Telecommunications and Networking Essay Example | Topics and Well Written Essays - 3000 words

Telecommunications and Networking - Essay Example In this scenario, many service providers construct such sort of cloud computing systems that are useful in serving general research or business needs. A lot of examples are there but some of the examples related to cloud computing are as follows: (Mitchell, 2011; Mudge, 2010) Software: software makes the most use of saleable software applications, it is used for development and distantly host applications (customer built applications). Network Storage: usually network storage is used for back up or also it is useful for storage data crosswise the internet to a provider. Hence it is not necessary to know the substantial location of storage. Moreover, cloud computing systems normally are designed in such a way that they could upload  scalability  to maintain large numbers of consumers and surges according to required demand (Mitchell, 2011).   Basically the two terms, cloud computing and other working in the cloud computing in the direction of performing computer related tasks vi a services are delivered completely via internet. Another aspect that is reviewed generally is that cloud computing is considered as a movement far away from those applications that are required to be installed lying on an individual's computer towards those applications which are hosted online. ... There are also other cloud computing applications that comprise of virtual server storage (Infrastructure as a Service) or IaaS. There are a lot of examples over the internet such as and software and product development tools (Platform-as-a-Service or PaaS) e.g. Google apps and Amazon web services (Pinola, 2011). Examples of Cloud Computing Services Internet has facilitated us with web based email services. Moreover, we have the examples of Hotmail and Gmail that carry out a lot of cloud computing service. Hence, users can view in their email in the cloud from any user’s computer that requires internet connection with installed browser, we need not to worry about what sort of hardware is installed on that specific computer. The electronic-mails (email) are hosted on Microsoft as well as Google servers, instead of being stored on the client computer or locally. Moreover, we have seen extraordinary growth in cloud computing over the previous few years, and many popular Web apps as witnessed which are commonly used today. These web applications include VoIP (voice over internet protocol). We have the example of Google Voice and Skype, also social applications which include some of the well known networks such as Twitter and Face book, the facility of media services e.g., Picassa, YouTube, Flicker and for content allocation we use e.g., Bit Torrent. Moreover, financial applications e.g., Mint and a lot of others. Another growth aspect in the field of cloud computing can be visualized in traditional desktop software which has stimulated in part to the Web, and it starts with its  applications (Pinola, 2011), (Nations, 2011; Ingthorsson, 2010). Cloud Computing is a Service Storage and information retrieval are the simplest operations that

Internet and Books Essay Example for Free

Internet and Books Essay In today’s modern world, technology has a great influence on our life and time. Back in the early 19th century, when electronic devices had not been invented, the population could only use printed word such as books, posters, newspapers or magazines, to gather information. Later, in the mid 20th century, the use of computers, televisions and radios helped people to know about the incidents happening all around the world, more easily. Now, in the 21st century, the creation of internet and other devices to access it has helped us to attain gigabytes of information, just with the click of our mouse. The internet has made it possible for us to acquire answers for almost all of the questions that we ask, and has alleviated the access to information to almost every topic imaginable. Firstly, internet helps to save time and effort. All you need to do is type in your question and click SEARCH. It can give an answer to almost every question type in, and it is usually very quick, speedy and fast. On the other hand, using books or other printed texts can waste time, as you need to find the appropriate book and then search for the information you need from it. For example, while searching for a book in the library, you waste time trying to reach there, and even more time trying to find the book you need. Despite this, time is also lost when you try to find the information that is useful to you from the book. Whereas the internet acts as a filter that sieves out all the data you need, in a span of seconds. However it can be argued that using electronic devices can cause distractions and disturbances. Using the internet can divert your attention to some other unrelated site and will cause you to waste time. For instance, you may login to facebook or twitter, or check your mail instead of researching and using the time well. On the contrary, you cannot be easily distracted in a library where silence is preferred, and is filled with people who want to work. But if the internet is used properly, and if the person has a self control over himself the internet has more advantages comparing to printed texts. So in short internet can be a time-saver only if used wisely. Alternatively, the internet can sometimes provide us with unreliable information. It is like a blank page in which people are allowed to post whatever they want, and sometimes even the wrong information. As exemplified by blogs, in which anyone can post their opinions and views on a topic, the internet can be a source of unreliable and inaccurate information as it contains the judgement of different individuals and not the actual facts. On the contrary, printed texts can be a great source of reliable information. Books are written by experienced authors who have researched well about the topic themselves before publishing it. A library can assure you that the book in your hand is dependable and trustworthy. In spite of being unreliable, internet can provide us with up-to-date data. It offers information on the most recent discoveries and inventions, the latest cars or other products and about the contemporary incidents and happenings all around the world. However once a book is published, any recent findings cannot be added to it. There are always new developments in the field of health, science, technology and politics that the library simply cannot keep up with. Therefore, the internet can provide us with the latest news about our modern day developments and can be dependable only if used properly by checking the sources of a particular website. Thirdly, glaring at a screen for a long period of time can cause various eye and back problems. Computer vision syndromes like eye strain and cataracts are caused by glaring at the computer screen for prolonged periods. Millions develop a condition called ‘dry eye’, resulting in gritty, itchy, inflamed eyes, due to staring at the screen for hours. The light from computer screens can cause drastic problems to your eyes, and sometimes even partial blindness. Unlike computer screens, books can be very easy to read as they are just words printed on paper. However there are many solutions to prevent the damage caused to eyes by computer screens. Screen filters can be bought to reduce the amount of light radiation hitting our eyes. There are also many softwares that can transfer the information audibly or with the help of videos, and do not require data to be read. Regular breaks, and turning away from the screen constantly can also help in avoiding eye and back problems. Usually, there is an option to zoom in, which enables people to read easily. Unlike computers, books cannot be zoomed in, when the letters are too small to be visible, causing eye problems as well. So the problems caused by glaring at computer screens or reading the small printed texts in books, can be reduced by taking regular breaks and exercises, as anything in excess is not good for our health. Moreover, a lot of paper is wasted in the creation of books and magazines. Deforestation, being one of the greatest threats that humans are facing today, is increased by the production of paper in books. A few sheets of paper could be worth one tree. Hence the number of trees is reducing day by day. Obviously, trees are vital for our living as they are the natural producers of food. Deforestation not only causes scarcity of food and other resources, but also results in the rise of the earth’s temperature, causing global warming. In contrast to books, modern technology like mobile phones, computers or tablets does not harm the environment to a very great extent. In the case of computers the energy used is electricity, which is renewable and can be created again and again. The internet is a huge database, and more information can be adjoined into it, very easily. However books are created from sheets of paper, and if the number of books increase, then the level of deforestation can increase correspondingly. To reduce the destruction of the earth’s forests by deforestation, paper should be recycled and not wasted. Instead it is much easier to use the help of modern technology that functions with the help of renewable energy, which does not have a great impact on nature. Therefore modern electronics has made it possible to overcome a huge problem to the environment. In conclusion, modern technology has many positive uses; it has made the world a smaller place by allowing us to contact individuals all around the world, many electronic devices are very cheap making it affordable to all and has also allowed people to find out about the news and incidents happening all around the world. But every good has some bad, and the extensive use of technology can be harmful to our health. I strongly believe that modern technology has been very helpful and useful to the human population. It has eased our access to information in very sustainable manner, and has connected the world together.

Journalistic Standards in the Matt Drudge Era Essay -- Exploratory Ess

Journalistic Standards in the Matt Drudge Era Introduction Public trust is at the heart of journalism. Such trust is built upon the credibility journalistic efforts. In the past, though mistakes have been made by even the most reputable of news providers, credibility was maintained and public trust in the journalist industry was steady. However, with the Internet taking its first infant steps into the reporting world, concern is being vocalized that public trust in journalism will be damaged by mavericks, such as Matt Drudge, who, without any foundation in reporting seek to tell the entire world every little secret he can dig up. And he’s been wrong. This paper will examine the debate surrounding online journalism, including a general look at journalistic standards and an account of Matt Drudge’s activities as an Internet investigative reporter. With the pressures of staying current with technology, news services scramble to grab a piece of the Internet â€Å"pie,† but struggle to determine what the ethical standards should be and how public trust can be maintained in an environment where anyone with a computer and online capability can be a reporter. Review of Literature â€Å"Let the future begin.† These words closed Matt Drudge’s introduction during his June 2, 1998, address before the National Press Club. His topic: â€Å"Anyone with a modem can report on the world.† Times are changing and â€Å"traditional journalism† is finding it difficult to adapt. The Internet as a mass communications vehicle is challenging many accepted norms. Journalistic standards and ethics are among the most debated topics. Though Matt Drudge is certainly not the only person reporting online news in a method inconsistent with traditional st... ...99: 24. Ryan, Leslie, â€Å"In Drudge Era, Educators Make Case of J-Schools,† Electronic Media, Vol. 17 (39) 1998: 26-27. Sandberg, Jared, â€Å"Call It the Drudgegate Affair,† Newsweek, Vol. 134 (22) 1999: 50. Snyder, Beth; Kerwin, Ann Marie, â€Å"’Clintern’ Story Raises Issues for Cyberjournalism,† Advertising Age, Vol. 69 (5) 1998: 32. Stevenson, Kerry, â€Å"The Technology, Business, and Ethics of News,† International Broadcast Engineer (IBE), Oct 1999: 44. Swaine, Michael, â€Å"Error-Correcting Journalism,† Dr. Dobb’s Journal: Software Tools for the Professional Programmer, Issue 313, 2000: 152. Webster, Nancy Coltun, â€Å"Drudge Report,† Advertising Age, Vol. 69 (26) 1998: S22. Weir, David, â€Å"Web Journalism Crosses Many Traditional Lines,† Nieman Reports, Vol. 54 (4) 2000: 35-38. Wilson-Smith, Anthony, â€Å"What’s New About the Web,† Maclean’s, Vol. 113 (29) 2000: 14.

Causes of Ww1

Causes of World War 1 In 1914, a conflict arose in Europe that started what is now called World War 1 (WW1). This war did not just spring up out of nowhere there many causes involved that started this vast conflict. The immediate cause of WW1 was the assassination of the Archduke Franz Ferdinand who was killed in the Bosnian capital Sarajevo (Mulligan). The main cause of WW1 is M. A. I. N which represents militarism, alliance systems, imperialism, and nationalism (Danzer 579). And a contributing factor of WW1 is escalating tension in the Balkan region.Because of the assassination, M. A. I. N, and tension in the Balkan Peninsula the conflict known as WW1 began. Often the immediate cause for some event is what happened right before that event occurred in this case the assassination of the Archduke Franz Ferdinand was the immediate cause. In June 1914 the Austrian Archduke Franz Ferdinand was visiting the Bosnian capital, Sarajevo, when he was shot (Mulligan). The Archduke Franz Ferdina nd was killed by a Serbian named Gavrilo Princip who was associated with a group known as the Black Hand, which promoted Serbian nationalism.Right after the assassination Austria-Hungary and Serbia were in a diplomatic crisis with each other. On July 28 1914, Austria-Hungary declared war on Serbia thinking it would only be a short war (Danzer 580). But they had actually started what is now called the First World War. Although the assassination was the spark that started the war it was not the main reason for the war. The main cause for the start of WW1 was M. A. I. N which stands for militarism, alliance systems, imperialism, and nationalism (Danzer 579). All of these are long term causes eventually led to the start of the war.Militarism played a very important part in starting WW1; almost every country was bulking up their armies. Even Germany found that they were competing with Britain for who had a better navy. Germany didn’t have much of a Navy until Wilhelm II, Germanyâ €™s Kaiser, decided to become a major sea power (Danzer 579). Because most powerful countries had their fair share of colonies around the world they felt the need to be able to protect these territories with their armies. Tension rose as nations assembled bigger and bigger armies. Prior to the war many countries had alliance systems with other ountries in case they ever went into a conflict with another nation. These alliances were simple if one country were to go to war their allies would come to reinforce them. So when the War did break out country after country got dragged into a battle they are forced to fight. For many centuries, European nations had been building empires, slowly expanding their political control across the globe. Colonies supply European nations with materials and provide markets for manufactured goods (Danzer 579). This is why Germany, France, and Britain compete for colonies creating tension between them even before the war.Nationalism played an importan t role for the start of the war because the people of each country felt an intense loyalty to that country. It was because of nationalism that Princip assassinated the Austrian Archduke. These four causes are the main reason why the First World War started in the first place. The contributing factor for the start of WW1 was the rising tension in the Balkan Peninsula. The Balkan Peninsula at the time consisted of the countries Greece, Albania, Serbia, Bulgaria, Romania, Montenegro and Turkey (Mulligan).The Balkan Peninsula was also known as â€Å"the powder keg of Europe† because of the building tension which was ready to explode at any moment (Danzer 580). The reason for all the tension in this region is mostly because of the interest from major European powers. The Balkan Peninsula was of major significance to these European powers due to its territorial and economic advantages. Examples of these interests are Russia wanting access to the Mediterranean Sea. Another is that G ermany wanted a rail link to the Ottoman Empire, Germany’s Ally, which cut right through the Balkan Peninsula (Danzer 580).Naturally the Balkan people didn’t wish to be ruled by any authority besides themselves so they had dislike towards big European nations (Mulligan). Because of growing nationalism among the Balkan people many countries were striving to be independent. Austria-Hungary, who taken control of Bosnia in 1878, realized this when it seemed Serbia was subverting it’s rule over Bosnia (Danzer 580). With all this tension the â€Å"powder keg† was ready to ignite which is what happened in 1914. WW1 started for three reasons because of the assassination, M. A. I.N, and tension in the Balkan Peninsula. Even if the assassination of the Austrian Archduke did not happen the war may have still began because of M. A. I. N. The tension caused by M. A. I. N would eventually lead to an event similar to the assassination and have an equal effect as well. T o avoid repeating this terrible war it is important that WW1 is to be remembered as a valuable piece of history considering history was repeated already when World War 2 started. WW1 was the biggest war that anyone had ever witnessed in that time and it will always be remembered.

Participation Early Education Essay

Participation in simple terms means to take part in something (Hornby 1995: 844). When referring to children’s rights, the concept is far broader. It is much more than simply asking children for their ideas or opinions. It is about listening to, respecting and understanding children, working in partnership with them, giving children the opportunity to actively make decisions that will result in their ideas becoming reality and their contributions bringing about positive change (Ministry of Social Development 2003). Children’s participation is a right not an optional extra (Participation Works 2012). The United Nations Convention on the Rights of the Child (UNCRC) promotes a rights-based approach to children and states that these rights begin at birth (Alderson 2008: 83). Many of the 54 articles encompass child participation. Articles 6, 7 and 8 refer to a child’s right to life, to a name and to an identity (Unicef n.d). The right to a life, to be a part of society, to participate as a part of the human race make all other rights achievable (Alderson 2008). Article 7 states that every child should have a name and their name should be respected. Giving a child a name and an identity is recognising the child as a unique individual rather than the property of a parent or carer (Alderson 2008: 79). One of the key articles that promote child participation is Article 12: ‘state parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with age and maturity of the child’ (Alderson 2008: 87). Article 12 is about giving children the right to express their views and having them heard. This means actively listening to children by allowing them to communicate their thoughts, feelings or ideas and know that they will be taken on board and respected (Scott et al 2008: 51). There are many whom are critical of this article and are concerned that it may be interpreted in such a way as to manipulate certain situations (Scott et al 2008: 51). The article states that the views of the child will be given due weight in accordance with age and maturity (Alderson 2008: 87). Some feel this may mean that children under a certain age may not be taken seriously nor have their views heard (Scott et al 2008). Alderson believes that babies and very young children are able to express themselves in various ways and get great joy from making choices (2008: 88). The UNCRC outlines child’s rights which protect children and promote welfare (Alderson 2008: 78). These rights illustrate how children and young people can actively participate and contribute to society (Alderson 2008: 78). Adult Roles Childhood has changed significantly and this is primarily due to an alteration in society’s view of children rather than the children themselves (Miller 2003: 14). Children have become the main focus in many households with parents and carers feeling the need to provide for their children in such a way that results in children feeling powerless (Miller 2003: 14). Adults may have a childhood ideal and attempt to enforce this onto their children. This may be an act of love but can do more harm than good (Miller 2003: 14). Adults may make decisions on a child’s behalf to spare them responsibility or by thinking the child is not capable of making those decisions. However this may result in a child feeling as if they have no control over their own life and may remain dependent rather than becoming confident and independent (Miller 2003:14). Decisions that may appear to be insignificant to adults such as what a child wears or what food they can eat, where they go to school or who they are allowed to play with are all extremely important and impact massively on the child’s life (Miller 2003: 15). It is presumed that children are inferior and that adults know better (Miller 2003: 15). Adults may possess more life experience than children but that does not mean that they always know what is right for a child. How a child feels and what they feel is important to them at that moment coupled with adult support is key to establishing a positive outcome that will benefit the child (Miller 2003: 15). Failing to allow child participation can be viewed as control or power. Many adults will use and abuse this power to gain something for themselves (Miller 2003: 15). Some adults may discipline or punish their children in a way that hurts or humiliates the child and will justify their actions as being essential in helping their child develop into a responsible citizen (Miller 2003: 15). In other cases children may be asked for their opinions or views only to have them ridiculed or dismissed. Barriers to Participation Involving children in decision making can be threatening or difficult for adults to achieve. This may be the case with parents/significant others, teachers or with anyone involved in working with children (Miller 2003: 17). Many worry that giving a child a voice and empowering them will lead to family difficulties and disordered classrooms (Alderson 2008: 92). Others find it hard to promote participation amongst younger children without being tokenistic (Scott et al 2008: 47). Some adults are of the opinion that child participation is dangerous and may put children at unnecessary risk (Miller 2003: 17). However if all risks are considered and it is accepted that the child can cope with the risks then the experience would prove beneficial to the child (Miller 2003: 21). If a child is not allowed to take risks within a safe and supported environment they may never experience risk at all (Miller 2003: 21). Allowing children to assess and take risks empowers them and enables them to gain first hand life experience (Scott et al 2008: 49). Handing over complete responsibility and power to a child would not be viable as they would not have the necessary life skills to deal with such an ask (Miller 2003: 21). It is essential to provide support and guidance as well as set boundaries for children in order to protect and nurture whilst empowering (Scott et al 2008: 51). It appears there is an unwillingness to allow children the opportunity to actively participate and this is portrayed well in Professor Roger Hart’s Ladder of Participation. Hart’s ladder was devised as a tool for understanding and portraying different levels of participation. There are eight levels in total on the ladder with each step describing the level of child participation and the adult intervention (Scott et al 2008: 49). The first three steps are manipulation, decoration and tokenism (Scott et al 2008: 49). These refer mostly to adult led activities where children are used or are given a voice but are given very little choice or opportunity for input (Scott et al 2008: 49). As the steps progress the level of adult intervention diminishes and child participation increases. Level 6 is adult initiated and refers to a working partnership between children and adults (Scott et al 2008: 49). Although the activity was initiated by the adult, the children play a part in decision making. The final step is level 8 which is child initiated (Scott et al 2008: 50). This is the step that allows children complete and total participation. They have initiated the project and have actively taken part in the decision making. They have chosen a project or activity that is relevant for them and one in which they feel they will bring about change (Miller 2003: 16 ). The adults take a back seat but are there to fully support and guide the children when necessary (Scott et al 2008: 50). Promoting Participation Child participation should be voluntary; the child should have the right to decide whether or not they want to take part (Miller 2003: 18). In order for children to make that decision they have to be informed about the decision making process and how it works (Miller 2003: 18). This will ensure they understand their own role as well as the roles of others (Miller 2003: 18). It is important for adults to recognise opportunities for child participation and to find ways of encouraging active involvement (Miller 2003: 21). Adults must consider a child’s experience, skills and needs as well as the impact these may have on others. It is important to actively listen to children and to create a safe environment where children are able to express their views and feelings (Scott et al 2008: 51). To promote inclusion it is vital to reach those children and young people who do not readily participate in decision making such as children with disabilities or children with socioeconomic issues (Miller 2003: 19). Adults must identify barriers and try to break these down. Providing an easily accessible environment that is adapted to suit the needs of the children may be one way or providing information and resources in a format that suits the child, i.e. Braille or using sign language (Miller 2003: 19). Information should also be displayed and communicated in a child friendly manner, free from jargon or hidden agenda (Unicef n.d). It is important to support and motivate children during active participation by keeping children informed and up to date (Unicef n.d). Letting children know how their efforts are impacting on a situation will keep them motivated and reassured that their voices are being heard and are making a difference (Unicef n.d). There are many benefits to child participation such as giving children a sense of citizenship; they are using their voices to bring about change (Scott et al 2008: 49). Some other benefits include increased self-esteem and confidence, a sense of being valued and respected, greater responsibility, gaining practical, language and presentation skills and inspiration and motivation (Scott et al 2008: 49). This will in turn impact on the wider society by encouraging citizenship; promote democracy and influence policy (Miller 2003: 17). I feel child participation is vital in ensuring all children are listened to, valued and respected as individuals and as citizens of society. I aim to encourage participation in my workplace setting by actively listening to the children and ensuring I am always available to the children. I will respect the children’s feelings and views and actively acknowledge their feelings in a positive manner. I feel it is important to involve children in decision making and planning. When planning activities I will ensure they are child led and that the children have expressed their interest in the area or topic or have suggested an activity or topic. I will do this by having discussions with the children and asking open questions to ensure children have the opportunity to express their own opinions and thoughts. I believe the area in which children learn should be adapted to suit their needs and should allow for inclusion for all. This may mean ensuring all equipment and resources are easily accessible and are clearly labelled. Children should play an active part in deciding on their snack and I will always encourage children to express their likes and dislikes. Discussing food and children’s opinions on food can empower children to make healthy food choices for themselves. I will endeavour to act in a way which promotes the rights of every child to full participation whilst ensuring their protection and Conclusion It is clear that children’s voices are being heard and that there are opportunities for children to participate in bringing about positive change for the future. However there are still many barriers and hurdles that prevent children from feeling as though they have a choice or that having a choice will actually make a difference. The main barrier may indeed be attitude and the consensus that children simply can’t do what adults can do for them. I feel that children are in fact the teachers and adults can learn a great deal from them if they were only willing to listen. References Alderson P. (2008) Young Children’s Rights; Exploring Beliefs, Principles and Practice. (2nd edition) London: Jessica Kingsley Publishers. Hornby A .S. (1995). Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press Miller J. (2003). Never Too Young; How Young Children can Take Responsibility and Make Decisions. London: Save the Children. Ministry of Social Development. (2003). Involving Children. New Zealand: Ministry of Social Development. Participation Works Partnership. (2012). What is Participation? [Online]. Available from: http://www.participationworks.org.uk/topics/rights/participation-rights [Accessed 27 November 2012]. Scott F et al. (2008). HNC Early Education & Childcare. Essex: Pearson Education Ltd. Unicef. (n.d). Fact Sheet: A summary of the rights under the convention on the rights of the child. [Online]. Available from: http://www.unicef.org/crc/files/Rights_overview.pdf [Accessed 27 November 2012].