rfc1941.txt

著名的RFC文档,其中有一些文档是已经翻译成中文的的.

   8, "Suggested Reading." Other books about the Internet and how to get
   connected to it are available and new ones are being published. Check
   libraries, bookstores, and booksellers' catalogs. Two lists of
   Internet providers available via the World Wide Web can be found in
   Section 9, "Resources and Contacts" along with the Consortium for
   School Networking.  The global regional Network Information Centers
   (NICs) such as the Reseaux IP Europeens Network Coordination Centre
   (RIPE NCC) in Europe can also provide a list of service providers.
   The Asia Pacific Network Information Center (APNIC) in the Pacific
   Rim will have a similar list in the near future. These two NICs are
   listed in Section 9, "Resources and Contacts."

4.2  What are the other costs associated with having Internet access?

   When budgeting for your school's Internet connection there are a
   number of factors to consider that might not seem immediately
   obvious. Technical support and training will incur additional ongoing
   costs, even if those costs show up only as someone's time. Equipment
   will need to be maintained and upgraded as time passes, and even when
   all teachers have received basic Internet training, they will most
   likely have questions as they explore and learn more on their own. A
   general rule for budget planning is this: for every dollar you spend
   on hardware and software, plan to spend three dollars to support the
   technology and those using it.

   It will be necessary for your school to have some technical expertise
   on-site. (See also Question 4.4.) Your network access provider may
   offer training and support for technical issues, and other groups



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   also offer formal classes and seminars. If your school has designated
   technical personnel, they will be good candidates for such classes
   and seminars. If your school does not have designated technical
   personnel, a teacher or other staff member with a strong interest may
   take on the task of becoming the local expert, but a better solution
   is to have someone dedicated to this at least part time. Students can
   help local experts maintain equipment and do other tasks, which
   allows them to learn new skills at the same time.

   Training is an equally significant component to deployment of the
   Internet in schools. Most teachers learn about the Internet during
   the time they use to learn about any new teaching tool, which often
   means they "steal" time at lunch, on weekends, and before and after
   school to explore resources and pursue relationships via the
   Internet. When a school is committed to providing the Internet as an
   educational resource, the administration will make in-service time
   available. It will also ensure that someone at the school is
   sufficiently knowledgeable to field questions and help people as they
   risk trying new ways of teaching using Internet resources. Again,
   some students make excellent tutors.

   Some technical support and a variety of training materials can be
   found by using the Internet itself. You can send questions to people
   in the know and join discussion lists and news groups that discuss
   and answer questions about support and training. The Edtech mail list
   is one such list. Some World Wide Web sites offer technical support
   information.  Videos also help bridge the information gap. See
   Section 9, "Resources and Contacts," for a preliminary listing of
   these resources. Your local community may also have resources. These
   include colleges and universities, businesses, computer clubs and
   user groups, technology consultants, and government agencies.

4.3  How can my school afford access to the Internet?

   Although school budgets are impossibly tight in most cases, the cost
   of an Internet connection can be squeezed from the budget when its
   value becomes apparent. Costs for a low-end connection can be
   reasonable. (See the next question.) The challenge facing those
   advocating an Internet connection sometimes has less to do with the
   actual cost than it has with the difficulty of convincing
   administrators to spend money on an unfamiliar resource.

   In order to move the Internet connection closer to the top of your
   school's priority list, consider at least two possibilities. First,
   your school may be in the process of reform, as are many schools. As
   mentioned earlier, use of the Internet supports reform efforts, so
   framing Internet access as a component to systemic reform may help to
   persuade some people.  Second, to convince people of the value of a



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   connection, an actual Internet demonstration can be more useful than
   words. While this may sound like a chicken-and-egg situation (I need
   Internet access to get Internet access), some organizations will
   provide guest accounts on an Internet-connected computer for people
   in schools who are trying to convince others of the value of an
   Internet connection. Another way to begin using Internet services is
   to sign up for one of the popular online services such as America
   Online, CompuServe, or Prodigy. Once subscribed, you can use these
   services either from home or from school. This method is recommended
   only as way to introduce yourself and others in your school community
   to the value of the Internet. It is not a good long-term solution to
   providing Internet access for a lot of users at one site such as a
   school.

   Contact local colleges, universities, technology companies, service
   providers, community networks, and government agencies for both guest
   accounts and funding ideas. For alternatives to your own school's
   budget or for supplements to it, look for funding in federal, state,
   and district budgets as well as from private grants. Work with
   equipment vendors to provide the hardware needed at low or no cost to
   your school, and consider forming a School/Community Technology
   Committee, or a joint School District/School/Community Technology
   Committee. Also investigate the possibility of a back-door connection
   to a local college or university.  Service providers often allow
   schools to connect to higher education sites at a lower cost.

   A number of sites on the Internet provide more information about
   grants and organizations that offer them. Two in particular that you
   may find useful are Grants Web, for grant information of all kinds,
   and the Foundation Center, for information on private and nonprofit
   organizations.  For information on where to find these sites on the
   Internet, see Section 9, "Resources and Contacts."

4.4  What organizational structure needs to be in place in order for my
     school to have Internet access?

   Schools and school districts have devised structures that vary
   widely, depending on a school's particular requirements. In many
   schools, the librarians/media specialists guide the development of
   the network and policies on its use and serve as the top of the
   structure within the school. In other schools, an interested teacher
   becomes the driving force behind getting the Internet into the school
   and may be the most appropriate person to see the project through.
   The school administration, if not the guiding force, needs to be
   behind the plan to bring the Internet into the school. And all other
   parties who might have a stake in the development should be brought
   in as early as possible, whether or not they are knowledgeable about
   the Internet. These might include area businesses, community leaders,



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   teachers with Internet access at home, the librarian or media
   specialist, parents, and anyone in the school who finds the idea of
   bringing the Internet into the school appealing. In short, any
   organizational structure will do as long as it is clear and simple
   and includes the people who might have a stake in the process of
   bringing the Internet into the school.

   One way to ensure that an organizational structure develops and that
   the right people become involved is to invite a wide variety of
   people to create a technology plan for the school. The by-product of
   technology planning can be the development of an organizational
   structure, but of course the planning is useful in itself to help
   your school define and meet goals for Internet and other technology
   use. The National Center for Technology Planning hosts a collection
   of technology plans and planning aids for people who need help, new
   ideas, or solutions as they tackle technology planning in their
   schools or districts. Information on the National Center for
   Technology Planning can be found in Section 9, "Resources and
   Contacts."

   No matter what the structure, there should be someone at the school
   who can take the lead in working with vendors and Internet Service
   Providers (ISPs). This person should be knowledgeable about - or
   willing to learn about - the technical aspects of connecting to the
   Internet, including knowledge about any networks the school already
   has in place. The lead person should have an alternate so that the
   school is not completely dependent on one person. If your school
   hires an independent consultant, someone at the school should be
   aware of everything the consultant does and should receive at least
   some training in the areas of the consultant's work.

   Another role that must be filled is that of in-house network
   administrator. Having an already busy teacher take on this role as an
   extra duty is a bad idea; a greater time commitment is needed.

4.5  What questions do I need to ask people who are selling network
     services?

   There are a number of questions you should ask. Anything you hear
   that you don't understand must be questioned. If a vendor knows the
   product and the process well, he or she should be able to explain in
   terms you can understand.

   You should also ask any kind of vendor how available they are and at
   what point they either stop helping you or begin charging by the
   hour. Get references from other customers, preferably including at
   least one school which has requirements similar to yours.




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   Questions for LAN vendors:

      If the school has not yet purchased a Local Area Network (LAN),
      ask the LAN vendor how the product will interact with TCP/IP.
      (TCP/IP stands for Transmission Control Protocol/Internet
      Protocol, the technology which forms the basis of the Internet.)
      If necessary, arrange a meeting with the LAN vendor, the ISP, and
      any consultants that may be involved.

      Make a list of the school's requirements, including security, the
      number of computers on the LAN which will have Internet access,
      and the Internet services you want students and teachers to be
      able to use. (See Section 5, "Questions About Using Internet
      Services," for an introduction to the services.) Ask the vendors
      if they can provide services that will meet your requirements.

   Questions for Internet Service Providers:

      In general, ask the ISP what services are included with your
      purchase of Internet connectivity.

      Will they terminate the circuit in a router and leave you to your
      own resources to take care of the "LAN side" of the connection?

      Will they provide a primary domain name server for you?

      Will they register your domain name with the InterNIC?

      Are they providing you with all the IP addresses you need?

      Will they help you with security issues?

      Do they provide a newsfeed or a newsreading service? (Do you know
      the difference?)

      If they agree to do some work on the LAN side, what is the extent
      of that work? (Configure individual computers? Handle subnetting
      and routing issues?)

      Will they answer questions from your network administrator?

      Will a dedicated computer be needed as an Internet server for such
      things as domain name service, the World Wide Web, Gopher, and
      FTP?

      Do they provide any training sessions for your staff and are these
      sessions included in the connectivity price?




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      Do they offer any other classes or seminars and are these included
      in the connectivity price?

      Does the ISP do their own training or do they contract to someone
      else, and if the latter, who is it? Check references on any