the abcs e-government - aces.nmsu.eduaces.nmsu.edu/specialprojects/ecommerce/module/pdf_egov.pdf ·...

Helping Rural New Mexicans Learn the ABCs of Achieving Prosperity in the Internet Age

www.nmtabcs.org

Teleliteracy Assistance for Businesses and Communities

The

ABCs of

e-Government

9-2001

i

Executive EditorsRobert O. Coppedge

Jeanne Gleason

Managing EditorVicki Harley-Taggart

Consulting AuthorRobert J. Czerniak

Print Design & LayoutConnie Padilla

EditorsVicki Harley-Taggart

Natalie Johnson

PowerPoint DevelopmentPamela Martinez

Vicki Harley-TaggartDiane Hall

Erik Montoya

Partners

T-ABCs

Box 30003, MSC 3AENew Mexico State University

Las Cruces, NM 88003

www.nmtabcs.org

ii

T-ABCs is made possible with support from• Qwest Communications International Inc.• NMSU Cooperative Extension Service• NMSU College of Agriculture and Home Economics• NMSU Center for Business Research and Services• NMSU College of Business Administration and Economics• NMSU College of Arts and Sciences

Other partners include New Mexico Technet Inc., ENMR -Plateau Telecommunications Inc.,Albuquerque TVI, the NewMexico Small Business Development Centers, the New MexicoAssociation of Community Colleges, the New Mexico InternetProfessionals Association, San Juan College and the San JuanEconomic Development Service. Additional funding partnerswelcome.

Contacts

Overall Program and Community Coordination:Robert O. Coppedge, NMSU Cooperative Extension Service

505-646-4122, [email protected]

Media Training Tools and Web site:Jeanne Gleason, NMSU Agricultural Communications

505-646-5658, [email protected]

Other NMSU Core Team Members:Richard Oliver, 505-646-2944, [email protected]

Pookie Sautter, 505-646-6027, [email protected] Czerniak, 505-646-2815, [email protected]

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Table of Contents

Introduction ...................................... Embracing the e-Revolution .............................................. Page 1

Lesson 1 ..............................................Overview of e-Government ............................................ Page 11

Lesson 2 ..........................Government Leadership and e-Government ..........................Page 25

Lesson 3 ..............................................Planning for e-Government ..............................................Page 35

Lesson 4......................................Telecommunications Infrastructure ....................................5

Lesson 5 ....................Creating and Evaluating a Governmant Web Site ....................Page 65

Supplement..................................................................Glossary ......................................................................Page 75

Supplement ................................................URL Reference Guide......................................................Page 83

Supplement........................................................Evaluation Form ............................................................Page 85

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Preface

By Robert O. Coppedge

Overall Program and Community CoordinatorProfessor and

Economic Development Project Leader

The Internet and Internet-based government are here to stay. These “NewEconomy” tools offer new hope to the well-being of rural areas. Rural NewMexico governments can use Internet tools to be more efficient and supportthe local economy, if government officials and staff understand some basic con-cepts.This module is the first step in introducing rural governments to basicprinciples related to the Internet.

The ABCs of e-Government, is one of four modules in this educational programdesigned to make rural residents, leaders and business people aware of theimportance of the Internet and related technologies. Qwest Communicationsfunded the overall program,Teleliteracy Assistance for Businesses andCommunities or Teleliteracy ABCs.

The objective of the entire Teleliteracy ABCs program has been to stress theimportance of the Internet and related technologies to the economic andsocial well-being of New Mexico’s rural communities and businesses.Telecommunications infrastructure, high-speed Internet access, and relatedexpertise are limited in rural areas. Local advocates are needed to convincelocal businesses and community leaders of the importance of working togetherto overcome these limitations.Active leadership at the local level is crucial tobringing about change in a timely manner.

This document is the workbook for the e-government module: The ABCs of e-Government. Community leaders will learn the many ways that electronictelecommunication technologies can increase interactions between local gov-ernments and citizens, make local government more efficient and effective, andimprove the climate for community economic development. .

With the knowledge gained in these educational programs, rural New Mexicanscan create a better life for themselves and future generations.

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About The T-ABCs ProgramE-asy Does It! - Welcome to the Electronic Age - This brief program highlights the many ways

that rural New Mexicans can benefit by traveling the Information Highway. Designed for gen-eral audiences, this educational package includes a short video (approx. 10 min.) in which New Mexicans from Gallup to Jal tell about their Internet ventures and how this amazing technology is enriching their lives.

Embracing the e-Revolution: A Call for Rural Internet Activists - This short program will convince rural leaders that they must act together and act immediately to bring the benefits of the “e-revolution” to their businesses and communities.The centerpiece of this educational package is a video that highlights several of New Mexico’s rural businesses and small govern-ments that embraced the e-revolution, some of the battles they waged and won, and why it is so important to be involved.

The ABCs of e-Business - In this eight-lesson workshop series, business owners and entrepreneurs will learn how the Internet and related technologies can add speed, efficiency, and profitability to every step of the traditional business process – from product and market research through sales and customer support. A variety of New Mexico businesses are featured.

The ABCs of e-Government - This five-lesson workshop series shows community leaders the many ways that electronic telecommunication technologies can increase interactions between local governments and citizens, make local government more efficient and effective, and improve the climate for community economic development.This educational package highlights the efforts of innovative leaders in several rural New Mexico communities.

T-ABCs curricula were developed by faculty members from NMSU’s Cooperative ExtensionService, College of Business Administration and Economics, and College of Arts and Sciences.Extension’s media and Internet production unit developed multimedia tools for the programs.

Extension’s Rural Economic Development Program has won numerous awards,including the Arthur Little Award for Overall Excellence in EconomicDevelopment. Extension’s media and Internet production unit has produced anaward-winning PBS documentary, The Seamless Society, on the impact of theInternet on the American workplace.The studio has developed multimedia edu-cational programs for the Smithsonian Institution, National Food Stamp pro-grams, National 4-H Council, US WEST,Welfare-to-Work Program, and ForeignAgricultural Service and National Science Foundation-funded programs.

www.nmtabcs.org


Embracing the e-Revolution

A Call for Rural Internet Activists


Page 1

The ABCs of e-BusinessIntroduction

9/2001

It’s Not the E-nemyNotes

Page 2

The public is clearly becomingmore comfortable with infor-mation technology. This trend isnot unique to North America but isa worldwide phenomenon.Accordingto an August 2000 Roper StarchWorldwide survey, 50% of NorthAmericans own personal computers,compared to 55% of those in devel-oped Asia. Overall, 30% of globalconsumers now own personal com-puters.

Internet usage is estimated tobe at 27% worldwide. In theUnited States, 41% to 57% of con-sumers use the Internet. In devel-oped Asia and Latin America, 32%and 11% of consumers, respectively,report that they access the WorldWide Web.

Global estimates suggest that10% of online users worldwideshop online in a given month. Ina study by the Angus Reid Group,40% of all Internet shoppers havemade at least one online purchaseand more than half of all onlinepurchases were made by UScustomers. Furthermore, JanZimmerman reports, in Marketing onthe Internet, that half of online con-sumers report that they use the Webto obtain product information or toresearch future purchases, even ifthey don’t actually purchase online.

Retailing online to everydaypeople is the area of e-com-merce that gets the most press.While figures suggest that these

numbers will grow, it is important torecognize that more commerce isconducted online in the business-to-business markets.

• A Gartner Group survey indicates that online North American retailing between 1998 and 1999,represented 1% of overall con-sumer spending in North America.

By 2004, e-tailing is expected to account for 5-7 % of North American retail sales.

• In contrast, as much as 25% of all business-to-business purchasing willbe conducted online by 2003,growing from $671 million in 1998 to an estimated $2.8 trillion.

As consumers and business peo-ple become accustomed to theconvenience of conducting busi-ness via the Internet, 24 hours aday, seven days a week, they arebeginning to demand the same sortof convenience from government.And there is no reason why govern-ment cannot respond! Many routineservices can be made available toconstituents over the Internet -maps and licensing, tax, service andeven voting information can be madeavailable on a government Web page.Many transactions can take placeover the Internet. While this makesgovernment more accessible to citi-zens, it also makes it more efficientand cost effective. Each dollar savedby government or spent more wiselymeans a citizenry that is more satis-fied with government.

The Internet is Here to Stay

Embracing the e-Revolution • A Call for Rural Internet Activists

How I see my Web site is that it is going to level the playing field for me asa small business owner here where there’s not any-body around. We’re in a very isolated part of thestate, and I’m going to be able to compete with thebig stores all over the world. And I like that; I thinkthat’s very exciting. People like being able to find thelittle-known product from these little rural areas.”

- Becky Christensen,Owner, Kokopelli’s Gift Shop,Aztec, NM

It’s possible now to find out something about SanJuan County on the Web – some kind of a trip ifyou’re a tourist or whether you’re looking for oiland gas resources or whether you’re looking foreconomic data or whatever it is.That sort of infor-mation certainly makes us a lot more available tothe world. Technology has dramatically helped us

keep costs down in county government, and the Internet is just another step,another tool that will help us do that.”

- Steve Neville,County Commissioner, District 3,

San Juan County


Here’s how some of today’s New Mexicansare using the Internet advantage

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Notes

Page 3

Is the Internet Important forRural Communities?

The use of the Internet and other high-speed tech-nologies that are being developed right now is ofextreme importance to rural communities and ruralbusinesses. It’s of such importance that if other com-munities use it, other businesses use it, outside of your area, then they’regoing to win at your expense, and you’re going to lose.”

- Robert CoppedgeRural Economic Development Specialist

As a tool, the Internet can help rural communities overcome many ofthe traditional barriers to viable economic development, such as isola-tion, low population density, mobility disadvantages, and lack ofexpertise and human resources. In fact, the Internet can even turnsome of the disadvantages into competitive advantages. For example,isolation and low population density can be a distinct plus to someseeking a rural way of life.The Internet allows many professionals to“telecommute” from the geographic location of their choice.

I’ve been ordering all my parts now for six to eightmonths – everything online, and it’s worked out realwell. I can order on weekends, nights, I can come in,I don’t have to wait until somebody’s around to takemy order on the phone or something. And, ofcourse, it’s fast. I get an order in early in the morn-

ing and my parts are here two days later.”- Beal Gleason,

Small Equipment Dealer,Lovington, NM

Well, my business is an obscure one and requires aworldwide market in order to function and theInternet is about the only way that that is really pos-sible. I ship all over the world. And I require thatkind of market, because, even with the world mar-ket, it’s still a small market. The Internet gives meaccess to nearly anywhere in the world. I ship to Singapore, Hong Kong, allover Europe - everywhere but Antarctica and South America at this point. Itgives customers instant access to what I’m doing. And, of course, through myWeb site they can link to reviews that have been done by amateur and pro-fessional reviewers. So it’s sort of a virtual advertising community for me.”

- John Wyckoff,Owner, Hammer Dynamics

Magdalena, NM

We had made a contact with a transitional livingfacility through the Internet and by just plain usinge-mail to communicate with them. As of Friday, theyhave a contract on a 50,000 square-foot buildinghere, and they’re going to start renovating and thatwill bring a little new life.”

- Claydean Elkins,Mayor,Jal, NM

And marketing is the key word here.We need toreach out to the many markets through the worldthat are looking for us, that are looking for our artwork, looking for something unique and different,wanting a part of world history, and we are a partof world history .”

- Esadadernos Sal Da Na,Native American Artist,

Gallup, NM


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Notes

Page 4

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“I think the reason it’s important to have high-speed technology in this area is because this isan isolated area. A lot of people live in ruralcommunities.They’re away from a lot of thegood technologies that other metro areashave.You have rampant unemployment out on

the reservation, over 50% in some areas. People arevery skilled, but they need to market their wares, and this gives them theopportunity to do.”

- John Peña,Mayor,

Gallup, NM

Embracing the e-Revolution • A Call for Rural Internet Activists Notes

Page 5

How can your business and community join the “winners” --those who opt to join the Internet revolution and use cutting edgeelectronic technologies to their advantage?

Be a Winner

“Here is what fellow New Mexicans

are saying about the importance of Internet Activism:

A recent INC. Magazine articleindicated that broadband is avail-able in only 5% of towns with popu-lations fewer than 10,000.Thesecommunities contain the people andbusinesses that have been forgottenin the push to integrate all into thenew electronic economy.

Federal policies effectively red-line small and mid-sized communi-ties and businesses in the ruralWest.The crisis is further com-pounded by the fact that many com-munity and business leaders in thesecommunities do not even realizehow quickly and, potentially, irrevo-cably they are being pushed furtherdown on the economic scale by fail-ing to insist that current digitaldivide-creating public policies areoverturned.

Involvement in Internet pro-grams is not optional for a pros-perous rural community. An article

in the Harvard School of Businesssays "winner institutions" must pro-vide quality content to their clientsthrough seamless, high-qualityInternet delivery, while “losers”postpone action. The need forbroadband (Internet access) must berecognized and a policy of activismfollowed to counter the lack ofinfrastructure and information.

Local Internet activists must befound or developed to drive theprocess of joining the InternetEconomy. Becoming an InternetActivist means understanding whatthe Internet connection can do foryou, making a plan for your commu-nity's future, working with InternetService Providers to make telecom-munications part of that future, andmaking sure everybody in the com-munity buys into and works towardachieving your goals.

It is vital to be able to get the knowledge level intelecommunications raised to a point . . . inNew Mexico . . . where they understand whythings happen the way they happen and whattechnology can do for them and how they canuse that technology – to improve themselves

personally, or their businesses or their community or their health care situ-ation. You name it.Telecommunications is far-reaching. It helps with educa-tion - with distance learning.You can have schools in rural New Mexicotied directly with some of the finest schools in the state, including NewMexico State University, for instructional purposes.You can have doctors inurban areas diagnose patients in remote rural areas -- real time – wherethe patient doesn’t have to come in to the big city. They can be seen at aclinic in a rural area and, because of telecommunications, that informationcan be transmitted over the telephone lines so that the doctors are able todiagnose and have a much broader coverage to be able to provide healthcare . . . we believe to have an educated community on telecommunicationsis very important. It can do nothing but help rural New Mexico . . .”

- Leo R. Baca,Director of External Affairs for

Qwest Communications International Inc.in New Mexico

It’s tough. Change is frightening to many people.And the fears thatpeople have with regard to threats to their present lifestyle are cer-tainly totally legitimate. So it becomes ourresponsibility to attempt to inform about theoptions that are likely to become available . . .there are those who would prefer to see nochange. And, I think, some who don’t acknowl-edge the fact that regardless of what we desire,there will be change. And we see it as up to usto inform people in such a way that we can guide the change in such away that it is going to be positive rather than negative.”

- Harry Kroyer,Chairman,

Magdalena Area Community Development Corporation,Magdalena, NM

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Embracing the e-Revolution • A Call for Rural Internet ActivistsNotes

Page 6

Embracing the e-Revolution • A Call for Rural Internet Activists Notes

Page 7

1. Can I connect to a fiber-optic network in your city?

2. How much will it cost to plug in?

3. How long will it take?

4.Who's competing to provide me with service?

5.What are the rates?

6. Is the network connected to major cities nearby?

7. How many other companies are there?

8. Do they use the network?

9. Can residents connect to the high-speed network and telecommute?

10. Are wireless services available?

Key Questions

Source: "On the Wired Front" by Jill Hecht Maxwell, Inc. Magazine, September 15, 2000.

Key questions for businesses to ask before moving or starting up in a new location.


Page 8

Activities:

*Source:www.ed.gov/Technology/tool_kit.htmlUS Department of Education,Office of Educational Technology, "Tool Kit for Bridging the Digital Divide in Your Community."

After watching the video, organize one or more of the activitiesbelow.

• Convene a panel of community Internet users, such as representa-tives of the local Small Business Development Center, the local plan-ning department, an Internet Service Provider, a business that usessome aspect of the Internet, or a local hospital. Ask panel membersto speak briefly about their organization’s use of the Internet, thenencourage an exchange among panelists and audience members.

• Have a brainstorming session to identify a committee of local indi-viduals who have a vested interest in improving local community orbusiness involvement in Internet use. Identify what role each membermight play as an Internet Activist.

• Conduct a mini planning session to encourage an increase inInternet use by members of the business community and/or local gov-ernment. Here are some questions that you should try to answer:*

1. Who are you trying to serve?

2. What defines the population?

3. What types of services does the population want?

4. What types of services are already being provided?

5. What type of service are you trying to provide?

6. Is anyone else currently providing or developing this service?

7. What is your overall objective?

8. Who will need to cooperate to get it done?

9. Why is this a good idea?

10. What information is already available and what is needed?

11. Who are the key players? Involve them!


Activities, cont.Notes

Page 9

• If Internet access is available, have a local service provider show you howto set up a customized portal into the Internet. A Web portal is a “cyberdoor” to the Internet.These are the home pages that come up when youaccess the Internet. They provide a familiar starting point each time youstart your Web activities. Portals usually include information, news and triv-ia of personal relevance, e-mail, bulletin boards and other tools that canassist you in your information searches on the Web.

Most service providers – whether global (eg. Netscape,Alta Vista) or local(in New Mexico: Zianet, Gilanet, Dellcity) – allow you to customize theportals so they provide information that is relevant and useful to you,including stock quotes, market prices, links to newsletters or industry-specific news.

For example, by selecting My Netscape at Netscape.com, you can makeNetscape your home page. Before proceeding, you’ll be asked to register byfilling out a questionnaire.To build your own page, click on Preferences.Youcan decide what information you want displayed, and where you want itplaced on the page.You can select from categories such as the weather,stock quotes, a calendar, bookmarks of your favorite Web sites and the lat-est headlines.

SITES THAT ADDRESS THE IMPORTANCE OF GETTING CONNECTED

http://www.connectnm.org/Connect New Mexico (CNM) is an association of representatives from the telecommunications,broadcast, computer and Internet industries, who work together to leverage New Mexico resourcesfor information and network technology.

http://www.connectnm.org/map/allcom.html Check this site for telecommunications systems in New Mexico.

http://www.digitaldividenetwork.org/Digital Divide Network: sponsored by the Benton Foundation, is dedicated to information about theDigital Divide and its elimination.

http://www.digitaldivide.gov/#newsletterClosing the Digital Divide is a clearinghouse of information about the federal administration's pro-grams to close the digital divide.

http://www.ntia.doc.gov/ NTIA is the Web site for the National Telecommunications and Information Administration, USDepartment of Commerce.

http://www.ngi.org/Center for Next Generation Internet looks at upcoming developments in the Internet and Internetapplications.

Suggested Internet Sites


Page 10

Suggested Internet Sites

E-BUSINESS & E-COMMERCE SITEShttp://ecommerce.internet.com/Internet.com's Electronic Commerce Guide is a source of information about electronic commerce.

http://www.ilr.cornell.edu/library/reference/guides/ecommerce/Catherwood Library: Guide to E-Commerce is designed as a beginner's introduction to e-commerce,providing links to a broad array of resources.

http://www.ebusinessforum.com/e-Businessforum is sponsored by the same group that publishes the Economist newspaper, seeks toprovide insight into and analysis of successful strategies for the global digital economy.

http://www.becrc.org/index.htmlE-commerce Resource Center, ECRC Bremerton,WA, provides a wide range of e-commerce andInternet resources at beginner and expert levels.

http://www.tpeditor.com/tponline.htmThe online version of the Telecommunications Policy - Journal; covers policy and knowledge infra-structure development, management and regulation.

http://ext.msstate.edu/srdc/E-Team/index.htmlE-Team is a national, land-grant university design team organized to promote education on electronicbusiness issues.

E-GOVERNMENT SITEShttp://www.ntia.doc.gov/National Telecomm and Info Admin (NTIA) is the Web site for the National Telecommunications andInformation Administration, US Department of Commerce.

http://www.digitalgovt.com/Center for Digital Government provides government and industry leaders with services to help themwith issues related to electronic government.

http://www.ieg.ibm.com/IBM-Electronic Communities-Government is the Web home of the Institute for ElectronicGovernment, founded by IBM in 1995.

http://www.fcw.com/Civic.com is a source of information about the use of information technology in government.

OTHERwww.learnethenet.com Multilingual guide and tutorial explores the basics of the Web, such as e-mail or newsgroups, andadvanced topics like conferencing.

http://www.nmusa.com/nmisps/nmcounty.htmNew Mexico Internet Providers listed by county.

www.nmtabcs.org



The ABCs of e-GovernmentLesson 1

Overview of e-Government

Page 11

Lesson 1

T-ABCs - The ABCs of e-Government is one of four work-shops in the T-ABCs program. Infive lessons, community leaderswill learn how telecommunicationstechnology can help local govern-ment become more efficient andcost effective and how it can makegovernment more equitable for cit-izens.

The major sources of materialsused in developing these lessonsare:

Getting Online: a guide to theInternet for small town leaders is apublication of the National Centerfor Small Communities (NCSC).The principal author is NancyStark, the Center’s Director ofCommunity and EconomicDevelopment. Copies of GettingOnline may be ordered by mail oron the Web site. National Centerfor Small Communities, 444 N.Capitol Street, NW, Suite 208,Washington, DC 20001-1202(Phone: 202-624-3550 FAX:202-624-3554 e-mail:[email protected] Web site:http://www.natat.org/NCSC).

Local Government On-Line:Putting the Internet to Work is aspecial ICMA (InternationalCity/County ManagementAssociation) report by JohnO’Looney, Ed.D, Ph.D. For furtherinformation, contact ICMA, 777North Capitol St., NE., Suite 500,Washington, DC 20002. To order acopy of the publication, call 800-745-8780 or go online to the ICMABookstore athttp://bookstore.icma.org.

Key Points

Page 12

• Interest rural New Mexicans in using Internet technology to improve the quality of their lives;

• Show rural residents how electronic communications technology canprovide economic opportunities and make local government more effective; and

• Paint a realistic picture for business leaders, entrepreneurs and gov-ernment leaders of the time/money they need to invest to benefit from electronic telecommunications tools.

Teleliteracy Assistance for Businessesand Communities (T-ABCs) will:

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T-ABCs is sponsored by Qwest and New Mexico State University’s Cooperative Extension Service.

New Mexico State University is an equal opportunity/affirmative action employerand educator. NMSU and the U.S. Department of Agriculture cooperating.

The ABCs of e-GovernmentIntroduction - Embracing the e-Revolution

1. Overview of e-Government2. Government Leadership and e-Government

3. Planning for e-Government4.Telecommunications Infrastructure

5. Creating and Evaluating a Government Web Site

ObjectivesAfter completing this lesson, you will:

• Understand the many ways that telecommication technology (TT) can be used to enhance local government;

• Know that a broad range of “constituents” can benefit frome-government applications; and

• Realize how rapidly Internet use is growing and why it is important to apply this technology to government activities.

Lesson 1 Notes

Page 13

e-Government Quiz1. Telecommunication technologies (TT) include:

a. telephoneb. cable TVc. e-maild. all of the abovee. none of the above

2. The use of the Internet is:a. risingb. fallingc. remaining about the same

3. The Internet began in:a. 1969b. 1989c. 1992d. when Al Gore invented it!

4. In the year 2005, state and local governments will spendon e-government?

a. $1 billionb. $5 billionc. $10 billion

5. Forces that are moving local governments toward the useof TT include:

a. Globalization of the economyb. Ever quickening rate of changec. Shift in government responsibility from federal to state,

and, subsequently, to local governmentsd. More demanding citizense. All of the above

Lesson 1

• We live in a global economy.We can buy and sell productswhile sitting at our computers.This means we can buy from afirm in San Francisco, Singaporeor Caracas. We can also sellproducts and services to thesesame places or almost ANY-WHERE around the globe. It isindisputable that the world is adifferent place than it was 10years ago. To some degree thereason for this difference is theInternet. It has changed the waywe shop, the way we communi-cate with each other, the way welook up reference material andthe way we advertise or informpeople about ourselves our busi-nesses and our governments.

• Our lives are faster. We havemore ways to communicate witheach other and the speed atwhich we communicate is faster.Communications, e-mail, videoconferencing, teleconferencesand the Internet have provided uswith more options for communi-cating and MAKING THINGSHAPPEN. They also have spedthe process of speaking to peopleand changed what we say tothem. For example, e-mail ismore formal than a phone call butless formal than a letter. It isasynchronous (you don’t have tobe there to respond), but it isimmensely faster than a letter(snail mail).

• Devolution of governmentfunctions. Since Ronald Reaganbecame President, functionshave been shifting from federal tostate and from state to local gov-ernments. With less serviceavailable from the feds, servicedemands are shifted to state andlocal governments. Local govern-ment must be able to respond toa wider range of citizen needsthan ever before. This includestraditional functions, such asmaintaining water and sewer sys-tems, planning, and recordinggovernment documents (clerk’soffice). Today, there are newfunctions that must be addressedat the local level--environmentaland transportation regulationsand citizen participation to namejust a few.

Key Points

Page 14

Some of the many forces driving e-government are:

• Global economy

• Faster pace of change

• Devolution of government functions

• Increasing demands by citizens on government

• Increasing demand for more efficient government and greater accountability for services rendered per dollar spent

• Increasing demands by citizens for governments to follow busi-nesses into telecommunications use.

Forces Driving e-Government

• Increasing demands by citizens . Asbusiness adapts to the Internet environmentand expanded TT opportunities, citizensEXPECT that government will offer thesame kinds and ranges of services.

• Demand for efficient government.Citizens expect improved services from gov-ernment. They want their calls returned,potholes fixed and to be listened to onimportant issues. They expect governmentto deal with them fairly and provide thesame level of service for all taxpayers.

Accountability for dollars spent. Citizensexpect that for every dollar they give to gov-

ernment through property taxes, sales taxesor fees for services, they will receive a dol-lar’s worth of value. This is more importanttoday because there are so many groupswatching government performance. Eachdollar saved by government or spent morewisely means a citizenry that is more satis-fied with government (elected officialsshould be particularly interested in this).

• If businesses can be open 24 hours aday and seven days a week, why notgovernment? The answer: There is noreason why government shouldn’t be ableto do this.

Key Points

Lesson 1 Key Points

Page 15

• Businesses

• Contractors and Consultants

• Citizens/Taxpayers

• Visitors

• Employees

• Government Leaders

Who Benefits?• Businesses. Government canpromote economic developmentby adopting uses of TT.Businesses benefit from beingable to apply for business licensesand building permits and havingaccess to tax and other countyrecords online. In addition, locale-government Web sites can pro-mote area businesses on theirsites.

• Contractors and consultants cansave time and money by submittingproposals over the Net. It alsosaves time to have questionsanswered asynchronously. Thepaper shuffle can be reduced.

• Citizens/taxpayers. Citizens/tax-payers can be better informedabout government. For example,public meetings can be broadcaston cable TV and/or the Internet,and the minutes of those meetingscan be posted on the community’sWeb site. Upcoming events andrecreation programs can be postedand publicized on the Internet.

Examples of beneficiaries of e-government can be identified onthe City of Boston’s e-services page. This page canbe accessed by going to Boston’shome page and then clicking on e-services (see Web site refer-ences).

• Visitors . Visitors can tap intomore and better information abouta place, boosting economic devel-opment potential.

• Employees . Using TT can makeinternal government operationsmore efficient. Purchasing, per-sonnel, and record sharing canmake each employee betterinformed and a better public ser-vant to the public. Whenever busi-ness people or the general publiccan get information directly,employees who previously spenttime delivering that information arefreed to do other tasks. Therealso is the potential for cost sav-ings by using TT for these func-tions.

• Government leaders have theopportunity to improve the qualityand delivery of government pro-grams and services.

Web Site References:http://www.ci.boston.ma.us/

http://www.ruidoso.net/http://www.co.san-juan.nm.us/

Lesson 1

• The Internet can be used toadvertise a community. In addi-tion, individual businesses also canadvertise on the Net. The benefitcould be a stronger community.

• The Internet and cable TV canboth be used to inform voters aboutissues in the community. They alsocan be used to “televise” publicmeetings, increasing public partici-pation. Ultimately, the Net can beused for elections. This hasalready been done in Phoenix, AZ.The potential for this type of activityis continually increasing.

• If we can eliminate the need forincreased space for governmentoffices, we can save money. If anindividual can obtain a businesslicense, permit, or animal licenseover the Net, it decreases the needfor space and employees, decreasing costs (over the long run).

• Government can be open 24hours a day and seven days aweek. We’ve all had the experienceof wanting to accomplish somethingat a government office, but wereunable to because of inconvenientoffice hours or a holiday closure.This is no longer an issue if theservice can be provided over theNet. People will be more satisfiedwith government if it can providebetter service at no increased cost.

• Putting government services onthe Net means government officialsmust think through how to most effi-ciently accomplish this. It meansstreamlining the service. This alsocan save money.

• Training . People don’t have totravel long distances and stay inhotels to obtain training. They canstay in their offices and receivetraining over the Net.

• Government officials/employ-ees must coordinate with oneanother if they are using the samedatabases to get things done.They must also standardize formsand the look of their Web sites tomake it easy for people to usethem. It means thinking throughthe process of putting governmentonline. It is impossible to be suc-cessful without having a plan.

Key Points

Page 16

Benefits for Government• Enhances economic development

• Facilitates democratic decision making

• Reduces the cost of government

• Increases service and satisfaction

• Streamlines operations

• Reduces time and money spent on training and travel

• Ensures a successful system through coordination among government units

Lesson 1

The focus here is on the savingsthat could be realized by using theInternet. A government entity canrealize savings of both time andmoney through streamlining oper-ations and employee training.

Time and money. Of course, ifyou are saving time you are alsosaving money. Money is the bigissue. Routine activities that takeup an employee’s time can beplaced on the Internet. This pro-vides better service and allows theemployee to move on to moreimportant things. A good exampleof this is business registration, petlicensing or checking on employ-ment opportunities and acquiring ajob application. There is no rea-son not to do this on the Internet.

Better trained employees. Thereare a multitude of training opportu-nities for employees that can beaccessed through the World WideWeb. Travel is a major part of anytraining cost both in terms of timeand money. Because employeeswouldn’t have to travel, the dollarsavings may be put toward provid-ing better quality or more frequenttraining for employees.

Key Points

Page 17

Time and Money

Streamlined Operations

Reduced costs for routine activities not requiring humanintervention

Better Trained Employees

More access to training at reduced cost

Less time spent on training

Savings

Web Site References:http://www.bernco.gov

http://www.co.santa-fe.nm.ushttp://www.mindedge.com

http://www.pwpl.com

Lesson 1

• The truth is, the governmentactually started the Internet. Sotechnically e-government (in theform of government research) wasthe first use of the Internet andtelecommunications technology.Government, through its advancedresearch program, created a net-work of computers that couldspeak to one another to enhanceand speed up communicationsamong university researchers.

• Later the National ScienceFoundation expanded the networkto a larger group of universities.This happened again in 1999when NSF created the Internet II.A limited number of universitiesare currently on a higher speednetwork for advanced research.

• In the late 1980s, Internet serv-ice providers (ISP) made theInternet available to the public inurban areas. E-mail, discussiongroups, and file transfers weremade available by ISPs for amonthly fee. Finally, in 1989 thebeginnings of the Internet were inplace.

Key Points

Page 18

Brief History of the Internet• 1969 – The US government funds ARPANET to connect

computers at colleges doing military research.

• Later, the National Science Foundation expanded the con-nections with NSFNET.

• In the late 1980s, the connections to this network were made available to the general public.

• 1989 – the World Wide Web (an Internet-based system of interlinked pages of information) was born.

What is the difference between the Internet and the World Wide Web?

• Internet – Global network connecting millions of computers.

• World Wide Web (WWW) – The graphical representation of the Internet that allows the EASY sharing of data using a standard interface (HTML).

Internet vs. World Wide Web

Lesson 1

There is no question that theInternet and advanced telecom-munications technology are asimportant to government today asthe telephone was 80 years ago.

For all the reasons stated previ-ously, e-government is not onlyhere to stay, it will become moreimportant to each of us.

Government spending on Net-related development, maintenanceand improvement was $1.5 billionin 2000. Spending, according toconservative estimates, is expected to triple during the nextfive years.

Notes

Page 19

Spending by the government on Net-related development, maintenance and improvement:

• $1.5 billion was spent in 2000• More than $5 billion expected to be spent by 2006

Is e-Government Here to Stay?

Lesson 1

Internet use is increasing in theUnited States as a whole, and inevery part of the country. Thegraph on the right indicates a cleartrend of rising Internet use from1994 to 1998. It is important tonote that the trend is upward and,more importantly it has almost dou-bled. This trend is evident in bothrural and urban areas, as well as inthe central cities.

When people do connect, are theyaccessing the Internet from homeor another location? The secondgraph shows from where peopleare using the Internet by region.The majority are connectingthrough their home computers.

Even though technology ischanging quickly, the majority ofpeople still do not use the Internet.This means two things: the currentlevel of Internet use for govern-ment applications is a tiny fractionof what it could be; and the poten-tial for expanding Internet use andgovernment applications is huge.We are only in the beginningstages of telecommications tech-nology use in the United States.

Key Points

Page 20

Internet UseNational levels of Internet use and activities are rising.

Internet Use by Type of Community

Per

cent

Area

Internet Use by Region

Per

cent

Region

Lesson 1

How do people use telecom-muncations technologies? Morethan 25 percent use their comput-ers for e-mail. This could be bothfor home and business use. About20 percent use the Internet toobtain information. For collegestudents, the Net is becoming aprimary source of information.About 10 percent use it to obtainnews. This is also rapidly expand-ing as the television networks,major news organizations, foreignpress, independent “webzines”AND GOVERNMENT add to theinformation base of the Web.About 10 percent are using theInternet to take Web-based cours-es. This includes Web-basedtraining. The remaining activitiesinclude bill payments, job searchesand entertainment.

Internet ActivitiesKey Points

Page 21

Level 1 – Passive Use (Static)

http://www.magdalena-nm.comhttp://members.nbci.com/XMCA/cibola33/comm.html

Level 2 – Citizen Access (Dynamic)

http://www.gallup.nm.ushttp://www.lascrucescvb.org/html/meeting_planner_info_request.htmlhttp://www.ci.truth-or-consequences.nm.us/feedback.htm

Level 3 – Interactive Use (Enhanced)

http://www.ci.indianapolis.in.ushttp://www.ci.des-moines.ia.ushttp://www.cabq.gov

Levels of UseLesson 1

According to the InternationalCity Manager’s Association,there are three levels of Internetuse by government. The levelscorrespond to the amount of inter-action that is allowed by thetelecommucations technology (TT)system with the citizen.

Level 1 – Passive or Static Use.The implication here is that the cit-izen can access information, butcannot interact with the system.There is no immediate feedbackfor any purpose. You may be ableto see who the elected officialsare, but you cannot contact themover the Net. You can use the oldsystem of calling them, but thenyou have to wait for a return call.The static system requires what iscalled synchronous communica-tion. In other words, if you wantto speak to someone, they haveto be there to speak to you overthe phone (cellular or land line).Another example of passive TT isbroadcasting public meetings overcable TV. You can view it, but youcannot participate without usinganother system (e-mail, voicemessaging or even snail mail).

Level 2 – Dynamic Use. At thislevel, you can contact governmentasynchronously. You can obtain aresponse from an elected official,or government employee (planner,contracting officer, or the clerk’soffice). Simple transactions alsoare allowed, such as registeringfor a business license or submit-ting an application.

A transition step between level 1and 2 is e-mail. You may look upan elected official’s e-mail addresson a Web page, then write tohim/her on your e-mail system.The fact that you were required toleave the e-government sitemakes the site static.

Level 3 – Interactive orEnhanced Use. At this level,much interaction is allowedbetween citizens and government.You can do all of the things in lev-els 1 and 2, but you can also havetrue interaction. All applicationscan be instantaneously filled out

Key Points

Page 22

Key Points

and approved or denied (immediateresponse is the key here). You can fill out aquestionnaire, vote, or submit plans (plats,maps, or building plans) for review. InSingapore, all architecture and engineeringfirms are electronically connected to theplanning office, so that all materials related

to land development can be submitted,reviewed and approved or denied online.

Governments can be at various interac-tion levels. They also can be at differentlevels at different offices.

Public Information

• Elected Officials

• Election Results

• Meeting Agendas

• Minutes of Meetings

• Holiday Schedule

• Maps

• Jobs Available

Government Structure

• Department Lists

• Phone Numbers

• Utility Departments

• Organizational Chart

Lesson 1

Local governments in New Mexicocurrently use the Internet for com-municating

• Public Information

• Government Structure

• Promotion

• Net-Related Activities

Key Points

Page 23

General Internet Uses in New Mexico

Community Examples:http://www.cabq.govhttp://www.bernco.com

http://www.portales.comhttp://www.ci.farmington.nm.us

http://www.ruidoso.nethttp://www.raton.com

http://www.state.nm.us/state/city_county.html#map_top

Promotion

• Tourism

• List of Community Facilities

• Weather (Daily and Seasonal Description)

• Mission Statement

• Community Statistics

• Building Proposal

Net-Related Activities

• Links to other Web sites

• Letters for Webmasters

Lesson 1

General Internet uses can be bro-ken down into five categories

• Public Information

• Business Uses of Government Web sites

• Citizen Uses of Government Web sites

• Internal Internet Uses

• Internet Promotion

Many of these are similar toNew Mexico governments. Ofparticular interest is businessinteraction with local government.This application is excitingbecause it offers the opportunityfor government to work closelywith contractors, suppliers, andthose that government regulatesto reduce costs and make govern-ment more effective. It also canhelp businesses increase profitsby reducing the cost of doing busi-ness with government.

Key Points

Page 24

Public Information

• Taxes• Fines• Public Meeting Schedule,

Agendas and Minutes• Employment• Election Results• Elected Officials• Staff Listing and Phone Numbers

Business Uses ofGovernment Sites

• Procurement• Licensing• Fines• Applications

Citizen Uses ofGovernment Sites

• Interaction with Elected Officials and Staff (e-mail)

• Applications (filling out forms)• Licenses and Permits• Tax Payments• Volunteer Activity• Auctions• Report Crime (anonymously)• Report Missed Garbage Pickup• Request Special Trash Pickup• Zoning Code

Internal Internet Uses

• Inventory• Procurement• Employment• Testing• Education• Interoffice Communication

Internet Promotion

• Economic Development• Activities• Capabilities• Sites• Events• Calendars• Schedule for each Event• Facilities and Programs• Seasonal Programs• Facility Schedules

General Internet UsesNationally

Community Examples:http://www.ci.dallas.tx.us

http://www.ci.houston.tx.ushttp://www.ci.madison.wi.ushttp://www.ci.memphis.tn.ushttp://www.ci.detroit.mi.ushttp://www.ci.boise.id.us

http://www.ci.portland.me.ushttp://www.ci.pensacola.fl.us

www.nmtabcs.org




GovernmentLeadership

ande-Government

Page 25

Lesson 2

E-government cannot suc-ceed unless there is supportfrom elected officials. Theyset the tone for this innovationin local government service.The upper level managementof local government must letemployees know that this is animportant activity and it will beongoing (not a short-termevent). Both elected officialsand upper level managementmust find resources (money,time and training) to indicateto government staff and citi-zens that the e-governmenttransformation is important.There are many details thatmust be addressed before aunit of government can pro-ceed with e-government trans-formation.

Key Points

Page 26


• Understand the need for support from government officials;

• Realize e-government is not a short-term event; and

• Be aware of the resources needed to implement e-government.

■ ■ ■

■ ■ ■




1. Overview of e-Government2. Government Leadership

and e-Government3. Planning for e-Government

4.Telecommunications Infrastructure5. Creating and Evaluating a Government Web Site

Lesson 2 Notes

Page 27

Quiz1. The role of the leader is to see that .

a. work gets doneb. resources are available to get the job donec. the work environment is conducive to innovationd. none of the abovee. all of the above

2. Leaders should .

a. seek public supportb. ignore the publicc. minimize public involvement

3. True or False.

E-government will pose significant and serious challenges for my unit of local government.

Lesson 2

Local leaders must initiate thediscussion about e-government.The key question is “Assumingthat government can educate citi-zens about the benefits of e-government, do citizens wantthis type of service?”

If the answer is yes, then gov-ernment officials must involve citizens, business leaders andothers who have a vested interestin better government service increating and developing the e-government system.

Government leaders (county orcity managers) should organize aprocess that will result in specificgoals, objectives, time lines andactions to facilitate implementa-tion of e-government.

Government leaders shouldseek partners from other commu-nity agencies and the businesscommunity to put e-governmentinto effect. Business owners maybe willing to share e-commerceexpertise, programming or Webpage design staff with localgovernment. They may also bewilling to provide funding or helpidentify funding sources.

Public support is crucial tosuccessful e-government.Citizens must have a sense ofownership in such a program. Itis interesting that e-governmentmay help to build a closer rela-tionship between taxpayers andgovernment. Government servic-es will be more available. Andactivities, such as broadcastingpublic meetings, may actuallymake citizens feel more a part ofthe government process.

Key Points

Page 28

External Relations• Create an environment where discussion about e-government can

take place

• Ensure citizens (customers) are involved in developing ane-government system

• Organize e-government processes to ensure success

• Negotiate with major partners

• Seek and build public support

Lesson 2

Managers and departmentheads must identify the “keypersonnel” who will make e-government happen. Thismay include employees and infor-mation processing, but it mustalso include, employees from alldepartments that may be involved(even if their involvement comeslater). Earlier involvement in thedesign process makes it easier forthem to create compatible Webpages.

Leaders must set the organiza-tional structure of e-government.

Who will “control” access to thesystem?

Will the system be decentralizedso that employee in each depart-ment can enter their own informa-tion or will one person control theentire system?

Coordination and cross-fertilization of ideas are importantso a weekly meeting may beimportant to discuss the evolutionof the e-government plans andwhere it they can be improved.

Leadership must eliminateorganizational, policy and staffbarriers to implementing e-government. Leaders must beaware that e-government meansa change in the way business hasbeen done. This always causesproblems because employees feeltheir jobs may be threatened ordepartment heads may feel theyare “losing power” in this newgovernment structure. Peoplehave to be reassured about theirrole in the new structure, even if itmeans a new or changed role.Communication is the key to e-governments success.

Key Points

Page 29

Internal Relations• Identify resources to implement projects

• Build coordination among departments so that they can “crossfertilize” projects and create opportunities for synergy

• Remove organizational and policy barriers

• Get out of the way and let staff do the work

Lesson 2

Local leaders must create anenvironment where discussionabout e-government can takeplace.

Government leaders must iden-tify their strategic partners andkey stakeholders – groups, agen-cies or businesses that can helppublicize the e-government effortand/or help make it happen. InGallup, the hospital was a keypartner for the city and county. Inother communities the school dis-trict has been a key partner.Obviously, agencies like thechamber of commerce and thetourist and convention bureau arenatural allies in developing an e-government Web site. There alsomay be state and federal counter-parts to local government that canbe added to an e-government site.For example, a city planningdepartment might add thewww.planning.org site for theAmerican Planning AssociationWeb site.

The quicker these groups get onboard with local government thebetter.

Good lines of communicationand a reporting process areessential for e-government to beeffective. In order to ensure suc-cess of e-government, feedback isimportant. There must be a regu-lar reporting procedure to see“how things are going”. Meetingsshould be scheduled at leastweekly in the beginning to keeptrack of whether or not staff aremeeting their action targets.These meetings also keep thestakeholders informed and if theyhave an active role, it keeps theminvolved in the process. After aperiod of time, the meetings couldbe cut back to biweekly for allexcept those most involved.

Key Points

Page 30

Environment• Establish strategic partnerships

• Obtain early buy-in by all key stakeholders

• Establish good lines of communication and reporting process

• Involve end users (employees and citizens) early in the design process

• Build in capability for effective feedback from users to track how wellimplementation is meeting goals

Lesson 2 Key Points

Page 31

Issues for Local Government• Who controls Web site design or design guidelines?

• Who has access?

• Who can change the system?

• Will employee use of the system be monitored?

• Will the system be centralized or decentralized?

• Will we accept digital signatures from citizens?

• Will we use digital signatures for county employees? (Who is allowed to sign?)

• Will we reduce paper use or duplicate it?

Who can change the system?This is a different question andmore difficult to answer. In smallcommunities with a simple site,any one person needs to haveaccess and the power to makechanges. As the site becomesmore complicated, the questionbecomes more difficult to answer.The fewer people who can changethe system the more secure it is.This places a large burden on thefew individuals who can changedata. If you allow limited accessto many people the burden isplaced on the computer person inyour local government to deter-mine how to arrange this.

Will employees’ use of the sys-tem be monitored? YES. Nomatter how reliable you think youremployees are, someone is boundto use a computer or Internetaccess inappropriately. Theremust be rules on how this will beaddressed. Monitoring is not anabsolute guarantee that someonewill not break the rules, but it is astrong deterrent. There have beenmore than a few employees firedfor inappropriate computer orInternet use.

Will the system be centralizedor decentralized ? Again, this isan issue of control vs. access.(See above about access andchange.) It also depends on thenumber of employees you haveand their collective expertise.

Will we accept digital signa-tures? As long as there is anordinance and a state law thataccepts digital signatures as valid,there is no problem.

Will we reduce paper use orduplicate it? We seem to bemoving toward a society with lesspaper. People over 40, grew up ina paper society, so they’re notnecessarily comfortable with manythings on a computer screen.Individuals under 40, are morelikely to be comfortable withoutpaper and this allows companiesAND GOVERNMENT AGENCIESto move in this direction.

Key PointsThe following is a set of questions thatshould be asked by government leaders.

Who controls design or design guide-lines? Will there be a “theme” for the Website. If this is the case, the font sizes,types, colors, button designs, will be con-sistent for the entire government unit. Thisis suggested, because it makes it easier forthe user to move around the site. It is

probably a good idea to get everyonetogether that will work on the system tohelp design how it will look. This willencourage staff to take ownership of thesystem.

Who has access? Generally, the answershould be anyone who has a need to usethe site. The easier it is to use, the morepeople will use it.

Lesson 2

How do we protect the systemand data from hackers? An anti-virus program that is constantlyupdated is essential. Turning offunnecessary computers alsoreduces risk. A firewall (passwordsecurity) is a minimal way to limitaccess to a system. Taking data-bases offline when they are notneeded is a way to limit access.Of course you can hire a consult-ant to suggest other ways, but thiscosts money.

How do we protect sensitivepersonal information? Here iswhat the state of Minnesota hassaid about public information onthe Internet:

The first principle considered atlength by the Task Force is thepresumption that all governmentdata are public unless determinedotherwise by the Legislature or thefederal government. The secondprinciple considered is the require-ment that, in almost all instanceswhen government entities are col-lecting private or confidential datafrom individuals, that those entitiesprovide individuals with a noticeabout the information beingrequested. This notice is intendedto help individuals decide whetherthey want to provide the requesteddata to the government and givesindividuals a way to limit the usesand diseminations of the data oncecollected. (The latter principle ispopularly known as the"Tennessen Warning.")

If information is to be madepublic, the public must beinformed that information aboutthem will be available online(informed consent). Second,although public record informationmust be available for publicinspection, if a local governmentunit doesn’t feel it can protect anentire database that contains pub-lic and private information (uniformparcel record), then it is best tokeep this data offline. If you doput it online, the private informa-tion must be protected and secure.You also can limit search requestsby an individual or limit the numberof records that can be taken on agiven day. This will prevent peoplefrom grabbing large amounts ofdata at one time for analysis andlinking to other data.

Key Points

Page 32

How-To Questions• How do we protect the system and data from hackers?

• How do we protect sensitive personal information (security)?

• How do we ensure congruent policy across departments?

• How do we coordinate system development and maintenance?

• How do we address freedom of information requests?

• How do we protect ourselves from data loss?

• How is “appropriate use” defined for employees?

How do we ensure congruent policyacross departments? Communication,Communication, Communication. See KeyPoints under “Environment” for the need forearly buy-in by departments and the need formeetings to ensure everyone knows what’shappening and when.

How do we coordinate maintenance anddevelopment of the system? This is theplace where a plan should be developed. Itshould include timelines, responsibilities,goals and objectives and the points in timewhere people will be online and at whatlevel. In addition, budget estimates shouldparallel the plan, so there is some idea ofcosts in time and dollars.

How do we address freedom of informa-tion requests? You must follow federal andstate law in addressing these requests.Handle them the same way you would, ifyou were operating in a purely paper envi-ronment. Chances are this information maybe delivered on CD or disk (depending onfile size). Time usually is not a pressingissue when such a request is made.Therefore, the Internet may not be theappropriate way to respond. You also maysend the physical product by registered mail,so there is physical evidence that it wasdelivered. There is a way to do this withe-mail, too.

How do we protect against data loss?BACK UP YOUR FILES onto CD, tape or

other media. A weekly copy also could bebacked up to another computer. The key isfollowing a regular schedule. It may also bea good idea to place the physical media in afireproof vault (safe) or in another building.

How is “inappropriate use” defined foremployees? There may be some leewayhere, but the less the better. The simpleanswer is: If it doesn’t directly relate to one’swork (a purchasing agent can look at anOffice Max site, for example, while a truckdriver could not) it should not be on the com-puter. Here are some general rules:

• There is no expectation of personal privacy when using the Internet or e-mail.

• The use of public resources (such as e-mail) for personal gain or private purposes is prohibited.

• Managers are responsible for their employ-ees use of Internet services.

• The government reserves the right to moni-tor the system for any reason.

• Deleting e-mail may not remove the mes-sage from the system.

• E-mail may be subject to disclosure under open records laws or as a result of litigation(in some states anything on a government computer is government property).

• One infraction of the above rules will result in a warning to an employee, two infrac-tions is justification for termination.(ICMA2000)

Key Points

Lesson 2 Key Points

Page 33

Challenges• Local content change

• Lagging technology prevents real-time transactions

• Resistance to role changes

• Revenue models will be questioned

• Response to rapid change

• Need for prototyping and quick adjustment

Local content change. It may meanchanging the way business is done for gov-ernment. How to handle this should bedecided as part of the plan. Will somefunctions be changed quickly and others insteps?

Lagging technology prevents real timetransactions . Since it is better to gradually

transition into Net use, this may not be anissue for small communities with limitedbudgets. You may not choose to have real-time transactions initially. Obviously, youcan only move as fast as your budget willallow. In addition, the telecommunicationsinfrastructure of the community may notallow this even if you have computers thatdo. Both of these factors (money and infra-structure) will have to be investigated.

Resistance to role changes .Many people feel threatened bychange. One should seek outthose who will make change vol-untarily and let them go (theyshould be first in the plan). Oncethe “early adopters” are working,others who may be reluctant, cansee it working. They soon maywant to join the trend. The “lateadopters” will have to be pushedand there is nothing wrong withthis. Eventually, we will all getthere.

Revenue models will be ques-tioned. Early on, there may beno gain or loss from movingtoward e-government. Some ofthe benefits may be intangible,such as what is the value of hav-ing a public hearing on cableaccess? It is clear that simpleWeb pages do not cost an armand a leg. When e-governmentmoves to interactive Web pages,costs can rise. It is suggestedthat governments check with otheragencies that have experiencewith the Internet to determinecosts. Having this type of datasupports figures you may calcu-late.

Response to rapid change . It isnot necessary for government tohave the latest and greatest tech-nology or techniques. It is impor-tant that government respond tothe needs of its citizens andrespond in a financially responsi-ble way. If moving toward e-government meets these twogoals then government has anOBLIGATION to change.

Need for prototyping and quickadjustment . Using one unit ofgovernment to test a new conceptis a great way to “prove the con-cept” to yourself and others. Thisis a more effective way to intro-duce new technology or tech-niques (digital signatures) thanhaving all departments move in anew direction at one time. It alsoallows one department to quicklyadjust to a situation, then haveother departments adapt at aslower pace.

Key Points



Planning for

e-Government

Page 35

www.nmtabcs.org


Lesson 3Notes

Page 36


• Build a vocabulary of e-government terms;

• Have an overview of the opportunities and challenges presented by e-government; and

• Gain some sense of how e-government can improve the content and quality of service delivery.

■ ■ ■

■ ■ ■





3. Planning for e-Government4.Telecommunications Infrastructure

5. Creating and Evaluating a Government Web Site

Lesson 3 Notes

Page 37

Quiz1. Uses of e-government involve _________.

a. interaction between citizens and governmentb. no interactionc. immediate response by government

2. E-government can __________ in a way that government cannot.

a. inform the publicb. interact with the publicc. make the public happy

Lesson 3Key Points

Page 38

Levels of UsePassive Use Historically

– Government produces reports

– Government distributes flyers/leaflets

– Citizens read information

Passive Use in the 21st Century

– Government places information on telephone recordings

– Government places information on the Internet

– Government places information on cable TV

– Citizens listen or view material

Passive Use Examples

• Historic

– Recreation schedules were mailed to homes

– Agendas ran in newspapers

– Office hours were placed on recordings

• 21st century

– Recreation schedules are put on the Internet

– Public hearings on cable TV

– Office hours, elected officials and other general information published on the Internet

Web Site References:Review Lesson 1

http://www.magdalena-nm.comhttp://members.nbci.com/XMCA/cibola33/comm.html

Level 1 – Static (one way commu-nication or passive citizen use)

Level 2 – Dynamic (minimum citi-zen access)

Level 3 – Enhanced (citizen/e-government interaction)

In lesson one we covered thethree levels of use. Remember,Level 1 is static and provides infor-mation. Level 2 is a little moredynamic and allows for a minimumlevel of citizen access. And, Level3 allows for interaction between cit-izens and government.

Passive Use, HistoricallyHistorically, government has published information on paperand then distributed it to a limitednumber of individuals and groups.

Examples:• Published reports• Presentations• Distribution to key individuals• Summaries printed in the paper

Level 1 is the lowest level ofcapability for e-government. Itmeans government provides infor-mation, such as a list of picturesand/or names and phone numbersof elected officials on a Web site.Citizens do not have equal accessto the officials. That is, if they wantto contact them, they must write aletter, place a phone call, or write aletter to the editor of the localnewspaper.

Passive Use in the 21st CenturyToday, e-government has the capa-bility to reach a wider audienceand provide more information inthe form of one-way communica-tion.

Examples:• Post reports on a Web site• Announce meetings and public

hearings on cable TV• Replay meetings and public

hearings on cable TV• Send reports to individuals and

groups with e-mail

Lesson 3

Dynamic Use

Government gives citizens theopportunity to communicate withit, but no immediate response isnecessary. Where people onceused letters and petitions, theynow can e-mail, respond to elec-tronic surveys and fill out forms.Note: At this level, there is nodirect interaction from the govern-ment or the citizens, there is still atime delay.

Key Points

Page 39

Dynamic Use

• Historic

– Letters to elected officials

– Letters to editor

– Petitions

• 21st century

– E-mail by citizens

– Electronic survey response

– Online forms


http://www.gallup.nm.ushttp://www.lascrucescvb.org/html/meeting_planner_info_request.html

http://www.ci.truth-or-consequences.nm.us/feedback.htm

Levels of Use, cont.

Lesson 3

Enhanced Use

At this level, government gives citizens the opportunity to commu-nicate when an immediateresponse is required. It is only atLevel 3 that citizens can experi-ence real-time interaction withgovernment. This is an advancedform of e-government. It meansthat the agency has made a lot ofprogress toward implementing e-government. Concerns, such assecurity, liability, and employeeuse of the Internet, have beenaddressed in a formal way bygovernment. In addition, it meansthat the agency has already successfully passed through Levels 1 and 2.

Key Points

Page 40

Enhanced Use

• Historic

– Face-to-face

– POTS

– Letters

• 21st century

– Chat

– E-mail (between government official and citizen)

– Interactive forms

– Voting


http://www.cabq.govhttp://www.ci.indianapolis.in.us

http://www.ci.des-moines.us

Levels of Use, cont.

Lesson 3 Key Points

Page 41

• There are three major audiences

– Citizens

– Business

– Visitors

• Other audience categories

– Government Staff, Consultants, Contractors

– Children and Youth

– People with Disabilities

– Senior Citizens

Audiences In addition to the three majorexternal audiences, there also areother audiences about which to beconcerned. These groups shouldbe lower on the list of users.

Government Staff and Consultants

E-mail is one tool that comes tomind when thinking about staff. Itdoes facilitate communication. E-mail also can increase communi-cation between staff and consult-ants. Agency staff might also con-sider publishing an online newslet-ter for employees.

Children and Youth

Often we forget that young peopleare part of the community. Atsome point in the development ofan e-government site, it is worth-while to try and determine whatthe site could offer kids. Forexample, the publishing of recre-ation schedules so they can seeand read them, rather than offeringthe stock market-like listing ofrecreational programs that are sooften offered in newspapers andgovernment publications. Or pub-lish information about governmentstructure that could be used bylocal civics classes.

People with Disabilities

This takes some extra time andthought, but it is important toinclude all members of the com-munity. Special needs for specialpeople should be considered by allgovernment agencies.

Senior citizens

It is important to consider seniorswhen designing Web pages. Withan aging population, this has to bea concern for local government.One option is to suggest that olderpeople enlarge the font on their e-mail or Web page publisher or touse a lower screen resolution foreasier reading. This might meanusing larger type for printing andmaking the Web page simpler,especially if interaction is required.Special programs and events forseniors also can be placed on theWeb.

Here we begin to address the specifics ofhow government can implement the threelevels of e-government.

The first step is to recognize three basicexternal audiences that agencies staff mustthink about when developing an e-government strategy or plan. They arecitizens, businesses and visitors.

Obviously, citizens must always be upper-most in the mind of government staff. Theymust be the primary beneficiaries of any e-government effort. After all they pay for it.

Business owners are next. They too paytaxes and have a direct interest in govern-ment’s efficiency and effectiveness. It is

suggested that business is secondary to citizens in determining how to design government Web pages The exception tothis rule (isn’t there always at least one) iswith an economic development agency orchamber of commerce, where business isthe primary audience.

The third audience is visitors and/ortourists. Even a static Web site can attracttourists. Since they are an increasingsource of revenue for communities, theyshould not be forgotten during the designphase. Items, such as average monthlytemperatures or amount of precipitation bymonth, is helpful for visitors to have adelightful stay in your community.

Key Points

Lesson 3Notes

Page 42

General Strategic Plan for Web Development

Passive Site

The goal is to develop maximum functionality within an ISP-basedstatic or passive Web site

– Develop a format and policies and procedures for Web design and updates

– Develop initial Web site based on material submitted by departments

– Develop search and navigation tools for Web site

– Develop forms

– Develop external group e-mail

– Develop Java script mini-databases

– Train staff

– Develop policies controlling information flow (in and out)

Lesson 3

Interactive SiteThis is a big step for governmentbecause interaction requires maintaining databases that can beaccessed. A decision must bemade about which databases areto be accessible on the Web. Inaddition, if there is confidentialinformation within these data-bases, an administrator must beconfident that the data can be protected.

Make sure there is a plan for tran-sitioning from a passive system toan interactive one. This is a bigstep. Again, start small and main-tain quality and reliability.

Key Points

Page 43

Interactive Site

The goal is to develop maximum functionality within the basic dynamic or citizen access Web site

– Identify current databases that need to be accessed via the Internet

– Identify new database functions that could add value

– Facilitate the choice of transition steps to full use of dynamic Web

– Develop security design for database and network access

– Develop automated notification, response systems

– Develop specifications for expanded Web site hardware and software

Lesson 3

Enhanced SiteMake sure there is a validneed for this type of interactionand be sure that over time itwill save money or staff time.For most small governmentsthese applications are in thefuture. Outside assistancemay be needed to developfully interactive Web sites thatallow digital signatures, fundstransfers, access to live mapsthat can be explored and edit-ed offline by users, automatedapproval of documents andreal-time interaction.

Be patient. The technologyand software is becoming easi-er to use.

Key Points

Page 44

The goal is to develop maximum functionality with enhanced or interactive applications

– Identify reengineering opportunities that would be further enhanced by Web applications

– Develop GIS/Internet capability

– Develop applications that allow for secure transmittal of data and funds

– Develop applications/kiosks that allow for digital signatures

– Develop streaming audio/video capabilities

Enhanced Site

www.nmtabcs.org




TelecommunicationsInfrastructure

Page 45

Lesson 4Notes

Page 46


• Be aware of the basics of the infrastructure used in sending and receiving information over the Web;

• Be familiar with the telecommunications infrastructure in New Mexico; and

• Know what questions to ask about obtaining infrastructure for your community.

■ ■ ■

■ ■ ■





3. Planning for e-Government4. Telecommunications Infrastructure5. Creating and Evaluating a Government Web Site

Lesson 4 Notes

Page 47

Infrastructure Quiz1. The amount of bandwidth available in my community will

determine_______.

a. the size of the band’s pantsb. the amount of data we can send/ receivec. the amount of data we can send

2. True or false.

Sending and receiving data over the Net is just like using the telephone.

Lesson 4

Everything is going to digitalformat - music, television, photog-raphy, phones and e-government.Government also has been head-ed in this direction for a longtime. The use of computers isubiquitous in government. GIS(computer mapping) is common-place. More information can besent over lines or by satellite if it’sdigital. And it’s cheaper.

There is large-scale integrationof companies and technologies.Media giants like Turner, TimeWarner, AOL, Microsoft,Netscape, AT&T, Disney andUniversal merging to ensure theyhave a share of the telecommuni-cation market.

In the same way, technologiesare converging. Computers, tele-vision, digital radio, music, andmessaging (Personal DigitalAssistants) are all moving towardsingle and integrated platforms.

Moving from private data lineto “public switched network-ing.” Historically, governmentsused dedicated lines to movedata from computer to computer.With “packet switching,” data canmove anywhere, anytime that acomputer and network are avail-able.

Network reaches the desktopand beyond (the wireless desktopis near). This translates to .ubiquitous internet access – anywhere/anytime.

Key Points

Page 48

Industry Trends• Analog to digital

• Very, large-scale integration

• Convergence of technologies

• Private data line to publicly switched networking

• Network reaches the desktop

• Ubiquitous Internet access

• Wireless communication

Lesson 4

With POTS (plain old telephoneservice) technology, one personcalls another person by using aspecific phone number to con-nect. This could also be donewith multiple persons, maybe fiveor six parties, using the samenumber. The same path wasused each time the callers spoketo one another during a singlephone call. The path was called“a circuit.” The technique used toconnect callers is called circuitswitching.

As we all know, the Internet canconnect thousands of users at atime. Chat rooms are goodexamples of connecting multipleusers. Each computer still has aunique address called its “IPaddress,” but the data itself isalso labeled (a packet) with boththe origin and destination. Thisfrees the data to go anywhere inthe system (hopefully through thefastest route) to its destinationcomputer.

Key Points

Page 49

Historically, telecommunications involved one sender and one receiverconnected by a single identifier (phone number).

Even with conference calling, many individuals can be connected byjust one phone number.

Historic Links

Internet LinksThe Internet links senders and many receivers. How do we sort outwho should get what message?

534-534-6534

Lesson 4Notes

Page 50

Computers connect to other computers via phone lines, using a modem or network connection.

– Tools designed to allow translation and transmission of computer data.

Packets of Information

How It Works

Lesson 4

Anything sent on the Internethas its origin and destination tiedto it in a packet. Every computerhas a unique address.

Within the packet is the origin,destination and data (e-mail, doc-ument, photo, drawing, map).The data packet can move fromcomputer to computer until itreaches the computer with thecorrect IP address contained inthe packet. This is called a packet switching network. It isfaster and cheaper than a circuitswitching network. A computerthat determines which direction isbest for a packet is called arouter.

Key Points

Page 51

TCP/IP

Source: Schneider, Gary P. and James T. Perry, Electronic Commerce, p. 34.Course Technology, Cambridge, MA.

How It Works (cont.)In recent years, as the data being sent and received became more complex, another protocol called Transmission Control Protocol (TCP) has been developed.

The data is transmitted using an Internet Protocol (IP)

– IP is a standard language and structure so that all computerscan transmit, receive, and decode the packets back into usable data.

Lesson 4

There are plenty of programsavailable that can help you buildyour Web page (Front Page isone example). It is best to hiresomeone with experience to builda Web page. People have cometo expect a certain level of profes-sionalism in a Web page.

Key Points

Page 52

The Web(What’s on Your Screen)

Pages, Clients, and Servers

– A Web page is a set of coded information that can be requested from any computer connected to the Internet. The page is on a computer called a Web server.

– The computer requesting the page information is called the Web client or Web browser.

– When a client computer wants access to a particular page, the network directs the request to the Web server responsi-ble for that page. The Web server then retrieves the file fromits memory and sends it to the client.

Lesson 4

A standard naming protocol forgovernments has been estab-lished. Some communities use theprotocol and some do not. Forexample, www.cabq.gov is the Cityof Albuquerque’s address andwww.bernco.gov is BernalilloCounty’s address, neither of theselocal governments are currentlyusing the protocol.

The naming protocol starts with thestandard http identifier.

http://

The familiar www prefix for theWorld Wide Web follows.

http://www.

The type of government is next.

http://www.ci.City government

http://www.co.County government

http://www.state.State government

Next comes the place name forcities and counties, or informationpertaining to a specific State, atwo-letter abbreviation for theState.

http://www.ci.farmington.nm.City

http://www.co.san-juan.nmCounty

http://www.state.nm.State

The abbreviation for the countrycomes last.

http://www.ci.farmington.nm.usCity

http://www.co.san-juan.nm.usCounty

http://www.state.nm.usState

Key Points

Page 53

In order to keep track of the 40 billion individual pages of data on the Web and to display them seamlessly, there must be a goodaddressing system.

– Each file has its own address called a Universal Resource Locator or URL.

– The URL is comprised of two parts. The first part indicates the protocol to use; the second part specifies the IPaddress or the domain name where the resource is located.

• The protocol (http://webopedia.com/TERM/p/protocol.html) is an agreedupon format for transmitting data between two devices. It determines thetype of error checking to be used; the data compression method, if any;how the sending device will indicate that it has finished sending a message;and how the receiving device will indicate that it has received a message.

• An IP address (http://www.webopedia.com/TERM/I/IP_address.html) is anidentifier for a computer or device on a TCP/IP network. It is a numericaddress written as four numbers separated by periods. Each number canbe zero to 255. For example 255.0.160.15 could be an IP address.

• The domain name (http://www.webopedia.com/TERM/d/domain_name.html)identifies one or more IP addresses. For example, the domain namemicrosoft.com represents about a dozen IP addresses. Domain names areused in URLs to identify particular Web pages. For example, in the URLhttp://www.pcwebopedia.com/index.html, the domain name is pcwebope-dia.com.

Every domain name has a suffix that indicates which top level domain (TLD) itbelongs to. There are only a limited number of such domains. For example:

gov ..................Government agencies edu ................Educational institutions org ..............Organizations (nonprofit) mil ............................................Military com ..................Commercial business net ..................Network organizations ca............................................Canada th ..........................................Thailand

Because the Internet is based on IP addresses, not domain names, everyWeb server requires a Domain Name System (DNS) server to translatedomain names into IP addresses.

URL-The Web Site Address

URL Defined

Lesson 4The materials and informationpresented here are a direct resultof Qwest CommunicationInternational Inc.’s collaborativeefforts with New Mexico StateUniversity to provide basictelecommunication information torural communities.

Key Points

Page 54

• Qwest Service Area

• High capacity infrastructure consists of three elements

– Fiber optic corridor connecting the Qwest Service areas

– Intelligent switches in select communities

– Industry specific voice, data and video applications

• Qwest and the State of New Mexico collaborative strategies

- Working with NMSU on the Teleliteracy project

- Steps being taken by other telecommunications companies inNew Mexico to bring services into communities

New Mexico Fiber Optic Summary

Web site Reference:http://www.connectnm.org

Lesson 4

ISP – An ISP is an internet serv-ice provider. This is a companythat provides access to theInternet.

ISDN – A communication stan-dard for sending data, voice andvideo over telephone lines (bothnormal and digital wires).

ATM – When we hear ATM, mostof us think of the machine at thebank. Here, ATM is short forasynchronous transfer mode.This is a technology based ontransferring data in fixed sizepackets or cells.

CBR – A constant bit rate speci-fies a fixed bit rate, so data issent in a steady stream.

VBR – A variable bit rate specifiesthroughput capacity, but data isnot sent evenly.

Bandwidth – The amount of datathat can be transmitted in a givenamount of time.

POTS – Acronym for plain, old,telephone service. Refers to theservice that most homes use.

ADSL – Asymmetric digital sub-scriber line is a new technologythat uses existing copper tele-phone lines to send more data.Where POTS is generally restrict-ed to transferring 52 Kbps (52,000bits per second), ADSL supportsreceiving rates from 1.5 to 9 Mbpsand sending rates from 16 to 640Kbps. This is asymmetricbecause it supports different datarates for upstream and down-stream traffic.

SDSL – Primarily being devel-oped in Europe, symmetric digitalsubscriber line also is a new technology that uses existing telephone lines to send moredata. SDSL supports rate up to 3Mbps. It is symmetric, because ofthe constant data rate forupstream and downstream traffic.

Definitions were taken fromWebopedia: The #1 online ency-clopedia dedicated to computertechnology. For more completedefinitions and information,access the site at http://webopedia.internet.com.

Key Points

Page 55

• ISP – Internet Service Provider

• ISDN – Integrated Services Digital Network

• ATM – Asynchronous Transfer Mode

• CBR – Constant Bit Rate

• VBR – Variable Bit Rate

• Bandwidth

• POTS – Plain Old Telephone Service

• ADSL – Asymmetric digital subscriber line

• SDSL – Symmetric digital subscriber line

Infrastructure Terminology

Lesson 4Notes

Page 56

The more bandwidth, you have the more information you can communicatein a given amount of time.

• Voice

• Data

• Video

• Video and Voice

The maximum speed for transfering data over traditional POTS is 56 Kbps.

• 1,024 bits = 1 kilobit (Kbps)

• 1,024 Kbps = 1 megabit (Mbps)

Bandwidth

How Bandwidths Work

Lesson 4

Robert W. Doyle provides the fol-lowing example of capacity in anarticle entitled “What the nextgeneration of Internet holds instore” published in the April 16,2001 Las Cruces Sun NewsBusiness Section.

“…the Encyclopedia BritannicaDVD 2000 Edition contains 4.5gigabytes of data. If you connectfrom home at 53 kilobits per sec-ond, it would take you nearly eightdays to download the encyclope-dia. If you’re at a research uni-versity, tied to today’s Internetthrough a T1 or T3 connect, yourdownload time could be just under14 minutes.”

Key Points

Page 57

Example of Capacity

Bandwidths

Lesson 4

While the amount of bandwidth isimportant to determine the amountof time it takes to access informa-tion over the Internet, it is not thewhole story. Other factors thatinfluence the speed of transfersinclude:

• the capacity of the server and thenumber of people trying to accessthe server at the same time;

• the amount of traffic on the net-work; and

• the amount of time it takes toreroute traffic when a portion of theInternet network is down.

Source: Local Government On-Line: Putting the Internet to Work,p.16.

Key Points

Page 58

Traffic on the Internet1. No traffic on the shortest route

3. No traffic on the longer route

2. Traffic present on the shortest route

4. Traffic present on the longer route

Lesson 4 Notes

Page 59

1. Hook to digital telephone line

• Adequate for most small businesses and small units of local government

– ISDN (Integrated Services Digital Network)

– DSL (Digital Subscriber Line)

– T-1

2. Cable service

3. Wireless

• Satellite access

• Local multipoint distribution services

• Could be important to rural areas although it’s still in its infancy

Three Ways to Speed Up Access

Lesson 4Notes

Page 60

A portion of the information in the above table can be found on page 14 of Local GovernmentOnline: Putting the Internet to Work, and pages 8-9 of Getting Online: a guide to the Internetfor small town leaders.

Comparison of Communication Technologies

SATELLITE CABLE ADSL WIRELESS

Maximum 400 Kbps 10 Mbps 9 Mbps (10,000 ft.) 1.5 MbpsBandwidth 2 Mbps (18,000 ft.)

Download 44 min. 20 sec. 22 sec. at 9 Mbps 2 hrs. 4 min (25mb file) 1 min. 42 sec. 49 sec.

at 2 Mbps

COSTInstallation $250 $75-$200 $200-$1,000 $125

Monthy $20-$50 $40-$50 $40-$150 $50

Status 99% 30% 16% Trials only

Limitations Speed can Must live within Signal slow down 3 miles of distance

station limited

Lesson 4 Notes

Page 61

What steps were taken in Gallupto obtain high-speed telecommunications services?

About three years ago, hospital staffwere installing a new health informa-tion system and discovered the needfor ISDN services in order for thenew computers to communicate withthe information system. At that time,there were no ISDN services avail-able in New Mexico. Gallup repre-sentatives met with the Public Regulatory Commission and explainedthe nature of their problem and the need for high-tech telecommuni-cations for health care and very quickly got an order from theCommission to roll out ISDN for Gallup, specifically, and within a fewdays for the entire State of New Mexico.

A little over a year and a half later, it was time for Gallup to move upto DSL. DSL was not available in New Mexico at that time either.Gallup once again went to the Commission, this time presenting aworkshop on DSL technology. After several meetings, the availabilityof DSL services for New Mexico was authorized. Initially, engineerswere targeting only cities with populations of more than 100,000 forservices and “Gallup wasn’t on the list and wasn’t going to be on thelist.” At this point, Gallup officials turned their initial process of gettingDSL services for New Mexico into getting DSL for Gallup.

To make their case, Dwayne Jordan and Herb Mosher met with theMcKinley Development Foundation and then involved representativesfrom city, county, school district, two universities in town, and localbusinesses. Essentially, they got the whole community involved.

How difficult was it to get the various parts of the community tojoin in this campaign?

“At first, it was difficult in the sense that people didn’t generally under-stand the need for it and where it was going. It took a little bit ofshow and tell and a couple of things that happened to help us alongthe way.” Leaders in Gallup very quickly joined the project andopened the doors for other leaders to join in and support it. “It kind ofcreated its own momentum.”

Gallup’s Story

Excerpts from interview withDwayns Jordan, Chief Information

Officer, Rehoboth McKinleyChristian Health Care Services

Continued on Page 62

Lesson 4Notes

Page 62

Gallup’s StoryWhat did you have to do to convince people that this wasimportant?

“Just going through the process of meeting with the people andexplaining the process and what the technology meant -- what it was,why we needed it, what could be done with it and how it could affectthe economy through e-commerce in the long run. Our major long-term interest in the community is certainly e-commerce, but it alsobrings about tele-health and distance learning, as well as e-commerce. So, it wasn’t something that was too hard to sell, oncepeople began to understand what the technology did.”

What did Gallup leaders do thatconvinced Qwest to changetheir plans for rolling out DSLin New Mexico and puttingGallup at the front of the line?

“There were several things thatGallup did that were very impres-sive. First of all, they stayed in constant contact with Qwest. Theyincluded us in their plans. Theybrought us in, even to be on their

community radio shows to talk about what’s going on. The aware-ness level in the entire community was amazing. Secondly, they tookresponsibility. They own what they are going to do with the telecom-munications infrastructure. And, it’s local responsibility. They are incommand of their future, and they have a process in place wherethey meet, they discuss, they look at issues, they see how it affectstheir community.”

Leo BacaDirector of External AffairsQwest Communications

International Inc.

Lesson 4

Look for opportunities to partnerwith other public and private sec-tor entities. Cost sharing is aneffective way to bring down theoverall cost of e-government.

Key Points

Page 63

Strategies

- Rights of way and existing conduit• Tacoma, Washington completely wired• Glasgow, Kentucky built on electrical base

- Wire or rewire government facilities

- Partner with other private or public agencies to get job done (coming together builds greater demand)

- Schools, hospitals, state government

- ISP or Government assume role• POTS• DSL• ISDN• Wireless

- Hardware• Server• Computer• Speed • Memory• Depends on Complexity of Web page

- Software• FrontPage• PageMaker

- Staff• To build Web page• To maintain Web page

What Do You Need Fore-Government Infrastructure?

Web site References:http://www.cityoftacoma.org

http://www.click-network.com/default.htmhttp://www.glasgow-ky.com

www.nmtabcs.org




Creating andEvaluating a Government

Web Site

Page 65

Lesson 5

This lesson will provide anoverview of setting up and evalu-ating a government Web page. Itincludes suggestions and exam-ples of government Web sitesfrom both inside and outside NewMexico.

Notes

Page 66

Objectives

■ ■ ■



After completing this lesson you will:

• Be familiar with the basics of building your own Web site;

• Be aware of techniques to improve an existing Web site;

• Avoid common problems with e-government Web sites; and

• Be able to discuss characteristics of a quality Web site.



3. Planning for e-Government4.Telecommunications Infrastructure5. Creating and Evaluating a

Government Web Site

Lesson 5

1. Your Objective . There is noreason to do a Web site unless itwill solve a specific problem.Some sites are a waste ofemployee and taxpayer time andmoney.

Web sites that are passive canprovide information. Some ques-tions to ask may include:

Is there a new project that peo-ple MUST know about?

Is there an upcoming electionabout which you want to informthe public?

Are there any changes in gov-ernment policy regarding employ-ee benefits?

Remember, e-government canbe used to increase communica-tion within government as well asbetween government and citizens.Talk to everyone who might bene-fit from using or receiving informa-tion from the Web site. This pointhas been emphasized a numberof times, but it bears repeating.When people are involved in cre-ating the site they are more likelyto feel a part of it and to use it.

Takes notes from discussionswith people, retain memos andletters and keep track of thedevelopment of the Web site as itprogresses.

How you define your objectivewill clarify and affect every deci-sion made from this point forward.

Key Points

Page 67

The Plan:Three Things to Know

• Know your objective

• Know your audience

• Know your medium

1. Your Objective

What problem(s) will the site solve?

- Provide information

- Increase company/public awareness

- Customize/automate interaction

Consult with anyone and everyone who will use or be involved withthe site

WRITE IT DOWN!

Lesson 5

2. Know your audience.Who will surf the site and how willthey use it? These two questionsare critical to the OVERALLDEVELOPMENT as well as toidentify how the site should be ini-tialized. Remember the purposeof the Web site development planis not only to indicate how the siteshould look and be used, but alsoto guide development over thenext several years.

Citizens who use the site willhave varying reading and lan-guage skills and physical abilities.How to accommodate theseneeds should be a part of theplan, because a government Website should serve the needs of all.

Technology concerns. Not every-one who uses the site will have a1,000 Megahertz machine with asatellite connection and a 21-inchflat screen monitor. Some peoplewill want to connect to the sitewith slower machines and slowerNet connections. Just as you areconcerned about people withphysical and mental limitations,you should also design a portionof the site with technological limitsin mind as well. Most sites shouldcarry a text-only segment that canbe accessed with very basicequipment.

It might be useful to do a smallsurvey in the community to findout what kinds of technology areavailable. Check the local andstate units of government in town,check the schools, libraries andchurches and check with individu-als (you might run an ad in thepaper or do a small phone sam-ple). You can ask about types ofcomputers, monitors and modems(of course this will also be limitedby the phone system, cable sys-tem or satellite connections). Youmight also see if there will be dif-ferent levels of use by school chil-dren, men, women and by incomegroups. Again, the goal here is toreach as many people as possi-ble.

You also have to be concernedabout the reading level of yourcommunity (what percentage ofthe households take the newspa-per?).

Key Points

Page 68

The Plan:Three Things to Know (cont.)

2. Your Audience

• Who will surf the site?

– Plan for a portion of the site to be available at the lowest levelof technology that is appropriate for your community.

– Optional information about the audience that might be useful in designing the site includes: gender, income and profes-sion. Also, available connection speeds and hardware.

– Appropriate reading level (must target language).

3. Your Medium

• Why use the Web?

– Instant access and dynamic interaction

– Customer customization

– Strong existing Internet client base

3. Know Your MediumWhy the Web? Information is instantlyaccessible. There also can be interactionbetween citizens and government. You can

customize the interface for special groups.The Web already has a large user base thatallows people to access a new Web sitewith relative ease.

Key Points

Lesson 5Content . There should be infor-mation on the page that peoplecan use. Don’t create a Webpage just because someonethinks it would be great to haveone.

Reliability . If you want people tocome back to your Web page, ithas to work all the time. If it’sgoing to be down, put a notice onthe page and let people knowwhen it will be operational again.

Ease of use . Make informationeasy to read and obtain.

Attractiveness . Although this issubjective, it is important that theWeb page make effective use ofcolor and type styles.

Connectedness . Can other Websites help your e-governmentuser? If so, include links to thesesites on your site.

Access . Offer more than oneway to access information for dif-ferent user levels.

Key Points

Page 69

Web Page DesignWhat makes an effective Web page?

• Content

• Reliability

• Ease of use

• Attractiveness

Two more considerations

• Connectedness

• Access

http://www.geniegraphics.com/website-success.htm

1. Make your Web site visually appealing and informative.2. Make the site valuable to users by giving them reasons to bookmark and

return to your site.3. Make sure that the pages are current and timely.4. Make sure the site is easy to find and use by registering it widely and

by using key words.5. Keep your pages simple for on-page navigation.6. If you are at this point in developing your site, make it interactive and

involve each visitor.7. Be responsive to the users of your site.

Remember, site design is very subjective -- what is appealing to some maynot be to everyone else. Check out the style guide for navigation with 100Do’s and Don’ts in Web Design at

http://www.spiderpro.com/pr/prstgm001_nav.html

Seven Keys to a User FriendlyWeb Site

Lesson 5

When browsing the examplesites, consider:

• Does the entire width of the page fit on your screen or do you have to scroll over to see some information?

• It there clear labeling? Do you know immediately what site you are visiting?

• Is the design consistant?

• Is contact information provided?

• When was the site last updated?

• Is there a search function?

• Is there a site index?

• Are links provided?

Key Points

Page 70

http://www.state.pa.us

Government Blue Pages

Pennsylvania Digital School Districts

e-Government Services

Regional News

http://www.state.nm.us

http://www.state.ca.us

http://www.state.ia.us

http://www.state.me.us

http://www.state.nc.us

State Web Site Examples

Lesson 5 Notes

Page 71

Community AssessmentElements of a Telecommunications Needs Assessment

reprinted from Getting Online: a guide to the Internet for small town leaders,pg. 56, National Center for Small Communities (NCSC).

An Inventory of Existing Infrastructure and Services

• Local exchange carrier characteristics; service area, central offices and equipment, costs of service.

• Telecommunication network characteristics: interoffice backbones, wide-area networks and local-area networks.

• Long-distance services (depending on boundaries of the local access and transport area and the existence of extended-area service).

• Wireless (including cellular, personal communication services or digital wireless, satellite).

• Internet service provider (ISP) characteristics: local dial-up access, number of modem lines and their speed, dedicated lines, connection to backbone, variety and cost of services.

• Television/video (including both public and private cable, satellite downlinks and uplinks, and interactive video).

• Government networks operated by public schools, libraries and other public agencies.

Current Level of Use and Satisfaction(Businesses and Public Agencies)

• General characteristics: type of organization, number of employees, whether main or branch office.

• Telecommunications services: number of lines, callingservices, extensions, computers.

• Local-area networks (WAN remote locations, leased lines).• Internet access (dial-up connections and speeds, direct

connections and speeds).• Technology assessment (applications and future plans for

expansion).• Technology support (staff, training, contracted services,

technology plan).• Service providers (telephone, long distance, Internet,

cellular).• Cost data (estimated monthly cost associated with each

service).• Partnerships (funding partners, shared services).

Source: Getting Online National Center for SmallCommunities444 N. Capitol Street, NW, Suite208Washington, DC 20001-1202PHONE: (202) 624-3550FAX: (202) 624-3554e-mail: [email protected]

http://www.natat.org/NCSC

Copies of Getting Online may beordered by mail or on the Web.

Lesson 5Notes

Page 72

Community Assessment (cont.)Current Level of Use and Satisfaction (Households)

• General characteristics: household size, location, income.• Telecommunications services (number of lines, various calling

services, such as call waiting and caller ID).• Internet access and use (dial-up connections, local or long

distance, cost).• Service providers (local, long-distance, Internet, cellular).• Cost data (estimated monthly cost associated with each

service).• Interest in Internet training.• Existence of home-based businesses.• Experience with and interest in distance learning.

Source: Getting Online National Center for SmallCommunities444 N. Capitol Street, NW, Suite 208Washington, DC 20001-1202PHONE: (202) 624-3550FAX: (202) 624-3554e-mail: [email protected]

http://www.natat.org/NCSC

Copies of Getting Online may beordered by mail or on the Web.

Lesson 5

There are a number of meas-ures that can be used to deter-mine how effective your Website is. You can use some ofthem, or all of them dependingon the sophistication of theWeb site. They are bestexpressed as questions:

Completeness. Is everyoneonline who needs to be? Isthere a schedule to get every-one online?

Timeliness. Is there a sched-ule for getting information tothe Web site?

Customer satisfaction. Doyou have a place where peoplecan list suggestions and orcomplaints? Is there a way forusers to get in touch with theWeb master?

Efficiency. Is the Web sitesaving money? If not, are peo-ple giving feedback that leadsyou to believe that the addedexpense is developing a moresatisfied, and/or informed citi-zenry. If the answer to both ofthese questions is no, youneed to consider why you aredoing the Web site?

Effectiveness . Is the Web sitehelping or hurting the govern-ment unit?

Policy compliance . Are youfollowing general governmentrules for government facilitiesand functions?

Reliability . Is your site consis-tently up and running. If not,do you have a way of lettingpeople know?

Key Points

Page 73

Measures of Effectiveness• Completeness

– Are all major sources available online?

• Timeliness

– How long does it take to get new information posted to the Web site?

• Customer Satisfaction

– Are users satisfied with delivery of services and information online?

• Efficiency

– How much does it cost to run the site, especially compared to phone and mail?

• Effectiveness

– How is the site contributing to the agency’s overall mission?

• Policy compliance

– Does the site adhere to relevant guidelines, rules and statutes?

• Reliability

– What percentage of the time is the Web site up and running?

– Do you have a mechanism for notifying users when the Web site is not operational?

Lesson 5Key Points

Page 74

Other Measures• Qualitative Improvement of Services

– Increased access to information

– Immediacy of feedback

• Quantitative Improvement of Services

– Training costs

– Costs of printing and mailing

– Displaying records instead of printing them

• Network Economies

– If many people use the system, the value rises

– If few people (besides employees) use the system, the value decreases

• Using the Internet to Make Estimates

– Evaluating the network with other ways to accomplish the same tasks

Qualitative Improvement ofServices. Access to informa-tion 24 hours a day, sevendays a week is of value to peo-ple who regularly access infor-mation during off-hours or forcitizens who may not use thesystem regularly but are nowable to access available infor-mation during off-hours.

The quality and immediacy offeedback while filling out formsonline instead of waiting in lineis another qualitative measureof effectiveness.

Quantitative Improvement ofServices. Are you savingmoney in training costs?

Are you reducing printing andmailing costs?

If you display records, are people more satisfied thanwhen they were not availableelectronically?

Network Economies. Themore people who use yoursystem, the greater the valueof the system.

Using the Internet to MakeEstimates. Once the Web siteor other Internet-based appli-cation has developed a userbase, you can assess theimprovements created by thenew system. Look at the esti-mated costs of delivery onlineversus offline, as well as theactual service provided to formestimates of cost savings orincreased productivity.

www.nmtabcs.org


Glossary


The

ABCs of

e-Goverment

Page 75

T-ABCs GlossaryNotes

Page 76

ADSL: Asymmetric digital subscriber line is a new technology thatuses existing copper telephone lines to send more data. Where POTSis generally restricted to transferring 52 Kbps (52,000 bits per sec-ond), ADSL supports receiving rates from 1.5 to 9 Mbps and sendingrates from 16 to 640 Kbps. This is asymmetric because it supportsdifferent data rates for upstream and downstream traffic. This is morepopular in North America.

Asynchronous: Communication where the information does nothave to be transferred according to any steady patterns.All parties areallowed to communicate when they wish, without having to follow acertain protocol for when and in what order information must betransferred.

ATM: ATM is short for asynchronous transfer mode. This is a tech-nology based on transferring data in fixed size packets or cells.

Bandwidth: The amount of data that can be transmitted in a givenamount of time.

Bot: Short for robot. A program that runs automatically withouthuman intervention.

Broadband service: Allows data transmission using multiple signalsor channels at the same time.

Browser (Web browser): Software used to find and view Webpages on the World Wide Web.

CBR: A constant bit rate specifies a fixed bit rate, so data is sent in asteady stream.

Chat: Real-time communication between two or more people con-nected to the Internet.

Computer-mediated networks: Electronically linked devices thatcommunicate interactively over network channels.

Cookies: Bits of information about Web site visitors created by Websites and stored on client computers.

Crawler: A program used in search engines to locate sites related toa specific key word.

T-ABCs Glossary Notes

Page 77

Digital divide: The gap between the technological “haves” and “have-nots.”

Digital ID/Signature or Digital Certificates: An attachment toan e-mail message or data embedded in a Web page that verifies theidentity of a sender or Web site.

Directory: Narrows a search by organizing pages into hierarchicalcategories.

Domain: The alphabetical name for a Web sitesIP address. Alsorefers to a group of computers or a network controlled as a singleonline unit.

Domain name: A name that identifies one or more IP addresses.

Dynamic page: A Web page in which content is shaped by a com-puter program in response to a user’s request.

Dynamic Use: In the dynamic mode, citizens can contact govern-ment asynchronously.

Electronic business (e-business): Any process that a business con-ducts over a computer-mediated network.

Electronic commerce (e-commerce): Any transaction completedover a computer-mediated network that involves the transfer of own-ership or rights to use goods or services.

Electronic government (e-government): Concept that citizens,business owners and government officials can use the Internet toexchange information and do business with each other.

Electronic Data Interchange (EDI): The computer-to-computerexchange of business documents, using standard formats that arewidely recognized both nationally and internationally.

Electronic Telecommunication (ET): Distance communicationthat uses electronic means, such as computers connected to theWorld Wide Web.

E-mail (e-mail): Short for electronic mail. E-mailing involves trans-mitting messages over communication networks like the Internet.


Page 78

Encryption: The coding of information using a mathematical-basedprogram and secret key. Makes a message illegible to casual observerswithout the decoding key.

FAQ: Answers to frequently asked questions.

FTP (File Transfer Protocol): The standard method for sharingand sending files on the Internet.

Home page: The first document or Web page users view when theyenter a Web site.

HTML (Hypertext markup language): The language of theInternet, contains codes attached to text that describe text elementsand their relation to one another.

HTTP (Hyper Text Transfer Protocol): The protocol used on theWeb to transfer and format messages and Web pages for viewing.

HTTPS: Indicates a Web site that requires a Secure Socket Layer.

Instant Messaging: Real-time, private communication between twoor more individuals.This online interaction is usually facilitatedthrough a program like AOL Instant Messanger or ICQ, althoughthere are many others. No standard instant messaging service is useduniformly.

Internet: A global network connecting millions of computers.

ISDN: A communication standard for sending data, voice and videoover telephone lines (both normal and digital wires).

Interactive or Enhanced Use: The highest level of Web sitedesign, which allows true interaction between citizens and govern-ment.

Internet Service Provider (ISP): A company that provides accessto the Internet.

Intranet: An interconnected network of computers operated withina single company or organization.

Internet Protocol (IP): IP specifies the format of packets, alsocalled datagrams and the addressing scheme. By itself, IP acts like thepostal system, allowing users to address a package and drop it in thesystem with no direct link to the recipient.


Page 79

IP address: An identifier for a computer or device on a TCP/IPnetwork.

IT (Information Technology): All aspects of managing and pro-cessing information. Used especially in reference to computer-basedmanagement.

Key word: A word or short phrase with a specified meaning, used asa reference or search tool. The word is linked to and identifies cer-tain documents or aspects of a document.

Link: A reference to another Web page or Web site.

Network: Two or more computer systems linked together to allowaccess to each other.

Newsgroups: Virtual communities of people who discuss a sharedinterest on the Internet.

Online: Being electronically connected to the Internet.

Passive Use : Citizens can access information, but cannot interactwith the system.

Personal computer or PC: In general, any personal computerbased on an Intel or Intel-compatible microprocessor.

POTS: Acronym for plain, old, telephone service. Refers to the service that most homes use.

Protocol: An agreed upon format for transmitting data between twodevices.

Real-time: Instantaneous or very quick response to communication,without any noticeable delay.

SDSL: Primarily being developed in Europe, symmetric digital sub-scriber line is a new technology that uses existing telephone lines tosend data. SDSL supports rate up to 3 Mbps. It is symmetric becauseof the constant data rate for upstream and downstream traffic.

Search engine: A program that searches documents for specifiedkey words and returns a list of the documents in which the key wordswere found.


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Secure Socket Layer (SSL): A protocol for transmitting privateinformation securely over the Internet.

Static page: A Web page that displays unchanging informationretrieved from disk.

Synchronous: A way to transfer information at specified, regulartimes.

Teleliteracy: Providing knowledge about the use and role oftelecommunications in the electronic age, especially the Internet andWeb-based resources and capabilities.

Transmission Control Protocol (TCP): TCP is one of the mainprotocols in TCP/IP networks. While the IP protocol deals only withpackets,TCP enables two hosts to establish a connection andexchange streams of data.

Transmission Control Protocol/Internet Protocol (TCP/IP):Communication protocols used to connect hosts on the Internet.

URL (Uniform Resource Locator): The standard protocol andtranscription for the addresses of Web pages, documents, and otheronline files available.

VBR: A variable bit rate specifies throughput capacity, but data is notsent evenly.

Virtual reality: Computer-mediated method for interacting with athree-dimensional environment.

VPN (Virtual Private Network): A secure network constructedthrough the Internet that only allows access to a specified group ofusers.

Webmaster: A person who manages and updates a Web site.

Web page: A document on the World Wide Web.

Web site: a location or site on the World Wide Web, controlled byan individual, company or organization.

WWW: World Wide Web.The subset of Internet computers thatconnects computers and their contents in a specific way allowing foreasy data sharing with a standard interface.


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XML (Extensible Markup Language): Used by Webmasters tocustomize data formats and data management to the specificationsdesired by the company or business.This can be for internal use,within a business, or for interaction between a business and otherbusinesses and organizations.

Sources:

Webopedia (http://www.webopedia.com)

Merriam-Webster’s Collegiate Dictionary(http://www.m-w.com/dictionary)

Techdictionary (http://www.techdictionary.com)

POSSIBLE STARTING POINTS

www.virtualfreesites.com/internet.tours.htmlA cool place to start. Includes helpful informationabout travel, jobs, health and weather. You can dosearches for people, e-mail addresses, phone num-bers or businesses. Useful tools include calculators,calendars, dictionaries, encyclopedias and maps.

www.colapublib.org/explore/begin.htmlCharlotte’s Guide to the Web, organized by MaryRice, head of Children’s Services,WaterfordTownship Public Library. Covers all the beginner’sbases.

www.fingetek.com/newbies.htmNewbies are people who are new to the Internet.This site will help you learn some basics and getsome experience. Has a glossary of terms andother good beginner resources.

www.luc.edu/libraries/Webguides.htmlStart here to find tutorials on using e-mail and theWorld Wide Web, creating your own Web sites.Also includes electronic journals and the history ofthe Internet.

www.co.fairfax.va.us/library/internet/using.htmThis site features a Web tour designed by theFairfax County, Virginia libraries. Starts with basicinstruction on using a mouse and a browser toview Web pages. Follow the easy step-by-stepguide.

www.learnthenet.comMultilingual guide and tutorial explores the basics ofthe Web, such as e-mail and newsgroups, as well asadvanced topics, such as conferencing.

vlib.org/Overview.htmlThe Virtual Library (VL) is the oldest catalog of theWeb. Although it isn’t the biggest Web index, theVL pages are widely recognized for being amongthe highest-quality guides to particular sections ofthe Web. Overall this is a great Web site. You canfind information on agriculture, education, law, sci-ence, health, etc.

Office has an established affiliation with theDepartment of Health Sciences, College of Healthand Social Services through a contract between thePublic Health Division and New Mexico StateUniversity.

www.esri.comOne of several reputable GIS companies. A goodplace to get started to learn more about“Geographic Information Systems” in general.

SITES ON THE IMPORTANCE OF GETTING CONNECTED

www.connectnm.org/Connect New Mexico (CNM) is an association ofrepresentatives from the telecommunications,broadcast, computer and Internet industries work-ing together with a shared goal of leveraging NewMexico resources for information and networktechnology.

www.connectnm.org/map/allcom.html Check this site for telecommunications systems inNew Mexico.

www.digitaldividenetwork.org/Digital Divide Network: Sponsored by the BentonFoundation, this site is dedicated to informationabout the digital divide and its elimination.

www.digitaldivide.gov/#newsletterClosing the Digital Divide: A clearinghouse of infor-mation about the federal administration's programsto close the digital divide.

www.ngi.org/Center for Next Generation Internet:This centerlooks at forthcoming developments in the Internetand Internet applications.

e-GOVERNMENT SITESwww.ntia.doc.gov/National Telecomm and Info Admin (NTIA). TheWeb site for the National Telecommunications andInformation Administration, US Department ofCommerce.

www.digitalgovt.com/Center for Digital Government: This site providesgovernment and industry leaders with services tohelp them deal with issues regarding electronic gov-ernment.

www.ieg.ibm.com/IBM-Electronic Communities-Government: This isthe Web home of the Institute for ElectronicGovernment founded by IBM in 1995.

www.fcw.com/Civic.com: A source of information about the useof information technology in government.

FEDERAL GOVERNMENT SITES

www.lib.lsu.edu/gov/fedgov.htmlThis is a directory of all federal government agen-cies (with links) maintained by Louisiana StateUniversity. View a particular branch of governmentor look at the directory in its entirety.

www.fedworld.gov/This is a portal to US government Web sites. It cantake a little more time to find what you want, butthe informtion is useful.

www.firstgov.gov/An official US Government Web site, firstgov is aportal to other federal government Web sites.From here, you can access anything from arts toscience and technology, as well as the executive, leg-islative and judicial branches of the government.

www.census.gov/US Census Bureau’s home page.

www.access.gpo.gov/su_docs/US Government Printing Office. Official federalgovernment information at your fingertips.

lcweb.loc.gov/homepage/lchp.htmlHomepage for the Library of Congress.

www.nonprofit.gov/The Nonprofit Gateway is “a network of links tothe federal government and services.

www.nal.usda.gov/ric/The Rural Information Center provides informationreferral services for rural communities, officials,organizations and citizens.

www.sbaonline.sba.gov/Home page for the Small Business Administration.

www.ftc.govFederal Trade Commission’s Web site. Report viola-tions of privacy policy, fraud or other problems.

NEW MEXICO GOVERNMENT SITES

www.piperinfo.com/index.cfmAn index of local and state government sites.

www.state.nm.usThis is probably the easiest way to find a particularNew Mexico government Web site. In addition, tostate government, this page provides links to allcity/county sites in New Mexico.

NEW MEXICO COMMUNITIES

Here are URLs for New Mexico cities and counties.Not all of them are official government sites,but they seem to include the important city orcounty information. Included are local chamber ofcommerce sites, and some sites that include community/tourist information.

Cities

Alamogordowww.alamogordo.com/

Albuquerquewww.cabq.gov/

Angel Firewww.angelfirechamber.org/

Artesiawww.artesiachamber.com/www.pvtnetworks.net/%7Eapl/

Aztecwww.cyberport.com:443/aztec/www.aztecnm.com/

Belenwww.belennm.com/

Bloomfieldwww.cyberport.com:443/citybloomfield/city.htmwww.cyberport.com:443/citybloomfield/

Carlsbadwww.caverns.com/~chamber/www.carlsbadnm.com/masterweb/

Chamawww.chama.com/

Chloridevillage.globaldrum.com/sierra_newmexico/chloride.htm

Cimarronwww.raton.com/cimarron.htm

Cloudcroftwww.cloudcroft.com/

Cloviswww.clovis.org/chamber/www.clovis.org/www.clovis.org/cityofclovis/

Corraleswww.village.corrales.nm.us/www.village.corrales.nm.us/gov.shtml

Cuchillovillage.globaldrum.com/sierra_newmexico/cuchillo.htm

URL Reference Guide

Page 83

Demingwww.cityofdeming.org/www.zianet.com/deming/city.html

Eagle Nestdomainalias.newmex.com/village/

Edgewoodwww.townofedgewood.com/www.townofedgewood.com/government.htm

Farmingtonwww.farmingtonnm.org/www.farmington.nm.us/www.farmington.nm.us/depts/dept.html

Gallupwww.gallupnm.org/www.ci.gallup.nm.us/

Grantswww.grants.org/

Hillsborovillage.globaldrum.com/sierra_newmexico/hillsbor.htm

Hobbshome1.gte.net/mcotton/hobbs.htmhobbsnm.org/

Kingstonvillage.globaldrum.com/sierra_newmexico/kingston.htm

Jemezwww.jemez.com/Las Cruceswww.lascrucescvb.org/www.las-cruces.org/main/government.htmlwww.las-cruces.org/

Las Vegaswww.worldplaces.com/Las.Vegas.New.Mexico/nenewmexico.com/counties/san_miguel/lasvegas.html

Las Palomasvillage.globaldrum.com/sierra_newmexico/laspalom.htm

Los Alamoswww.vla.com/www.losalamos.org/

Lovingtonlovington.leaco.net/

Madridwww.virtualmadrid.com/

Magdalenawww.magdalena-nm.com/

Moriartybanzai.neosoft.com/citylink/moriarty/

Portaleswww.zianet.com/snm/portcham.htmwww.portales.com/Ratonwww.raton.com/

Red Riverwww.redrivernewmex.com/

Reservewww.gilanet.com/reservecc/

Rio Ranchoci.rio-rancho.nm.us/

Roswellwww.roswellnm.org/ci.roswell.nm.us/

Ruidosowww.ruidoso.net/

Santa Fewww.santafechamber.com/sfweb.ci.santa-fe.nm.us/www.ci.santa-fe.nm.us/sfweb/

Santa Rosawww.santarosanm.com

Silver Citywww.ci.silver-city.nm.us/www.silvercity.org/

Socorrowww.socorro.com/www.socorro.com/city/

Taostaoschamber.org/town.taos.nm.us/

Timberonwww.timberon.com/

T or Cwww.ci.truth-or-consequences.nm.us/village.globaldrum.com/sierra_newmexico/torc.htm

Tucumcariwww.cityoftucumcari.com/www.sr66.com/~joye/www.cityoftucumcari.com/

Winstonvillage.globaldrum.com/sierra_newmexico/winston.htm

Counties

Bernalillowww.bernco.gov/

Chavesroswell-usa.com/county/Cibolamembers.nbci.com/Cibola33/

Colfaxnenewmexico.com/counties/colfax/

Currywww.currycounty.org/

Doña Anawww.co.dona-ana.nm.us/

Eddywww.caverns.net/ecourt/

Guadalupenenewmexico.com/counties/guadalupe/

Hardingnenewmexico.com/counties/harding/

Leawww.leacounty-nm.org/

Los Alamoswww.lac.losalamos.nm.us/

Lunawww.zianet.com/deming/county.html

Morawww.moravalley.com/nenewmexico.com/counties/mora/index.html

Oteroco.otero.nm.us/

Quaynenewmexico.com/counties/quay/index.html

San Juanwww.co.san-juan.nm.us

San Miguelnenewmexico.com/counties/san_miguel/

Santa Fewww.co.santa-fe.nm.us

Sierravillage.globaldrum.com/sierra_newmexico/county.htm

Socorrowww.co.socorro.nm.us

Unionnenewmexico.com/counties/union/index.html

Valenciawww.co.valencia.nm.us/

A FEW SITESIF YOU’RE LOOKING

FOR DATA

www.unm.edu/~bber/If you need information/data about New Mexico,try this site. The Bureau of Business and EconomicResearch (BBER) at the University of New Mexicoconducts economic and demographic research andanalysis for the state of New Mexico. The BBERalso maintains a major depository of socioeconom-ic data (the data bank) for the state.

odwin.ucsd.edu/idata/Data on the Net. Search or browse the Universityof California, San Diego’s listing of 850 Internetsites of numeric social science statistical data, datacatalogs, data libraries, social science gateways,addresses and more.

www.census.gov/ftp/pub/sdc/www/Access the State Data Center (SDC) Program. Thisis a cooperative program between the states andthe Census Bureau created in 1978 to make dataavailable locally to the public through a network ofstate agencies, universities, libraries, and regionaland local governments.

govinfo.kerr.orst.edu/Home of the Government Information SharingProject at Oregon State University. Access exten-sive county-level demographic and economic data,as well as other government Web sites.

URL Reference Guide

Page 84

EVALUATION FORM

The ABCs of e-Government

Date:____________________________

1. I represent:_____city government_____county government_____education_____other_________.

Please rate the following workshop components on a scale of 1-5, with 1 representing dissatisfiedand 5 representing satisfied.

Dissatisfied Satisfied2. Did this workshop meet your expections? 1 2 3 4 5

3. Workshop content: 1 2 3 4 5

4. Workshop organization: 1 2 3 4 5

5. Instructor's pace/delivery: 1 2 3 4 5

6. Opportunity for audience participation: 1 2 3 4 5

7. What did you like most about the workshop?_______________________________________________________________________________________________________________________________

__________________________________________________________________________________

8. What did you like least about the workshop?_____________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

9. What suggestions would you give to make this workshop better?_____________________________

__________________________________________________________________________________

__________________________________________________________________________________

10. Did you learn anything that will help you improve the delivery of government services? Pleaseexplain.____________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

T-ABCsBox 30003, MSC 3AE

New Mexico State UniversityLas Cruces, NM 88003

www.nmtabcs.org

New Mexico State University is an equal opportunity/affirmative action employer and educator. NMSU and the U.S. Department of Agriculture cooperating.

Program copyright: © 2001, NMSU Board of Regents. Package design and summary: © 2001 NMSU Board of Regents.

All rights reserved. Leading Object is a trademark of New Mexico State University’s Cooperative Extension Service.

Permission will be granted for reproduction of these materials for educational purposes only.To obtain permission contact TABCs at [email protected].

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