# 1 Introduction
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## 1.1 Purpose
The purpose of the software specified in this document is to update the Get Real website, originally created in the summer of 2006, to its second version (Rev2) in the summer of 2007. The Get Real website aims to attract and encourage Oregon high school students to pursue coursework leading to a baccalaureate degree in computer science at one of the seven Oregon University System campuses. The website serves as a resource to provide high school students with information about careers in computer science, thereby increasing the number of computer science graduates from Oregon universities.

## 1.2 Scope
The software product under consideration is the "Get Real" website, specifically version 2, which is an update to the existing version 1. The primary objective of the Get Real website is to attract and encourage Oregon high school students to pursue coursework leading to a baccalaureate degree in computer science (CS) at one of the seven Oregon University System campuses. The website aims to provide a teen-friendly set of web pages that are easy to navigate while offering sufficient depth and information about careers in computer science. 

The application of the Get Real website includes serving two main groups of high school students: those already interested in CS seeking more in-depth information about a CS career, and college-bound students not necessarily interested in CS who might be attracted to a CS career with the right information. The ultimate goal is to increase the number of computer science graduates from Oregon universities by encouraging more students to choose computer science and related majors. 

The website will offer benefits such as personal and career information from a broad spectrum of CS professionals, CS course information from OUS campuses, timely and up-to-date content, and actionable plans for students to prepare for a CS career. Maintaining a teen-friendly site is of utmost importance to capture and retain student attention, guiding them towards making informed decisions about pursuing a career in CS.

## 1.3 Product overview
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### 1.3.1 Product perspective
The Get Real website is an update of the existing Get Real web site version 1, now advancing to version 2. It operates as an extension of the Oregon University System (OUS) site, specifically under the domain ~getreal.ous.edu~, which helps maximize visibility through search engines like Google. The site is hosted on OSU servers.

#### System interfaces
The Get Real site does not specify particular system interfaces beyond its integration with the OUS domain to enhance search engine optimization.

#### User interfaces
The website is designed to be compatible with major web browsers, including Internet Explorer, Firefox, and Netscape. The user interface should be teen-friendly, with a focus on easy navigation, visually appealing graphics, and interactive elements to engage high school students.

#### Hardware interfaces
There are no special hardware interface requirements specified for the Get Real website.

#### Software interfaces
The website does not require specific software interfaces beyond standard web development tools. It is developed using Dreamweaver, adhering to CSS and style conventions established in version 1 of the site.

#### Communications interfaces
There are no special communication interface requirements specified for the Get Real website.

#### Memory constraints
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#### Operations
The website is expected to operate continuously, providing information and resources to users at any time. There are no specific periods of interactive or unattended operations mentioned.

#### Site adaptation requirements
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#### Interfaces with services
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### 1.3.2 Product functions
The Get Real website is designed to attract and encourage Oregon high school students to pursue a career in computer science. The major functions of the website include:

- **Exploring College**: Provides information on computer science offerings from Oregon University System campuses and other Oregon colleges.
- **Jobs & Money**: Answers questions about societal contributions and potential earnings with a computer science degree.
- **Real People**: Features profiles of recent CS graduates and experienced professionals, showcasing diverse career paths.
- **Women in Computing**: Highlights women in computer science and engineering, emphasizing their contributions and community involvement.
- **Resources**: Offers a range of pre-college technology programs and courses for high school students.
- **I’m Looking For...**: A Q&A section with links to topics such as money, people, and colleges.
- **Articles**: Lists external articles related to careers in computer science.
- **High School Courses**: Recommends curricula for high school students interested in CS and related careers.
- **Search for Additional Information**: Provides internal and external search capabilities for CS-related content.
- **Professional Organizations**: Lists and links to major CS organizations like ACM and IEEE.
- **RSS Feeds**: Delivers current CS information through selected articles.
- **Ask a Grad or Prof – FAQ**: Facilitates quick feedback and answers to common questions about CS careers.
- **Consider a CS Minor**: Offers information on the value of a CS minor in various professional fields.

These functions are designed to provide a comprehensive and engaging experience for high school students, encouraging them to explore and consider a future in computer science.

### 1.3.3 User characteristics
The primary users of the Get Real website are Oregon high school students, specifically those in grades 9 to 12 across all high schools in Oregon. These students can be categorized into two main groups:

1. **Students interested in Computer Science (CS):** These students are actively seeking more detailed information about a career in CS. They are likely to have a higher level of interest and possibly some foundational knowledge in the field.

2. **College-bound students not initially interested in CS:** This group may not have a pre-existing interest in CS but could be persuaded to consider a CS career with the right information and encouragement from the website.

A potential third group includes students interested in diverse fields such as protein research, weather prediction, neurobotics, medicine, law, or other sciences, where a CS minor could enhance their understanding of data and information.

Feedback from Oregon high school students indicates a need for the website to be visually appealing and easy to navigate, with a preference for more white space, pictures, and interactive elements. Students not generally interested in CS expressed a desire for the site to be more engaging and relevant to them, suggesting that the site should be broken into more digestible chunks of information to avoid "walls of text." They also emphasized the importance of color, photos, diagrams, and charts to make the site more attractive.

Overall, the website should cater to a diverse range of students with varying levels of interest and expertise in CS, ensuring that it is accessible and engaging for all potential users.

### 1.3.4 Limitations
- **Regulatory Requirements and Policies**: [N/A]
- **Hardware Limitations**: The site should be tested against common web browsers such as IE, Firefox, and Netscape.
- **Interfaces to Other Applications**: [N/A]
- **Parallel Operation**: [N/A]
- **Audit Functions**: There is a need to track and evaluate the "hits" and time spent on the website to make content, design, and navigation changes as needed.
- **Control Functions**: [N/A]
- **Higher-Order Language Requirements**: [N/A]
- **Signal Handshake Protocols**: [N/A]
- **Quality Requirements**: The site should provide adequate response time to accommodate the short attention spans of high school students.
- **Criticality of the Application**: [N/A]
- **Safety and Security Considerations**: Copyright and other security measures should align with those of the OUS site.
- **Physical/Mental Considerations**: [N/A]
- **Limitations from Other Systems**: [N/A]

## 1.4 Definitions
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# 2 References
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# 3 Requirements
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## 3.1 Functions
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## 3.2 Performance requirements
The Get Real site should be hosted on a server that can provide adequate response time. High school students tend to have short attention spans, so a slow server would not be satisfactory for this application. The current OUS (www.ous.edu) site is a good example of rapid response time. 

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## 3.3 Usability requirements
The Get Real website must be designed to be teen-friendly, ensuring ease of navigation and engagement for high school students. The site should incorporate visually appealing elements such as color, photos, diagrams, and charts to break up text and maintain user interest. The design should avoid "walls of text" and instead use shorter paragraphs, bullet points, and interactive elements to accommodate the shorter attention spans of the target audience. The site should also be responsive and provide rapid response times to prevent user frustration and disengagement. Additionally, the website should be compatible with popular web browsers like Internet Explorer, Firefox, and Netscape to ensure accessibility for all users.

## 3.5 Logical database requirements
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## 3.6 Design constraints
The design of the Get Real website is subject to several constraints:

- **Space and Bandwidth**: The website must operate within the limitations of available space and bandwidth, particularly for video streaming.
- **Resource Availability**: There is limited availability of resources from the Chancellor’s Office, which may impact the design and implementation process.
- **Web Design Conventions**: The website must adhere to CSS and other style conventions established in Get Real version 1, ensuring consistency with the standards used on the OUS site.
- **Development Tools**: For web page development, the local site files for Dreamweaver should be used, and the Dreamweaver check in/out feature must be employed to prevent unauthorized modifications.
- **Search Engine Optimization**: Being part of the OUS domain is crucial to maximize hits from Google and other search engines, influencing the design to ensure optimal search engine visibility.
- **Browser Compatibility**: The site must be compatible with and tested against Internet Explorer, Firefox, and Netscape to ensure accessibility for all users.

## 3.7 Software system attributes
### Reliability
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### Availability
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### Security
The security measures for the Get Real website should align with those of the OUS site, including copyright protections and other security protocols to safeguard against accidental or malicious access, use, modification, destruction, or disclosure.

### Maintainability
Web design conventions should be consistent with the standards and conventions used on the OUS site, ensuring ease of maintenance through adherence to established design practices.

### Portability
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## 3.8 Supporting information
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# 4 Verification
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## 4.1 Functions
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## 4.2 Performance requirements
The verification of performance requirements for the Get Real website will focus on ensuring that the site is hosted on a server capable of providing adequate response times. This is crucial as high school students, the primary users, tend to have short attention spans, and a slow server would not be satisfactory. The current OUS (www.ous.edu) site serves as a benchmark for rapid response time.

Verification methods will include:

- **Load Testing**: Simulate multiple users accessing the site simultaneously to ensure the server can handle peak loads without significant degradation in response time.
- **Response Time Measurement**: Measure the time taken for pages to load under various conditions to ensure that 95% of page requests are completed in less than 1 second.
- **Capacity Testing**: Verify the number of simultaneous users the site can support without performance issues.

These tests will ensure that the site meets the dynamic numerical requirements necessary for a satisfactory user experience.

## 4.3 Usability requirements
The usability requirements for the Get Real website focus on creating a high school teen-friendly interface that is easy to navigate and visually appealing. The site should maintain a design that holds student attention and guides them to information that encourages a decision to pursue a career in computer science. 

To verify these usability requirements, the following approaches and methods are planned:

- **User Feedback and Testing**: Conduct interviews and usability testing with Oregon high school students to gather feedback on the design and navigation of the site. This will help ensure the site meets the needs and preferences of its target audience.

- **Design Evaluation**: Evaluate the site’s graphic design to ensure it includes more white space, pictures, and easier navigation, as suggested by students. The design should avoid "walls of text" and incorporate color, photos, diagrams, and charts to make the site attractive.

- **Performance Monitoring**: Track and evaluate the "hits" and time spent on the website to assess user engagement. Use this data to make content, design, and navigation changes as needed.

- **Rapid Response Time**: Ensure the site is hosted on a server that provides adequate response time, as high school students have short attention spans. The current OUS site serves as a benchmark for rapid response time.

These methods aim to achieve measurable effectiveness, efficiency, and satisfaction criteria, ensuring the site is both engaging and informative for its users.

## 4.5 Logical database requirements
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## 4.6 Design constraints
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## 4.7 Software system attributes
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# 5 Appendices
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## 5.1 Assumptions and dependencies
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## 5.2 Acronyms and abbreviations
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