Barbary Lion Facts and Figures

Name: Barbary Lion; also known as Panthera leo leo, the Atlas Lion and the Nubian Lion Habitat: Plains of northern Africa Historical Epoch: Late Pleistocene-Modern (500,000-100 years ago) Size and Weight: Up to seven feet long and 500 pounds Diet: Meat Distinguishing Characteristics: Large size; thick mane and fur About the Barbary Lion Tracking the evolutionary relationships of the various subspecies of modern lion (Panthera leo) can be a tricky affair. As far as paleontologists can tell, the Barbary Lion (Panthera leo leo) evolved from a population of European Lions (Panthera leo europaea), which themselves descended from Asiatic Lions (Panthera leo persica), which are still extant, albeit in dwindling numbers, in modern-day India. Whatever its ultimate heritage, the Barbary Lion shares one dubious honor with most lion subspecies, having been wiped off the face of the earth by human encroachment and the dwindling of its once-expansive habitat. Like many other recently extinct mammals, the Barbary Lion has a distinctive historical pedigree. Medieval Britons had an especial fondness for this big cat; during the Middle Ages, Barbary Lions were kept in the menagerie at the Tower of London, and these big-maned beasts were star attractions at swanky British hotels. In the latter part of the 19th century, while the species was being hunted to extinction in northern Africa, Britains surviving Barbary Lions were transferred to zoos. In northern Africa, even in historical times, Barbary Lions were prized gifts, sometimes being offered in lieu of taxes to the ruling families of Morocco and Ethiopia. Today, in captivity, a few surviving lion subspecies harbor remnants of Barbary Lion genes, so it may yet be possible to selectively breed this big cat and reintroduce it into the wild, a program known as de-extinction. For example, researchers with the International Barbary Lion Project plan to recover DNA sequences from various mounted Barbary Lion specimens in natural history museums, and then compare these sequences with the DNA of living zoo lions, in order to see how much Barbary. so to speak, remains in these felines. Males and females with a high percentage of Barbary Lion DNA would then be selectively mated, as well as their descendants on down the lion, the ultimate goal being the birth of a Barbary Lion cub!

The Conflict Of A Genocide - 1587 Words

A genocide usually starts when people of one race or religion want to dispose of people of another race or religion. The underlying causes of conflict, which result in acts of genocide, often have deep historical roots. Stereotypes between groups develop over centuries. Ethnic and cultural differences often result in the formation of in-group and out-group thinking. Members of different races, religions, or cultures start to view each other as separate, alien, and â€Å"different.† In many regions, members of these different groups develop conflict prevention methods because they feel threatened. Relations begin to degrade because of this feeling of threat. This leads one group to become convinced that many of the problems they face are the other groups’ fault. One group then begins to believe that all their problems would be resolved if the other group no longer existed. A desire to exterminate the other group arises because coexistence and power sharing are not consid ered to be options. The group committing the crimes will believe that extermination is justified. This then leads to the violent acts of genocide. The Syrian crisis began in early 2011 when Syrian President Bashar al-Assad began a brutal crackdown on protests throughout the country. In March 2011, security forces opened fire on protesters at a â€Å"Day of Rage† rally in the southern city of Deraa, triggering violence and civilian death. The Syrian government’s violent response led to military personal leaving theShow MoreRelatedThe Conflict Of The Rwandan Genocide1864 Words   |  8 PagesKant’s philosophical perspective, humans are moral agents due to their ability to rationalize, reason and be autonomous. In order to make the claim that the international community is morally unjustified in their lack of action regarding the Rwandan genocide is because humanitarian intervention can be regarded as a perfect duty when approached from a Kantian perspective. This ideology is challenging for many critics because if this is a perfect duty then comes the question of who is to claim such responsibilityRead MoreT he Conflict Of The Rwandan Genocide1511 Words   |  7 PagesSometime in April 1994, during the Rwandan Genocide, Father Athanase Seromba helped lure 2,000 Tutsi men, women, and children into his church where they thought they would be safe. One day, Seromba began clearing out the Communion chalices. A refugee in the church begged him to leave the Eucharist so that they could hold a final mass. However, Seromba refused, telling the congregation that the building was no longer a church. Another refugee asked the priest if he would pray for them. He answeredRead MoreRwandan Genocide And Ethnic Conflict3296 Words   |  14 Pages the state of Rwanda was hurled into chaos as genocides took the lives of 800,000 people . Began by the Hutu political elite and its military support, their main targets were the Tutsi, and Hutu moderates. Many have claimed â€Å"ethnic hatred† as the reason of the Rwanda Genocide and while an ethnic split existed in Rwanda during the conflict, the cau ses for the genocide are numerous and complicated. In examining the Rwanda Genocide as an ethnic conflict it is crucial that ethnicity be inspected as itRead MoreThe Conflict Of The Rwandan Genocide2091 Words   |  9 PagesFinding the Right Way to Intervene: Sovereignty Paper In the spring and summer of 1994, Rwanda experienced a genocide that killed hundreds of thousands of innocent people. After seeing the tragedies that took place in Nazi Germany, one would expect the international community to respond quickly and effectively in the case of the Rwandan genocide. However, the killings were largely pushed aside or ignored by the rest of the world, begging the question of when states have the right or duty to betrayRead MoreRwandan Genocide Report On The Conflict Essay1809 Words   |  8 PagesRwandan Genocide Report Summary of the conflict In 1894 German colonization resulted in Tutsis being put into roles of responsibility over Hutus due to the Tutsis more closely resembling Europeans. After Germany lost its colonies after World War One Belgium took over control in Rwanda. The Belgians distributed identification cards throughout the population, unknowingly beginning the genocide process. They also gave all the leadership roles to the Tutsi, upsetting the Hutus. When Rwanda fought forRead MoreThe Rwandan Genocide And Ethnic Conflict1768 Words   |  8 PagesINTRODUCTION AND BACKGROUND 1.0 Introduction The Rwandan genocide has been a topic of discussion and study by many scholars, researchers and humanitarian bodies seeking to find the root cause of its happening. Some found out that deterioration in the political climate was the possible cause. Others argued that the Hutu elite were only safeguarding their political power from the Tutsis who had, under the colonial rule, oppressed the Hutus. The genocide was seen to be the best platform for settling scoresRead MoreEssay on Conflicts in Sudan: Genocide in Darfur1547 Words   |  7 Pagesa state of crisis. Darfur, in western Sudan, is in the middle of the worst humanitarian crisis in the world right now. They are on the brink of genocide, the deliberate killing of a very large number of people from a particular ethnic group or background. Like Most civil wars the incidents have been occurring for over twenty years. The armed conflict began to get serious in February of 2003. It was then that the Sudanese government in cohorts with the Janjaweed militia engaged in civil strifeRead MoreThe Conflict Of The Rwandan Genocide Under The Clinton Administration975 Words   |  4 PagesIn 1994, one of the most brutal genocides of all time took place in the small country of Rwanda. Over the span of approximately 100 days, 800,000 Rwandans were killed—an average of 8,000 people per day— with Tutsis being the primary target. The staggering numbers called for international intervention, yet the action taken across the world was slim. Samantha Power’s â€Å"Bystanders to Genocide† reveals that the U.S.’s handling of the Rwandan genocide under the Clinton Administration was both minimalisticRead MoreThe Conflict Between Rwanda And The Rwandan Genocide Essay1276 Words   |  6 PagesBodies lying i n the streets. People hacking each other with machetes and other bladed weapons. Blood splattering the ground. Such was the scene in the spring of 1994 in the African country of Rwanda. The Rwandan Genocide claimed the lives of hundreds of thousands of lives over the course of 100 days because of racial tensions between the Hutus and the Tutsis. Over twenty years later, the two tribes live together, but it is an uneasy peace. Tensions between the Hutus and the Tutsis can be tracedRead MoreThe Rwandan Conflict : Genocide Or War? International Journal On World Peace891 Words   |  4 PagesDominic. The 1994 Rwandan Conflict: Genocide or War? International Journal on World Peace. Vol XXX No. 3(2013). 31-54. Print. The Article by Olaifa and Dominic, provides background and general information about the Rwandan Conflict of 1994 which relates to the concept of genocide and is to determine its relationship with war as a concept. The authors present an investigation of the reasons of Rwandan tragedy and justifies the difference between concepts of war and genocide by explaining their deep

The Purpose of This Study Free Essays

string(92) " activities even when there is no true physiological dependence or physiological addiction\." THE INTERNET’S EFFECT ON TEENAGERS Joshua Benjamin Mr. Ferraro Cooper City High School Last Revised: January 31, 1999 INTRODUCTION The purpose of this study is to determine the effect of internet usage on a user’s life. Internet addiction is a serious complication effecting America’s teenagers. We will write a custom essay sample on The Purpose of This Study or any similar topic only for you Order Now An abundance of support, self-help, and anonymous therapy web sites are available to the public, but there has not been much distinguished attention given to the matter by media other than the Internet. A myriad of collegiate surveys (see references cited) exhibit static results of the Internet’s effect based on the participant’s age, gender, race, and lifestyle. Many people find the Internet to be the ideal place to socialize with others because of it’s faceless medium and effortless ways to find others with similar interests; through the many ways of communication over the Internet, the common prejudices of life are not evident. A significant issue, are the obscured inconveniences one may encounter during their day-to-day internet experiences. As companies ‘snaz up’ their websites more and more, the user is required to wait for more data to download. The common user does not care to wait for all the attractions and wishes to view what that they come looking for, information. Discomfort is endured as the user sits, and waits for minutes at a time as a status bar slowly progresses to the 100% complete mark. Over time, slightly disturbing events such as this build upon one another and it is hypothesized that it can impose on a user’s psychological health over time. Some studies emphasize on internet usage in relation to social and civic interaction. Others highlight the similarities and differences between internet addiction and other addictions. Still others stress on what the user does online and how that affects him or her. One college researcher’s study focuses on Internet users’ in relation to their various daily tasks. He states, â€Å"Buying products cheaper over the Internet is not a big concern of the questionnaire respondents. The Internet seems extremely attractive to the questionnaire participants. Only ten percent decreased their internet usage last year. More than fifty percent answered that Internet use from time to time, often or always replaces watching TV. 0% of the respondents considered themselves as addicted to or dependent on the Internet. The results show a significant difference in the answers from addicted versus non-addicted users. This leads to the conclusion that addictive behaviour can exist in Internet usage. On the other hand, the answers based on the common symptoms of addiction que stions are not so strong in the addicted group that one can speak of an addiction, in which for example continued, persistent use of the Internet appears in spite of negative consequences. (Egger, 1996) Whether the Internet is increasing or decreasing social involvement could have enormous consequences for society and for people’s personal well-being. In an influential article, Putnam documented a broad decline in civic engagement and social participation in the United States over the past 35 years. Citizens vote less, go to church less, discuss government with their neighbors less, are members of fewer voluntary organizations, have fewer dinner parties, and generally get together less for civic and social purposes. At the individual level, social disengagement is associated with poor quality of life and diminished physical and psychological health. When people have more social contact, they are happier and healthier, both physically and mentally. As one might suspect, these activities do not have the same appeal to teenagers and adults alike. The most prominent contrasts by age were not surprising. Teenagers were more likely to use the Internet for schoolwork and for getting educationally-oriented information. It is perhaps less obvious that adults rather than teenagers were more likely to use the Internet to get product information, to purchase items, to read the news, and to view sexually-oriented materials. Teenagers were more likely to use the Internet to play games, to listen to music, and to meet new people. Compared to other groups, both adult women and teenage boys were especially likely to report using the Internet for advertising, for selling, and for making money. † (Kraut, Lundmark, Patterson, Kiesler, Mukopadhyay, Scherlis, Zdaniuk, Thielke, Patterson, 1998. ) Some may view addiction as when a task becomes a necessary part of a user’s life. â€Å"While the online experience can enrich and expand people’s lives, it can also seduce the vulnerable into ignoring the real world. It demonstrates how a bright young man who is doing well in school and who has real-life friends can easily go through a period when things are more interesting on the Net than off. This is what leads him to see his online experiences as a â€Å"genuine† part of his life. He still had a life offline, but at the time of our conversation, events there were not going so well. From this perspective, the comment about real life not being his best window seems a bit less sinister. † (Turkle, 1996) â€Å"Frustration with the sluggish speed of a browser is about the most serious psychological pitfall that most of us face when surfing the World Wide Web. But for as many as five million Americans, experts say, the Internet has become a destructive force, its remarkable benefits overshadowed by its potential to disrupt the lives of those who can’t resist the lure of round-the-clock social opportunities, entertainment, and information. For such people, work, friends, family, and sleep are replaced by a virtual world of chat rooms and games. Only recently, however, have psychologists begun devising strategies to wean on-line addicts from their endless browsing and chatting. † (Potera, 1998) â€Å"While drug and internet addiction have a lot in common, there are, of course, significant differences. Drug addiction is a physical dependence whereas the Internet is not. The Internet has been called a behavioral addiction. A behavioral addiction is one in which an individual is addicted to an action and not necessarily a substance. People can become addicted to activities even when there is no true physiological dependence or physiological addiction. You read "The Purpose of This Study" in category "Essay examples" This basically means that behavioral addicts do not have any kind of physical dependence to the Internet. Any activity can be addicting if done to extreme. For example, some of the normal everyday activities that can be addicting are jogging, eating, sexual activity, work, etc. Everyone has heard of the workaholic, well that is a behavioral addiction just like the Internet. If it â€Å"changes your emotional state in some way† then it can be classified as a behavioral addiction. This type of addiction is actually very common. Someone with the ability to recognize what type of addiction they have is helpful, but what about those people who don’t even know they’re addicted? Internet addiction, like any other addiction, has signs and symptoms. One sure sign that person is addicted is if they deprive themselves of sleep in order to spend more time on-line. Usually an addict will average less than five hours of sleep. Another sign that someone might be addicted is if they neglect other important activities such as work, family and friends, or socializing in general to surf the Internet. Other symptoms include: losing track of time while on-line, or people close to you complain about the amount of time spent on-line, logging on while already busy with something else (work, family time, etc. ). These are just some of the many signs that point to addiction to the Internet. Once it is determined by the symptoms that a person is addicted, look for side effects of the addiction. † (Cochran, 1996) One individual has evaluated, to quite an extent, the effects of Internet use on a population as well as internet addiction. She has published her conclusive results on the Internet. An excerpt from one of her reports states, â€Å"Especially vulnerable, Young [Dr. Kimberly S. Young, assistant Professor of Psychology, University of Pittsburgh at Bradford] believes, are those who are lonely, bored, depressed, introverted, lack self esteem, or have a history of addictions. Research among sociologists, psychologists, or psychiatrists has not formally identified addictive use of the Internet as a problematic behavior. This study investigated the existence of internet addiction and the extent of caused by such potential misuse. On the basis of this criteria, case studies of 396 dependent Internet users (Dependents) and a control group of 100 nondependent Internet users (Non-Dependents) were classified. The length of time using the Internet differed substantially between Dependents and Non-Dependents. Among Dependents, 17% had been online for more than one year, 58% had only been on-line between six months to one year, 17% said between three to six months, and 8% said less than three months. A total of 83% of Dependents had been online for less than one full year which might suggest that addiction to the Internet happens rather quickly from one’s first introduction to the service. In many cases, Dependents had been computer illiterate and described how initially they felt intimidated by using such information technology. However, they felt a sense of competency and exhilaration as their technical mastery and navigational ability improved rapidly. It is important to note that estimates were based upon the number of hours spent â€Å"surfing the Internet† for pleasure or personal interest (e. g. , personal e-mail, scanning news groups, playing interactive games) rather than academic or employment related purposes. Dependents gradually developed a daily internet habit of up to ten times their initial use as their familiarity with the Internet increased. In contrast, Non-Dependents reported that they spent a small percentage of their time on-line with no progressive increase in use. This suggests that excessive use may be a distinguishable characteristic of those who develop a dependence to on-line usage. (Young, 1996) Astoundingly, internet subscribers and websites continue to proliferate exponentially, as the following excerpt describes, â€Å"The Web currently has about 16,000,000 users a year, with a growth rate predicted as doubling annually. Lycos estimates some 80,000,000 Web pages currently and expects to see the billionth Web page in 1997. Advertisers seem to make money on the Web – at least those selling Web advertising. Jupiter Communications issued a study indicating that Web based advertising revenue reached $312,000,000 in 1996 and predicted $51,000,000,000 by the year 2000. (Searcher, 1997) The Internet’s effect on human culture is much like other forms of technology have exhibited in the past, as one researcher justifies. â€Å"Psychologists are not even sure yet what to call this phenomenon. Some label it an â€Å"Internet Addiction Disorder. † Let’s not forget the very powerful, but now seemingly mundane and almost accepted addiction that some people develop to video games. Video games are computers too†¦ very single-minded computers, but computers nevertheless. Or how about telephones? People get addicted to those too, and not just the sex lines. Like computers, telephones are a technologically enhanced form of communication and may fall into the category of â€Å"computer mediated communication† – as the researchers are dubbing internet activities. In the not too distant future, computer, telephone, and video technology may very well merge into one, perhaps highly addictive, beast. A teenager who plays hooky from school in order to master the next level of Donkey Kong may be a very different person than the middle aged housewife who spends $500 a month in America Online chat rooms – who in turn may be very different from the businessman who can’t tear himself away from his finance programs and continuous Internet access to stock quotes. Some cyberspace addictions are game and competition oriented, some fulfill more social needs, some simply may be an extension of workaholism. † (Suler, 1996 Rev. 1998) One researcher believes the Internet is and continues to become more of a crucially integral part of our lives. There are obvious parallels today. Predictions abound about how the Internet will, or won’t change the way we shop, vote, bank and think. Like the telegraph, its true effects are likely to be subtle, long-term, and no less dramatic in the context of history. The Internet may well take the telegraph one step further, connecting the global community and defining an international ethos. Yet for now, as starry-eyed internet advocates promise spectacular and immediate social change and the occasional skeptic pooh-poohs its impact, the Net’s ability to generate hyperbole and ho-hum reactions seems to be mimicking its revolutionary ancestor. The historical similarities are instructive. † (Harris Adler, 1995) Based on the above literature, the researcher hypothesizes that interactive chat with people, probably would provoke most teenagers’ extreme use of the Internet. Unrestrained use of the Internet should produce a negative effect on those that use it excessively. METHODS There were 125 participating responses which consisted of worldwide Internet users between the ages of 12 and 20 years old. The study was conducted via a survey that was available on the Internet’s World Wide Web, at the address . A link to the survey was placed on a frequently visited website. Approximately 149 responses were received throughout the collection period, 24 of the 149 received were discarded due to incomplete information resulting in the 125 complete surveys used for evaluation. The survey asked questions regarding the subjects’ Internet use and how it affects his or her personal life. Since the survey was conducted online, all entries were by Internet users only. Procedure: †¢ 1. Compose survey in a HTML (Hypertext Markup Language) creator. The answers should be in the outline of form functions (pop-up menu, radio buttons, selection list). Name the file â€Å"survey. shtml†. †¢ 2. Create a warning webpage perchance the viewer is sensitive to material contained in the survey, create a link to the survey (survey. shtml), so the viewer can follow it to the survey. You may want the link to explain that you are not liable if the material harms them. Name the warning page, â€Å"index. html† (the file named â€Å"index. html† is the webpage that is automatically loaded as the default page when someone visits a website). †¢ 3. Find a UNIX-based server for serving the survey webpage. †¢ 4. Upload the warning and survey webpages onto the UNIX server in your website folder using a FTP (file transfer protocol) client. 5. Download the â€Å"TECform† CGI script, available at , then upload it to your UNIX server. The program allows results to be E-mailed to you. †¢ 6. Make a request to the administrator of your UNIX server to setup the TECform CGI script for you. If this cannot be done, follow the instructions that come with the script an d configure it on your own. †¢ 7. Configure the questionnaire webpage using the instructions that came with the TECform script so webpage and the program may interact so the results can be E-mailed to you. †¢ 8. Inform classmates that use the Internet, and Internet users worldwide (via internet chat, newsgroups, and any other form of advertising) of the location of the online survey and request that they complete and submit it. RESULTS The ages of the subjects that participated in the study were in their mid-teens. 98. 5% of the respondents were male and 1. 5% were female. Most of the subjects were age 16 (20%), only 1. 6% of the respondents were age 12. 89. 6% of the subjects currently reside in the United States of America (including it’s external regions), there was also a scant amount of Canadian subjects (7. 0%) and an irrelevant one subject each from the following countries: Japan, Finland, Sweden, and Brazil. The subjects’ unweighted GPAs (Table 1. 2) demonstrated consistency with national statistics; the mean of the subjects’ GPAs were A’s, B’s and C’s, most had a B average. Of the 125 responses, 0% of the respondents had a failing GPA (one t hat rounded to O in the nearest tenth). The amount of respondents with A+ and D grades were about the same; 5. 5% of the respondents had an A+ average; 4. 8% of the respondents had a D average. The study reveals that as connection speed increased (waiting time for a website decreased), the actual time spent online per day increased (Table 2. 1). An average of 5. 33 hours was spent online daily by the respondents (Table 2. 1). Time spent online ranged from a low of 4 hours to a high of 6. 55 hours per day. Intriguingly, the poles of the subjects’ GPAs exhibited quite excessive amounts of time on the Internet, about 7. 7 hours per day (Table 2. 2). Those with A+ grades spent approximately 6. 72 hours online per each day. Those with a GPA score of C spent about 6. 31 hours online per day. Subjects with D grades spent around 8. 7 hours online per day; together the C and D grades’ hours averaged to about 7. 5 hours per day. Again, there were no responses with a failing GPA. As Table 2. 3 explains, about 38% of the subjects replied that they were negatively effected by their Internet use, 62% answered that they were not effected negatively. Notwithstanding, whether they said they were effected negatively or not, the subjects’ context of use is very similar. The two areas of use that differed the most were chat and web surfing. 36% of those that responded â€Å"yes† and 29% of those that responded â€Å"no† said they spent most of their online time in chat. 8% of those that responded â€Å"yes† and 33% of those that responded â€Å"no† said they spent most of their online time surfing websites. The respondents that thought they were effected negatively were the ones that chatted 6% more often and surfed the web 7% less. CONCLUSION The higher speed connection one has to the Internet, the more they can do at a time. One of the fastest connections, 10 Megabyte per second (shared T3) connections are extremely costly (about $25,000 / month) and most plausibly, a subject with access to a T3 would be a part of an educational institute in which the school would pay for Internet access. Figure 1. 1 illustrates that those with higher speed connections use the Internet for longer periods of time. It is a possibility that those who get a ‘rush’ by using the Internet may be prepared to invest in higher speed connections. Figure 1. 2 illustrates that those who create Internet media spend the most time online per day and those who read newsgroups spend the least amount of time online per day. Internet users that create internet media most likely spend their full time online doing so, as opposed to others who use multiple areas of the Internet in their sessions. Subjects that mainly chat online also spend a great deal of time online (5. 5 hours/day). This backs up the hypothesis which puts forth that internet chat instigates a habit. As Figure 1. 3 conveys, most of those who create internet media (such as websites and advertisements) do not think that their Internet use affects their health negatively, it is sound to gather that they do not believe it affects them negatively because they may consider their use as part of their job. Figure 1. 3 also indicates that those who think they are effected egatively by the Internet generally chat more often than those that browse the World Wide Web. It can be assumed that those who chat excessively believe that their Internet use affects their life in a negative way. Thus, the researcher’s hypothesis is correct. This is striking, the Internet’s exponential growth first began with the popularity of America Online and it’s chat rooms. The Internet was not perceived to be used social ly for chat as much as it is today. The majority of subjects do not think their Internet use has a negative effect on their social habits or emotional well-being (Figure 1. ). This is typical, heeding that any type of addiction is seen as an abnormality among a civilization. However, there was a definite group that believe it does effect them negatively. If these teenagers proceed with their net habits and current circumstance, a major disorder may develop over ensuing years. The study provides an awareness to the community regarding overuse of the Internet among the emerging society of adults. It points out the different components of the Internet that the majority of teenage addicts are liable to obsess on. Overuse of the Internet can genuinely restrain teenagers’ experiences in life, their performance academically, overall happiness, and physiological well-being. The term ‘addiction’ is used loosely in this study; withstanding, society’s perception to this growing problem can be flexible depending on how varieties of people view the definition of addiction. The WordNet dictionary defines addiction as, â€Å"being abnormally dependent on something that is psychologically or physically habit-forming. † One researcher has termed the study of internet addiction as â€Å"Psycho technology. The Internet most certainly can be psychologically habit-forming, becoming a part of one’s daily practices. To improve this study, the researcher would have restricted the ages of the subjects even slimmer, perhaps to ages 16-18. Also, the researcher would have redefined certain questions on the survey for worthier comprehension among the subjects, in particular t he final one which stated, â€Å"Does your internet usage affect your social or mental health in a negative way? † A more appropriate question could have been, â€Å"Do you believe your internet usage may obstruct the achievement of your personal goals? Then a separate follow up, â€Å"If so, do you think using the Internet is worth more than achieving your goals? † The researcher suspects the results regarding daily use may have been biased because the link to the survey was placed on a website that could be categorized as directed to more advanced users than basic or intermediate. This, however, cannot be confirmed, the results stand rational. Lastly, the researcher suggests including a personal comment field in the survey, quotes of intensely effected users would be a good addition to the study. ACKNOWLEDGEMENTS Notably, I thank the respondents of the survey for taking the time out of their active day to fill it out completely and in their best efforts, without you, this study would be completely inaccurate and not worthwhile. Second, I thank my parents for fully supporting my interests and pursuits. I also thank Dr. Young and Carnegie Mellon University for publishing their research, studies, and links to other articles on the Internet. Thanks to Rob J. Meijer for programming the comprehensive script used to process the survey results. Acknowledgements to Apple Computer, Inc. for developing a stable system and word processor to work in without fear of losing my manuscript (though I still save the document every 20 seconds). Finally, Mr. D. Ferraro for providing an abundance of answers to my countless questions and hours of helpful input. I hope each and every Internet user finds my study helpful to their enrichment and studies. REFERENCES CITED Internet Behaviour Questionnaire and Addiction Egger, 1996 HomeNet Project Study by: Kraut, Lundmark, Patterson, Kiesler, Mukopadhyay, Scherlis, Zdaniuk, Thielke, Patterson, Carnegie Mellon University, 1998. The Psychology of Cyberspace Turkle, 1996 Trapped in the Web Psychology Today; Potera, 1998 Research Over Internet Addiction Cochran, 1996 Internet Addiction: The Emergency of a New Disorder Dr. Young, 1996 Internet/Web Growth Exponential as Usual Searcher, 1997 Psychology of Cyberspace – Computer and Cyberspace Addiction Suler, 1996 revised 1998 Creation of a E-nation Canadian Geographic; Harris-Adler, 1995 WordNet Dictionary – Version 1. 6 How to cite The Purpose of This Study, Essay examples

Internwtworking Via TCP/IP Model

Question: Describe about the Internwtworking for Via TCP/IP Model. Answer: 1. The differences between the repeater, switches and a router are described below. Repeater: Each and every transmission media create signal losses while transmitting data. After a particular distance, the signal travelling through the transmission media will lose all the energy and hence identification of that signal and the identification of the data brought by that signal will be difficult. So signal cannot be transmitted after a certain distance in any transmission media. Repeaters are used to remove this distance limitation. Repeaters are the devices used to regenerate the weak signals to its original energy level so that the signal can be transferred some more distance (McQuerry, 2004). The repeater can be used a as a noise remover. One cannot say it is an amplifier but it is a regenerator (McQuerry, 2000). Repeaters cannot split the host domain. It doesnt have the filtering capacity. It cannot differentiate the analog signal and digital signal while doing repeater functionality. Based on the signal type the repeaters can send the data (McQuerry, 2004). It works in the physical link later in OSI model. It checks logical link control and packets of the sender segment and receiver segment. If they are same in both segments then repeater can send the data. The collision stopping power in repeater is limited. It cannot filter the signal too (McQuerry, 2000). Switch: This device is used to transfer data from one host to another host. In another words switch can do one-to-one data transfer between devices. It operates in layer-2 of OSI model usually. Intelligent switches can operate in layer-3. It can learn and store the MAC address of the devices connected with the switch and that data will be used to do one-to-one data communication. It can split the collision domain and hence avoids collision in the network. Filtering capacity is limited. It wont do broadcasting but it got the capability (McQuerry, 2000). Router: Routers are layer-3 devices, used to communicate between two different networks. IP Address is the important addressing parameter in routers (McQuerry, 2004). Routers can create communication between devices of different protocols and architectures. Router does pocket forwarding. It can exchange protocol related information too. Routers got the filtering capabilities. It avoids collision. It controls the traffic and filters the type of traffic. Using routers the traffic can be denied using routing tables. Routers are using special type of protocols called routing protocols. Usually routers are more costlier than most of the other networking devices (McQuerry, 2000).. Some of the differences are listed below (McQuerry, 2000). Repeater Switch Router It doesnt have any knowledge about the devices connected with the device. It got limited small level of intelligence about the devices connected with the switch. It got more knowledge about the devices connected with the router. Layer-1 device Layer-2 device mostly Layer-3 device Multicasting Initially broadcasting. Then unicasting and multicasting follows. Initially broadcasting. Then unicasting and multicasting follows. Does not remember any data (McQuerry, 2004) Remember MAC addresses of the devices in the lookup table. Switch can learn the new incoming MAC addresses (McQuerry, 2004) It remembers the IP addresses and stores them in routing tables (McQuerry, 2004). Data collision occurs Low collision possibilities Low collision possibilities are there Speed range can be 100 MBPS Speed range is upto 1000 MBPS Speed range is upto 80 MBPS No routing decision is taken For complex network , a delayed routing will be done Faster routing decision will be taken. No NAT operation possible No NAT operation possible Can do NAT operation LAN device LAN device LAN and WAN device Mostly few ports will be there Number of ports will be more. Number of ports will be less Slow Faster in LAN switching Faster in WAN/MAN routing A router is more complex and expensive than a switch: Routers are more complex because of its functionality and the complexity. Router is a WAN device mainly. It is used to connect two different networks. It collects the location information and hop information about the network nodes in multiple networks, analyse them, forms routing tables and routes the incoming pocket based on the routing table. Routers take care of filtering operation too. Routers are providing security like firewalls. It can do NATing too (McQuerry, 2004). Since router is exposed to internet, the security level of the router must be high. Router decides the routing path based on routing protocols. So router OS got the capabilities to understand routing algorithms and to take decision (McQuerry, 2004). Switch is a LAN device. It collects the MAC address details of the devices connected with the switch and got the details of who is who. Switch forwards the data from the sender to receiver. Switch will not provide the best path from the sender to the receiver. It simply broadcasts. Switch cannot be used to control the internet access (McQuerry, 2004). A switch is more complex and expensive than a repeater: The switches are intelligent devices. It learns and memorizes the MAC addresses. It stores the MAC address values in its switching table. Usually switches are Layer 2 devices. Layer 3 switches are doing more than usual Layer-2 switches. Layer-3 switches can do part of routing operation too. It can understand the IP address details too. Switches got buffers to control the data flow. It controls the data transfer too. Switch got the capabilities to stop the collisions too (McQuerry, 2004). Repeater cannot do all the above activities. It just boosts the energy level of the signal and forwards to the output node. It is a layer-1 device. It will not store and memorize any data for the future use. It will not do anything to stop collisions. Collisions are very much possible in repeater traffic. Switch is capable of managing the traffic on the transmission line and splits the collision domain of the host, whereas a repeater can send the packets only to the next segment and it creates collisions on the network. This is because, a series of repeaters are connected on the same collision domain (McQuerry, 2004). The switch must know the MAC address of each end devices that are connected on the port of the switch to send the message to its end devices. Therefore, the switches are more complex than the repeaters. On the other hand, the repeater allows only one transmission at a partic ular time. Thus, switches are more expensive and complex than the repeaters. 2. For these IP Address calculations (Cowley, 2012) The Network address of the ISP is150.80.0.0/16. It is a class B network. It got 16 host bits and 16 network bits. It got 2^16-2 IPs = 65534 Its Network ID is 150.80.0.0 and SNM=255.255.0.0 From the IP Requirements the Required IPs(Min) can be 200*128+400*16+2000*4 = 40000 For providing 40000 IPs at least 16 host bits are needed. Remaining 16 bits will go as a network bits. Since 16 bits can give 65534 IPs out of which only 40000 can be used, Remaining IPs will be free IPs. Free IPs = 65534 40000 = 25534 Segment 1 needs 200*128 = 25600 IPs. 15 host bits are needed to provide these IPs. Segment 2 needs 400*16=6400 IPs. 13 host bits are needed to provide these IPs. Segment 3needs 2000*4=8000 IPs. 13 host bits are needed to provide these IPs. Segment 1 sub block can be = I stgroup sub block=150.80.0.0/17 Segment 2 sub block can be = II nd group sub block=150.80.0.0/19 Segment 3 sub block can be = III rd group sub block=150.80.0.0/19 Class B IP range starts from 128.X.X.X to 192.X.X.X and hence 150.X.X.X falls under class B. So by default the given IP and ISP's network address 150.80.0.0/16 falls in class B (Cowley, 2012). Class B can give 2^16-2 IPs. The IPs in which all the host bits are zero will act as a net id and the host ip in which all the host bits are 1 act as a broadcast IP. Hence these two IPs cannot be used for host computers. So 2 IPs are deducted from 2^16. As the required IPs is only 40,000 and the available IPs are 65534. The remaining free IPs is calculated by deducting 40000 from 65534. So 25534 IPs are free IPs available in ISP's hand. All the 2^16-2 IPs can be used very efficiently by doing sub netting. While doing sub netting host bits will be less than 16. It cannot be 16 as it will leads to classful Class B IP (Cowley, 2012).. So host bits can be made 15,14,13,12...1 like that. And the number of IPs resulting from this wills as if that IPs belongs to a separate network. Number of host bits in sub netted IP address depends on the requirement. Hence for the segment 1 where the requirement is 25600. Hence 15 host bits can give this IP address count. Hence segment 1 can use 17 network bits. Similarly the segment 2 can use 19 network bits. Sub blocks are calculated accordingly (Cowley, 2012). 3. R1 and R2 both routers are forming a big network. If R1 goes down, then R2 handles the routing between the hosts. If R2 goes down then R1 handles the routing. But H3 and H6 hosts are dropped down from the network when R1 goes down. In case if R2 goes down, one host H4 gets drops down from the network. Since the type of traffic and purposeof the traffic are not known , the frequency of the traffic also not known. Hence it is very difficult to tell which router is important (Singh, 2010). As a general view the router which causes maximum damage to the network when it is failed will be considerered as an important router. Hence R1 is considered as an important router. 4. The distance vector routing (Cs.bu.edu, 2016) knows the cost of best path and neighbour route address. It updates the routing table when Distance Vector route changes. So, it updates frequently. The distance vector and link-state are the two primary classes of routing protocol. The distance vector routing comprises of two factors they are, distance and direction. The Link-state routing (Cs.bu.edu, 2016) has the knowledge of all the nodes and routers on the network. It uses Dijikstras algorithm (Cs.bu.edu, 2016) to update all information on the switch. Link-state routing performs reliable flooding. This is the process of sending information to all the nodes on the network. When all nodes collect the information on the network it will lead to stop the flooding. Link-state routing contains four fields. They are ID of the node, sequence number, address list of all the connected nodes, time to live (TTL) of the packet(Singh, 2010). Link-state routing needs more memory space. Because it should have knowledge of the whole network topology. It does not need frequent update. It requires more processing power because of its knowledge about topology on the network (Cs.bu.edu, 2016) The Distance vector routing changes the information in an iterative manner. It changes local link cast and update Distance Vector. When the Distance vector changes that time only the node notifies the neighbour. First, the routing determines the cost of neighbours then estimate the least cost of all. All the time the Distance Vector sends to the neighbours and updates. Each time of transmission the neighbour estimate and determine the least cast path. All neighbours contain distance on its list. In this routing, the router table initially set the distance at infinity. Then, the router receives packet and determine the destination. Then only it finds least cast path or shortest path on the network. Each time the router checks the neighbour routes cost or distance. It also sets the path to known after visiting each link on the network. Due to its routing table updates at all time this require more bandwidth than the Link-state routing. But it did not require more memory space. Because it did not needs to know about the overall topology of the network (Singh, 2010). The below table explains the differences (Graziani and Johnson, 2008) (Cs.bu.edu, 2016) Distance Vector Routing Link-State Routing In distance vector routing, router needs only the information of the next hop. In link state routing, router knows the complete information of all other host. It need not know the complete network topology. It must know the complete network topology to make sure the reachable paths by all the other routers in the network. It advertises the complete routing table. It can be difficult to configure the routing table. Management is not required in distance vector routing. More management is required for link-state routing. It requires more bandwidth. It requires less bandwidth. It uses direct addressing method to find the best path on the network. It uses the reachable paths on the network. It is mainly used for identifying the best destination path in the network. It also used for identify the best destination path in the network. It doesnt support classless routing. Classless routing supports to link-state routing. It updates the routes frequently. It makes use of triggered routing updates. Broadcast is used to update the routing. Multicast is used to update the routing. Routing is performed in a decentralised manner. Routing is performed in a centralised manner. It affects the routing loops. It less affects the routing loops. Only routing table is created. It creates neighbour table, topology table and routing table. It can be easily configured. It requires more processing power for configuration. It requires less memory and CPU usage. It requires more memory and CPU usage. It requires less processing power. It only forwards and advertises the information about the network topology to the directly connected links and adjacent routers. Best destination path is calculated by Bellman-Ford algorithm. Best destination path is calculated by Shortest Path First algorithm. 5. Role of ICMP (Internet Control Message Protocol) in IP protocol Architecture: The ICMP is a communication protocol in between the two connected systems of IP protocol. The Internet Protocol (IP) is not a reliable protocol in communication environment. It does not guarantee to deliver the packets on the required destination. Sometimes the destinations have the problem of missing packets. So, high level protocol is required to meet the problem of missing packets. The ICMP protocol is used to report the errors, if any packets miss on the destination device. (Cisco, 2016) Figure: ICMP Header Various tasks are performed by ICMP protocol. ICMP is used to report the routing failures. It helps in testing the node reachability within the internet. It helps to redirect the ICMP messages to the source IP address. It helps to generate the ICMP Time Exceeded message and various other messages. (Cisco, 2016) ICMP is used by the hosts and routers to communicate with the network-level information. ICMP creates and sends messages to the source IP address. The ICMP message consists of router and the IP address. Any IP network device has the capability to send, receive or process ICMP messages (Cisco, 2016). The ICMP lets denotes the internet gateway through router, service or a host. This is used in case if it the packets are not delivered to the destination. Figure: ICMP Error Message Purpose of IP header and first 8 bytes of datagram data The Internet Protocol has a format of 8bytes in the header part which is used to send the error messages to the sender. It contains an error message and an IP address of the sender. It helps the sender to match the error message of the host (Cisco, 2016) Figure: IP Datagram Structure ("The IP datagram structure", 2016) An ICMP message consists of 8 bytes long in every transmission to the sender if error occurs on the network. The IP datagram header contains at least 20 bytes. The ICMP message received by the sender performs Path MTU Discovery to identify the IP address of the destination packet, which caused the error (Singh, 2010). References Cisco. (2016).TCP/IP Overview. [online] Available at: https://www.cisco.com/c/en/us/support/docs/ip/routing-information-protocol-rip/13769-5.html [Accessed 4 Sep. 2016]. Cowley, J. (2012).Communications and networking. Heidelberg: Springer. Cs.bu.edu. (2016).Distance-Vector Routing. [online] Available at: https://www.cs.bu.edu/fac/byers/courses/791/F99/scribe_notes/cs791-notes-990923.html [Accessed 4 Sep. 2016]. Graziani, R. and Johnson, A. (2008).Routing protocols and concepts. Indianapolis, Ind.: Cisco Press. McQuerry, S. (2000).Interconnecting Cisco network devices. Indianapolis, IN, USA: Cisco Press. McQuerry, S. (2004).Introduction to Cisco networking technologies (INTRO). Indianapolis, Ind.: Cisco Press. Singh, V. (2010).Computer networking course. New Delhi: Computech Publications. Tuxgraphics.org. (2016).network address calculator / ip address calculator. [online] Available at: https://tuxgraphics.org/toolbox/network_address_calculator_add.html [Accessed 4 Sep. 2016].

The Westward Expansion Essay Example For Students

The Westward Expansion Essay The Westward Expansion Essay was a new concept for Americans in the 1770s. In their minds there was a abundance of land out west just waiting to be claimed. The people that moved out west thought they were doing no harm, but in reality they committing genocide which is the complete annihilation of an entire race of people. If somebody is taking things from you that is very special to you what is your natural reaction?. Its to fight back and try to regain the special thing back. That is what the native Americans did to the settlers started to take there land so they started to defend it. But no we didnt get the clue. We had no real consideration toward the native Americans. We didnt ask to take there land we just did. Also the Euro-Americans had this huge group of people coming expecting land to start a family and a bigger and better life for them selves. There is no way youre going to get so many people hopes up so hi the slam it down by saying that the Native American were there first so they all would have to go home. We will write a custom essay on The Westward Expansion specifically for you for only $16.38 $13.9/page Order now NO WAY!!. So we just kept on going on there were swarms of settlers they were coming from foreign countries and from the east. They needed a better more efficient way to transfer people and there belongings so we started making the railroad System. Back then everything was made be hand so the rail roads couldnt turn much so sometimes the rail roads would go right through the middle of a tribe. Ferther on with the completion with the rail roads more and more people came to settle in the west. Image living in that time as an Native American the feeling of hatred toward you from theses new people that dont even speak the same language as you, and are taking over your home land. If it were me not only would I be scared but I would be mad. Still after being attacked by the Native Americans we thought that they were trying to kill us so we fought back. We used the gun which is much more deadly then a bow and arrow or a spear. So the Native Americans couldnt do much to stop us. Eventually we made a treaty allowing the Indians there own spots of land for there people, and to try to live there live as they used to. Today there is still a predugest agents the native Americans. Some people look at the Native Americans and think that they are all drunks but those are all stereotypes. I believe that what we did was wrong but if we didnt do it I wouldnt be here today. .

Practice in Using the Prepositions In, Into, On, and At

Practice in Using the Prepositions In, Into, On, and At Complete each of the following ​sentences with the appropriate preposition: in, into, on, or at. When youre done, compare your responses with the answers below. Assignment Slocum stepped (in, into, on, or at) the elevator and pressed the button for the fifth floor.As Slocum stood silently (in, into, on, or at) the elevator, the woman beside him began to sing.The woman was wearing a paper crown (in, into, on, or at) her head.Slocum was scheduled for an appointment in the clinic (in, into, on, or at) the fifth floor.He was due for his appointment (in, into, on, or at) five minutes.Slocum spotted a large dead roach (in, into, on, or at) the greasy floor of the elevator.Slocum stared (in, into, on, or at) the roach for a few seconds and then closed his eyes.He slipped (in, into, on, or at) a familiar fantasy world.In that world, dolphins were swimming (in, into, on, or at) a circle around him.When the doors opened (in, into, on, or at) the fifth floor, the elevator was empty. Answers Here youll find the answers (in bold) to the above exercise. Slocum stepped  into  the elevator and pressed the button for the fifth floor.As Slocum stood silently  in  the elevator, the woman beside him began to sing.The woman was wearing a paper crown  on  her head.Slocum was scheduled for an appointment in the clinic  on  the fifth floor.He was due for his appointment  in  five minutes.Slocum spotted a large dead roach  on  the greasy floor of the elevator.Slocum stared  at  the roach for a few seconds and then closed his eyes.He slipped  into  a familiar fantasy world.In that world, dolphins were swimming  in  a circle around him.When the doors opened  on  the fifth floor, the elevator was empty.

Discussion Essay Example | Topics and Well Written Essays - 250 words - 140

Discussion - Essay Example For human beings to fully evolve, they took a form of different hominids which include Australopithecines, Homo erectus and Homo sapiens. Homo sapiens were developed and resembled the current human beings (LaFreniere, 2011). The race concept is a relic as many scholars have different arguments to the existence of race. Most of scientist claims that the traditional racial difference is based on skin deep because people classify themselves in respect to the skin colour. The white people from America classified themselves in respect to their skin colour. The race was based on the colour of the skin and not genetic make up. Currently, scientist are analysing the issue of race in respect to the genetic make up. Different scientist have different perception on the issue of race as some claim that genetics makes up race while other claim that genetic inheritance does not guarantee similarity. Human beings first appeared in Africa and disappeared from the world due to natural selection as they could not adapt to the environment. As human beings were developing the Homo sapiens found survival tactic and made tools for hunting and gathering (LaFreniere,

Forex exam Essay Example | Topics and Well Written Essays - 1500 words

Forex exam - Essay Example (Baillie, R & McMahon, P, 1990). Covered Interest Parity is also known as â€Å"Interest Rate Parity†. This theory is based on the assumption that in an effective market with no transaction cost, the interest difference should be equal to the forward differential. The currency of the country with a lower interest should be at forward premium in term of the currency of the country with the higher interest rate. When this condition is met, the forward mark is said to be at interest parity and equilibrium prevail in the market. Condition for Covered Interest Parity is as follow: The uncovered interest parity propagates that the interest rate differential is equal to the ex-post exchange rate change. Uncovered Interest Parity theory is more difficult to test as because expected exchange rate changes are unobservable, also assumes that there should be no transaction cost, perfect capital flow, equal default risk on foreign and on domestic market. The risk premium should be zero. It is s follow: As all of these theories are based on certain assumption like the market condition has to be perfect, there should be no restriction on free trade, no transaction cost should exist and the investors should be risk neutral. But in the real world, market conditions are not perfect neither free trade is possible. In many countries government imposes certain restriction on import and export of goods for economical welfare of their country. Transaction cost exists in the real world and the investors are not risk neutral; rather the investors are risk averse. So these theories do not hold in the real world. Foreign exchange market has to play a very vital role in the present globalized world. Foreign currency is the life blood which gets exchanged through foreign exchange market. There are many factors which affect the foreign exchange market directly or indirectly and bring efficiency in this market which are as

Wang Gang Referral Consuming Fashion Essay Example | Topics and Well Written Essays - 2000 words

Wang Gang Referral Consuming Fashion - Essay Example The essay "Wang Gang Referral Consuming Fashion" discovers the generation Y, fashion and consuming. Stating precisely, there are various apparent characteristics deciphered by the Gen Y group. For instance, this group is learnt to be culturally and racially diverse. Additionally, this group is regarded to be highly independent, rendering meagre consideration towards collectivism approaches. The populace belonging to the Gen Y group also feels empowered to take every requirement according to their wants indicating a higher degree of consumer bargaining power in the international context. Focused on the significance of Gen Y customers in today’s international marketing phenomenon, the discussion presented henceforth will intend to render a comprehensive understanding of the behavioural traits deciphered by the populaces. In this regard, the demographic, psychographic and lifestyle choices of the customer group will be studied, which will further be analysed to identify the chall enges and the opportunities rewarded to the marketers worldwide. In keeping with the recent market conditions, ‘Gen Y’ people are learnt to have an enormous potential as the prospective customers for various products and/or services. The people belonging to this group have grown up in the period of economic stability and affluence which, in turn, were quite effective in bringing up constancy as well as rapid advancement in their lifestyle. Therefore, the people belonging to this generation largely desire.... Gen Y group Demographic Characteristics of Gen Y In keeping with the recent market conditions, ‘Gen Y’ people are learnt to have an enormous potential as the prospective customers for various products and/or services. The people belonging to this group have grown up in the period of economic stability and affluence which, in turn, were quite effective in bringing up constancy as well as rapid advancement in their lifestyle. Therefore, the people belonging to this generation largely desire to pursue an affluent lifestyle. These people are often monitored to be highly persuaded towards entertainment and style deciphering lesser significance concerning the monetary attributes. Thus, it can be argued that people belonging to this age group can be more effectively lured with attractive features rather than offering price concessions (Aeffect, Inc., 2000). According to the US Census Bureau, in relation to the figures published in 2000, the Gen Y group comprised people who fund amentally belonged to the age group of 5 years to 22 years, including around 70 million people, i.e. 25.9% of entire population of the nation (Aeffect, Inc., 2000). From a generalised perspective, the families of Gen Y are observed to be very much culturally diverse and lead a busy life. For instance, according to the recent statistics of US demographics, the entire population of Gen Y customers include 15% of African-American, 5% of Asian and 14% of Hispanic citizens. Consequentially, this considerable diversity has resulted in creating a significant distinctness among the buying behaviours of the consumers belonging to this segment. Thus, in order to provide complementary products to the Gen Y buyer segment, the marketers need to come up with varied offerings to meet their needs (Aeffect, Inc.,

Economic Growth In Malaysia

Economic Growth In Malaysia Abstract Foreign Direct Investment (FDI) supports the national economic when it facing the lack of internal investment resources and it can cover the gap of investment resources and national investment. In this way, Foreign Direct Investment can affect the economic development and increase the speed of economic development. In this regards, among other countries, especially developing countries, that coped with the lack of internal financial resources have more interest to use Foreign Direct Investment. Since 1970 until now, the Foreign Direct Investment has been strongly growth and it outstrips from the trade growth and its causes to double exports of goods and services. In other words, the Foreign investment in the developed worlds economy is development of transnational companies for improving competitiveness, higher profit, accessing to cheaper labor market and reaching a broader consumer market. Providing sufficient capital to finance investment is as one of the important factors in economic growth. In this regards, developing countries have tried to accumulation of capital through internal resources or by foreign direct investment to complete the deal. Also, foreign direct investment has a significant role in developing process in many countries. Gross domestic product in Malaysia has the maximum growth rate comparing the other Association of Southeast Asian Nations and one of the remarkable strategies of the administration to encourage its growth is by create a center of attention to foreign direct investment. Malaysia is one of those developing countries that promote Foreign Direct Investment in order to increase speed growth and development. Foreign Direct Investment has cooperated a significant role in capital formation in Malaysia and the developing economy that has enhanced quickly. CHAPTER 1 INTRODUCTION Introduction Malaysia is one of the fastest country in growing economy in the Asia area with GNP growth of around eight plus percent per year. The Malaysian economy has shifted from agriculturally to further differentiate and also export oriented one after its independence in 1957. It is identified the Malaysian market is openly oriented with almost non existent non tariff blockade and averaging just about 50 percent and foreign exchange organize. Malaysian open trade is sustained by the two way trade approximately to 120 percent of Gross National Product (GNP). It has been demonstrated that from the established political environment, enhancing capita revenue, and the prospective for local integration all over the ASSOCIATION OF SOUTH EAST ASIAN NATIONS (ASEAN), Malaysia is a gorgeous view for FOREIGN DIRECT INVESTMENT (FDI) (see Graph 1.1). Foreign direct investment in Malaysia is a significant catalytic parameter, enhancing exports, awareness and offers an economic tool in the direction of the Malaysia 2020 vision. Some empirical researches show that the economic growth has been established in the past 6 years at the above seven percent per year. In this regards the inflation rate has been remained below four percent, decreasing the unemployment rate, balancing the payments. Echange rate is as a significant factor in the Malaysian Foreign direct investment (FDI) in the general economy. Malaysian Bank Negara does not formally peg the Ringit (RM) to definite currencies and currency floats. In fact, Malaysian Bank Negara has been charged of depreciating the cost of the Ringit (RM) in order to encourage exports. On the other hand, Malaysias focus on Foreign direct investment, increasing exports, has provided it well and supplied to its 8 years of over 8 percent growth. Foreign Direct investment (FDI) Several definitions have been proposed for Foreign direct investment. The international monetary fund defines Foreign direct investment following: Foreign direct investment is a type of investment that to achieve sustainable benefits in the country except for the home country of investor and the investors objective is as an important role in the management of the organization (Bengoa and Blanca 2003). Foreign direct investment is considered dependable for enhanced well-being in the host country due to the benefits related to introduction of new innovations and technologies, improvement of extra abilities, enhances capital, improving work stations in host countries (Fizari, Asari et al. 2011). A study by Bengoa and Sanchez-Robles (2003), it is defined that Foreign direct investment is the most important contributor to the economic growth in the country. Foreign direct investment is considered as a significant resource of inflows in numerous countries, especially in emerging developing economies. In fact, Foreign direct investment is evidenced in the capital account of balance of payment (Chaudhary, Shah et al. 2012). Foreign direct investment or FDI is the net inflows of venture to acquire a lasting management interest in an activity operating in an economy other than that of the investor. It is the sum of equity resources, other long term resources, short term resources and reinvestment of earning as illustrated in the balance of payments. Foreign direct investment in Malaysia is put on following the investment of at least 10 percent of the whole equity in a resident firm by a non-resident investor (Greenway 2004). Economic Growth Economic growth is the enhance in the quantity of the services and goods manufactured by an economy over time. It is calculated as the percent rate of enhance in actual GDP (gross domestic product). Foreign direct investment has been a significant resource of economic growth in Malaysia, transporting in capital investment, management and technology knowledge necessitated for economic growth (Mun, Lin et al. 2008). In developing countries such as Malaysia, Foreign direct investment has a positive effect on economic growth and it also depend on some the other key factors, like: human capital base in host countries, the degree of openness in the economy (Lean 2008). Carkovic and Levine (2002) found the positive effect of foreign direct investment in economic growth. Their finding showed that a countrys power to take benefit of Foreign direct asset externalities may be limited by local situation, like: the level of education in the country, the improvement of the local financial markets. Studies by (Durham 2004); (Hermes and Lensink 2003); (Alfaro, Chanda et al. 2004) presented support that just countries with well developed financial markets grow importantly from foreign direct investment in conditions of their growth rate. Wan (2010) argued that foreign direct investment can play a significant role in modernizing a national economy and encouraging economic growth. On the other hand, the association among the exchange rate and economic growth is a significant issue, from the both a positive such as: descriptive and normative such as: policy prescription view (Ito, Isard et al. 1999). There are some countries that include explicitly or implicitly fixed their exchange rate to the currency of the other country such as: U.S. dollar and whose inflation rate are upper than that of the foreign country (U. S.) frequently practices persistent recent account deficits and eventual depressions of their currencies (Ito, Isard et al. 1999). 1.3. The role of Foreign direct investment and economic growth Malaysia is one of the mainly open in the emerging world to foreign investment and it also distinguish the significant role that FDI can play in well placed for attracting investment in Malaysia (Kogid, Lily et al. 2010). Foreign direct investment is as a significant driver fundamental in the Malaysian powerful performance and also economic growth. There are numerous research that investigate the relationship between foreign direct investment and economic growth (Kogid, Lily et al. 2010). There is an extensive view that the role of foreign direct investment (FDI) on economic growth is unclear (Greenway 2004; Azman-Saini, Law et al. 2010). One possible reason for this finding is picked up from the failure of model contingency achieves in the relationship between foreign direct investment and Growth. From the traditionally studies, the exchange rate had not composed a significant factor in the analysis of economic growth (Omankhanlen 2011). Alfaro, Chanda et al. (2003) explored that countries with enhanced financial schemes can utilize foreign direct investment more efficiently and also foreign direct investment alone have an ambiguous role in causal to economic growth. Carkovic and Levine (2002) presented the positive role of foreign direct investment in generating economic growth, mainly in exacting environments. For instance, Borensztein, Gregorio et al. (1998) show that foreign direct investment has a positive growth outcome when the country has s extremely educated workforce that permits it to utilize foreign direct investment spillovers. Exchange rate and inflation rate There are various studies have seemed to the effect of exchange rate or inflation on direct investment (AHN, ADJI et al. 1998). Naturally, it identifies the negative effect of inflation by itself on direct investment. Exchange rate movements can affect foreign direct investment by affecting the current cost of gaining overseas (Froot and Stein 1991). For instance, a reduction in domestic currency value against foreign currency value of the domestic exchange rate will create it fewer expensive for foreign investor. In this regards, depreciation of the exchange rate will create inflows of foreign direct investment in that country rise (Erdal and Tatoglu 2002; Tsen 2006). There are some ways for controlling exchange rate, but it is so expensive. When the rate of interest is high, it avoids capital outflows obstruct growth of the economy and so it will hurt the countrys economy (Solnik 2000). According to Khalwaty (2000) There are some parameters that cause the exchange rate changes. Tho se parameters embrace: payments balance problems, changes in foreign exchange demand and supply, public revenue, changes the expectation, et al. Therefore, this study will explore the impact of inflation and exchange rate on foreign direct investment and economic growth. Problem statement Malaysia has a growing open economy. Malaysia had 29th level as the largest economy with GDP $357.9 billion in 2007 (Bank 2007). It is identified that foreign direct investment has been observed as a major driver underlying the strong growth performance occurrence by the Malaysian economy. Malaysia has got a substantial quantity of foreign direct investment in its industry over the past decades. Despite the significance of foreign direct investment (FDI) to the Malasia, there has been a little study the determinants of the foreign direct investment such as inflation and exchange rate. Most of the earlier researches use cross-sectional or panel data to find the determinants of foreign direct investment. This study will examine two macroeconomic parameters, explicitly exchange rate and inflation, that effect on foreign direct investment and economic growth in Malaysia over a period from 1995 to 2009. Since the economic growth is one of the key determinants accountable for advanced foreign direct investment inflow (Fedderke and Romm 2006; Kiat 2008), this study want to examine foreign direct investment and its relation to economic growth. The aim of this study is to test whether any relationship between foreign direct investment and economic growth regarding its inflation and exchange rate. The relationship between foreign direct investment and economic growth is not clear in Malaysia. So, there is a need to carry out extra research on this relationship. 1.6. Research questions On the basis of the above mentioned problem statement, the following research questions are suggested: RQ1: what is the effect of inflation on FDI and economic growth? RQ2: what is the effect of exchange rate on FDI and economic growth? RQ3: what is the effect of FDI on economic growth? 1.7. Research objectives The objective of this thesis is to study the effect of inflation and exchange rate on FDI and its relation to economic growth in Malaysia from 1995 to 2009. The objectives of this study are: RO1: To evaluate the effect of inflation on FDI and economic growth. RO2: To evaluate the effect of exchange rate on FDI and economic growth. RO3: To evaluate the effect of foreign direct investment on economic growth. 1.8. Theoretical framework On the basis of the above mentioned literature, a research model is developed to examine the effect of the effect of inflation and exchange rate on FDI and its relation to economic growth in Malaysia (see Figure 1.1). 1.9. Scope of study The study will focus on the influence of inflation and exchange rate on FDI in Malaysia. Malaysia is one of those developing countries that promote Foreign Direct Investment in order to increase speed growth and development. On the other hand, since, Foreign direct investment in Malaysia is a significant catalytic parameter, enhancing exports, awareness, thus it has a significant role in the economic growth of the country. And Malaysia has been encouraging FDI in its economic contribution. 1.10. Significant of study Foreign direct investment has played a significant role in the capital formation and the economic development that has enhanced rapidly. Foreign direct investment offers a significant view in the course of which organizations can keep away from high production costs at home and discover gorgeous marketplace abroad (Demekas, Horvath et al. 2005; Utami and Inanga 2009; Yol and Teng 2009). On the other hand Malaysia has been one of the majority successful Association of Southeast Asian Nations (ASEAN) countries in being a focus for FDI. In this regards, it is important to find a relationship between inflation, exchange rate and Foreign direct investment in Malaysia.

Friar Lawrence Caused the Deaths of Romeo and Juliet Essay -- Romeo a

‘Romeo and Juliet’ The play ‘Romeo and Juliet’, by William Shakespeare is a tragedy which tells of the tragic deaths of the two lovers, Romeo and Juliet. In Verona there were two families the Montague and the Capulet’s who had an old argument. Their children Romeo and Juliet fall in love and because of their families old arguments can never be together. Because of Romeo ‘s killing of Tybalt, Romeo is banished and through series of misunderstanding Romeo and Juliet take there lives at the end of the play. In this essay I am going to consider which characters are to be blame for the tragic deaths of Romeo and Juliet. There are many characters who could be said to have some responsibility for the deaths of the two main characters, but in my opinion, Romeo himself, Friar Lawrence and the Nurse are the most responsible for the deaths of Romeo and Juliet. Before I go on to discuss the character that who is to blame for the deaths of Romeo and Juliet, I will consider what the word blame means; the word blame means ‘responsibility for a fault or wrong.’ Romeo the youngest son of the Lord and Lady Montague was in fact a major influence on the events leading up to the deaths of himself and his wife Juliet. He acted too hastily throughout the play. He shouldn’t have asked Juliet to marry him so suddenly, and he should have thought more carefully before rushing back to Verona after hearing of Juliet’s death. He also acted violently and without thinking when he killed Tybalt. In the beginning of the play, he was deeply in love with Rosaline. He was acting like he will never love any other person in his life and when Benvolio... ...essage to Romeo. ‘I’ll sent a friar with speed to Mantua, with my letter to thy lord. It shows that it was Friar Lawrence’s responsibility to get the plan to Romeo and he acted as an irresponsible by just sending only one letter and not thinking that this letter will reach to Mantua or not. In conclusion I think the most responsible is Friar Lawrence because he made a risky plan which led to the deaths of the two lovers. The second character that I think is the most to blame for the deaths of Romeo and Juliet is Romeo himself, because he was too quick to fall in love, he was in love first with Rosaline then Juliet. He was making decision without thinking and too quick to act. The third character I think the Nurse, because she carried Romeo and Juliet’s messages and helped the two lovers to get married secretly.

Educational Technology Essay

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.† The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology is â€Å"the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning,† according to the Association for Educational Communications and Technology (AECT) Definitions and Terminology Committee,educational technology includes other systems used in the process of developing human capability. Educational technology includes, but is not limited to, software, hardware, as well as Internet applications, such as wikis and blogs, and activities. But there is still debate on what these terms mean.[3] Technology of education is most simply and comfortably defined as an array of tool s that might prove helpful in advancing student learning and may be measured in how and why individuals behave. Educational Technology relies on a broad definition of the word â€Å"technology.† Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. Some modern tools include but are not limited to overhead projectors, laptop computers, and calculators. Newer tools such as â€Å"smartphones† and games (both online and offline) are beginning to draw serious attention for their learning potential. Media psychology is the field of study that applies theories in human behavior to educational technology. Consider the Handbook of Human Performance Technology. The word technology for the sister fields of Educational and Human Performance Technology means â€Å"applied science.† In other words, any valid and reliable process or procedure that is derived from basic research using the â€Å"scientific method† is considered a â€Å"technology.† Educational or Human Performance Technology may be based purely on algorithmic or heuristic processes, but neither necessarily implies physical technology. The word technology comes from the Greek â€Å"techne† which means craft or art. Another word, â€Å"technique,† with the same origin, also may be used when considering the field Educational Technology. So Educational Technology may be extended to include the techniques of the educator. A classic example of an Educational Psychology text is Bloom’s 1956 book, Taxonomy of Educational Objectives.Bloom’s Taxonomy is helpful when designing learning activities to keep in mind what is expected of—and what are the learning goals for—learners. However, Bloom’s work does not explicitly deal with educational technology per se and is more concerned with pedagogical strategies. According to some, an Educational Technologist is someone who transforms basic educational and psychological research into an evidence-based applied science (or a technology) of learning or instruction. Educational Technologists typically have a graduate degree (Master’s, Doctorate, Ph.D., or D.Phil.) in a field related to educational psychology, educational media, experimental psychology, cognitive psychology or, more purely, in the fields of Educational, Instructional or Human Performance Technology orInstructional Systems Design. But few of those listed below as theorists would ever use the term â€Å"educational technologist† as a term to describe themselves, preferring terms such as â€Å"educator.†The transformation of educational technology from a cottage industry to a profession is discussed by Shurville, Browne, and Whitaker. Definition of terms Evaluation is a systematic determination of a subject’s merit, worth and significance, using criteria governed by a set of standards. It can assist an organization to assess any aim, realizable concept or proposal, or any alternative, to help in decision-making; or to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such action that has been completed. Technology is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, methods of organization, in order to solve a problem, improve a preexisting solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function. It can also refer to the collection of such tools, machinery, modifications, arrangements and procedures. Technologies significantly affect human as well as other animal species’ ability to control and adapt to their natural environments. Educational technology is the use of technology to improve teaching and learning. the treatment of the process by which people learn, as a systematic process based on objectives, with strategies and systems to achieve them; a set of expensive tools sold to schools purporting to improve learning but not actually proven to do so information and communication technology (ICT), is often used as an extended synonym for information technology (IT), but is a more specific term that stresses the role of unified communications[1] and the integration oftelecommunications (telephone lines and wireless signals), computers as well as necessaryenterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information. Classifications of Educational Technology When we hear the word technology today, we would immediately think of the mediated instructional materials particularly those, which are computer-based. But technology also includes the indigenous materials which have been used in the past and which have been proven as reliable. They have proven their worth especially to the teachers in the early days. According to the Equilibrium Theory of Education, the schools which are supposed to transmit accumulated knowledge and skills to students, that students are given balance of the old and new learning so that they will not lose track of the finest pedagogical culture which have been developed and accumulated all through the years. The classification of Educational Technology is divided into two which is the following: * Material Technology Material Technology is divided by two which is the lo-tech paper technology and the hi-tech mediated technology Lo-tech paper technology * It is also called traditional instructional materials; these are indigenous materials usually real objects or those that are made of paper and cardboards. They are still here to stay because not all schools are equipped with technology tools and not all teachers are ready to embrace modern technology. Hi-tech mediated technology * Often called as the mediated technology, it includes those, which are presented using media equipment or hardware. The most persuasive modern technology for teaching and learning in these contemporary times is the computer and its various applications. In fact all educational efforts are being geared toward its used. Its effectiveness in teaching and learning has been widely recognized. * Non-Material Technology This includes theories, laws, principles, methods and strategies of teaching. They evolved results of researches and studies in order to facilitate teaching and learning. Applications of Educational Technology A proper application of educational technology can result to improved sensation and perception that will lead to quality learning. Educational technology transcends geographical barriers, expose students to experiences beyond classroom, disseminate instruction across large areas and make education more accessible to more people. If Educational Technology is properly selected and used the students can do the following: * Arouse and sustain the interest and attention of the students. * Concretize concepts and ideas to promote meaningful learning. * Make learning more permanent by providing rich experiences. * Provide self-activities for independent learning. * Increase one’s vocabulary by eliminating verbalism * Promote continuity of thought * Increase the quality of learning while decreasing the time spent * Check student’s preparedness * Make learning more interactive * Choosing and applying educational technology . Evaluation in Educational Technology As education systems, in particular Technology Education, adapt to new expectations for secondary students entering an uncertain workforce, the time is appropriate to investigate the need for school facilities to meet these present demands and those that continue to change curricula. This study has been conducted in order to determine the facility requirements for the delivery of the evolving technology/manual arts curriculum in Queensland. A set of validated design criteria for evaluating technology education and vocational education settings was developed and trialed to assist the designer of such facilities to meet the needs of this area on schools designed in different eras from the 1960s to the present. A review of the published literature would indicate that little has been written on this aspect of facilities design. While related studies have been conducted in North America, they were not confined to the designing of the facilities and only had specific relevance in that coun try. An expert group consisting of prominent Queensland educators provided the impetus for developing the criteria which had been generated through a systematic search of the literature. The methodology utilised to involve the expert group was the Nominal Group Technique. After the criteria had been developed, they were validated by questionnaire through a 30% random sample of practicing heads of department across Queensland in both state and independent systems. A trial evaluation using current facilities was subsequently conducted to determine the effectiveness of the criteria in terms of teacher acceptability as well as establishing a pattern of needs for modification. Practitioners who use the facility for teaching technology education and/or vocational education could use the set of criteria to evaluate their facility in a similar manner to that of evaluating their students. Such evaluations could then become the basis for ffiture school planning and budgetary allocations as well as asset management of existing facilities. The study proved to be valuable as the validated criteria have the potential of being used as a tool by teachers to evaluate their facilities. At the systems level of operation, the criteria will provide assistance for designers, architects and teachers to prepare informal educational briefs. Such briefs would provide a consistent approach to the some times difficult task of clearly defining the function of a facility. The modem facility must meet the needs of current curriculum and be sufficiently flexible and adaptable to provide the educational requirements well into the twenty-first century. These developed criteria will gr eatly assist in this process. Overview It is a great honor for me to join in the celebration of the 100th birthday of National Taipei Teachers’ College. In the United States, this year is also the 100th anniversary of a famous march, the â€Å"Stars and Stripes Forever,† composed by the revered bandmaster, John Phillips Sousa in 1896. I learned this when I attended a band concert this fall, celebrating the 100th anniversary of the Department of Bands at Indiana University. During the concert I was thinking about what I might say today, and I realized that National Taipei Teacher’s College, the IU Department of Bands, and the â€Å"Stars and Stripes Forever† are all 100 years old this year. I plan to talk today on the topic: evaluation of use of information technology in education. First, I will discuss the use of information technology as a lever for change in educational systems and practice. Second, I will talk about the development of criteria for evaluating information technology systems in K-12 education. During 1993-95, I played a central role on a team of faculty and graduate students at Indiana University who helped develop these criteria for the National Study of School Evaluation. I will provide a brief overview of the criteria for use of information technology in K-12 education in the United States. Finally, I will share my personal philosophy on use of technology in education. Stability and Change in Education The publication of A Nation at Risk in 1983 helped to renew U.S. efforts to further improve public schooling. We have given names to these reform efforts such as: site-based management, school restructuring and educational systems design (cf. Banathy, 1991; Reigeluth, 1992; Frick, 1993). One difficulty in changing a system is that it tends to remain the same. Systems try to attain and maintain some level of stability (cf. Maccia & Maccia, 1975; 1966). The big challenge is: How can we overcome this stability in our education systems in order to make positive changes, without harming what is already good and should not be changed? One educator in Indiana has joked that the problem of getting our schools to change is like trying to change the direction of a big elephant going 100 miles per hour. Indicators of Quality Information Technology Systems in Education The National Study of School Evaluation recently published Technology: Indicators of Quality Information Technology Systems in K-12 Schools (NSSE, 1996). This publication provides: * a vision for student learning in technology through suggestions of performance indicators at the elementary, middle and high school levels, * indicators for judging how a school’s instructional system supports learning achievement in technology, and * indicators for evaluating how a school’s organizational system supports its vision. History of Educational Technology during ancient times There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. Educational technology, broadly speaking, has passed through five stages. The first stage of educational technology is coupled with the use of aids like charts, maps, symbols, models, specimens and concrete materials. The term educational technology was used as synonyms to audio-visual aids. The second stage of educational technology is associated with the ‘electronic revolution’ with the introduction and establishment of sophisticated hardware and software. Use of various audio-visual aids like projector, magic lanterns, tape-recorder, radio and television brought a revolutionary change in the educational scenario. Accordingly, educational technology concept was taken in terms of these sophisticated instruments and equipments for effective presentation of instructional materials. The third stage of educational technology is linked with the development of mass media which in turn led to ‘communication revolution’ for instructional purposes. Computer-assisted Instruction (CAI) used for education since 1950s also became popular during this era. The fourth stage of educational technology is discernible by the individualized process of instruction. The invention of programmed learning and programmed instruction provided a new dimension to educational technology. A system of self-learning based on self-instructional materials and teaching machines emerged. The latest concept of educational technology is influenced by the concept of system engineering or system approach which focuses on language laboratories, teaching machines, programmed instruction, multimedia technologies and the use of the computer in instruction. According to it, educational technology is a systematic way of designing, carrying out and evaluating the total process of teaching and learning in terms of specific objectives based on research. Educational technology during the Stone Age, the Bronze Age, and the Iron Age Educational technology, despite the uncertainty of the origin of the term, can be traced back to the time of the three-age system periodization of human prehistory; namely the Stone Age, the Bronze Age, and the Iron Age. Duringthe Stone Age, ignition of fire by rubbing stones, manufacture of various handmade weapon and utensils from stones and clothing practice were some of the simple technological developments of utmost importance. A fraction of Stone Age people developed ocean-worthy outrigger canoe ship technology to migrate from one place to another across the Ocean, by which they developed their first informal education of knowledge of the ocean currents, weather conditions, sailing practice, astronavigation, and star maps. During the later Stone Age period (Neolithic period),for agricultural practice, polished stone tools were made from a variety of hard rocks largely by digging underground tunnels, w hich can be considered as the first steps in mining technology. The polished axes were so effective that even after appearance of bronze and iron; people used it for clearing forest and the establishment of crop farming. Although Stone Age cultures left no written records, but archaeological evidences proved their shift from nomadic life to agricultural settlement. Ancient tools conserved in different museums, cave paintings like Altamira Cave in Spain, and other prehistoric art, such as the Venus of Willendorf, Mother Goddess from Laussel, France etc. are some of the evidences in favour of their cultures. Neolithic Revolution of Stone Age resulted into the appearance of Bronze Age with development of agriculture, animal domestication, and the adoption of permanent settlements. For these practices Bronze Age people further developed metal smelting, with copper and later bronze, an alloy of tin and copper, being the materials of their choice. The Iron Age people replaced bronze and developed the knowledge of iron smelting technology to lower the cost of living since iron utensils were stronger and cheaper than bronze equivalents. In many Eurasian cultures, the Iron Age was the last period before the development of written scripts. Educational technology during the period of Ancient civilizations According to Paul Saettler, 2004, Educational technology can be traced back to the time when tribal priests systematized bodies of knowledge and ancient cultures invented pictographs or sign writing to record and transmit information. In every stage of human civilization, one can find an instructional technique or set of procedures intended to implement a particular culture which were also supported by number of investigations and evidences. The more advanced the culture, the more complex became the technology of instruction designed to reflect particular ways of individual and social behaviour intended to run an educated society. Over centuries, each significant shift in educational values, goals or objectives led to diverse technologies of instruction. The greatest advances in technology and engineering came with the rise of the ancient civilizations. These advances stimulated and educated other societies in the world to adopt new ways of living and governance. The Indus Valley Civilization was an early Bronze Age civilization which was located in the northwestern region of the Indian Subcontinent. The civilization was primarily flourished around the Indus River basin of the Indus and the Punjab region, extending upto the Ghaggar-Hakra River valley and the Ganges-Yamuna Doab, (most of the part is under today’s Pakistan and the western states of modern-day India as well as some part of the civilization extending upto southeastern Afghanistan, and the easternmost part of Balochistan, Iran). There is a long term controversy to be sure about the language that the Harappan people spoke. It is assumed that their writing was at least seems to be or a pictographic script. The script appears to have had about 400 basic signs, with lots of variations. People write their script with the direction generally from right to left. Most of the writing was found on seals and sealings which were probably used in trade and official & administrative work. Harappan people had the knowledge of the measuring tools of length, mass, and time. They were the first in the world to develop a system of uniform weights and measures. In a study carried out by P. N. Rao et al. in 2009, published in Science, computer scientists found that the Indus script’s pattern is closer to that of spoken words, which supported the proposed hypothesis that it codes for an as-yet-unknown language. According to the Chinese Civilization, some of the major techno-offerings from China include paper, early seismological detectors, toilet paper, matches, iron plough, the multi-tube seed drill, the suspension bridge, the wheelbarrow, the parachute, natural gas as fuel, the magnetic compass, the raised-relief map, the blast furnace, the propeller, the crossbow, the South Pointing Chariot, and gun powder. With the invent of paper they have given their first step towards developments of educational technology by further culturing different handmade products of paper as means of visual aids. Ancient Egyptian language was at one point one of the longest surviving and used languages in the world. Their script was made up of pictures of the real things like birds, animals, different tools, etc. These pictures are popularly called hieroglyph. Their language was made up of above 500 hieroglyphs which are known as hieroglyphics. On the stone monuments or tombs which were discovered and rescued latter on provides the evidence of existence of many forms of artistic hieroglyphics in ancient Egypt. Educational technology during Medieval and Modern Period Paper and the pulp papermaking process which was developed in China during the early 2nd century AD, was carried to the Middle East and was spread to Mediterranean by the Muslim conquests. Evidences support that a paper mill was also established in Sicily in the 12th century. The discovery of spinning wheel increased the productivity of thread making process to a great extent and when Lynn White added the spinning wheel with increasing supply of rags, this led to the production of cheap paper, which was a prime factor in the development of printing technology. The invention of the printing press was taken place in approximately 1450 AD, by Johannes Gutenburg, a German inventor. The invention of printing press was a prime developmental factor in the history of educational technology to convey the instruction as per the need of the complex and advanced-technology cultured society. In the pre-industrial phases, while industry was simply the handwork at artisan level, the instructional processes were relied heavily upon simple things like the slate, the horn book, the blackboard, and chalk. It was limited to a single text book with a few illustrations. Educational technology was considered synonymous to simple aids like charts and pictures. The year 1873 may be considered a landmark in the early history of technology of education or audio-visual education. An exhibition was held in Vienna at international level in which an American school won the admiration of the educators for the exhibition of maps, charts, textbooks and other equipments. Maria Montessori (1870-1952), internationally renowned child educator and the originator of Montessori Method exerted a dynamic impact on educational technology through her development of graded materials designed to provide for the proper sequencing of subject matter for each individual learner. Modern educational technology suggests many extension of Montessori’s idea of prepared child centered environment. In1833, Charles Babbage’s design of a general purpose computing device laid the foundation of the modern computer and in 1943, the first computing machine as per hi design was constructed by International Business Machines Corporation in USA. The Computer Assisted instruction (CAI) in which the computer functions essentially as a tutor as well as the Talking Type writer was developed by O.K. Moore in 1966. Since 1974, computers are interestingly used in education in schools, colleges and universities. In the beginning of the 19th century, there were noteworthy changes in the field of education. British Broadcasting Corporation (BBC), right from its start of school broadcasts in 1920 had maintained rapid pace in making sound contribution to formal education. In the USA, by 1952, 20 states had the provision for educational broadcasting. Parallel to this time about 98% of the schools in United Kingdom were equipped with radios and there were regular daily programmes. Sidney L. Pressey, a psychologist of Ohio state university developed a self-teaching machine called ‘Drum Tutor’ in 1920. Professor Skinner, however, in his famous article ‘Science of Learning and art of Teaching’ published in 1945 pleaded for the application of the knowledge derived from behavioral psychology to classroom procedures and suggested automated teaching devices as means of doing so. Although the first practical use of Regular television broadcasts was in Germany in 1929 and in 1936 the Olympic Games in Berlin were broadcasted through television stations in Berlin, Open circuit television began to be used primarily for broadcasting programmes for entertainment in 1950. Since 1960, television is used for educational purposes. In 1950, Brynmor, in England, used educational technological steps for the first time. It is to be cared that in 1960, as a result of industrial revolution in America and Russia, other countries also started progressing in the filed of educational technology. In this way, the beginning of educational technology took place in 1960 from America and Russia and now it has reached England, Europe and India. During the time of around 1950s, new technocracy was turning it attraction to educations when there was a steep shortage of teachers in America and therefore an urgent need of educational technology was felt. Dr. Alvin C. Eurich and a little later his associate, Dr. Alexander J. Stoddard introduced mass production technology in America. Team teaching had its origin in America in the mid of 1950’s and was first started in the year 1955 at Harvard University as a part of internship plan. In the year 1956, Benjamin Bloom from USA introduced the taxonomy of educational objectives through his publication, â€Å"The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain†.