Professional Education Organization International
PEOI
2004 Annual Report
written May 20, 2005
by John Petroff
Table of contents:
Letter from the Executive Director
Part I: Course development system in PEOI’s Platform
A- Why PEOI’s Platform is needed
B- Outline of major components of PEOI’s platform
C- Outline of course development system
C.1- Programs of study
C.2- Course files structure
C.3- Create a course
C.4- Set up project
C.5- Write course contents
C.6- Control of course development completion
D- Future plans for PEOI’s course development system
Part II: PEOI’s activities in 2004
A- Student profile
B- Volunteer profile
B.1- New course authors
B.2- IT course development team
B.3- ESL course development team
B.4- Arabic translation team
B.5- Bahasa Indonesia translation team
B.6- Chinese translation team
B.7- French translation team
B.8- German translation team
B.9- Russian translation team
B.10- Spanish translation team
C- Board of directors
D- Financial statements
Letter from the Executive Director
June 3, 2005
Dear all,
Now that PEOI has been operating for almost five years, its existence is pretty much established. The fact that, although the lack of funding has hampered progress, PEOI has not just existed but made gigantic strides with no funding, its existence is assured for years to come. PEOI has and continues to flourish with the outpour of goodwill from hundreds upon hundreds of volunteers to whom we are much grateful. This annual report proposes to look in detail at how PEOI plans to fulfill its mission of delivering free university education. After all, there are thousands of other educational web sites. What makes PEOI’s offering competitive? What assures that the contribution of all these volunteers will not be wasted if PEOI can’t compete? The answer to these questions lies in the effort put into the quality of PEOI’s course delivery. To understand that, one must look at how PEOI’s courses are developed. So, this annual report will be mostly devoted to a description of its course development system.
Our volunteers are repeatedly telling us that their reason for joining PEOI was their view of the importance of making free education available, which is precisely PEOI's mission. So, let us pause for a minute to ask why making university education not just available on the Internet, but available at no charge is worth all these efforts. A century ago, the introduction of universal secondary education transformed most societies on earth. Making secondary education freely available to all brought profound economic, social, demographic and political improvements for all peoples and their countries. Today, no entry to almost any profession is possible without a college diploma. A college education today is as essential as a high school diploma was one hundred years ago.
Yet, only a small proportion (just 25%) of the population in the richest and most advanced countries (such as the United States) receives the university credentials it needs, in spite of an apparent abundance of scholarships and government programs. Even in countries where tuition is supposed to be free (such as Germany or France), the shortage of resources produces hardly better results. The reasons for not attending college are many and varied; but they are basically tied to a misperception of the trade off between future opportunities that are difficult to measure and today's pressing foregone income and tangible or perceived costs. Even with scholarships, students face plenty of expenses and constraints that make it difficult to stay in college unless you are part of an elite minority that perceives going to college as what their families expect from them, and that can pay. Isn’t time to level the playing field?
Having true free university courses on anyone's own home computer cuts across all the problems on both supply and demand side. It makes universal post secondary education a real possibility at the outset of our century. PEOI is now delivering such education at a cost of $0.06 per student per course per year, or practically nil. The question is then, not whether such free university courses can be offered, but whether, once again, their quality is close to equivalent of traditional courses in class. It is therefore important to understand what is PEOI's model, so as to verify that this model can indeed deliver the level of training it promises. The issue is not just to make knowledge available, as many other web sites than PEOI are already doing this quite well, but to assure effective learning and control of knowledge acquired.
To see this as clearly as possible and to assess the challenge PEOI is facing in offering its teaching on the internet, one must look back at the wide spectrum of learning processes in any traditional school context. It includes hearing lectures, taking notes, going over the concepts in a textbook, discussing in class, researching in libraries, extracting key articles from professional journals, perusing newspapers, writing assignments, practicing on end of chapter exercises, participating in simulations, enrolling in internships, preparing for exams, and taking all kinds of tests with essay type and/or multiple-choice questions. Online education can't duplicate this. Or can it? After all, many of these processes are really beyond the classroom, and many - such as newspapers, journals and even libraries - are moving on line. At the heart of the learning process are delivery of knowledge and assessment of knowledge.
PEOI believes that its model already provides on line these two crucial parts of a traditional learning process in class, and PEOI's model is embodied in its educational platform. Pay attention in the description of PEOI's platform below, to the emphasis put on development of review questions, assignments, cases, exercises, examples, links, readings lists and especially the test questions data banks. To be able make studying on PEOI free, all procedures must not require an instructor. The central tool that make this possible is the use of multiple-choice and/or fill-in examinations. The test questions are randomly selected, and each questions is reconstructed so that no test ever looks the same. Student answers are immediately graded, and produce an assessment of knowledge. Although most people do not like multiple-choice questions because of their bluntness, PEOI believes that such tests are effective tools and reflect accurately students’ level of knowledge. Experience with thousands of students has shown that assessment using multiple choice tests does not deviate significantly from grades obtained from other means of student evaluation such as written or oral examinations.
PEOI does not believe that it has found a perfect solution with the multiple-choice questions test. Advice given to student in the “Students” section and in the Foreword to each course is to take notes while reading chapters, go through review questions and exercise, complete all assignments. PEOI is fully prepared to explore other methods of learning to accommodate all learning styles. For instance, methods of evaluation of written assignments and giving students greater opportunities to interact with volunteer instructors and peers (other than chat-rooms and forums), are improvements which will be sought. PEOI stands ready to explore and to work with any individual or organization on new alternatives. But, as it is argued below, none of the currently existing platforms at any university (MIT and all the others), or even the commercial specifically on line educational platforms (such as University of Phoenix) is not only capable, but even intended to deliver universal education. Their goal is entirely different. Their goal is to assist, support and protect traditional profit generating revenues streams from enrolment in their in-class or distance courses. Even on line courses at community colleges have constraints and requirements, such as purchases of textbook, CD, audio or video, or go to a library for them, which is not acceptable for student who can't pay for them and can't travel to any library.
It is clearly useful that most of PEOI’s competition offers for their students to keep up to date on assignments, lecture notes or other courses requirements on line for traditional courses. But that is not what PEOI's model is about. It is not just delivering content, but learning in all its forms possible, including a thorough assessment of knowledge, and without the need to purchase anything, and without any constraints or conditions. PEOI's platform must deliver everything, and deliver that for free. How that is done is the subject of the following paragraphs. The focus of this report will be on how PEOI’s courses are created. Only a few remarks will be offered about the student platform which deserves an entire report of its own, and which will be written some other time. Today PEOI must create its courses.
PEOI is facing big challenges. There are internal challenges in improving its educational platform. And there are external challenges from an entrenched establishment of universities that represent an industry worth trillions of dollars, and that want to make its students, alumni, government agencies and the general public think that they are at the forefront of technology. Governments are more of a hindrance than a help with their complacent attitude, their belief that they do all they can, and their vested interest in financing part of an educational establishment that really serves only a privileged minority. But, the bigger are the challenges, the greater the opportunities. Even if PEOI can achieve but a fraction of the universal post secondary education it wants, it will already have a chance of having a transforming effect on society. Thus, it is time for PEOI to call upon all people who share PEOI's belief in the importance of its mission to join in the effort, to mobilize the needed forces, to gather the resources and complete the work started to deliver complete university courses on line free of charge. Together we can do it.
Sincerely yours,
Signature
John Petroff
PEOI Executive Director
Part I:
Course development system in PEOI’s Platform
PEOI’s course development system is but one part of PEOI’s platform. It is described in the following paragraphs in non-promotional language and in sufficient detail to illustrate how committed has PEOI been to achieve its objectives of striving for quality in its delivery of learning. Some of the detail may be excessive to casual readers, and we apologize of this; even though, many of the features in the procedures are not mentioned here. To start, the platform is briefly sketched out to show how the course development system fits into the whole organizational structure.
PEOI’s platform accommodates seven different constituencies (students, faculty, partners, employers, staff, board members and donors). PEOI operates now in eight languages (English, French, Russian, Spanish, Arabic, German, Chinese and Indonesian). Consequently, all programs of study, courses files and procedures are set up for the seven constituencies to be active in all eight languages. Moreover, additional languages can be added without modification in any of the procedures or the web structure. Courses are grouped in programs of study. There are now 89 programs of study, and more can be added.
PEOI's platform consists of three major parts: 1) students, 2) faculty and 3) course development, and a few auxiliary parts for partner institutions, employers, donors and PEOI administration. In technical terms, each part includes HTML access pages, a set of SQL tables containing records and a few programs on the server that allow to perform various functions. In total, there are 123 SQL data tables, 110 programs and over 50,000 HTML pages as of the end of 2004. While most of the parts are interconnected and use the same programs, each has its own registration and procedures that serve the purpose for which the part was created. The platform, therefore, has six dimensions: constituencies, languages, programs of study and functions.
A - Why is PEOI platform needed?
It is necessary to ask why has PEOI chosen to develop its own platform, rather than use one of the commercially available or free ones. Among the commercial ones, the most notable are Blackboard and WebCT, and among the free ones, Moodle and Caronline. There are also a large number of individual universities, consortia and other organizations that have developed online education to which PEOI could have chosen to join rather build a web site and entire educational platform of its own.
The first reason why commercial platforms were not acceptable is that their use would be contrary to PEOI’s concept to make its education forever free of charge. Even if the cost of using a commercial platform can be relatively small when amortized of a large number of years, and when compared to other costs such as content development and server cost, the notion of relying on a proprietary technology is unacceptably limiting for PEOI's aspirations to strive to be at the forefront of online education development. As observed already, PEOI believes that online learning methodology is in its infancy, and PEOI wants to be a leader in the development of new online learning methods, and not be locked into a proprietary technology. This is evident in the fact that some PEOI’s functions (such as the task assignment and control of course completion) can’t be found in any of the competing platforms.
The second basic reason why both commercial and free platforms were found inappropriate for PEOI is that they are conceived around the teacher who puts the material online. That person remains its owner and has therefore full control of what goes into his/her courses. This is contrary to PEOI's approach: PEOI's authors must agree to license their material for use by anyone at no charge and must accept to have others add and co-mingle materials on the same topic (see the Educational Material Universal Common License discussed in C.5 Writing course content below) . This is done so that PEOI's courses can be forever expandable and updatable. A by-product of this strategy is that courses are developed by flexible and ever changing teams rather single authors. In the team, one can find authors assigned to different parts, reviewers, editors, proofreaders and coordinators or team leaders.
The third reason why the existing platforms were found inadequate is that none of the hundreds of online courses that have been created using these platforms can satisfy the learning mix that PEOI wants to have in its courses. All the platforms do have a variety of learning methods. Most online (i.e. also called distance) courses are correspondence courses with some functions moved onto the Internet, but requiring traditional textbook reading and assignment writing. Although, it is possible that some of the online courses offered today are entirely online, this writer has not seen any, and does not know of anyone that has. The reason why courses developed on the existing platforms are mostly an assemblage of lecture notes, class assignments, test corrections, reading lists and other class related administrative materials, is that the course thus developed are supporting a teacher's course. These courses are never intended to be stand-alone courses.
The fourth reason is that none of the platforms has any control of the completion of a course because, obviously, each course is entirely the creation of one professor. That is not the case for PEOI's courses. No student can enroll in a PEOI course that is not complete. To be complete, a course must have all the various learning opportunities and especially the questions data bank without which student assessment is not possible.
Another reason is that the existing platforms may be translated into one or a couple of foreign languages, but none is conceived to operate simultaneously in all the languages in which PEOI operates. The reason for that goes back to the intended support of one teacher and one course. Conversely, PEOI believes that English speaking and non-English speaking students have something additional to gain from reading the same material in different languages.
Essentially, the existing platforms are useful tools to complement existing traditional education produced by one teacher and intended for one course in class or distance. PEOI wants to go beyond the one course, one teacher, one language and one semester constraints.
B - Outline of the major components of PEOI’s platform
Let us review some of the components of PEOI’s platform keeping in mind that these are only general comments to show where the courses development system fits in.
a)- Students
The student platform is naturally intended for learning and control of knowledge. The student platform is located in the “Programs”, “Courses” and “Students” sections on PEOI. The “Programs” section is intended to explain what the professions each program of studies serves, what knowledge is required for these professions, and what sequence of courses is recommended to acquire the needed knowledge. The “Courses” section gives access to the courses themselves: the course material itself, the testing mechanism further described below, and details about how the course was developed and how it is administered, including course completion requirements. The “Students” section offers guidelines on how to study with PEOI’s courses, and procedures to keep track on one’s progress in courses in which a student is enrolled.
One finds the following procedures:
- information about programs of studies
- information about courses
- student registration
- enrollment in courses
- access to course content which can be from 30 to 600 pages of text in HTML
- test taking
- course evaluation
- class discussion in forum
- personal grade book
- review of own course evaluation
- list of students
- list of instructors and their background
- statistics on students, grades and course evaluations
Anyone can have access to courses and tests without registration, but by registering as student, this allows grades to be recorded, and a certificate of course completion to be awarded when a student completes all the requirements for a course. As mentioned earlier, this part of PEOI’s platform is most important, and deserves to be studied in detail some other time.
b)- Faculty
The faculty platform is conceived to assist students in learning and verification of knowledge. The procedures specifically intended for faculty members are located in the “Faculty” section. These are
- registration as faculty member
- enrollment of student in faculty member's course
- change a course grade composition
- grade book of students enrolled with faculty with ability to enter grades
- review of student course evaluations
- communicate with students
- list faculty
- provide statistics
- conduct of class discussion with students in forum
Faculty members are automatically considered as authors and have direct access to the course development platform.
c)- Course development
The course development platform combines the “Authors”, “Support” and “Projects” sections on PEOI. Three types of registrants can be active in this environment: authors (who are also automatically faculty members), staff and board members. The difference between staff and faculty is that members registered as faculty must be prepared to act as instructor and interact with students, whereas staff members are not expected to do so.The course development environment is discussed below.
d)- Partner institutions
The “Partner institutions” section accommodates those institutions who wish to inform PEOI's students of their offering. As of end of 2004, about two dozen partner institutions are registered with PEOI.
e)- Employers
The “Employer” section is intended to give an opportunity for potential employers of PEOI's students to post their help wanted listings and for students to post their CV's that potential employers can view. So far, no employer is registered with PEOI, and PEOI has not actively approached employers for the simple reason that it is believed that PEOI’s offering is not yet attracting students in large enough numbers and with desirable credentials that can be of sufficient interest to potential employers.
f)- Support
The “Support” section contains a registration procedure for donors. The purpose of the donors' registration is to give donors access to most information and processes on PEOI. No donor has yet registered.
g)- PEOI’s administration
The “About us” section contains all the information about strategies, activities, history, financial information of PEOI. It is the section where board members register. Registered board members have access to all the information and procedures that faculty, authors, translators and staff have.
C - Course development System
PEOI's course development system is intended to create PEOI's courses with all their learning functions, evaluation of knowledge and links without (or minimal) intervention of a webmaster. In other words, any registered PEOI member, can perform all the steps necessary to create a complete course with online procedures and without having to have direct access to PEOI’s files on its server other than through the procedures intended for each particular constituency. There would be a serious security issue otherwise because PEOI has only very limited methods to verify the identity of each member.
Although, as just indicated, one author can create an entire course, the course development system is intended to allow any number of individuals to participate in the writing of a course.
Four different interconnected processes can be distinguished in PEOI's course development system: create course, set up course project, writing pages and control over project. It is as if several parallel worlds existed within PEOI’s course development system. First, there are the HTML pages of the course themselves (which could be placed on the server) . Second, the procedures that give access to those HTML pages, which are described in Write course content pages below. Third, are data banks that keep track of the location, status and progress made in all the HTML pages. Fourth, is a planning and control mechanism that allows to know what still remains undone, who is doing what, when to assign work to members and verify that work is completed. Finally, a fifth level records work done by members and interacts with them.
Most courses are under the supervision of a coordinator. Because of the large number and variety of pages that must be created in a completed course, it is essential to have control over the entire course page construction. Coordinators are responsible for planning the work and looking after its completion. Their role is apparent in the Special Guidelines that are present in numerous procedures. An example of such guidelines is present below for the “Edit text” procedure
C.1 - Programs of study
All courses are developed to be part of programs of study. While PEOI does not yet award degrees, the programs of study are defined and structured specifically to seek accreditation and prepare students for professions. Once the number of courses is sufficient for a given program of studies, and the learning and testing procedures are considered adequate for that body of knowledge of that program, PEOI will seek accreditation for that program of studies.
Each program of study is headed by either a dean or an head of department. This person may - but need not - be the coordinator of course development project. The dean or head of program is primarily an academic responsibility. The focus of a dean’s work is on the curriculum offered in its totality and the content of individual courses, whereas, the coordinator does not have to be an expert in the subject matter, but a good leader and motivator for its team members.
The programs of study are located in the “Programs” section on PEOI. A special procedure accessible to faculty and staff allows to write and edit the pages of the programs.
C.2 - Course files structure
On PEOI, the architecture of the web site is designed to accommodate for each course subject ten different types of course materials: advanced course, fundamental course, vocational training, research papers, study guide, handouts, lecture notes, lesson plan and links. PEOI’s data tables are also organized to keep track of the different materials (i.e. their location, contributor(s), date of creation, date of update). The present description of PEOI’s course development system only deals with advanced and fundamental course materials, and none of the other eight types, which are considered as supporting material rather core or essential.
There are five types of course files in each PEOI’s course. (We are talking about files which pertain only to advanced or fundamental courses, and which are other than all operating and administrative files such as, for instance, course requirements, faculty and student records, as well as the supporting materials just mentioned).
The five types of course files are
1- text course material files which include chapters, chapter sections and subsections, bibliographies, appendixes, review questions, assignments and comments;
2- content files that identify and link to all other files; in other words, the content files are intended to facilitate navigations throughout a given course;
3- cases to which chapters, assignments and questions files may be linked;
4- lists of courses, chapters, tables or terms, and indexes;
5- questions files.
The following paragraphs will focus on two crucial types of these five types: the chapter text files and the questions files.
a)- Text files:
Each type is described further, and methods of accessing the files are explained below. The first three groups are HTML files, and the last two are mostly text files. Review courses may contain less than one hundred files. Professional courses have more than one thousand files. The minimum number of files a course under construction would have is as few as three (one chapter file, one content file and one questions or assignments file).
In addition, course material files may contain images, sound or video clips, or other supporting material, all of which are highly desirable. Efforts are made to keep the size of all files small enough so that they load quickly. This also allows users to find and access wanted information rapidly. In turn, that explains the presence of a large number of files, and the need to keep track of file contents with the contents files.
With a few exceptions, most files are smaller than 24 KB and shorter than 10 pages (including all HTML tags and scripts, but excluding images, sound or video clips). Consequently, chapters of professional courses are split into sections and sub-sections. Files containing tables with data can be especially large as a result of HTML required lay-out. Insertion of images, graphs, tables, audio and video clips is strongly recommended to bring the material to life and retain reader's attention. They obviously need a lot of space. However, they are not physically present in text files, and are accessed as attachments. Anyone familiar with HTML must know that an image format should preferably be JPG, JPEG, PGN or GIF, and that graphs and tables can be imported (by copy and paste) directly from a spreadsheet. However, such work is best left to PEOI staff
b)- Questions files:
To make tests as useful as possible for learning (as well as for assessment), questions files have a special structure that is intended to accommodate a variety of types of questions, with graphs or tables as supporting material wherever appropriate, and links for immediate access to explanations whenever a question is not answered correctly in a quiz.
For that purpose, each question contains a number of parameters, in addition to the text of the question itself. Some of the parameters can be modified by authors. Modifiable parameters are
- type: it dictates how the question will appear on the screen and how the student will answer it; the types are
0- multiple choice
1- true/false
2- fill-in
3- calculation
4- graph
5- essay
- graph: this is a file name or name(s) of the image(s), graph(s), table(s), audio or video clip(s) on which the question is based (if more than one, they are separated by commas "," without space after commas);
- reference: this is the chapter, section or subsection file name which appears in a separate window in the upper left corner of the screen when a student has not answered a question correctly;
- answer: this is one letter in multiple choice questions or one word or sentence for calculation or fill-in questions (if more than one correct answer is possible, they must be separated by commas "," without blank space after commas);
- anchor: this is a name or number corresponding to a location HTML tag in the course text material where the concept is explained, and it is used to move the text of the chapter or section to where the concept is located to the top of the explanation box discussed in reference above; (without an anchor the explanation window shows the very top of the chapter or section which may not be very helpful to the student);
- concept: this is the title of the concept on which the question is based; it appears on the bottom of the screen after a question has been answered by a student
In addition to the modifiable parameters, the Edit questions PEOI procedure generates a few non-modifiable parameters for each question. These include the date the question is last changed and the registered code name of the faculty entering the changes to the question. As previously mentioned the changes do not take effect until next day.
It is clear that modifying or entering parameters can be challenging for anyone. Assistance of PEOI staff is recommended. It is expected that entering parameters should not be an important part of the tasks of authors. Writing the text of questions ought to be. This requires no knowledge of HTML at all. Only the following few guidelines should be followed.
c)- How to write questions:
For multiple choice questions, each possible answer must be preceded by a capital letter (A, B, C, D, E or F) followed by a dash "-" and a space, the type box must contain 0, and the answer box must contain the capital letter corresponding to the correct answer. True or false questions are processed as multiple choice questions, but for consistency sake it is recommended that they start with True/false and the possible answers be:
A- true
B- false
C- no valid answer
True or false questions must have 1 in the type box and the letter corresponding to the correct answer in the answer box.
Fill-in questions can be written with a missing word marked by underlined spaces "_" (with a suggestion of using as many spaces as there are letters in the missing correct word or words), or it can be written in the form of a question without any actual space to fill. In both cases the student will have to type in his/her answer in a separate box. For fill-in questions, the author should enter 2 in the type box and the correct answer or answers which, as mentioned above, should be separated by commas with no space after the commas (the answer itself can nevertheless contain spaces). (Note that the test procedure will count answers as correct whether written in singular or plural, with or without currency sign, but not with articles preceding them.)
Calculation questions are processed as either multiple choice (with A-, B-, C- or D- answers) or fill-in depending on how they are written. If they are written as multiple choice, the answer box must contain the capital letter corresponding to the correct answer. If they are written as fill-in, the answer must be a numerical value of the correct answer. Note that if the answer is a number that exceeds 1,000 it should be written without commas (e.g. $2,432,611 should be written as 2432611). Currency signs (such as $) are acceptable, but generally not necessary. The type box must contain 3.
Graph questions can give the choice of up to four graphs or images to be offered as possible answers. Following the text of the question, the possible answers contain nothing but the capital letters followed by a dash "-" (i.e. A-, B-, C- or D-). As for multiple choice and true or false questions, the answer box must have the capital letter of the correct answer. The graph box must contain the name of the graph or image files separated by a commas with no space after the commas. The type box must have the digit 4. (Note that multiple choice, true or false and fill-in questions may be based on a graph, image, audio, video or portion of text which appears in a window in the upper left corner of the screen when a question is asked, but in this case these questions are not graph questions.)
Essay questions contain text only and nothing in the answer box. The type is 5. These questions are not answered by students in a quiz. They can be present for review purpose.
In the text area of any of the questions, in addition to the text of the questions itself, short explanations can be entered by an author below the question itself and the possible answers, if any. If the explanations are to appear only after student's answer, the first character on the first line of the explanation (i.e. below the text and answers) should be a close square bracket "]". Then, the explanation will appear in a special window at the bottom of a student's screen just below the title of the concept only after the student answers the question. Such explanation can be most appropriate for giving the solution to a calculation question. If, on the contrary, the explanation are necessary to understand the question itself (such as in the case of definitions of variables in an equation, for instance), then the explanation need not have the bracket. Note that in that second case, the explanation will appear to the student in the box together with the question and its lay out is not HTML but exactly as written.
To assist in writing questions and especially in entering the correct anchor, a list of anchors is shown and the entire text of the chapter, section or subsection appears below the question editing box. The anchor is highlighted in the text with bold and underlined fonts.
Actually, authors are spared the difficulty of paying attention to all the details of questions. Authors can us the “Create questions” procedure outlined below, which allows to create automatically sets of review questions, and from the review questions test questions with all the anchors and concepts information already in them. All that needs to be done is to complete the text of the question.
C.3 - Create a course
The process of creating a course does not start with the writing of the course content but with entering all the necessary information about the course in PEOI’s course data bank. This is done in the “Propose Course” procedure for which the guidelines are presented below. Some of the information is used to create and control the course files structure. Another portion of the information is intended for students in their selection of courses in which to enroll. To put course content into course files, the course files must exist: this is the purpose of the “Set up course files” procedure outlined later in this section.
The person who is most likely to propose courses is the dean of the program of study in which the course will be included. The dean may also appoint an author for the course; or authors can choose to participate on the development of a course by choosing tasks in the “Select tasks” procedure which is discussed later. In either case, the names of all authors must be listed in the Foreword of the course and be present in the copyright claim on the page to which they contributed.
The following are the guidelines for the “Propose course” procedure.
Propose course The purpose of this procedure is to enter a new course into PEOI's course data bank, or to edit the entries made for an existing course. For instance, as the work on a course progresses, its status needs to be changed, and that is the procedure to use to do that. To propose an entirely new course click on the "New course" button. To access a course that already exists, you must first list it by The settings for the selected course appear in a form which allows to change most of them. The first set of 11 settings is crucial as they will be used for the creation of the course file structure. The nine settings in the bottom part of the form are less critical, as they are mostly intended as information for students and the general public. Here is the meaning of each of the entry: 1- Language: it is the language in which the course is written.
2- Discipline: it is the field or program of studies to which the course belongs. This is a required setting. If no alternative seems to match the proposed course, please contact the webmaster with a suggestion for a new discipline to be added to the list. You may also enter the new discipline using the Edit procedures procedure in the "Projects" section, but it is wise to check with the webmaster in all such cases.
3- Title: it is the full official title of the course.
4- Code: this a short title for the course that is used for listing the course in its program of studies and as the name of the access page to the course. This code is compose of three elements a) the two letter designation of the discipline (e.g. AC for accounting), a three digit number reflective of the level of the course (100 fundamental, 200 and 300 intermediate, 400 and above advanced courses) and should not be identical to any previously used number for courses in the discipline, and a two letter designation of the language (e.g. EN for English).
5- Directory: it is the name that will be given to the directory or folder in which all the files of the course will be located. It is advisable to use a name that is short and made of only small letters with no blank space or special characters. Keep in mind that the names used in PEOI's server which runs on Linux, are much more specific than the Windows world where it does not matter if a name is in upper or lower cases and has special characters.
6- chapter file name: this is the name that all the files of the course will bear with the addition of chapter number and section letter and/or number. It is strongly advised once again to keep the name short, in lower case letter only without any blank space or special character. It is perfectly acceptable to use the same chapter file name as the one used for directory.
7- question file name: this is the name of that will be given to all test questions files with addition of a chapter number and section letter. The same advice applies to this name. Since these files are located in a separate folder called Questions and there can never be confusion between chapter files and questions files, it is perfectly acceptable - and has been the practice for naming questions file for all the courses so far - to use the same name for the questions files as for chapter file, but change the first character to an upper case letter.
8- Status: this determines whether students or faculty have access to the course. The following meaning is assigned to the alternatives:
- Completed: all files of the course are ready for student use. - Proofreading: editing and proofreading of the course is ongoing. - Translation: a completed course is being translated. - Text ready: the text of all files of the course has been written and awaits editing. - Under construction: text for the course files is being entered. - Files set up: the course files structure has been created. - Author assigned: the name(s) of one or several authors has(ve) been recorded for the course. - Listed: all the settings of the proposed course have been entered and approved. - Proposed: the course name and code have been entered, and the course appears as part of the program of studies. - 9- Date completed: this is the date the course is first made available for student enrolment.
10- Level: the level of the course indicates the format of content and method of learning for which it is intended. The alternatives are: professional, fundamental, research, vocational, study guide, handouts, lectures, lesson plan, outline, links. Generally, only professional and fundamental courses are available for student enrolment. Courses initially proposed are set as fundamental. The difference between fundamental and professional is very significant for the course files structure. Fundamental courses will have only one HTML page per chapter (no matter how long the page may be), whereas professional courses have their chapters broken down with pages for each section of a chapter. Generally, professional courses are expected to be at a much higher level of detail and intensity of knowledge, and with data banks of exercise, assignments and questions much larger than fundamental courses.
11- Chapters: the number of chapters is absolutely critical and must be accurate because the course files structure will be created based on that number. It is not just the number of files that is affected, but the links between the various files.
12- Date started: it is usually the date the course is first proposed.
13- Length of course: it is the number of weeks of normal classroom teaching for such course. For fundamental courses it can be from 4 to 13 weeks. For professional courses it is usually 13 to 26 weeks.
14- Starting date of course: it is the date the course will next be first offered, if such a date exists. This is important for courses that require synchronous interaction with instructor and/or peers. When courses are first proposed, the starting date is set to "Anytime".
15- Ending date of course: same as for the previous entry.
16- Prerequisites: this is the course(s) that a student must have completed before attempting to enroll the the proposed course. Professional courses will usually have prerequisites, and fundamental courses often not.
17- Enrolment fee: self explanatory; at present no PEOI course has an enrolment fee.
18- Surcharge: this an additional fee required in special circumstances; no PEOI course has one.
19- Proposed: this is the name of the individual who first proposed the course. This is likely to be a head of department or dean. The name entered automatically is the one of the person who is logged in when the procedure is opened. That name can be changed by selecting from the menus for faculty, staff and board member.
20- Author: this is the name of the individual who will be writing the course if it is known. The name entered automatically is the one of the person who is logged in when the procedure is opened. That name can be changed by selecting from the menus for faculty, staff and board member.
Once all the entries have been completed, click on the "Save" button. The course will not appear in listings until its settings have been verified by the webmaster and cleared. As mentioned above, the setting for directory, file names and number of chapters are especially critical and need to be accurate. For all the other entries, it is always possible to make changes later. |
The person who is most likely to use the “Set up files” procedure is the assigned main author for the course, or it can be a project coordinator or a dean of a program of studies. The following are the guidelines for using the “Set up files” procedure.
List chapters and set up course files structure The purpose of this procedure is to enter the titles of chapters and sections for a new course and to create the course files structure based on the settings recorded for the course in the Propose course procedure. This means that this procedure can only be used for a course which settings have been entered and verified. It is necessary to list the desired course first to access it. This is done by The setting for the selected course will appear at the top of a form so that if any of the settings are incorrect, it(they) can be changed before creating the course files structure. The form contains two lists of entries, each with exactly the number of chapters originally set for the course. Enter in the list on the left the full title of each chapter. Enter in the list on the right, an abbreviated title for each chapter using an underline character "_" between words to merge these abbreviations into one word each. Whereas the full title of the chapter will go into the HTML page of that chapter, the abbreviations will appear in the list of course content on the left of the screen when the chapters are displayed. Once the chapter names and abbreviations are entered, click on the "Save" button (all the way to the right). This will create a file containing the needed information for creating the course file structure. This file can be retrieve later by clicking on "from temp file". After checking the list of chapters and making any final changes if necessary, the course file structure is created by clicking on the button "Set up files". This will create four folders for a fundamental course: - one course folder in the selected language folder, and in that folder three folders each for - "questions" which will contain all the test questions files, - "Resources" which will contain all images, audio and video, - "temp" which will contain all temporary files, and six folders for a professional course by adding in the course folder - "ch" which will have all the chapter and section files - "contents" which will have all the contents files
The following files will be placed in the course folder of a fundamental course: - a chapter list, - an access page with the code name used for the course - a title page for the course - one contents page with links to all the chapter pages - an access page to test questions - a foreword file - four pages for each chapter with the following purpose - one chapter text page - one review questions text page - one assignment text page - one readings text page with all the chapter pages linked to each other and to the foreword page.
In a professional course, all the chapter and section pages are placed in the ch folder, and all the contents pages are placed in the contents folder. As for fundamental courses, all the chapter and section courses are linked to each other, and the contents pages are linked to them.
While setting up the files, the newly created folders and files are reported on the screen. From now on, the screen showing the lists of chapter titles and abbreviations will also show two additional schedules: one for the the work status of all the chapter text files and one for the test questions files. The color coding for these schedules is explained in the Edit text procedure.
It is always possible to modify the file structure or add a new chapter. When this is done, a new temporary chapter list is created. When the button "Set up files" is clicked for a course that already has its files, the new files will be placed in the temporary folder instead of the permanent folder. These files can then be moved to the permanent course folder by clicking on "Move to permanent". Once this is done, there will be two chapter list files: one in the permanent folder and one in the temporary folder, and each can be accessed with their respective buttons. Naturally, care must be exercised when changing an existing file structure, as files that already contain text are likely to be overwritten in the process. Assistance from the webmaster is recommended in these situations. When appendixes are to be created, contact the webmaster. |
C.4 - Set up project
This is the central planning and control mechanism in PEOI’s course development system. The “Projects” section contains all the procedures designed for creating and dealing with projects. This section is not accessible to the general public because only registered faculty, staff or board members need to use these procedures. These procedures deal indeed with sensitive information, and there could be a serious security risk if an unregistered outsider would be capable of making changes in this data.
The central procedure is “Set up project”, which defines the activity to be performed, the location of the material to be handled, the qualifications of members, and various other parameters such as when the project is to be started and completed, and the duration of the project, if any. At present there are close to one hundred ongoing projects at PEOI. Almost all PEOI activity is in fact planned and listed in projects. There are about a dozen and a half different types of projects, of which developing a new course is just one. If a new project does not fit into the existing classification of projects, a new project type can be created with the “Edit project names” procedure which also assigns a set of parameters to the new project type.
The major purpose of the “Set up project” procedure is to define and create tasks for the newly created project. For a new course to be written or translated, the procedure will produce one task for each page, with the possibility of more than one task for per page in the case of course content that requires audio, graphic or statistical work. In addition, tasks for proofreading, peer review and editing are also created for each new course. The member who sets up a project’s tasks can also create additional tasks beyond those set up automatically. Advanced courses can have projects with well over one hundred tasks.
There are at present approximately 30 different types of tasks, and more types can be created in the “Edit procedures” procedure. Each task is defined by the project to which it belongs, the language of work, the material to be handled, the location of that material, the estimated duration of the work, the qualifications required, and the starting and ending date, if any. Some task are classified as ongoing and have no ending date.
Prior to the installation of the projects and tasks mechanism, it was impossible to know what any member was doing and the stage of completion of this work.
C.5 - Writing course content pages
Developing course content is performed with a set of procedures located in the “Authors” section on PEOI but not all are visible to the general public. They are, in particular, “Edit text”, “Edit cases”, “Edit questions”, “Create questions”, “Upload images” and “Upload audio”. The purpose and functioning of these procedures is fully described in the procedure guidelines appearing below.
One aspect that these guidelines do not touch upon, is the contractual basis of all members’ work contribution at PEOI. This is specified in the “Educational Material Universal Common License” (EMUCL) which appears in the access page of the “Edit text” procedure. Each member that chooses to contribute to PEOI’s course development must agree to the EMUCL by click on the “Agree” button. The EMUCL essentially provides that the member grants PEOI a license to use the material contributed for non-commercial purposes as long as there is proper recognition of the contributing member, and in turn, the member guarantees that the material contributed is original.
The following are the guidelines for authors and translators using the “Edit text” procedure.
Write, edit or translate text To use the Edit text procedure, you must first go through the following three steps. The screen is divided in several parts: - the number of the member is shown in a yellow button if he/she is registered as faculty, orange button if he/she is registered as staff, and purple button if it a board member; - white background if there is no page of that type of section in this courses; - light yellow background if the page exists; - pink background if the volunteer has chosen this page as a task, but has not yet worked on it; - grey background if the volunteer has added or corrected material in the page; - blue background if the volunteer has clicked on the button to "Notify works completed"; - black background if work on this page is completed and the page has been moved to the permanent folder; (note that records may not be up-to-date for all the work done, especially for materials which were not inserted using one of PEOI's procedure, and it may take some time for all the work to be properly shown in the schedule);
As previously indicated, all the work to be performed is in the TEXTAREA. It is advisable not to erase, change or damage the HTML tags, unless you are already accustomed to writing HTML pages. It is possible to copy and paste any portion of the material in the TEXTAREA. But the material pasted must be in text format with line breaks. Pasting material copied directly from a word processor is likely to result in a corrupted file and an error message. In most word processors a choice is given for the format in which the file is to be saved, and you must choose a plain text format with line breaks. It is advisable to paste only one short paragraph at a time in between the <P> and </P> tags, and save each time. |
The following are guidelines for coordinators for their work in the “Edit text” procedure.
Special Guidelines for Coordinators in Write, edit or translate text For coordinators, an additional menu appears. It contains the names of all the members in his/her group. The menu allows the coordinator to change the volunteer whose data appears in this procedure. At the top of the screen, the volunteer's name will appear after yours showing that you opened the procedure and work in the procedure on behalf of the chosen group member. Coordinators can see several additional pieces of information about the page such as the names of volunteers who recently worked on the page. Most importantly, coordinators can perform several important steps: When a coordinator is notified that the work on a page has been completed, he/she should use this procedure to As can be apparent from the above, the schedule of work should be a major tool for coordinators to keep track of the progress made in every course. The goal is to have all the sections of every chapter appearing in black. |
The following are guidelines for authors and translators using the “Edit questions” procedure.
Write, edit or translate questions These questions are test questions which are retrieved randomly when a student takes a test. They differ significantly from the practice questions in their format (although, naturally, they cover the same material and may even contain identical wording). Whereas practice question are plain HTML pages, test questions files are text files with very rigid parameters. The reason for the rigid structure is that each multiple-choice question is restructured each time it is used. Also, for fill-in type questions and for calculation questions, this permits more than one possible answer whenever that is necessary. Finally, there are graphic questions that are also rearranged so that no test looks the same as another, and no student will almost never take an identical test twice. Because of the rigid structure of the questions file, care must be used to keep lines in the multiple-choice questions in the order and format they first appear. Especially, it is of utmost importance to have a line break at the end of each line. The full screen of the Edit questions procedure is divided in several parts: - the number of the volunteer is shown in a yellow button if he/she is registered as faculty, orange button if he/she is registered as staff, and purple button if it a board member; - white background if there is no page of that type of section in this courses; - light yellow background if the page exists; - pink background if the volunteer has chosen this page as a task, but has not yet worked on it; - grey background if the volunteer has added or corrected material in the page; - blue background if the volunteer has clicked on the button to "Notify works completed"; - black background if work on this page is completed and the page has been moved to the permanent folder; (note that records may not be up-to-date for all the work done, especially for materials which were not inserted using one pf PEOI's procedure, and it may take some time for all the work to be properly shown in the schedule);
To use the Edit questions procedure, there are several steps to follow. As previously indicated, all the work to be performed is in the TEXTAREA. It is advisable not to erase or damage the structure of the question. It is possible to copy and paste any portion of the question in the TEXTAREA. But the material pasted must be in text format with line breaks. Pasting material copied directly from a word processor in another format than plain text is likely to result in a corrupted file and an error message.
Warning: Please note that the procedure is believed to contain at least one bug. Some users have reported that a portion or the entire file can be deleted occasionally. This has occurred when a totally empty question appears on the screen, and the user clicks on "Save". Normally, no empty question should ever appear. If it does appear, please, report that to the webmaster immediately indicating with as much detail as possible what steps you took that led to the appearance of an empty question. In any case, please do not save a file in such situation. |
Guidelines for coordinators in their use of the “Edit questions” procedure are very similar to those for the “Edit text” procedure.
Below are the guidelines for authors using the “Create questions” procedure. Pay attention in these guidelines to the importance of anchors and links in the course files structure of PEOI’s courses. The purpose is naturally to provide immediate explanations for students who fail to answer questions correctly in all tests. This is considered as an essential learning mechanism.
Anchors in chapter and links in questions file This procedure allows several operations: - inserting anchors into the text of chapter pages, - placing into a review (or practice) questions file 1- one link for each anchors in the chapter text pages, 2- one question number that corresponds to the chapter anchor (and only to that anchor), 3- one anchor for that question in the questions file, to which a link can be created in the text of the chapter or any other page, 4- the sentence or sentences immediately following the anchor in the chapter text, which is intended to help write the question, and which appears in the TEXTAREA, but which is hidden when in that page is viewed by a student, - writing the review questions - adding new anchors to a chapter text which already has anchors - inserting new links and questions corresponding to new anchors in the proper location in sequence of questions in the questions file (but, the number of that question will be the highest number in the questions file, and the question numbers will appear to be out of sequence; that is why it is important to work on a chapter text that is not expect to be subject to additions) - creating test questions using the questions written in the review (or practice) questions file
Setting up anchors in chapter text file and links in questions file:
Writing review questions: As noted above, advance courses have the questions of all the sections of a chapter mixed together in the practice questions file, and to make the proper section to appear it must be selected when clicking on the button "Write practice questions."
When you have finished writing all the review questions, do not forget to click on the button "Notify work completed". If you are not satisfied with the review questions file you can delete it by clicking on the "Remove" button and start over again with the chapter text file (see step four below). Be careful with the Remove button because clicking on it will delete ALL the questions you might have written. However, the new questions file will have new question numbers that will not be out of sequence as a result of questions added to an existing review questions file. The anchors in the underlying chapter text are affected by the deletion of a questions file.
Creating a test questions file: |
The following are the guidelines for using the “Upload images” procedure.
Upload image procedure The Upload image procedure is used to place graphic images in the Resources folder of the course where it will used. For the image to appear in pages of the course the appropriate HTML tags must be placed in the page, which can be performed with the Edit text procedure. As indicate there, the tag must be of the form: <IMG SRC=\"xxxx.xxx\"> where xxxx.xxx is the name you give to the image when you upload it with this procedure. One of the purposes of this procedure is to create and maintain a record of the images available in a course, who uploaded it, who is it copyrighted to, the date it was first uploaded and its size. This information is used to show the list of images available when writing text, questions or assignments in the Edit text procedure, or questions in the Edit questions procedure. To use the Upload image procedure, you must first go through the following three steps. The complete upload image screen is divided in several parts: |
The following are the guidelines for using the “Upload audio” procedure.
Upload audio procedure The Upload audio procedure is used to place audio clips in the Resources folder of the course where it will used. For the audio clip to be present in pages of the intended course the appropriate HTML tags must be placed in the desired page. This can be performed with the Edit text procedure. As indicated there, the tag must be of the form: <A HREF=\"xxxx.yyy\">, where xxxx is the name you give to the audio and yyy is the file format when you upload it with this procedure. Currently, the file formats that can be uploaded are .wav and .mp3. Another purpose of this procedure is to create and maintain a record of all audio clips available in a course, who uploaded each, who is the copyright holder (if any, if no one place "no"), the date the audio clip was first uploaded, the chapter for which it is intended and its size. This information is used to show the list of audio clips available when writing text, review questions or assignments with the Edit text procedure, or test questions with the Edit questions procedure. To use the Upload audio clip procedure, you must first go through the following three steps. The complete upload audio clip screen is divided in several parts: |
C6 - Control over completion of course development and member work
The control mechanism over completion of all projects is present in information all members see whenever they log in. Their “My account” screen has six parts: “My registration”, “My profile”, “My work”, “Select my tasks”, “My group” and “My discussions”. The “My work” screen shows the tasks the member is assigned, the work that has been completed on them, other work performed and the dates and times he/she has logged in on PEOI. The “Select my tasks” screen shows all the projects for which the member is qualified. There can be any number of projects, and since each project has a large number of tasks, the list can be quite long. Not all tasks are naturally of interest to any single member. The member can also select other projects in the menu, and see all the tasks for these projects.
The purpose of showing all the tasks is to allow each registered member to see the stage of completion of every project. The same color scheme described in guidelines above is used in this schedule: each task bears a color which is further confirmed by information present in the schedule
- light green means the task is not yet assigned or handled by anyone, and that task will have no member name in that line,
- pink means the task is assigned, the name of the person should appear in the “Assigned” column, as well as a date in the “deadline” column for that line,
- grey means that the someone has started working on the task, and a name of a person should appear in the “Work” column for that line,
- blue means that work is completed, the coordinator and webmaster have been notified, and the name of the member should appear in the “Work” column for that line,
- black means that the completed work has been verified, approved and moved to the
permanent location of that material, the name of the member also appears in the “Work” column.
Note that only the name of the last person who worked on the task appears. There may be more than one person completing the task, and their names will be present in the detail of the task and on the copyright claim on the page itself. The deadline date is only indicative and can be changed at will by the member him/herself or the coordinator for that project. Tasks for which missed deadlines are not changed are put back in the unassigned task group. The deadline allows to keep all concerned informed of task availability and completion stage.
One possible drawback of the task selection system is that members may feel less connected to their team and to PEOI, as less interaction is necessary. This may appear trivial, but is actually more serious for some members who are seeking to feel they belong to a group and need communication with a real person.
D- Further plans for PEOI’s course development system
The “Edit text” and “Edit questions” procedures have been operational for over three years and have been used by several hundreds volunteers; although they have gone through several revisions.
The other procedures are more recent, but are considered stable. Nevertheless, numerous modifications are planned and will require renewed debugging. One of the desirable improvements for the “Edit text” procedure is to place a HTML editor in it. This would reduce difficulties with writing HTML pages for those not used to that, but it is also likely to introduce undesirable overhead which PEOI has been eager to avoid. Special efforts have been made to keep all pages as small as possible so that they load quickly even in countries where internet connection are poor, and where most of PEOI’s students reside. One major area for expansion of the course development system is in the supporting course materials touched upon earlier (e.g. research papers, lecture notes, handouts, and so on).
PEOI’s course development system is far from considered perfect and final. There is still much work to do in it. Yet, it is functional and working for the courses developed now. When PEOI will be dealing with a much greater number of courses, the system will be absolutely indispensable.
Part II:
PEOI’s activities in 2004
As can be observed in the numbers below, much progress is evident in all activities. And all this progress is attributable to the volunteers who make PEOI possible, and to whom PEOI extends its deepest gratitude.
All the statistics presented can be found in various tables available in PEOI’s respective sections.
A - Student profile, registration and comments
As in the case in prior years, student recruitment has not been a priority for PEOI in 2004. The reason is simply that efforts must be directed at creating courses. Once PEOI has the course offering that can be useful to train for a profession, it will be time to place more effort in this aspect. Furthermore, student registration is not mandatory on PEOI, it is only necessary for those who want to complete the course requirements in order to receive a course completion certificate.
There were 39 new students in 2001, 136 in 2002, 326 in 2003 and 590 in 2004. It is believed that the presence of a PEOI volunteer’s profile on a United Nations web site in June 2004 (see below in Volunteer profile) attracted a significant number of new students to PEOI. Currently, there are 1264 students registered at PEOI. They come from 126 countries.
|
Country |
Number |
Percentage |
1 |
Afghanistan |
2 |
0.1 |
2 |
Albania |
3 |
0.2 |
3 |
Algeria |
6 |
0.4 |
4 |
Andorra |
1 |
0 |
5 |
Any |
1 |
0 |
6 |
Argentina |
3 |
0.2 |
7 |
Australia |
12 |
0.9 |
8 |
Austria |
1 |
0 |
9 |
Bahamas |
1 |
0 |
10 |
Bahrain |
3 |
0.2 |
11 |
Bangladesh |
10 |
0.7 |
12 |
Barbados |
2 |
0.1 |
13 |
Belarus |
1 |
0 |
14 |
Belgium |
3 |
0.2 |
15 |
Benin |
6 |
0.4 |
16 |
Bolivia |
3 |
0.2 |
17 |
Bosnia and Herzegovina |
2 |
0.1 |
18 |
Brazil |
1 |
0 |
19 |
Bulgaria |
4 |
0.3 |
20 |
Burkina Faso |
3 |
0.2 |
21 |
Cambodia |
1 |
0 |
22 |
Cameroon |
4 |
0.3 |
23 |
Canada |
40 |
3.1 |
24 |
Central African Republic |
2 |
0.1 |
25 |
China |
45 |
3.5 |
26 |
Colombia |
13 |
1 |
27 |
Comoros |
1 |
0 |
28 |
Congo |
1 |
0 |
29 |
Cote d'Ivoire |
2 |
0.1 |
30 |
Croatia |
1 |
0 |
31 |
Cyprus |
1 |
0 |
32 |
Czech Republic |
1 |
0 |
33 |
Democratic Republic of the Con |
3 |
0.2 |
34 |
Denmark |
2 |
0.1 |
35 |
Dominica |
1 |
0 |
36 |
Dominican Republic |
2 |
0.1 |
37 |
Ecuador |
2 |
0.1 |
38 |
Egypt |
28 |
2.2 |
39 |
English |
1 |
0 |
40 |
Ethiopia |
1 |
0 |
41 |
Finland |
1 |
0 |
42 |
France |
11 |
0.8 |
43 |
Gabon |
2 |
0.1 |
44 |
Gambia |
1 |
0 |
45 |
Germany |
9 |
0.7 |
46 |
Ghana |
4 |
0.3 |
47 |
Greece |
4 |
0.3 |
48 |
Guatemala |
1 |
0 |
49 |
Guinea |
1 |
0 |
50 |
Guyana |
1 |
0 |
51 |
Haiti |
3 |
0.2 |
52 |
Honduras |
1 |
0 |
53 |
Hungary |
3 |
0.2 |
54 |
India |
226 |
17.8 |
55 |
Indonesia |
15 |
1.1 |
56 |
Iran |
4 |
0.3 |
57 |
Iraq |
1 |
0 |
58 |
Israel |
2 |
0.1 |
59 |
Italy |
8 |
0.6 |
60 |
Jamaica |
5 |
0.3 |
61 |
Jordan |
12 |
0.9 |
62 |
Kazakhstan |
3 |
0.2 |
63 |
Kenya |
10 |
0.7 |
64 |
Kuwait |
1 |
0 |
65 |
Latvia |
1 |
0 |
66 |
Lebanon |
6 |
0.4 |
67 |
Lithuania |
5 |
0.3 |
68 |
Madagascar |
1 |
0 |
69 |
Malawi |
3 |
0.2 |
70 |
Malaysia |
24 |
1.8 |
71 |
Mali |
3 |
0.2 |
72 |
Mauritania |
1 |
0 |
73 |
Mexico |
19 |
1.5 |
74 |
Mongolia |
1 |
0 |
75 |
Morocco |
7 |
0.5 |
76 |
Mozambique |
1 |
0 |
77 |
Myanmar |
4 |
0.3 |
78 |
Nepal |
6 |
0.4 |
79 |
Netherlands |
1 |
0 |
80 |
New Zealand |
4 |
0.3 |
81 |
Nigeria |
17 |
1.3 |
82 |
Norway |
1 |
0 |
83 |
Oman |
2 |
0.1 |
84 |
Other |
4 |
0.3 |
85 |
Pakistan |
48 |
3.7 |
86 |
Panama |
1 |
0 |
87 |
Philippines |
43 |
3.4 |
88 |
Poland |
5 |
0.3 |
89 |
Portugal |
4 |
0.3 |
90 |
Qatar |
1 |
0 |
91 |
Republic of Korea |
2 |
0.1 |
92 |
Republic of Macedonia |
1 |
0 |
93 |
Republic of Moldova |
2 |
0.1 |
94 |
Romania |
17 |
1.3 |
95 |
Russia |
13 |
1 |
96 |
Russian Federation |
1 |
0 |
97 |
Saint Lucia |
1 |
0 |
98 |
Saudi Arabia |
4 |
0.3 |
99 |
Senegal |
2 |
0.1 |
100 |
Sierra Leone |
1 |
0 |
101 |
Singapore |
10 |
0.7 |
102 |
Slovakia |
3 |
0.2 |
103 |
Slovenia |
2 |
0.1 |
104 |
Solomon Islands |
1 |
0 |
105 |
Somalia |
1 |
0 |
106 |
South Africa |
9 |
0.7 |
107 |
Spain |
6 |
0.4 |
108 |
Sri Lanka |
2 |
0.1 |
109 |
Sudan |
8 |
0.6 |
110 |
Sweden |
2 |
0.1 |
111 |
Syrian Arab Republic |
2 |
0.1 |
112 |
Taiwan |
2 |
0.1 |
113 |
Tajikistan |
2 |
0.1 |
114 |
Thailand |
3 |
0.2 |
115 |
Togo |
6 |
0.4 |
116 |
Trinidad and Tobago |
5 |
0.3 |
117 |
Turkey |
8 |
0.6 |
118 |
Uganda |
2 |
0.1 |
119 |
Ukraine |
7 |
0.5 |
120 |
United Arab Emirates |
2 |
0.1 |
121 |
United Kingdom |
18 |
1.4 |
122 |
United Republic of Tanzania |
7 |
0.5 |
123 |
United States |
309 |
24.4 |
124 |
Uzbekistan |
4 |
0.3 |
125 |
Venezuela |
5 |
0.3 |
126 |
Viet Nam |
21 |
1.6 |
127 |
Yugoslavia |
2 |
0.1 |
128 |
Zambia |
2 |
0.1 |
129 |
Zimbabwe |
7 |
0.5 |
130 |
Total |
1264 |
100.00% |
B - Volunteers profile
Volunteers are recruited primarily through Online Volunteering, a United Nations agency web site (part on NetAid), to whom we are deeply grateful. Prior to 2004, a large proportion of new volunteers approached PEOI from Volunteermatch.org, but the preferred listing system there has made PEOI’s listings less visible. Occasional new volunteers are made aware of PEOI through Idealist.org and Senior Service. Recently, an increasing number of volunteers approach PEOI directly, apparently as a result of introduction by other volunteers or possibly students. One significant promotion from which PEOI benefited in 2004, was the award of UN Volunteer of the year for 2004 to a PEOI’s volunteer, Kalyani Suresh, for writing her course in Mass Communications.
Volunteers are grouped into eleven teams. Three of the teams are devoted to new course development, seven teams deal with translation, and there is one team of country representatives.
There were 8 new volunteers in 2003, 113 in 2004 and 144 in 2005. Currently, there are 583 volunteers registered at PEOI. They come from 86 countries.
|
Country |
Total |
Faculty |
Staff |
Board |
Percentage |
1 |
Argentina |
13 |
9 |
4 |
------------ |
2.2 |
2 |
Australia |
6 |
1 |
2 |
3 |
1 |
3 |
Austria |
2 |
2 |
------------ |
------------ |
0.3 |
4 |
Azerbaijan |
2 |
2 |
------------ |
------------ |
0.3 |
5 |
Belarus |
1 |
1 |
------------ |
------------ |
0.1 |
6 |
Belgium |
3 |
1 |
2 |
------------ |
0.5 |
7 |
Benin |
1 |
1 |
------------ |
------------ |
0.1 |
8 |
Brazil |
5 |
2 |
2 |
1 |
0.8 |
9 |
Cameroon |
3 |
2 |
1 |
------------ |
0.5 |
10 |
Canada |
27 |
14 |
10 |
3 |
4.6 |
11 |
Chile |
2 |
2 |
------------ |
------------ |
0.3 |
12 |
China |
43 |
30 |
12 |
1 |
7.3 |
13 |
Colombia |
3 |
3 |
------------ |
------------ |
0.5 |
14 |
Democratic Republic of the Congo |
1 |
1 |
------------ |
------------ |
0.1 |
15 |
Dominican Republic |
4 |
2 |
2 |
------------ |
0.6 |
16 |
Ecuador |
4 |
3 |
1 |
------------ |
0.6 |
17 |
Egypt |
11 |
5 |
6 |
------------ |
1.8 |
18 |
Ethiopia |
1 |
------------ |
1 |
------------ |
0.1 |
19 |
El Salvador |
1 |
1 |
------------ |
------------ |
0.1 |
20 |
Estonia |
1 |
1 |
------------ |
------------ |
0.1 |
21 |
France |
45 |
28 |
17 |
------------ |
7.7 |
22 |
Germany |
31 |
22 |
8 |
1 |
5.3 |
23 |
Guyana |
1 |
------------ |
------------ |
1 |
0.1 |
24 |
Ghana |
2 |
------------ |
2 |
------------ |
0.3 |
25 |
Guatemala |
1 |
------------ |
1 |
------------ |
0.1 |
26 |
Greece |
1 |
1 |
------------ |
------------ |
0.1 |
27 |
Haiti |
1 |
1 |
------------ |
------------ |
0.1 |
28 |
Honduras |
1 |
1 |
------------ |
------------ |
0.1 |
29 |
India |
58 |
37 |
16 |
5 |
9.9 |
30 |
Indonesia |
29 |
16 |
13 |
------------ |
4.9 |
31 |
Iran |
1 |
1 |
------------ |
------------ |
0.1 |
32 |
Iraq |
2 |
2 |
------------ |
------------ |
0.3 |
33 |
Ireland |
4 |
3 |
------------ |
1 |
0.6 |
34 |
Jamaica |
1 |
1 |
------------ |
------------ |
0.1 |
35 |
Jordan |
5 |
1 |
4 |
------------ |
0.8 |
36 |
Kenya |
3 |
------------ |
3 |
------------ |
0.5 |
37 |
Lebanon |
7 |
3 |
4 |
------------ |
1.2 |
38 |
Libyan Arab Jamahiriya |
1 |
------------ |
1 |
------------ |
0.1 |
39 |
Madagascar |
1 |
------------ |
1 |
------------ |
0.1 |
40 |
Malaysia |
7 |
4 |
2 |
1 |
1.2 |
41 |
Palau |
1 |
------------ |
------------ |
1 |
0.1 |
42 |
Maldives |
1 |
------------ |
1 |
------------ |
0.1 |
43 |
Mauritania |
1 |
1 |
------------ |
------------ |
0.1 |
44 |
Mauritius |
1 |
1 |
------------ |
------------ |
0.1 |
45 |
Mexico |
10 |
8 |
2 |
------------ |
1.7 |
46 |
Morocco |
3 |
1 |
2 |
------------ |
0.5 |
47 |
Myanmar |
1 |
1 |
------------ |
------------ |
0.1 |
48 |
Nepal |
3 |
1 |
2 |
------------ |
0.5 |
49 |
New Zealand |
1 |
------------ |
1 |
------------ |
0.1 |
50 |
Niger |
1 |
------------ |
1 |
------------ |
0.1 |
51 |
Nigeria |
2 |
------------ |
2 |
------------ |
0.3 |
52 |
Norway |
1 |
------------ |
1 |
------------ |
0.1 |
53 |
Netherlands |
1 |
1 |
------------ |
------------ |
0.1 |
54 |
Other |
2 |
3 |
4 |
------------ |
0.3 |
55 |
Pakistan |
8 |
3 |
5 |
------------ |
1.3 |
56 |
Paraguay |
1 |
1 |
------------ |
------------ |
0.1 |
57 |
Peru |
4 |
4 |
------------ |
------------ |
0.6 |
58 |
Philippines |
9 |
3 |
6 |
------------ |
1.5 |
59 |
Poland |
1 |
------------ |
1 |
------------ |
0.1 |
60 |
Republic of Korea |
1 |
------------ |
1 |
------------ |
0.1 |
61 |
Portugal |
1 |
1 |
------------ |
------------ |
0.1 |
62 |
Republic of Moldova |
1 |
1 |
------------ |
------------ |
0.1 |
63 |
Romania |
4 |
2 |
1 |
1 |
0.6 |
64 |
Russia |
13 |
12 |
1 |
------------ |
2.2 |
65 |
Saudi Arabia |
1 |
------------ |
1 |
------------ |
0.1 |
66 |
Select country |
1 |
1 |
------------ |
------------ |
0.1 |
67 |
Senegal |
1 |
1 |
------------ |
------------ |
0.1 |
68 |
Singapore |
4 |
2 |
2 |
------------ |
0.6 |
69 |
South Africa |
2 |
1 |
------------ |
1 |
0.3 |
70 |
Spain |
17 |
14 |
3 |
------------ |
2.9 |
71 |
Sudan |
2 |
1 |
1 |
------------ |
0.3 |
72 |
Syrian Arab Republic |
2 |
2 |
------------ |
------------ |
0.3 |
73 |
Taiwan |
2 |
1 |
1 |
------------ |
0.3 |
74 |
Thailand |
1 |
1 |
------------ |
------------ |
0.1 |
75 |
Togo |
4 |
1 |
3 |
------------ |
0.6 |
76 |
Turkey |
4 |
1 |
3 |
------------ |
0.6 |
77 |
Uganda |
1 |
------------ |
1 |
------------ |
0.1 |
78 |
Turkmenistan |
1 |
1 |
------------ |
------------ |
0.1 |
79 |
Ukraine |
1 |
1 |
------------ |
------------ |
0.1 |
80 |
United Arab Emirates |
1 |
1 |
------------ |
------------ |
0.1 |
81 |
United Kingdom |
23 |
16 |
5 |
2 |
3.9 |
82 |
United States |
95 |
43 |
44 |
8 |
16.2 |
83 |
Venezuela |
4 |
4 |
------------ |
------------ |
0.6 |
84 |
Viet Nam |
1 |
1 |
------------ |
------------ |
0.1 |
85 |
Yugoslavia |
1 |
1 |
------------ |
------------ |
0.1 |
86 |
Zimbabwe |
1 |
1 |
------------ |
------------ |
0.1 |
|
Total |
583 |
343 |
210 |
30 |
100.00% |
B.1 - New course authors
At the end of 2003, PEOI had 11 courses under construction. A year later, the number of courses under construction has more than doubled to 25. Most of the courses are in the field of Information Technology which alone accounts for 11 new courses out the 25. Most courses are developed by teams of volunteer authors. Currently, 41 volunteers are involved in the development of courses which are other than ESL or information technology.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Devi Akella |
India |
Author |
Management |
2004-8 |
f |
Karen Allen |
United States |
Author |
Education |
2003-11 |
f |
Joe Avampato |
United States |
Author |
Electrical/electronics technology |
2004-5 |
f |
Bob Babson |
United Kingdom |
Professor |
Accounting |
2000-1 |
f |
AMITAVA BASU |
India |
Author |
Accounting |
2004-8 |
f |
Lydia Bezeruk |
Australia |
Editor |
Public administration |
2004-11 |
f |
Kritika Chhetri |
Nepal |
Author |
Languages |
2005-3 |
f |
Charles Chucky |
Canada |
Professor |
Economics |
2000-1 |
f |
Elizabeth Cregan |
United States |
Author |
Education |
2003-5 |
f |
zora djordjevic-dancevic |
Yugoslavia |
Author |
Urbanism |
2004-7 |
f |
Lori Hall |
United States |
Author |
Medecine |
2004-1 |
f |
ANOHAR JOHN |
India |
Author |
Management |
2004-5 |
f |
Sasi K. |
Thailand |
Author |
Dietetics |
2003-5 |
f |
Vinata Kulkarni |
Canada |
Author |
Computer sciences |
2003-3 |
f |
John Lambert |
United States |
Author |
Management |
2004-7 |
f |
Ray Lovegrove |
United Kingdom |
in classroom |
Chemistry |
2004-4 |
f |
Meera Menon |
India |
Author |
Accounting |
2004-6 |
f |
susan miller |
United Kingdom |
Author |
Information technology |
2005-1 |
f |
A Om Prakash |
India |
Editor |
Accounting |
2004-9 |
f |
Otilia Otlacan |
Romania |
Author |
Marketing |
2004-10 |
f |
Eleni Papadopoulou |
Greece |
Author |
Law |
2004-8 |
f |
John Petroff |
United States |
Author |
Finance |
2001-9 |
f |
Sumitra Rajagopalan |
India |
Author |
Chemistry |
2004-8 |
f |
dwadasi ramanatha sastry |
India |
Author |
Physics |
2004-6 |
f |
Sangeetha Shyam |
India |
Author |
Dietetics |
2004-9 |
f |
Todd Simeone |
United States |
Author |
Computer programming |
2003-4 |
f |
Jason Solomon |
United States |
Author |
Economics |
2003-4 |
f |
Sidi Soueina |
United States |
Author |
Computer sciences |
2004-7 |
f |
Kalyani Suresh |
India |
Author |
Journalism |
2003-8 |
f |
Annie Tarzi |
Canada |
Author |
Marketing |
2004-10 |
f |
Thomas Taylor |
United States |
Author |
Education |
2004-10 |
f |
T Thomas |
India |
Author |
Management |
2004-8 |
f |
Deran Tolbert |
United States |
Author |
Human relations |
2004-4 |
f |
Marcelo Tyszler |
Brazil |
Author |
Public administration |
2005-1 |
f |
Smita Uniyal |
India |
Author |
Computer programming |
2003-1 |
f |
michael weisss |
United States |
Dean |
Nursing |
2004-9 |
s |
Kritika Chhetri |
Nepal |
Editor |
--------------- |
2005-3 |
s |
Mary Kellogg |
United States |
Volunteer for course work |
Management |
2004-1 |
s |
Martin Hilario Mapolon |
Philippines |
Faculty |
Law |
2004-7 |
s |
Hridyesh Pandey |
India |
course authors |
Dietetics |
2004-5 |
s |
John Petroff |
United States |
Executive Director |
Finance |
2003-6 |
s |
mitch shrader |
United States |
Author/Instructor |
Information technology |
2004-7 |
s |
uppalapati vas |
India |
course author |
Information technology |
2004-4 |
s |
Wojciech Wybranski |
Poland |
none |
Accounting |
2004-1 |
B.2 - IT course development team
The information technology has attracted 36 volunteer authors so far.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Mona Asnani |
India |
Author |
Information technology |
2003-6 |
f |
Aleix Cabistany |
Spain |
Author |
--- |
2005-5 |
f |
Bhaskar Choubey |
India |
Author |
Electrical/electronics technology |
2004-8 |
f |
Smitha Chunduri |
India |
Author |
Computer sciences |
2005-4 |
f |
Christopher Cole |
Jamaica |
Author |
Computer programming |
2004-4 |
f |
Oscar D'Cuire Galeano |
Honduras |
Author |
Information technology |
2005-3 |
f |
Lavanya Gopal |
India |
Author |
Information technology |
2002-12 |
f |
Anthony Grace |
Ireland |
Author |
Information technology |
2003-2 |
f |
Chris Harang |
United States |
Author |
Information technology |
2004-1 |
f |
Imran Javed |
Pakistan |
Instructor |
Information technology |
2002-12 |
f |
Hill Jeromy |
United States |
Author |
Computer sciences |
2003-2 |
f |
Johm Madiro |
Zimbabwe |
Instructor |
Computer sciences |
2005-4 |
f |
Arjun Manjunath |
India |
Author |
Computer sciences |
2005-5 |
f |
Soumya Manuel |
India |
Author |
Information technology |
2003-4 |
f |
susan miller |
United Kingdom |
Author |
Information technology |
2004-12 |
f |
Kishori Mundargi |
India |
Author |
Information technology |
2002-12 |
f |
Ndiate Ndiaye |
Senegal |
Translator |
Information technology |
2004-11 |
f |
May Nguyen |
Viet Nam |
Translator |
Political science |
2004-9 |
f |
Airton Nogueira Filho |
Brazil |
Author |
Computer programming |
2004-4 |
f |
Anish Padath |
India |
Author |
Computer sciences |
2004-3 |
f |
Balu Pillai |
India |
Author |
Information technology |
2005-5 |
f |
Vinay Poddar |
India |
Author |
Computer sciences |
2003-6 |
f |
Divya Ravishankar |
India |
Author |
Information technology |
2003-1 |
f |
Lorraine Sanford |
United States |
Author |
Computer sciences |
2004-10 |
f |
Rama Saripalle |
India |
Author |
Computer programming |
2003-5 |
f |
Todd Simeone |
United States |
Author |
Computer programming |
2003-4 |
f |
Subramaniam Sundaram |
India |
Author |
Information technology |
2004-7 |
f |
Sri TM |
India |
Author |
Computer programming |
2003-5 |
f |
Ko Ko WIN |
Myanmar |
Author |
Electrical/electronics technology |
2003-6 |
f |
Remco Woldhuis |
Netherlands |
Author |
Information technology |
2005-1 |
f |
Donald Young |
United States |
Author |
Information technology |
2004-6 |
s |
Anil Dhonde |
Canada |
Co-ordinator |
Information technology |
2005-1 |
s |
Banumathy Sridharan |
India |
Faculty/instructor |
Information technology |
2004-2 |
B.3 - ESL course development team
The English as a Second Language (ESL) is the largest single course project with 51 members. One of the reason for this is that ESL courses must contain images and audio, in addition to the text itself, and there are a number of specialists active in designing images and recording voice for the course. ESL level 1 is now approaching completion thanks to an outstandingly detailed course outline prepared by Darcy Christianson. The ESL group is at the forefront in dividing work and delegating responsibilities to team leaders for various parts of the effort.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Donald Ah Pak |
South Africa |
Translator |
Economics |
2003-12 |
f |
fanny alam |
Indonesia |
Instructor |
Languages |
2004-10 |
f |
Gopa Biswas |
India |
Author |
Languages |
2005-1 |
f |
Kritika Chhetri |
Nepal |
Author |
Languages |
2005-3 |
f |
lydia davidson |
India |
Author |
Languages |
2005-1 |
f |
Jean Delgado |
United States |
Author |
Languages |
2003-12 |
f |
harpreet dhuna |
India |
Author |
Languages |
2004-10 |
f |
soudeh ghaffari |
Iran |
Author |
Languages |
2004-8 |
f |
Wendy Griffin |
United States |
Author |
Languages |
2004-7 |
f |
vineeta gupta |
India |
Author |
Languages |
2004-10 |
f |
Kirsten Mathieson |
Canada |
Author |
Languages |
2003-12 |
f |
Kira Polevaya |
Belarus |
Author |
Languages |
2004-1 |
f |
Chaya Radin |
United States |
Author |
Languages |
2005-1 |
f |
Bina Rai |
United Kingdom |
Author |
Languages |
2004-8 |
f |
Erica S |
Canada |
a |
--- |
2003-12 |
f |
Vindhya S Singh |
India |
Proofreader |
Social sciences |
2005-4 |
f |
Kristine Salazar |
Philippines |
Author |
Languages |
2004-8 |
f |
Sangeetha Shyam |
India |
Author |
Dietetics |
2004-9 |
f |
Silvia Vargas |
United States |
Translator |
--- |
2003-12 |
s |
Danny Ashcom |
United States |
Illustrator |
Graphic design |
2005-4 |
s |
Caroline Bellec |
France |
Former ESL course coordinator |
Languages |
2004-6 |
s |
Allyson Brown |
United States |
ESL author |
Languages |
2004-8 |
s |
Darcy Christianson |
United States |
ESL project coordinator |
Languages |
2004-8 |
s |
Shannon Cole |
United States |
ESL course authoring tema |
Languages |
2004-4 |
s |
Violaine Combet |
France |
ESL course designer |
Languages |
2004-3 |
s |
Ann Cowan |
Canada |
ESL Instructor |
Languages |
2003-8 |
s |
Sara Day |
United Kingdom |
ESL Instructor |
Languages |
2003-9 |
s |
Raman Dhiman |
India |
virtual illustrator |
Graphic design |
2004-8 |
s |
Natalia Dيaz |
United States |
Audio specialist |
--- |
2005-4 |
s |
Alice Dugan |
Philippines |
Narrator for ESL course |
Languages |
2004-7 |
s |
David Earle |
Australia |
volunteer staff member (illustrator) |
Graphic design |
2004-12 |
s |
Eileen Fosnight |
United States |
Instructor |
Education |
2005-5 |
s |
David Giesbrecht |
Canada |
volunteer |
Electronics technology |
2004-9 |
s |
KELLY JENNINGS |
United States |
ESL online volunteer |
Languages |
2003-11 |
s |
Jill Jodrey |
Canada |
English as a Second Language instructor/author |
Languages |
2003-11 |
s |
Shahrazad Kablan |
Libyan Arab Jamahiriya |
English Volunteer |
Languages |
2004-2 |
s |
Tamara Katayama |
Canada |
n/a |
Education |
2005-5 |
s |
Sandra KIRAMBA |
Uganda |
ESL Course Writer |
Languages |
2004-10 |
s |
isidora Lee |
Singapore |
Translator |
--- |
2003-9 |
s |
Toni Maalouf |
Lebanon |
Executive director |
Film |
2005-4 |
s |
Wendy Matthews |
India |
Audio specialist |
Marketing |
2005-5 |
s |
Kristin Meier |
United States |
ESL program |
Languages |
2004-11 |
s |
Michelle Parks |
United States |
ESL Course Structure Team Leader |
Languages |
2004-8 |
s |
John Petroff |
United States |
Executive Director |
Finance |
2003-6 |
s |
Jaishri Prakash |
India |
Volunteer Staff |
Languages |
2004-8 |
s |
Banumathy Sridharan |
India |
Faculty/instructor |
Information technology |
2004-2 |
s |
Xin (Celia) Xin |
China |
Illustrator |
Graphic design |
2005-5 |
B.4 - Arabic translation team
The Arabic translation team has made good progress in 2004 and should be congratulated.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
T. A.S. |
Select country |
F |
--- |
2003-6 |
f |
Elissar Abdul-Khalek |
Lebanon |
Translator |
--- |
2004-10 |
f |
Rula Al-Qedrah |
United Arab Emirates |
Translator |
--- |
2004-3 |
f |
Tara Al-Sayed |
Iraq |
Translator |
--- |
2003-8 |
f |
Sarah Ayad |
Egypt |
Translator |
--- |
2003-9 |
f |
Ahmed Ebeid |
Egypt |
Translator |
--- |
2004-7 |
f |
Mona El-Zayyat |
Egypt |
Translator |
--- |
2003-6 |
f |
Rima Fattouh |
Lebanon |
Translator |
--- |
2004-7 |
f |
Omaima Gassim |
Sudan |
Translator |
--- |
2003-6 |
f |
nadine haddad |
Jordan |
Translator |
--- |
2004-3 |
f |
ammar jallawi |
Iraq |
Translator |
--- |
2004-10 |
f |
Naoual Jidal |
Canada |
Translator |
--- |
2003-12 |
f |
Hanan kuzat |
Other |
Translator |
Mathematics |
2004-6 |
f |
Muhammad Mohammed |
Singapore |
Translator |
--- |
2004-9 |
f |
Ossama Nabil |
Egypt |
Translator |
--- |
2003-11 |
f |
Ely Ould Ahmed Salem |
Mauritania |
Translator |
Mathematics |
2003-12 |
f |
Samir Sayed |
Egypt |
Translator |
--- |
2004-8 |
f |
Marie-Gael Taverni |
France |
Translator |
--- |
2003-9 |
f |
Wen Hua WU |
China |
Translator |
Computer programming |
2003-6 |
f |
Ammar Youzbashi |
Syrian Arab Republic |
Translator |
Information technology |
2004-4 |
s |
Hadeel AlSayegh |
Canada |
Volunteer coordinator |
--- |
2003-6 |
s |
Alia El Shazly |
Egypt |
Translator |
--- |
2003-4 |
s |
Karam El-Mubasher |
United States |
Arabic Programs Coordinator |
Law |
2003-9 |
s |
Yasir Elsanousi |
Sudan |
Translator |
Medecine |
2003-11 |
s |
nadine haddad |
Jordan |
n/a |
--- |
2004-3 |
s |
mousa hasan |
Jordan |
INSTRUCTOR |
Accounting |
2004-10 |
s |
Suha Ismai'l |
Jordan |
PEOI country representative, Arabic Translation Te |
--- |
2004-8 |
s |
reem Ismail |
Egypt |
Student advisor |
Marketing |
2005-2 |
s |
Reem Labib |
Egypt |
translator |
--- |
2003-9 |
s |
petra mokdad |
Lebanon |
Student advisor |
Medecine |
2005-5 |
s |
shahnaz nashef |
United States |
arabic translation |
--- |
2004-11 |
s |
John Petroff |
United States |
Executive Director |
Finance |
2003-6 |
s |
Karmen Sakhr |
Brazil |
Arabic Translator |
Law |
2003-9 |
s |
tarek saleh |
Egypt |
PEOI egypt & mid east |
Computer sciences |
2003-12 |
s |
sylva saleh |
Lebanon |
none |
--- |
2004-9 |
s |
nadia serhani |
Morocco |
French translator |
Finance |
2003-7 |
s |
rasha shoura |
Egypt |
Translator |
Journalism |
2005-5 |
s |
Dami Younes |
Morocco |
volunteer staff members |
--- |
2004-5 |
B.5 - Bahasa Indonesia translation team
Bahasa Indonesia was introduced in mid 2004, and has shown a spectacular start.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
fanny alam |
Indonesia |
Instructor |
Languages |
2004-10 |
f |
Ateng Albert |
Indonesia |
Translator |
--- |
2005-1 |
f |
Dwi Anoraganingrum |
Indonesia |
Translator |
Information technology |
2004-7 |
f |
Sabrina Bahar |
Indonesia |
Translator |
Marketing |
2005-5 |
f |
Ria Butarbutar |
Indonesia |
Translator |
Architecture |
2005-1 |
f |
audrey damayanti |
Indonesia |
Translator |
--- |
2005-4 |
f |
Eko Koesyanto |
Indonesia |
Translator |
Communications |
2005-4 |
f |
Dmitri Lessy |
Indonesia |
Translator |
--- |
2004-6 |
f |
Eka Orr |
Indonesia |
Translator |
Accounting |
2004-8 |
f |
Dessy Pulungan |
Indonesia |
Acting Coordinator of Bahasa Indonesia Translation |
Finance |
2005-1 |
f |
Rina Samsudin |
Indonesia |
Translator |
--- |
2005-1 |
f |
akino tahir |
Indonesia |
Translator |
--- |
2004-6 |
f |
amelia tampubolon |
Indonesia |
Translator |
--- |
2005-1 |
f |
Intan Vierke |
Indonesia |
Translator |
Marketing |
2004-10 |
f |
Chin Way |
Malaysia |
Translator |
Electronics technology |
2005-2 |
f |
Billy Wibisono |
Indonesia |
Translator |
--- |
2004-7 |
f |
veronika wu |
Indonesia |
Translator |
--- |
2004-10 |
s |
rennta chrisdiana |
Indonesia |
Translator |
--- |
2005-1 |
s |
Dina Faoziah |
Indonesia |
Bahasa Indonesia translation team |
--- |
2004-10 |
s |
Bertrand Gunawan |
Indonesia |
Transalator |
--- |
2004-8 |
s |
Hendrik Rupang |
Indonesia |
Translator |
--- |
2005-5 |
s |
Rina Samsudin |
Indonesia |
Bahasa Indonesian Translation Team Members |
--- |
2004-11 |
s |
Heny Soelistyowati |
Indonesia |
volunteer |
--- |
2004-6 |
s |
Oetomo Susanto |
Indonesia |
Translator |
--- |
2004-5 |
s |
fanny syariful alam |
Indonesia |
volenteer staff |
--- |
2004-7 |
s |
akino tahir |
Indonesia |
volunteer |
--- |
2004-8 |
s |
veronika wu |
Indonesia |
translator |
--- |
2004-10 |
B.6 - Chinese translation team
The Chinese team has rejuvenated with the opening of its own URL at www.peoi.hk. The Chinese web site is now available to a partner institution, Beijing Social University, which partnership was made possible with the good efforts of Young Tay and Yanan Zhang.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
F |
Donald Ah Pak |
South Africa |
Translator |
Economics |
2003-12 |
F |
wu bei |
China |
Translator |
--- |
2004-6 |
F |
Lan Chen |
China |
Translator |
Finance |
2005-4 |
F |
Aiping Chen |
China |
Translator |
Computer sciences |
2005-4 |
F |
Jian Chen |
China |
Translator |
--- |
2005-3 |
F |
Joyce Curran |
United Kingdom |
Translator |
--- |
2004-12 |
F |
Ellen Dou |
China |
Translator |
--- |
2003-7 |
F |
Ka Ming Fong |
China |
Translator |
--- |
2004-8 |
F |
JingJing Hu |
China |
Translator |
--- |
2004-6 |
f |
Yan Jiao |
China |
Translator |
--- |
2003-11 |
f |
Khoo Kay Hao |
Malaysia |
Translator |
--- |
2004-6 |
f |
Zhao Ke |
China |
Translator |
--- |
2005-1 |
f |
Kwok Ying Cecilia Lam |
United Kingdom |
Translator |
--- |
2004-11 |
f |
lee leander |
China |
Translator |
--- |
2003-8 |
f |
Nisi Li |
China |
Translator |
--- |
2004-3 |
f |
Jiantao Li |
China |
Translator |
Management |
2003-12 |
f |
Olivia Lo |
China |
Translator |
--- |
2003-6 |
f |
jian heng LUO |
China |
T |
--- |
2003-6 |
f |
Lau Man Ying |
China |
Translator |
--- |
2003-6 |
f |
May Nguyen |
Viet Nam |
Translator |
Political science |
2004-9 |
f |
Lo Nicole |
China |
Translator |
--- |
2003-7 |
f |
Jiamin Shi |
China |
Translator |
Economics |
2004-5 |
f |
Janet Stuart |
Taiwan |
Translator |
Computer programming |
2004-5 |
f |
Jiani Wang |
China |
Translator |
--- |
2003-7 |
f |
Janet Wang |
United Kingdom |
Translator |
--- |
2004-11 |
f |
Michael Chi On Wong |
United States |
Translator |
--- |
2004-7 |
f |
Wen Hua WU |
China |
Translator |
Computer programming |
2003-6 |
f |
Yuxia Xiao |
Canada |
Translator |
Information technology |
2005-1 |
f |
Lin Xuan |
China |
Translator |
--------------- |
2005-4 |
f |
Liu yong |
China |
Translator |
--- |
2004-7 |
f |
Fan Zhang |
China |
Translator |
Economics |
2005-3 |
f |
YU ZHANG |
China |
Translator |
--- |
2003-6 |
f |
Yan Zhang |
China |
Translator |
--- |
2004-8 |
f |
Yanan Zhang |
China |
Chinese Programs Coordinator |
Law |
2003-6 |
f |
wu zheng |
China |
Translator |
Management |
2003-12 |
f |
Pei Zhi |
China |
A |
--- |
2003-6 |
s |
yq hu |
China |
Translator |
--- |
2005-5 |
s |
Yan Jiao |
China |
Chinese translator |
--- |
2003-9 |
s |
Man Ying Lau |
China |
Chinese Translation Team |
--- |
2003-6 |
s |
isidora Lee |
Singapore |
Translator |
--- |
2003-9 |
s |
Dahang Li |
China |
Translator |
--- |
2005-2 |
s |
Guan Yu Lin |
Taiwan |
webmaster |
--- |
2003-6 |
s |
Jialiang Liu |
China |
English-Chinese Translation/Co-web master |
--- |
2003-6 |
s |
Jesse Liwag |
Philippines |
Course Author |
Information technology |
2003-5 |
s |
jian heng LUO |
China |
Former team coordinator |
--- |
2003-6 |
s |
John Petroff |
United States |
Executive Director |
Finance |
2003-6 |
s |
Lo Shu Ning |
China |
Chinese translator |
--- |
2003-7 |
s |
tang terry |
China |
translator |
--- |
2005-1 |
s |
Wu-Lieh Wu |
China |
Translator |
--- |
2005-3 |
s |
Yuchun Xu |
China |
Staff volunteer for chinese translation group |
--- |
2003-10 |
s |
Yee Siew Yong |
Malaysia |
Chinese translator |
--- |
2003-10 |
s |
Hailiang Zang |
China |
Author |
--- |
2003-6 |
B.7 - French translation team
The French team was first to create a new course not initially written in English. Translation of courses in French is most advanced and students have started to enroll in some.
Here is a report from Sandrine Cortet, French Programs Coordinator:
“In 2004, I met again –like in 2003- exceptional personalities while coordinating the French speaking team, it is great to think that PEOI is becoming a platform where people share their willingness to help and their hope for a world where Education should be a right for everyone everywhere.”
“Progress in the courses translation completion Courses French translation pursued its progress in 2004. Now, the two first translated courses: Microeconomics and Macroeconomics are almost completed. Both Accounting Parts are almost done too. Note that Naoual Jidal has translated 18 chapters into French while she was translating the courses in Arab as well. Now, what we need is a course review to ensure the coherence of each whole course and to point out possible errors.”
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Souraya Ahamada |
France |
Administrative assistant |
--- |
2005-2 |
f |
Gbesso Assouan |
Togo |
Translator |
Management |
2003-7 |
f |
Bertrand BAUDELET |
Belgium |
Translator |
--- |
2003-2 |
f |
PASCALE BOLAZZI |
France |
Translator |
--- |
2003-5 |
f |
annabelle Boussault |
France |
Translator |
--- |
2003-9 |
f |
Anne-Cécile Cabot |
France |
Translator |
Economics |
2003-4 |
f |
Laurent Cazalet |
France |
Translator |
--- |
2003-8 |
f |
Berengere Cortade |
France |
Design coordinator |
--- |
2003-8 |
f |
Sandrine Cortet |
France |
Translator |
Economics |
2002-12 |
f |
Emmanuel Coulombeix |
France |
Translator |
--- |
2003-11 |
f |
Edith Daurier |
France |
Translator |
--- |
2003-4 |
f |
Marie-Noëlle de Chadarévian |
Lebanon |
Translator |
--- |
2004-7 |
f |
jean-francois de laulanie |
France |
Translator |
Economics |
2003-9 |
f |
Claire DERVISHAJ |
France |
Translator |
--- |
2003-4 |
f |
Sandrine DOSSOU-YOVO |
Benin |
Translator |
--- |
2003-5 |
f |
Caroline DRUET |
France |
Translator |
--- |
2003-9 |
f |
Caroline Druet |
France |
Translator |
--- |
2003-5 |
f |
Delia Dunca |
Romania |
Translator |
--- |
2003-9 |
f |
Odile Grisard |
France |
Translator |
--- |
2003-6 |
f |
Olivier Guise |
France |
Treasurer |
--- |
2003-8 |
f |
Martha Jeans |
United States |
Translator |
--- |
2004-7 |
f |
Lydie Laforet |
France |
Translator |
Economics |
2003-5 |
f |
Cécile Lambert |
France |
Translator |
--- |
2003-4 |
f |
Bakalli Marlen |
France |
Translator |
--- |
2003-3 |
f |
Gertrude Obi |
United States |
Translator |
--- |
2004-8 |
f |
Yolène ORS |
France |
Translator |
--- |
2003-5 |
f |
Fifen Paul |
Cameroon |
Translator |
Marketing |
2003-1 |
f |
marie-sophie petit |
France |
Translator |
--- |
2004-11 |
f |
Rachel Powell |
United Kingdom |
T |
--- |
2003-3 |
f |
Sophie Richard Couarraze |
France |
Translator |
Engineering (mechanical) |
2003-4 |
f |
Pierre-Alain Richardot |
France |
Translator |
--- |
2004-8 |
f |
Jane-Mary Rivière |
Mauritius |
Translator |
--- |
2005-5 |
f |
nicolas roys |
France |
Translator |
Economics |
2003-7 |
f |
nadia serhani |
Morocco |
Translator |
Tourism |
2003-8 |
f |
Gabrielle Shaughness |
United States |
Translator |
--- |
2003-4 |
f |
Marie-Gael Taverni |
France |
Translator |
--- |
2003-9 |
f |
Olivier TIA TIONG FAT |
France |
Translator |
Finance |
2003-4 |
f |
gwennola villedary |
Canada |
Translator |
--- |
2003-3 |
s |
Abdouramane Boureima |
Niger |
Proofreader |
Accounting |
2005-2 |
s |
Maryse Breton |
Canada |
Translator |
Library sciences |
2005-4 |
s |
Valériane CARIOU |
France |
Volunteer |
--- |
2004-3 |
s |
Sandrine Cortet |
France |
French Programs Coordinator |
--- |
2003-5 |
s |
Carine Costanzi |
France |
volunteer translator |
--- |
2004-2 |
s |
Emmanuel Coulombeix |
France |
French country representative |
--- |
2003-11 |
s |
Elsa Deland |
Canada |
Translator |
--- |
2004-10 |
s |
Noel Hatch |
United Kingdom |
New Course Development Coordinator |
--- |
2004-12 |
s |
Anne LACOUR |
France |
translator |
--- |
2004-3 |
s |
Marc Lamontagne |
Canada |
volunteer |
--- |
2004-5 |
s |
Lysiane Legros |
France |
volunteer translator |
--- |
2004-2 |
s |
yolene ors |
France |
translator |
--- |
2003-5 |
s |
Laurence POITTEVIN |
France |
Translator |
--- |
2004-2 |
s |
Aina Ramarijaona |
Madagascar |
French translator |
Accounting |
2004-10 |
s |
Haingonirina Ramaroson |
France |
traducteur/trice anglais-français |
--- |
2004-3 |
s |
Claire Richardot |
France |
Translation |
--- |
2004-10 |
s |
denay Sylvie |
Belgium |
Volonteer |
--- |
2004-4 |
s |
Julie Tardy |
France |
French language team member |
--- |
2004-11 |
s |
Olivier Vilayphiou |
France |
volunteer |
--- |
2004-3 |
The French team includes a number of local country representatives. Here are comments offered by Edner Previlon, Country Representative in Haiti:
“I worked during 2004 for PEOI. I received 4 flyers from the organization. I did more than 30 copies of them at my charge and I dispatched them in different schools of Haiti Capital especially in K12 grades. To be honest, in certain areas of the city, insecurity is high. For me, the experience is positive, however I still have students questions not easy to answer. I hope to receive the 2004 annual report soon with numerous flyers too. Here is my idea of volunteer commitment: Volunteering is here even if we can’t see it. It usually comes without official support. It is not because good actions are not especially natural that we don’t have to cultivate them.”
B.8 - German translation team
Good progress was made in 2004 until the former coordinator was forced to give her responsibilities at PEOI. Nevertheless, the team has recovered thanks to its devoted volunteers.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Lydia Agyemang |
Germany |
Translator |
Political science |
2005-2 |
f |
Frank Brockmeier |
Germany |
Translator |
Languages |
2005-1 |
f |
Laura Gierse |
Germany |
Translator |
--- |
2004-11 |
f |
Nanna Gorbach |
Germany |
Translator |
--- |
2004-11 |
f |
Julia Gutte |
Germany |
Translator |
--- |
2004-6 |
f |
Jana Hammermueller |
Germany |
Translator |
--- |
2004-7 |
f |
Maris Sven Harster |
Germany |
Translator |
--- |
2004-1 |
f |
Bettina Hofstaetter |
Germany |
Translator |
--- |
2004-4 |
f |
Ivonne Karstedt |
Germany |
Translator |
--- |
2005-4 |
f |
Annette Kolb |
Germany |
Translator |
Political science |
2005-4 |
f |
Ninetta Kosswig |
Germany |
Translator |
--- |
2004-12 |
f |
Claus Lacom |
Austria |
Translator |
--- |
2004-12 |
f |
Sylvia McCreary |
Germany |
Translator |
--- |
2004-5 |
f |
Ines Meier |
Germany |
Translator |
--- |
2004-9 |
f |
Silke Nierling |
Germany |
Translator |
--- |
2004-5 |
f |
Zubair Quraishi |
United Kingdom |
Translator |
Information technology |
2004-4 |
f |
David Reuker |
Germany |
Translator |
--- |
2003-5 |
f |
Caterina Schmidt |
Germany |
Translator |
International business |
2004-6 |
f |
Kirsten Schmidt |
Germany |
German Programs Coordinator |
--- |
2005-4 |
f |
Prabhjote Sidhu |
United Kingdom |
Translator |
--- |
2005-1 |
f |
Jeannette Stankowski |
Germany |
Translator |
Biological technology |
2005-2 |
f |
Melanie Stefan |
Austria |
Translator |
--- |
2005-5 |
f |
Daniela Toepper |
Germany |
Translator |
Tourism |
2005-5 |
f |
Christian Trede |
Germany |
Translator |
--- |
2004-3 |
f |
diana wieser |
Germany |
Translator |
--- |
2003-6 |
f |
julia winkler |
Germany |
Translator |
--- |
2004-5 |
s |
Philip Graze |
Germany |
translator |
--- |
2003-9 |
s |
Dorothea May |
United States |
Translator |
--- |
2003-7 |
s |
Svenia Nierling |
Germany |
Translator |
--- |
2003-6 |
s |
Tim Salomon |
Germany |
Country representative |
Education |
2005-2 |
s |
Caterina Schmidt |
Germany |
Volunteer |
--- |
2004-6 |
s |
uli semmelmann |
Germany |
translator |
--- |
2003-12 |
s |
Perihan Soylu |
Germany |
translator |
--- |
2004-1 |
s |
Verena Voges |
Germany |
Former German Programs Coordinator |
--- |
2003-5 |
s |
André Voges |
Germany |
Translator |
--- |
2003-9 |
s |
K Wesley-Wells |
United Kingdom |
n/a |
--- |
2004-5 |
B.9 - Russian translation team
The following is a report from Alla Kareeva, Russian team coordinator:
“I learned about PEOI while visiting the UNV's Online Volunteering site. I started with translation of microeconomics courses from English into Russian. It was always a great pleasure for me to obtain new knowledge and I was happy to assist in providing similar opportunity to others. I was impressed when I realized grand scale of the project; living in different countries and speaking in different languages, all PEOI’s volunteers are joined by one goal, that is to provide free education to anyone in the world. “
“At present our team is working on translation of 5 courses. There is a lot of work to be done. But I think 2005 will be important for formation of the Russian part of PEOI. Our goal for this year is to complete translation of the general text and at least two courses. Upon achievement of this goal we will be able to welcome first Russian-speaking students on our web-site.”
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Anar Akhmedov |
Azerbaijan |
Translator |
--- |
2004-7 |
f |
Vester Anna |
Russia |
Translator |
--- |
2004-10 |
f |
Fania Balabanova |
Russia |
Translator |
--- |
2004-11 |
f |
Serdar Bayriyev |
Turkmenistan |
Translator |
Economics |
2003-4 |
f |
Joulia Fraser |
Russia |
Translator |
--- |
2004-11 |
f |
Ashraf Hajiyev |
Azerbaijan |
Translator |
Economics |
2003-3 |
f |
Liliana Hanna |
Republic of Moldova |
Translator |
--- |
2003-9 |
f |
Jenny Izaguirre |
Venezuela |
Translator |
--- |
2004-7 |
f |
Alla Kareva |
Russia |
Russian programs coordinator |
Political science |
2004-7 |
f |
ingrid kokajev |
Estonia |
Translator |
--- |
2003-8 |
f |
Elena Nekhorochkova |
Russia |
Translator |
Languages |
2005-2 |
f |
A Om Prakash |
India |
Editor |
Accounting |
2004-9 |
f |
Marina Orlova |
Canada |
Translator |
--- |
2004-7 |
f |
Sumitra Rajagopalan |
India |
Author |
Chemistry |
2004-8 |
f |
Mikhail Sher |
Russia |
Translator |
--- |
2002-11 |
f |
Elena Shulyakovskaya |
Russia |
Translator |
Physics |
2004-3 |
f |
Viktoria Skripkina |
Russia |
Translator |
Finance |
2004-7 |
f |
Valentin Titov |
Russia |
Translator |
Finance |
2003-12 |
f |
Yelena Wedekind |
Russia |
Translator |
--- |
2004-2 |
s |
Larissa Natarelli |
Russia |
Staff Translator (English/Russian) |
--- |
2004-10 |
B.10 - Spanish translation team
Warm thanks to volunteers of the Spanish translation team for their work.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
Eduardo Alcalل |
Venezuela |
Translator |
--- |
2003-10 |
f |
Carlos ءlvarez Aragüés |
Spain |
Translator |
--- |
2004-3 |
f |
Marيa Carmen Andrés-Pérez |
Spain |
Translator |
--- |
2003-12 |
f |
Miguel Arce |
Colombia |
Translator |
Economics |
2003-1 |
f |
Ashley Armato |
United States |
Translator |
--- |
2003-3 |
f |
marcela baker |
Chile |
Translator |
--- |
2005-1 |
f |
Ana Ballesteros |
Spain |
Translator |
Law |
2004-7 |
f |
laura banet |
Argentina |
Translator |
--- |
2004-3 |
f |
Cecilia Bembibre |
Argentina |
Translator |
--- |
2003-11 |
f |
Samanta Calabrَ |
Argentina |
Spanish team coordinator |
--- |
2004-2 |
f |
Patricia CASEY |
Argentina |
Translator |
Marketing |
2003-2 |
f |
Dorka Casilla Castillo |
Dominican Republic |
Translator |
--- |
2005-1 |
f |
alex coronel |
Ecuador |
Translator |
Finance |
2005-2 |
f |
Javier Cosp |
Paraguay |
Translator |
--- |
2003-1 |
f |
Alexis Crespo |
United States |
Translator |
--- |
2004-1 |
f |
Fatima Da Silva |
Venezuela |
Translator |
--- |
2004-10 |
f |
Juliana Damm |
Argentina |
Accountant |
--- |
2005-2 |
f |
Mariana de Giuli |
Argentina |
Translator |
Political science |
2004-2 |
f |
Ana Delgado |
Spain |
Translator |
--- |
2004-10 |
f |
Beatriz Delhom Viana |
Spain |
Translator |
--- |
2004-6 |
f |
Yolanda Dempsey |
Spain |
Translator |
--- |
2002-12 |
f |
GARCIA EDWIN |
Ecuador |
Translator |
--- |
2004-1 |
f |
Andrea Elisii |
Argentina |
Translator |
--- |
2003-12 |
f |
ALMA GARCIA |
Mexico |
Treasurer |
--- |
2003-6 |
f |
ALMA GARCIA |
Mexico |
Translator |
--- |
2003-6 |
f |
Olga Garcيa Morilla |
Spain |
Translator |
--- |
2004-7 |
f |
Jorge Garrido Ibarrez |
Spain |
Translator |
--- |
2004-8 |
f |
Karime Garza |
Mexico |
Translator |
--- |
2004-7 |
f |
Jaime Gracia |
United States |
Translator |
--- |
2004-7 |
f |
Valeria Ibarra |
El Salvador |
Translator |
Economics |
2005-2 |
f |
Jenny Izaguirre |
Venezuela |
Translator |
--- |
2004-7 |
f |
Eva Madrid |
Spain |
Translator |
--- |
2005-1 |
f |
deidre martinez |
Mexico |
Translator |
--- |
2005-1 |
f |
LORENA MARTINEZ CARRION |
Spain |
Translator |
--- |
2005-1 |
f |
Yamila Montaperto |
Argentina |
Translator |
--- |
2004-1 |
f |
Juan Carlos Moran Plata |
Mexico |
Translator |
--- |
2003-9 |
f |
Mariana Perales |
Mexico |
Acting Coordinator of Spanish Programs |
Political science |
2005-4 |
f |
Princesa Perez |
Dominican Republic |
Translator |
Marketing |
2003-10 |
f |
Cecilia Perla |
Peru |
Translator |
Economics |
2005-1 |
f |
Clara Perrin |
Peru |
Translator |
International business |
2004-3 |
f |
SANDRA RASCON |
Spain |
Translator |
--- |
2004-9 |
f |
Pamela Romero |
Ecuador |
Translator |
Economics |
2003-9 |
f |
Veronica Rubio |
Mexico |
Translator |
Finance |
2003-3 |
f |
Concepciَn Ruiz |
Spain |
Translator |
--- |
2003-10 |
f |
Yamilah Ruiz de Morey |
Peru |
Translator |
--- |
2003-12 |
f |
daniel Schein |
Argentina |
Translator |
Languages |
2005-2 |
f |
Oscar Solis |
Mexico |
Translator |
--- |
2004-6 |
f |
Blanca Suarez |
Ireland |
Translator |
--- |
2003-1 |
f |
Daniel Valcarce Fdez |
Spain |
Translator |
--- |
2004-7 |
f |
Ricardo Vanegas |
Colombia |
Translator |
Finance |
2004-4 |
f |
Silvia Vargas |
United States |
Translator |
--- |
2003-12 |
f |
Ana Vasquez Lachi |
Peru |
Translator |
--- |
2003-10 |
f |
Lorraine Vega |
United States |
Translator |
Information technology |
2004-3 |
f |
Maria Vidal |
Chile |
Group coordinator |
Economics |
2004-6 |
f |
Leonardo Vila |
United States |
Translator |
Accounting |
2004-6 |
s |
Cecilia Bembibre |
Argentina |
Volunteer |
--- |
2003-11 |
s |
Valeria Bernier |
United States |
Volunteer Spanish/English Translator |
--- |
2004-5 |
s |
MILTON CADENA |
Ecuador |
ENGLISH TO SPANISH TRANSLATOR |
Public administration |
2003-10 |
s |
Maria Canete |
Argentina |
Spanish Translator - Volunteer |
--- |
2004-7 |
s |
Sabela Castro Jiménez |
Spain |
volunteer |
--- |
2004-10 |
s |
Sylvia Coates |
United States |
Spanish Translator |
--- |
2003-9 |
s |
Jeannette Cruz |
United States |
Volunteer |
--- |
2004-7 |
s |
Richar Cruz |
Dominican Republic |
programing course author |
Computer sciences |
2003-11 |
s |
Richard Cruz |
Dominican Republic |
sound files and voice recognition |
Computer sciences |
2004-1 |
s |
Rodrigo Diaz De la Peٌa |
Mexico |
Spanish Programs Coordinator |
Accounting |
2003-5 |
s |
david gascon larios |
Mexico |
none |
--- |
2004-2 |
s |
Noel Hatch |
United Kingdom |
New Course Development Coordinator |
--- |
2004-12 |
s |
Thomas Lehwing |
New Zealand |
translator English to Spanish |
--- |
2004-4 |
s |
Yamila Montaperto |
Argentina |
Translation |
--- |
2004-1 |
s |
Sarah Montoya |
United States |
Spanish Translator |
--- |
2003-9 |
s |
ANA PEDRAZA |
United States |
spanish translator |
--- |
2003-10 |
s |
Elizabeth Pedraza |
United States |
translator |
--- |
2003-9 |
s |
Luis Pineda Rodas |
Guatemala |
Translator |
--- |
2003-9 |
s |
Marta Taboas |
Spain |
translator |
--- |
2003-9 |
s |
Patsy Wilcher |
United States |
Spanish Translation Volunteer Coordinator |
--- |
2003-12 |
s |
Jairo Zacarias |
United States |
N/A |
--- |
2004-7 |
s |
Roberto Zuniga |
United States |
translator |
--- |
2003-9 |
B.11 - Country representatives team
Country representatives have been instrumental in making PEOI known in many countries. Some of the new volunteers and students are made aware of PEOI as this word of mouth spreads in numerous countries.
|
Volunteer |
Location |
Qualification |
Discipline |
Started |
f |
eirini kalpaxidou |
United Kingdom |
Country representative |
--- |
2005-1 |
f |
Samuel Michel |
Haiti |
Country representative |
--- |
2004-1 |
f |
MAKENGO SONGA Stéphane |
Democratic Republic of the Congo |
Country representative |
--- |
2003-7 |
f |
|
|
|
|
|
f |
Clairine Yomi Mbanga |
Cameroon |
Country representative |
--- |
2004-6 |
s |
Muhammad Al-Humaigani |
Saudi Arabia |
PEOI Saudi Arabia country representative |
Computer sciences |
2003-10 |
s |
Didace Baranderetse |
Belgium |
Representative / Belgium |
--- |
2003-9 |
s |
melaku Behailu |
Ethiopia |
Ethiopia country representative |
Library sciences |
2005-2 |
s |
Nuruddin Boateng |
Ghana |
Country Representative |
--- |
2003-8 |
s |
Bhuchitra Borgohain |
India |
Assam local representative |
--- |
2004-9 |
s |
Joanna Chalmers |
Australia |
Partner Institutions Coordinator |
--- |
2003-5 |
s |
Kritika Chhetri |
Nepal |
Editor |
--------------- |
2005-3 |
s |
Aitazaz Farooq |
Pakistan |
Pakistan Country Representative |
--- |
2003-5 |
s |
judy gichoya |
Kenya |
kenya country representative |
--- |
2003-7 |
s |
Zakariyya Hussain |
Maldives |
Maldives Country Representative |
--- |
2003-5 |
s |
Suha Ismai'l |
Jordan |
PEOI country representative, Arabic Translation Te |
--- |
2004-8 |
s |
Nelson kimanzi |
Kenya |
Country representative |
--- |
2005-1 |
s |
Ndongmo Lilian |
Cameroon |
Volunteer |
--- |
2004-8 |
s |
RAVI MISHRA |
India |
PEOI country respresentative |
--- |
2005-1 |
s |
Victor Muoneke |
Nigeria |
Country representative |
--- |
2003-5 |
s |
Gbesso Paulin |
Togo |
translator |
--- |
2003-7 |
s |
Abd Rahman |
Pakistan |
Country Representitive |
--- |
2004-2 |
s |
Tay Yong |
Singapore |
Singapore Country Representative |
--- |
2003-5 |
s |
Mariam Zahid |
Pakistan |
Editor or Country Representative |
--- |
2003-12 |
s |
Mariam Zahid |
Pakistan |
Pakistan Country Representative |
--- |
2003-6 |
C - Board of Directors
Currently, PEOI’s board of directors consists of the following 25 members:
1- MANNAVA RAMANA BABU from India, Employment Officer at India Dept of Labour, board member since March 2005
2- Kenneth Barden from USA living in Republic of Palau, attorney, board member since July 2003
3- Rinku Bhattacharya, DBA, from India living in Valhala, NY, USA, Hunter College Adjunct Professor-Accounting and Management, board member since July 2004
4- Mihai Caramihai from Bucharest, Romania, Ph.D., executive director Biotechnology Research of Education Ministry, board member since March 2004
5- Ndeye Diagne,Ph.D. Physics, from Silver Springs, MD, USA, Math Dept Chair, Washington Techonlogy High School, board member since March 2005
6- Johannes Glas from Zurich, Switzerland, project manager SAP, board member since March 2004
7- Cauvery Sachdeva Handa from India living in Bartlett, TN, USA, graphic and web designer, board member since July 2004
8- Jeanne M. Henry from Terre Haute, MI, USA, clinical consultant and psychological counsellor, board member since March 2003
9- carol Hosay from San Francisco, CA, USA, Kaiser Foundation training consultant, board member since July 2004
10- Vivek Jamwal from Singapore, IT supervisor National Computer Systems, board member since March 2005
11- anohar john from Trivandrum, India, non-profit management specialist, board member since July 2004
12- John Lambert from St. Rose, LA, USA, Southeastern Louisiana University lecturer, board member since November 2004 (Note: resigned April 2005)
13- Carol Law from Brampton, Ontario, Members Services Manager, Parr + Associates Management Services, board member since November 2004
14- Poi Kee Frederick Low from Singapore, Programme Coordinator, TRANS Family Service Centre, board member since July 2003
15- Nizam Sulaiman Saad Mryan from Jordan, Head of Health & Safety for Government of Dubai, board member since March 2005
16- Michael Palmer from Ireland, Premier Conferencing Operations Director , board member since March 2005
17- John Petroff from Conesville, NY, USA, retired professor of finance and economics, board member since March 2001
18- Guilherme Rodrigues from Rio de Janeiro, Brazil, Motivo&Acao Research Institute marketing research specialist , board member since July 2004
19- Romina Sengara from New York, NY, IT Business Consultant, board member since November 2002
20- Peter Short from Western Australia now working in Fiji, Program Manager, Fiji Education Sector Program, board member since November 2004
21- Stacy Speidel from Rochester, NY, USA recruitment and IT specialist, A+ Consulting, board member since November 2003
22- Nazim Syed from Dammam Saudi Arabia, Budget-Rent-a-car Account Manager, board member since November 2004
23- Maree Weir from Sydney, Australia, training and ESL, Australian Defence Organization, board member since November 2003
24- Peter Wells from UK living in Bucharest, Romania, UNESCO Program Manager, board member since July 2004
25- Abidin Yildirim from Turkey, Instructor (Computer and Electronics) UAB, AL, USA, board member since March 2004
D - Financial Statements
Professional Education Organization International
Statement of Revenues and Expenses
for year ending 12 /31/2004
Revenues (in US $)
Work contribution of text development 47,174.00
Work contribution of questions development 8,529.00
Subtotal course development for 2004 55,703.00
Work contribution educational web service 19,340.00
Subtotal of work contribution 75,043.00
Cash contribution 529.94
Subtotal contributions 75,572.94
Interest income on bank account 19.21
Total revenues 75,592.15
Expenses
Utilities 515.35
Internet 240.00
Telephone 275.35
Printing, Postage, Publications 1,794.77
Printing supplies 315.57
Publications 539.00
Postage 904.20
Other 39,236.77
Educational web service 19,340.00
Amortization (50%) capitalized course dev. 19,329.00
Subtotal educational expense 38,669.00
State fees 75.00
Depreciation (33%) equipment 493.27
.
Total Expenses 41,510.89
Net Revenues less Expenses 34,081.26
========
Balance sheet
As of 12/31/2003 * as of 12/31/2004
Assets
Cash $ 4,822.01 $ 1,508.20
Equipment (net) 996.57
Capitalized course development 38,659.00 75,021.50
Liabilities -0- -0-
Net Assets $ 43,481.01 $ 77,526.27
========= ========
* Note: Financial statements for 2003 reported in PEOI’s 2003 Annual Report have been restated.