AccVerify Report

Verified File Name: http://www.csustan.edu/math/brochure.htm
Date and Time: 8/14/2008 9:56:19 AM
Failed Automated Verification
The level of detail setting for the report is to show all detail.


Verification Checklist
Checkpoints Passed
508 Standards, Section 1194.22 Yes No Other
A. 508 Standards, Section 1194.22, (a) A text equivalent for every non-text element shall be provided (e.g., via "alt", "longdesc", or in element content).
  • Rule: 1.1.1 - All IMG elements are required to contain either the alt or the longdesc attribute.
    • Failure - IMG Element at Line: 136, Column: 20
  • Rule: 1.1.2 - All INPUT elements are required to contain the alt attribute or use a LABEL.
    • No INPUT Elements found within document.
  • Rule: 1.1.3 - All OBJECT elements are required to contain element content.
    • No OBJECT elements found in document body.
  • Rule: 1.1.4 - All APPLET elements are required to contain both element content and the alt attribute.
    • No APPLET elements found in document body.
  • Rule: 1.1.6 - All IFRAME elements are required to contain element content.
    • No IFRAME elements found in document body.
  • Rule: 1.1.7 - All Anchor elements found within MAP elements are required to contain the alt attribute.
    • No MAP elements found in document body.
  • Rule: 1.1.8 - All AREA elements are required to contain the alt attribute.
    • No AREA elements found in document body.
  • Rule: 1.1.9 - When EMBED Elements are used, the NOEMBED element is required in the document.
    • No EMBED elements found in document body.
   No  
B. 508 Standards, Section 1194.22, (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation.
  • Rule: 1.4.1 - Identify all OBJECT Elements that have a multimedia MIME type as the type attribute value.
    • No OBJECT elements found in document body.
  • Rule: 1.4.2 - Identify all OBJECT Elements that have a 'data' attribute value with a multimedia file extension.
    • No OBJECT elements found in document body.
  • Rule: 1.4.3 - Identify all EMBED Elements that have a 'src' attribute value with a multimedia file extension.
    • No EMBED elements found in document body.
     N/A
C. 508 Standards, Section 1194.22, (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup.      
D. 508 Standards, Section 1194.22, (d) Documents shall be organized so they are readable without requiring an associated style sheet.
  • Note: Document does not use external stylesheets, inline style information, or header style information.
     N/A
E. 508 Standards, Section 1194.22, (e) Redundant text links shall be provided for each active region of a server-side image map.
  • Rule: 1.2.1 - Locate any IMG element that contains the 'ismap' attribute.
    • No IMG elements found in document body that contain the 'ismap' attribute.
  • Rule: 1.2.2 - Locate any INPUT element that contains the 'ismap' attribute.
    • No INPUT elements found in document body.
     N/A
F. 508 Standards, Section 1194.22, (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape.
  • Rule: 9.1.1 - No IMG element should contain the 'ismap' attribute.
    • No server-side image map IMG elements found in document body.
  • Rule: 9.1.2 - No INPUT element should contain the 'ismap' attribute.
    • No INPUT elements found in document body.
     N/A
G. 508 Standards, Section 1194.22, (g) Row and column headers shall be identified for data tables.
  • Rule: 5.1.1 - Identify all Data TABLE elements.
    • No TABLE elements found in document body.
     N/A
H. 508 Standards, Section 1194.22, (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers.
  • Rule: 5.2.1 - Identify all Data TABLE elements.
    • No TABLE elements found in document body.
     N/A
I. 508 Standards, Section 1194.22, (i) Frames shall be titled with text that facilitates frame identification and navigation.
  • Document is not a FRAMESET Page.
     N/A
J. 508 Standards, Section 1194.22, (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz.
  • Rule: 7.1.1 - Documents are required not to contain the BLINK element.
    • No BLINK elements found in document body.
  • Rule: 7.1.2 - Documents are required not to contain the MARQUEE element.
    • No MARQUEE elements found in document body.
 Yes    
K. 508 Standards, Section 1194.22, (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes.      
(k) Option A - Check for the string 'Text Version' within the document.     N/V
(k) Option B - Check for a Global Text Version Link within the document.     N/V
(k) Option C - Check for an Accessibility Policy Link within the document.     N/V
L. 508 Standards, Section 1194.22, (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by assistive technology.
  • Rule: 6.3.1 - Anchor elements are required not to use javascript for the link target when the NOSCRIPT element is not present in the document. These elements will not cause a failure of the checkpoint if the NOSCRIPT element is found, however, they will be identified.
    • No Anchor elements that use javascript for the link target were found in document body.
  • Rule: 6.3.2 - AREA elements are required not to use javascript for the link target when the NOSCRIPT element is not present in the document. These elements will not cause a failure of the checkpoint if the NOSCRIPT element is found, however, they will be identified.
    • No AREA Elements found in document body.
  • Rule: 6.3.3 - Locate elements that use HTML event handlers.
    • Note: This rule has not been selected to be verified for this checkpoint.
  • Rule: 6.3.4 - When SCRIPT Elements are used, the NOSCRIPT element is required in the document.
    • No SCRIPT elements found in document.
 Yes    
M. 508 Standards, Section 1194.22, (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l).
  • Rule: 6.3.5 - All OBJECT elements are required to contain element content.
    • No OBJECT elements found in document body.
  • Rule: 6.3.6 - All APPLET elements are required to contain both element content and the alt attribute.
    • No APPLET elements found in document body.
  • Rule: 6.3.7 - When EMBED Elements are used, the NOEMBED element is required in the document.
    • No EMBED elements found in document body.
  • Rule: 6.3.8 - All pages that have links to files that require a special reader or plug-in are required to contain the specified text indicating a link to the reader or plug-in.
    • Note: This rule has not been selected to be verified for this checkpoint.
 Yes    
N. 508 Standards, Section 1194.22, (n) When electronic forms are designed to be completed on-line, the form shall allow people using assistive technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues.
  • Rule: (n).1 - Ensure form controls are accessible for use with assistive technology.
    • Note: This rule has not been selected to be verified for this checkpoint.
     N/A
O. 508 Standards, Section 1194.22, (o) A method shall be provided that permits users to skip repetitive navigation links.
  • Rule: (o).1 - All pages are required to contain a bookmark link to skip navigation that has the specified text in either the link text or the 'title' attribute value.
    Skip Navigation Text:
    • Note: This rule has not been selected to be verified for this checkpoint.
      
P. 508 Standards, Section 1194.22, (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.      

Checkpoint Result Legend: Yes = Passed Automated Verification, No = Failed Automated Verification, Warning = Failed Automated Verification, however, configured not to cause page to fail (Priority 2 or 3 only), N/V = Not selected for verification, N/A = No related elements were found in document (Visual only), No Value = Visual Checkpoint

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Source Listing

   1: <HTML>
   2: <HEAD>
   3: <TITLE>Mathematics Department Information</TITLE>
   4: <CENTER><H2>Mathematics Department member Terrie Short (left) and some of her students.</H2>
   5: <IMG SRC="terrie.jpg" WIDTH=320  HEIGHT= 240 BORDER=5 ALT="CSUS Mathematics Department"><P>
   6: <H4>Reproduced from "Pathways to the Future," CSU Stanislaus, 1999.</H4></CENTER>
   7: </HEAD>
   8: <BODY BGCOLOR="White"  TEXT="Navy" LINK="Blue"  VLINK="Olive"  ALINK="#00FF00">
   9: <hr>
  10: <BODY>
  11: <H2>The University</H2>
  12: 
  13: <dd>California State University, Stanislaus, is located in the northern San Joaquin Valley.  The modern, well-kept  campus is in a rural setting midway between the San Francisco Bay Area and Yosemite National Park.   The University considers good teaching to be the primary duty of its faculty.  The University has an excellent modern library, and all students have easy access to the entire library collection.   There are up-to-date computer facilities for all students.  There are rich and varied cultural programs throughout the entire year.   There are also a large variety of extracurricular and athletic programs.
  14: </dd>
  15: <H3>The Department Of Mathematics</H3>
  16: 
  17: <dd>The programs of the Department of Mathematics are fully accredited and have a reputation for quality.  One important measure of the reputation and quality of our programs is the fact that over the years our graduates have been very successful in entering the careers of their choices.  Another important measure of the reputation and quality of our programs is the number of graduate fellowships given to our graduates by many of the best known mathematics departments in the country.
  18: </dd>
  19: <dd><BR>
  20: <FONT SIZE=+1><b>We emphasize personal attention for our students.</b></font>
  21: <ul>
  22: <li>Courses for mathematics majors taught by regular faculty only,
  23: <li>Generous access to faculty for help outside of class time,
  24: <li>Small class sizes, and
  25: <li>Tutoring services available to all students.
  26: </ul>
  27: </dd>
  28: <dd>We use no teaching assistants.  All courses for mathematics majors are taught by our regular full-time faculty.  Our lower division courses for mathematics majors almost always have 35 or fewer students.  Our upper division courses for mathematics majors almost always have 25 or fewer students.  Most of the courses in the other departments of the University are also taught by regular faculty members and have small class sizes.
  29: </dd>
  30: 
  31: <h2>Bachelor Of Arts In Mathematics</h2>
  32: 
  33: <h3>Preparation For Careers Teaching Mathematics</h3>
  34: 
  35: <h4>Job Prospects</h4>
  36: 
  37: <dd>There has been an acute shortage of mathematics teachers at the high school and junior high school levels for several years.   Since a large proportion of the mathematics teachers are reaching retirement age, there should be an  even greater shortage in the years to come.   It is expected that within the next few years there will also be a great shortage of mathematics teachers at the community college and  university levels.  A large proportion of the community college faculty are reaching retirement age.  An even larger proportion of the university faculty are reaching retirement age,  and our graduate schools have not been producing enough mathematicians with doctor's degrees to replace those who are about to retire.   Consequently, it is expected that there will be good job opportunities for teachers of mathematics at all levels for many years to come.
  38: </dd>
  39: 
  40: <h4>The Rewards Of A Career Teaching Mathematics</h4>
  41: <dd>
  42: <ul>
  43: <li>The excitement of seeing a student begin to understand a concept that you have been explaining,
  44: <li>The satisfaction of seeing your students master what so many find difficult to understand,
  45: <li>Job security and good fringe benefits,
  46: <li>Long vacations to pursue other interests.
  47: </ul>
  48: 
  49: <h4>Preparation For A Career Teaching Mathematics</h4>
  50: 
  51: <dd>Complete the degree Bachelor of Arts in Mathematics.  To teach at the high school or junior high school level, complete an approved mathematics subject matter preparation program as part of the bachelor of arts degree.   Then enter a credential program to obtain a single subject teaching credential for mathematics.  To teach at the community college level follow the bachelor of arts degree with a master's degree that qualifies for a community college teaching credential.  To teach at the university level obtain a doctor's degree in mathematics.
  52: </dd>
  53: <h3>Preparation For Advanced Study In Mathematics And Its Applications</H3>
  54: 
  55: <h4>Job Prospects</h4>
  56: 
  57: <dd>It is expected that there will be good opportunities in the years to come for persons with advanced degrees in mathematics.  The job prospects for teaching at the  community college and university levels are described above.  It is also expected that there will be good opportunities for research mathematicians because so many in this profession are also reaching retirement age.
  58: </dd>
  59: 
  60: <H4>The Rewards Of Careers Requiring Advanced Degrees In Mathematics </H4>
  61: 
  62: <dd>The rewards of teaching careers are described above.  Research mathematicians have many of the same rewards as teachers of mathematics.  They also have the thrill of discovery and the satisfaction of creative invention.  The discoveries and inventions of mathematicians have frequently made possible significant advances in science and technology.
  63: </dd>
  64: 
  65: <H4>Preparation For Careers Requiring Advanced Degrees In Mathematics </H4>
  66: 
  67: <dd>Complete the degree Bachelor of Arts in Mathematics.  Then enter an appropriate master's or doctor's degree program in mathematics or its applications. 
  68: </DD>
  69: <H3><FONT SIZE=+3><FONT SIZE=+2>Bachelor Of Science In Mathematics</FONT></FONT></H3>
  70: 
  71: <H3>Preparation For Careers In Industry, Business, And Government</H3>
  72: <p>
  73: <H3>Preparation For Careers In Conjunction With Engineering And Science</H3>
  74: 
  75: <H4>Job Prospects</H4>
  76: 
  77: <dd>The Federal government has been predicting that there will be  an acute shortage of trained scientific and technical personnel, especially those with strong mathematics backgrounds.  A large proportion of the people in these professions are getting close to retirement age.   Many are taking advantage of their years of experience to move into management positions in the scientific, engineering, and technical industries.  At the current time, the United States is not producing enough scientific and technical personnel to replace these people.  As the economy of the United States restructures in the post cold war era, new high tech industries are expected to develop  increasing the demand for highly trained scientific and technical personnel.  The Federal government is spending millions of dollars each year on educational programs to head off this impending shortage.</dd>
  78: 
  79: <H4>The Rewards Of Careers In Applied Mathematics</H4>
  80: 
  81: <dd>
  82: <ol>
  83: <li>The satisfaction of helping to develop new or improved goods or services for industry, business, government, or consumers.
  84: <li>The satisfaction of helping to improve the efficiency of the production or delivery of goods or services for industry, business, government or consumers.
  85: <li>The excitement of being among the first to apply new discoveries in science and technology to the development, production, or delivery of new goods or services.
  86: <li>Well paid jobs with good fringe benefits and opportunities to move up into management.
  87: </ol></dd>
  88: <H4>Preparation For Careers In Applied Mathematics</H4>
  89: 
  90: <dd>Complete the degree Bachelor of Science in Mathematics selecting appropriate electives and appropriate complementary courses in other disciplines.</dd>
  91: 
  92: <H3>Subject Areas in The Bachelor Of Science Degree Program</H3>
  93: 
  94: <H4>Mathematical Computing</H4>
  95: 
  96: <dd>Mathematical Computing is the study of mathematical algorithms and their 
  97: computer implementation, which are used to solve problems in physics, chemistry, biology, engineering, and many other areas.  For example, one important application of mathematical computing is the design of aircraft.  The differential equations which describe the air flow over a wing are well known, but are not solvable by analytical methods.  Approximation methods must be used.  Algorithms are designed to approximate the solution to a specified degree of accuracy, and computer programs are written to do the computations.
  98: </dd>
  99: <dd>
 100: There are many problems which can be solved by approximation methods.   Some of these are weather prediction,  the analysis of seismic data for oil exploration, the design of computer chips, and fluid dynamics.   The design of a successful computer program permits computer experiments which are far cheaper and faster than physical experiments.  For example, modern aircraft design and testing is done almost exclusively by computer rather than using a wind tunnel.   Other experiments are possible only on a computer:  for example, the study of radioactive fallout from a nuclear disaster.
 101: </dd>
 102: <dd>
 103: The most important part of mathematical computing is numerical analysis, which is the study of the design and analysis of  algorithms.   The design of an algorithm is generally based on a mathematical process encountered in calculus or linear algebra. The goal is to approximate the solution to a specified degree of accuracy with a finite number of arithmetic operations.  After an algorithm is found it must be analyzed for accuracy, efficiency, and other properties that would make it practical.   Then a computer program to implement the algorithm must be written, analyzed for computational efficiency and accuracy,  and tested.   A successful solution of the original problem is one that has addressed both the mathematics and the computational aspects of the problem.
 104: </dd>
 105: <dd>
 106: Many important practical problems have been solved or partially solved, but many remain unsolved.  Their solutions will require the discovery of new algorithms and possibly more advanced computers.  Our society will continue to need solutions to complex problems which can only be solved by the methods of mathematical computing.   Consequently,  those who study mathematical computing can expect interesting and rewarding career opportunities.</dd>
 107: 
 108: <H4>Operations Research</H4>
 109: 
 110: <dd>Operations research is a relatively new branch of mathematics that deals with the problems of the optimal allocation of resources.  Various techniques of operations research have been developed over the past sixty years to deal with the increasingly complex problems involved in the manufacturing of products and their distribution, designing the structure of an  organization, and the delivery of services.  Operations research is used extensively for decision making in industry, business, the military, government agencies, and other large organizations.</dd>
 111: 
 112: <dd>Operations research is used to solve a variety of inventory problems:  for example, when to reorder the various items in an inventory so as to minimize the chances of running out or any item while simultaneously reducing the total cost of maintaining the inventory.  Operations research is used to solve many scheduling problems:  for example, determining optimal overhaul schedule for  engines which would virtually eliminate any chance of engine failure while simultaneously minimizing the total cost of the maintenance of the fleet of  aircraft.  Operations research is used to solve many mix problems:  for example, how much of each ingredient on the market should be bought so that the mixture would provide the cattle all the needed nutrients at the least possible cost.</dd>
 113: 
 114: <dd>Job opportunities in operations research have grown steadily over the years.  The current restructuring of American industry and business for greater efficiency promises to provide more  job opportunities in operations research in the near future.</dd>
 115: 
 116: <H4>Statistics</H4>
 117: 
 118: <dd>Statistics is the branch of mathematics used to help make decisions when there is uncertainty or incomplete information.   Statistics uses data from past experiences to make predictions about the future and assess the reliability of those predictions.</dd>
 119: 
 120: <dd>Statistics is used to assess the potential impact of various activities and materials on our environment.  Statistics is used to determine if new medical procedures and new drugs are both safe and effective.   Statistics is used in manufacturing to maintain quality control and to determine the reliability both the products themselves and the process by which they are manufactured.   Statistics is used in the insurance industry to determine the rates to be charged for the various policies and to insure that the insurance companies will be able to pay all  legitimate claims that they might receive.   Statistics is used in government to assess the potential impact of new laws.  Statistics is used in business to determine if financial reports are accurate.   Statistics is also an important tool in operations research.  An example of this is determining  where to locate  the ambulances in a large city so as to minimize the average response time to emergency calls.</dd>
 121: 
 122: <dd>Job opportunities for statisticians have been steady over the years.  Statistician have always been among the best paid scientific and technical personnel in the United States. </dd>
 123: 
 124: <H3>Our Address And Telephone Numbers</H3>
 125: <blockquote>
 126: Viji Sundar, Chair<BR>
 127: <A HREF="mailto:vsundar@csustan.edu">vsundar@csustan.edu</A><br>
 128: Department of Mathematics<br>
 129: California State University, Stanislaus<br>
 130: One University Circle<br>
 131: Turlock, CA 95382<br>
 132: Telephone:  (209) 667-3461<br>
 133: FAX:  (209) 667-3848<br>
 134: <a href="mailto:KCravinho@csustan.edu">Katherine E. Cravinho</a>, Adminstrative Support Coordinator<br>
 135: </blockquote>
 136: <A HREF="math.htm"><img src= "back.gif">  Return</A> to home page.
 137: 
 138: </BODY>
 139: 
 140: </HTML>