with existing computer systems to facilitate automated updating
- Enhanced services to users
- Secondary benefits such as freeing up staff time and improving access to correct
information internally as well as to the public

Disadvantages:

- The cost and time for development is increased

- Reliance on specialist external skill for problem-fixing
- The possibility of being tied to a technology or programming language that may
become obsolete
- Web users with older systems and slower Internet connections may experience
difficulties

If you decide to develop the site using database-driven method, you will need to liaise with the
host ISP so that technical issues are identified and addressed early in the project, to avoid cost
and time over-runs.

CHECKPOINT

• Can you identify the elements that you should consider when
identifying and analysing relevant website content?
• Can you explain why it is important to consider these elements?

Website Structure

The information architecture of websites includes an organization scheme (content categories)

and a structure (usually hierarchical).

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Organization Schemes

Information can be structured according to a variety of organization schemes:

• Alphabetical: phone directories, dictionaries

• Chronological: diaries, event calendars, publication archives
• Geographical: travel, news and weather
• Topical: yellow pages, newspapers, academic courses
• Task oriented: menu systems on desktop applications, e.g. file, edit, format menus
• Audience specific: students, staff, visitors, shoppers
• Metaphor driven: desktop computers use several, e.g. file and folder system, recycle bin

On the web, hybrids of two or more of these schemes are usually used. Organization schemes
work best when users understand them. Work with target audience groups when you are creating
or refining the site’s organization scheme. Avoid designing an organization scheme that mirrors
the structure of the organization. Users who are unfamiliar with the organizational structure may
find it hard to locate resources. Also, organizational changes will require changes in the
organization scheme.

Organization Structures

There are two main approaches to organization structures on the web:

1. Hierarchical or top down - Hierarchies are simple and effective ways of organizing
information and most persons are familiar with them and how they work. Three important
things you should remember about designing hierarchies are:
• Hierarchical categories are usually mutually exclusive, however, there may be good
reason for cross-listing between categories
• Aim for a balance between too many options; if it is too deep, they may have to click
too many times to reach the content
• Do not restrict yourself to the hierarchical model; some content may be better
organized using the database model

2. Database Models or bottom-up approach - the database model is useful with relatively
homogenous content. Course information and staff directory content are good examples. In
the database model, metadata is the key.
• Use of a linear structure assumes that users will move through the content starting
from point A and progress through an ordered series of pages to point Z. This may be
useful for material that requires a linear approach, e.g. instructional material, but this
approach is generally unsuitable for websites with more than a few pages.

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In order to be visible to other computers on the Internet, the website:

• Must be hosted by a web server – a computer that is constantly connected to the

Internet and allows other computer to access its information.
• Have a domain name – an address: the unique resource locator or URL, eg.
http://www.google.com.jm. Since the public now understands how URL is
structured, many will try typing what they expect the address to be. Some
organizations might have more than one recognizable name so it is best to inform the
client to register all the possible names and automatically redirect all traffic to the one
website.

Internet Service Providers (ISP)

Internet Service providers are companies who provide hosting services for web servers (as well
as services such as broadband and domain name management). You need to discuss with your
client where the web server will be located, that is internally or with the ISP. The web server
will require constant attention, high strength protection and major fail-safe telecommunications
capable of handling high volumes of traffic. Discuss the technical specifications, including any
specific programming languages or technologies, and what functions will be needed – such as e-
commerce, ticketing, online forms, dynamic pages, databases and size of your proposed site with
the ISP.

Figure 2: An example of Internet Service Provider

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Platforms and Languages

Host servers can run various platforms including UNIX, Apache, Sun, Cisco, Linux and
Windows. Different programming languages and technologies work on different platforms.
These are some of the things you need to discuss with your client to ensure that they are in place
if they will be required for your website and ensure that the ISP supports the technology:
• CGI (Common Gateway Interface): This is fairly standard form-processing protocol that
enables the transfer of information entered into a form on your site.
• SSL (Secure Socket Layer: This fairly standard encryption for passwords, credit card
information and other confidential information.
• Cold Fusion (Database)
• ASP: Microsoft’s dynamic web page technology, for performing interactive functions.
• PHP: an open-source scripting language that works with HTML to perform interactive
functions; it is used primarily on Linux-based servers, or Windows with add-on software.
• JSP (Java Server Pages): Sun Microsystems’ version of the dynamic page.
• Microsoft SQL Server: used by many ticketing systems for their Internet ticketing engines
and is compatible with all website development languages.

Maintenance of Content

Content should not be published without planning how it will be maintained. A regular
maintenance/review schedule should be developed and followed for all online content. You need
to discuss with the client who will be responsible for the maintenance of the site and arrange for
training to be done if needed. It is also necessary that you agree on the person who will be
responsible for validating the content of the website and edit for grammar and typographical
errors.

Quality Assurance Process

As the website designer, you might want to leave the following quality assurance checklist with
your client:

• Validation of markup; repeat whenever a page is updated

• Check that all links are working; do this regularly
• Check metadata (including page title)
• Check spelling and typing and correct errors
• Check page size (in kb, key pages only); it is recommended that key pages are not
larger than 40kb
• Cross-browser check on main browser types (e.g. Internet Explorer, Mozilla, and
Netscape)
• Check scripts/SSIs are working
• Check that basic accessibility requirements have been met

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CHECKPOINT

• What are the two main approaches to organization structures on

the web?
• Can you name 6 quality assurance checks for web maintenance?

NEGOTIATE ALTERATIONS TO SITE DESIGN

Your client is free to request alterations to site design as he/she sees fit. For example, customer
feedback to the website may require changes to the content. If this becomes necessary you would
need to negotiate these changes with your client. You should bear the following in mind:

Contracts for maintenance or redesign should specify service labels, including:

• The length of contract

• The number, timing and promptness of updates
• The number of templates to be supplied
• The potential cost of additional design work outside that specified in the contract
• The programme of work for ensuring effective registration with search engines and
other forms of publicity

Site redesigns should not be a part of maintenance contract. The redesign contract should
specify the distinction between maintenance and new work, that is, work that exceeds a certain
financial, timescale or scope threshold will be considered as new work under a separate project.

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ACTIVITY

Working in groups, research the number of ISPs available in your

country or neighbourhood. Examine the packages that they offer.
Use the following as your guide:
• Bandwidth
• Access time
• Web hosting
• Firewall protection
• Technical support

Present your findings as a potential web site. Be sure to take all that
you have learnt so far into consideration. Discuss this project with
your learning facilitator.

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READY TO PROVE YOU COMPETENCE?

Now that you have completed this element, see if you have fully grasped all the components by
doing the following Self-Assessment:

Checklist 1 Yes No

1. I know how to confirm site purpose and functionality

with reference to client specification in accordance
with established procedures ( ) ( )

2. I understand how to identify customer information

needs correctly with reference to audience, site
functionality and client ( ) ( )

3. I understand how to identify content channels and

format requirements ( ) ( )

4. I understand how to identify templates and style guides

where required ( ) ( )

5. I understand how to identify and analyze relevant

content with reference to audience needs, maintenance
requirements, information architecture and site design
and functionality ( ) ( )

6. I understand how to negotiate alterations to site design

as required by identified content requirements ( ) ( )

Checklist 2 Yes No

1. Site purpose and functionality is confirmed with

reference to client specification in accordance with
established procedures ( ) ( )

2. Customer information needs are correctly identified

with reference to audience, site functionality and client
requirements ( ) ( )

3. Content channels and format requirements are

accurately identified as required ( ) ( )

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Checklist 2 Cont’d Yes No

4. Templates and style guides are correctly identified

where relevant ( ) ( )

5. Relevant content is identified and analyzed with

reference to audience needs, maintenance
requirements, information architecture and site design
and functionality ( ) ( )

6. Alterations to site design are negotiated as required by

identified content requirements ( ) ( )

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ELEMENT 2: SITE CONTENT IS WRITTEN

LEARNING OUTCOMES

As you go through this element, you will acquire the necessary knowledge, skills and attitudes to
write site content. Your learning facilitator is there to assist you through the various activities, so
that on completion you will be able to:

1. Generate appropriate content in accordance with requirements and according to

organizational guidelines.
2. Ensure that content can be scanned and the information is readily digestible
3. Edit content with reference to audience needs, site functionality and client requirements.

GENERATE CONTENT

In generating the content for the website you will take everything you learnt in element 1 into
consideration. You need to consider that the Web audience is looking for information that is:

• Accurate
• Easily read
• Understandable
• Comprehensive
• Concisely packaged
• Not time consuming

Content may be text, video, audio, graphics, animation etc. And may include but is not limited
to information and interactive feedback such as:

• Product information
• Company information
• Copyright and disclaimer notices
• A site search engine
• Site map
• Frequently asked questions
• What’s new
• Customer specific information
• Customer only information
• Error messages
• Instructions
• Feedback mechanisms
• Reference pages
• Forms

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• Background articles
• Ratings/rank/testimonials/quotes from reviews
• Hyperlink titles

Note: The specific content solution will be different for each site

It is important that in the design of your website the client be informed of the design style you
intend to employ.

Design Style

Some organizations already have a corporate design style. This should be discussed with the
client to see how best it will translate into the website design. It is also important that graphics
and logos that might be incorporated in the design be registered for copyright so as to protect
them from misuse by users of the website. If you are planning to use graphics that do not
belong to you or the client you should also ensure that the necessary license is obtained.

The use of web safe colours must also be discussed with the client. Remember, depending on
your audience some colours may not be accessible. If the colours are not web safe, you must
develop a plan as to how they will be made so. Organizations also have their own typeface. If
the organization’s typeface is not a standard web font, the closest available one should be
identified and agreed on.

Technical References

If your website will be using cookies, you need to plan a cookie regime. The basic function of a
cookie is to allow web servers to store and retrieve information on the user’s machine. Although
there are no security considerations in using these cookies, there are privacy and usability issues
which affect their deployment. Discuss these standards for the development of the cookie
regime with your client:

• The content and purpose of any cookie that is delivered by the website should always
be communicated to the user.
• Users should have the ability to refuse a cookie without it affecting the basic usability
of the website.
• Your website should notify users if technical features of your site will be degraded as
a result of their declining to accept cookies from it.

Cookies: Files containing information about visitors to a web site (e.g. user name and
preferences). This information is provided by the user during the first visit to a web
server. The server records this information in a text file and stores this file on the
visitor’s hard drive. When the visitor accesses the same website again the server looks
for the cookie and configures itself based on the information provided.
Http://www.netiq.com/support/fwr/glossary.asp Accessed January 24 2005

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Design Standards

In developing the site, it is essential that you advise the client to obtain a license for content that
it may intend to use if it does not own copyright for all the content that will be used.

You should also negotiate who the owner of the source code is going to be, i.e., you or the client.
If you are the owner of the source code then the type of license (that is full or restricted) that the
client will have and its geographical scope should be agreed on.

You should also ensure that the website you develop conforms to the World Wide Web (W3C)
standards for website development.

SCAN CONTENT AND MAKE THE INFORMATION DIGESTIBLE

Content scanning - the facility

where stored data is automatically
searched for specific data.

It is important that in your design you make allowances for content scanning. A powerful and
easy to use content scanning system allows administrators to configure filters to search for
keywords or phrases that are unique to a corporation’s business. Filters can also be set to search
for language that is deemed inappropriate for the organization, or to search for intellectual
property to ensure that your valuable information does not get into the wrong hands.

It is important that in your design you identify who will be responsible for this firewall
protection. Some Internet Service Providers (ISPs) will offer some protection from viruses
coming in or out of the organization. They do this by scanning mails going in and out and
scanning documents that are downloaded from the Internet.

No information appearing on a public website should be classified (protectively marked). The

level of protection provided by the ISP/hosting service site should be sufficient to ensure the
continued integrity and availability of your website. The service provider should agree to regular
and independent penetration testing to confirm the quality of the protection measures.
Guidelines for access control and physical security should be negotiated with the client’s
Departmental Securities Officer and checked against the ISP’s procedures.

Most organizations have servers that are dedicated to content scanning. All information coming
into the organization and leaving must first be scanned to determine if they are acceptable. If
they are found to be unacceptable they are destroyed.

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For additional information refer to the following website:

http://webdesign.about.com/gi/dynamic/offsite.htm?once=true&site=http://info.med.yale.edu/cai
m/manual/contents.html Chapter 6 (Accessed January 24, 2005)

EDIT CONTENT

Once the content has been written you should review it for relevance to audience needs, site
functionality and client requirements. These are the guiding principles for everything you do in
designing your website.

In analyzing your content you may also want to give consideration to its usability:

• How easy it is for the user to grasp the nature and extent of the site’s content?
• How easy is it for them to explore the site and digest the information?
• How easy is it for them to interact with the content?

Usability should also account for persons with disabilities through devices such as captions and
ALT tags for images and you should provide the same information in a number of formats.

TIP! Always give your client the last word on the content that is, let them sign off on it before
you upload it to the site.

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READY TO PROVE YOU COMPETENCE?

Now that you have completed this element, see if you have fully grasped all the components by
doing the following Self-Assessment:

Checklist 1 Yes No

1. I know how to generate appropriate content in

accordance with requirements and organizational
guidelines ( ) ( )

2. I know how to generate content that is able to be

scanned and readily digestible ( ) ( )

3. I know how to edit content with reference to audience

needs, site functionality and client requirement ( ) ( )

Checklist 2 Yes No

1. Appropriate content is generated in accordance with

requirements and according to organizational
guidelines ( ) ( )

2. Content is able to be scanned and the information

readily digestible ( ) ( )

3. Content is edited with reference to audience needs, site

functionality and client requirements ( ) ( )

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ELEMENT 3: UPLOAD CONTENT

LEARNING OUTCOMES

As you go through this element, you will acquire the necessary knowledge, skills and attitudes to
upload content. Your learning facilitator is there to assist you through the various activities, so
that on completion you will be able to:

1. Log into server site using either the appropriate administrative or anonymous FTP
protocol in conformance with appropriate procedures and guidelines.
2. Launch appropriate transfer software and navigate the selected destination directory to
either graphically or through command line following correct procedures.
3. Store and order files according to user needs and file extensions.
4. Close contention using the correct procedures.

LOG INTO SERVER SITE AND LAUNCH APPROPRIATE TRANSFER SOFTWARE

File Transfer Protocol: The

Internet standard high-level
protocol for transferring files from
one computer to another.

One way to upload content to the web is through File Transfer Protocol (FTP), which allows
your files from your local system to load onto the host domain server.

File transfer protocol client may include but are not limited to a wide variety of commercially
available tools such as:

• AxY FTP for Windows, Linux and Unix

• Dreamweaver
• MS Frontpage
• CuteFTP
• Win 95/NT File sharing
• MS Internet Explorer graphical FTP

You can download many FTP programs from the Internet as freeware, shareware or trial
software. Some examples of popular FTP programs are:

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Windows
• WS_FTP
• CuteFTP
• BulletProofFTP
• SmartFTP
• Filezilla

Mac
• Fetch
• Interarchy

The procedure for logging into the server site will vary and the host will provide instructions on
how to access their site in order to publish. Here are a few examples of host sites and their
procedures for your site to be published. The last link provides some background information on
FTP

ACTIVITY

Visit the following websites for more information.

Uploading your personal Website

http://w3.vision.net.au/helpdesk/general/upload/index.asp Accessed
January 24, 2005

Uploading using FTP

http://www.mpowercom.com/account/upload_ftp.shtml Accessed
January 24, 2005

FTP check (Introduction)

http://www.activexperts.com/activmonitor/functions/ftp/ Accessed
January 24, 2005

http://webdesign.about.com/gi/dynamic/offsite.htm?once=true&site=
http://info.med.yale.edu/caim/manual/contents.html Accessed
January 24, 2005

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STORE AND ORDER FILES ACCORDING TO USER NEEDS

File Directory Names

For most websites, files and directory names make up part of the URL for web pages. To ensure
URLs are easy to use and remember, follow the follow naming conventions:

Use whole words or common abbreviations - use whole words in file and directory names where
possible, and when using abbreviations, only use those that are widely known. This makes it
easier for users to remember and makes for easier maintenance.
Use all lower case characters - use all lower-case characters in file and directory names. Most
web servers are case-sensitive. If users get the case wrong; they will not find the page.
Combinations of upper-case and lower-case characters in file and directory names are more
difficult to type and to remember – for users and site maintainers.
Do not use spaces or non-alphanumeric characters - never use spaces or non-alphanumeric
characters in your file names. They are not legal characters in URLs and will be converted to
their hexadecimal equivalent with a preceding percentage sign. This results in URLs that are
difficult to type and remember. Some older browsers cannot access URLs containing
hexadecimal values.
Do not use underscores – use a hyphen instead - if you must use a character to separate two
words in a file name, use a hyphen rather than an underscore. When a URL is formatted as links
(i.e. as underlined text), underscore cannot be seen and users may think there is a space in the
filename.

Use Index Files in All Content Directories - Most web servers use a default index file name –
usually index.html. Sometimes default.html or welcome.html is used. This is the file that is
loaded when a directory URL is used. The default file name should be used in all web content
directories to prevent users from seeing raw directory listings when they use the directory URLs
(i.e., URLs ending in a trailing slash ([/]).

Standard File and Directory names

The generic templates are based on a set of standard file and directory names. These should be
used when the templates are customized. The standard names include:

• a directory called assets which include sub-directories called includes, images,

errors, and optionally styles and scripts.
• Headers, footers and other page elements included in a web page via a server side
should be kept in the assets/includes directory.
• All files included via server side includes should use the file extension .html
• Images should be kept in the assets/images directory.
• If you are using a local style sheet, it should be kept in the assets/styles directory.
• The assets/scripts directory should include all scripts except CGI scripts which
would sit in a centrally maintained cgi-bin directory.
• The sitemap should reside in your home directory and be named sitemap.html.

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• If you have an alphabetical index of pages on your site it should reside in your home
directory and be named a-z.html.
• All html pages (except those included via server side includes) should use the file
extension .html not .htm.

CLOSE CONTENTION USING CORRECT PROCEDURES

Contention - the
competition among
processes for resources on a
computer network.

The term contention is used especially in networks to describe the situation where two or more
nodes attempt to transmit a message across the same wire at the same time.
Webopedia (noted as reference below) claims that there are several types of contention in
network protocol that allow nodes to contend for network access. That is, two or more nodes
may try to send messages across the network simultaneously. The contention protocol defines
what happens when this occurs. The most widely used contention protocol is CSMA/CD, used
by Ethernet. Also see polling and token passing.

Visit the following website for more information on Contention.

http://www.webopedia.com/TERM/C/contention.html Accessed January 24, 2005

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READY TO PROVE YOU COMPETENCE?

Now that you have completed this element, see if you have fully grasped all the components by
doing the following Self-Assessment:

Checklist 1 Yes No

1. I know how to log into server site using either the

appropriate administrative or anonymous FTP protocol
in conformance with appropriate procedures and
guidelines ( ) ( )

2. I know how to launch appropriate software and

navigate the selected destination directory to either
graphically or through command line following correct
procedures ( ) ( )

3. I know how to store and order files according to user

needs and file extensions ( ) ( )

4. I know how to close contention using the correct

procedures ( ) ( )

Checklist 2 Yes No

1. Logging into server site using either the appropriate

administrative or anonymous FTP protocol is
completed in conformance with appropriate procedures
and guidelines ( ) ( )

2. Appropriate transfer software is launched and the

selected destination directory navigated to either
graphically or through command line following the
correct procedures ( ) ( )

3. Files are stored and ordered according to user needs

and file extensions ( ) ( )

4. Contention is closed using the correct procedures ( ) ( )

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 Learning Management Services Department
Learning Resources Development Unit
Learner Guide Feedback Form

Your feedback on the Learner Guides is important to us. Please complete the
form below to indicate areas for review as you see necessary. For each
component tick [√ ] the appropriate column.

Learner Guide Title:

Learner Guide Code:

LEARNER GUIDE INVESTIGATION

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Area of Concern Good
[ ] Self Assessment Checklist
[ ] [ ] [ ]
[ ] Content [ ] [ ] [ ]
[ ] Activities [ ] [ ] [ ]
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[ ] Graphics [ ] [ ] [ ]
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[ ] [ ] [ ]
Details of Concern:

Other Issues:

Your contact details:

[ ] Learner [ ] Instructor Institution: _______

Telephone #: E-mail:

Please cut along the dotted line and submit to:

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