An Internet service provider (ISP)

An Internet service provider (ISP)

An Internet service provider (ISP) is an organization that provides services for accessing, using, or participating in the Internet. Internet service providers may be organized in various forms, such as commercial, community-owned, non-profit, or otherwise privately owned.

Internet services typically provided by ISPs include Internet access, Internet transit, domain name registration, web hosting, Usenet service, colocation.

History

The Internet was developed as a network between government research laboratories and participating departments of universities. By the late 1980s, a process was set in place towards public, commercial use of the Internet. The remaining restrictions were removed by 1995, 4 years after the introduction of the World Wide Web.

In 1989, the first ISPs were established in Australia and the United States. In Brookline, Massachusetts-based The World became the first commercial ISP in the US. Its first customer was served in November 1989.

On 23 April 2014, the U.S. Federal Communications Commission (FCC) was reported to be considering a new rule that will permit ISPs to offer content providers a faster track to send content, thus reversing their earlier net neutrality position. A possible solution to net neutrality concerns may be municipal broadband, according to Professor Susan Crawford, a legal and technology expert at Harvard Law School. On 15 May 2014, the FCC decided to consider two options regarding Internet services: first, permit fast and slow broadband lanes, thereby compromising net neutrality; and second, reclassify broadband as a telecommunication service, thereby preserving net neutrality.] On 10 November 2014, President Barack Obama recommended that the FCC reclassify broadband Internet service as a telecommunications service in order to preserve net neutrality.  On 16 January 2015, Republicans presented legislation, in the form of a U.S. Congress H.R. discussion draft bill, that makes concessions to net neutrality but prohibits the FCC from accomplishing the goal or enacting any further regulation affecting Internet service providers. On 31 January 2015, AP News reported that the FCC will present the notion of applying ("with some caveats") Title II (common carrier) of the Communications Act of 1934 to the internet in a vote expected on 26 February 2015. Adoption of this notion would reclassify internet service from one of information to one of telecommunications  and, according to Tom Wheeler, chairman of the FCC, ensure net neutrality. The FCC is expected to enforce net neutrality in its vote, according to the New York Times.

On 26 February 2015, the FCC ruled in favor of net neutrality by adopting Title II (common carrier) of the Communications Act of 1934 and Section 706 in the Telecommunications act of 1996 to the Internet. The FCC Chairman, Tom Wheeler, commented, "This is no more a plan to regulate the Internet than the First Amendment is a plan to regulate free speech. They both stand for the same concept.

On 12 March 2015, the FCC released the specific details of the net neutrality rules. On 13 April 2015, the FCC published the final rule on its new "Net Neutrality" regulations.

Classification

Access providers ISP

ISPs provide Internet access, employing a range of technologies to connect users to their network.  Available technologies have ranged from computer modems with acoustic couplers to telephone lines, to television cable (CATV), wireless Ethernet (wi-fi), and fiber optics.

For users and small businesses, traditional options include copper wires to provide dial-up, DSL (typically asymmetric digital subscriber line (ADSL), cable modem or Integrated Services Digital Network (ISDN) (typically basic rate interface). Using fiber-optics to end users is called Fiber To The Home or similar names.

For customers with more demanding requirements(such as medium-to-large businesses, or other ISPs) can use higher-speed DSL (such as single-pair high-speed digital subscriber line), Ethernet, metropolitan Ethernet, gigabit Ethernet, Frame Relay, ISDN Primary Rate Interface, ATM (Asynchronous Transfer Mode) and synchronous optical networking (SONET).

Wireless access is another option, including satellite Internet access.

Mailbox providers 

A mailbox provider is an organization that provides services for hosting electronic mail domains with access to storage for mail boxes. It provides email servers to send, receive, accept, and store email for end users or other organizations.

Many mailbox providers are also access providers.  while others are not (e.g., Yahoo! Mail, Outlook.com, Gmail, AOL Mail, Po box). The definition given in RFC 6650 covers email hosting services, as well as the relevant department of companies, universities, organizations, groups, and individuals that manage their mail servers themselves. The task is typically accomplished by implementing Simple Mail Transfer Protocol (SMTP) and possibly providing access to messages through Internet Message Access Protocol (IMAP), the Post Office Protocol, Webmail, or a proprietary protocol.[38]

Hosting ISPs 

Internet hosting services provide email, web-hosting, or online storage services. Other services include virtual server, cloud services, or physical server operation.

Transit ISPs

Internet Connectivity Distribution & Core.svg

Just as their customers pay them for Internet access, ISPs themselves pay upstream ISPs for Internet access. An upstream ISP usually has a larger network than the contracting ISP or is able to provide the contracting ISP with access to parts of the Internet the contracting ISP by itself has no access to.

In the simplest case, a single connection is established to an upstream ISP and is used to transmit data to or from areas of the Internet beyond the home network; this mode of interconnection is often cascaded multiple times until reaching a tier 1 carrier. In reality, the situation is often more complex. ISPs with more than one point of presence (PoP) may have separate connections to an upstream ISP at multiple PoPs, or they may be customers of multiple upstream ISPs and may have connections to each one of them at one or more point of presence.  Transit ISPs provide large amounts of bandwidth for connecting hosting ISPs and access ISPs.

Virtual ISPs

A virtual ISP (VISP) is an operation that purchases services from another ISP, sometimes called a wholesale ISP in this context,[42] which allow the VISP's customers to access the Internet using services and infrastructure owned and operated by the wholesale ISP. VISPs resemble mobile virtual network operators and competitive local exchange carriers for voice communications.

Free ISPs

Free ISPs are Internet service providers that provide service free of charge. Many free ISPs display advertisements while the user is connected; like commercial television, in a sense they are selling the user's attention to the advertiser. Other free ISPs, sometimes called freenets, are run on a nonprofit basis, usually with volunteer staff.

Wireless ISP

A wireless internet service provider (WISP) is an Internet service provider with a network based on wireless networking. Technology may include commonplace Wi-Fi wireless mesh networking, or proprietary equipment designed to operate over open 900 MHz, 2.4 GHz, 4.9, 5.2, 5.4, 5.7, and 5.8 GHz bands or licensed frequencies such as 2.5 GHz (EBS/BRS), 3.65 GHz (NN) and in the UHF band (including the MMDS frequency band) and LMDS.

Peering

ISPs may engage in peering, where multiple ISPs interconnect at peering points or Internet exchange points (IXs), allowing routing of data between each network, without charging one another for the data transmitted—data that would otherwise have passed through a third upstream ISP, incurring charges from the upstream ISP

ISPs requiring no upstream and having only customers (end customers and/or peer ISPs) are called Tier 1 ISPs.[citation needed]

Network hardware, software and specifications, as well as the expertise of network management personnel are important in ensuring that data follows the most efficient route, and upstream connections work reliably. A tradeoff between cost and efficiency is possible.[citation needed]

Law enforcement and intelligence assistance

Internet service providers in many countries are legally required (e.g., via Communications Assistance for Law Enforcement Act (CALEA) in the U.S.) to allow law enforcement agencies to monitor some or all of the information transmitted by the ISP. Furthermore, in some countries ISPs are subject to monitoring by intelligence agencies. In the U.S., a controversial National Security Agency program known as PRISM provides for broad monitoring of Internet users traffic and has raised concerns about potential violation of the privacy protections in the Fourth Amendment to the United States Constitution.  Modern ISPs integrate a wide array of surveillance and packet sniffing equipment into their networks, which then feeds the data to law-enforcement/intelligence networks (such as DCSNet in the United States, or SORM in Russia) allowing monitoring of Internet traffic in real time.

ALLAMA IQBAL OPEN UNIVERSITY- Research Report-Effectiveness of games in learning.

Allama iqbal open university

Research Report

Effectiveness of games in learning

Abstract: When students feel dull and do not take interest in learning, Games method is used in classrooms. It’s important to use interesting games that motivate the students. In this report we have taught vocabulary to the students of 5^th class through two different games. To check the effect of games on them, we took post test as feedback after implementation of games.  They were interested during games but not in giving the post test as they felt it burden. But no, doubt games were very effective for their learning as they got the vocabulary words’ exact concept what they learnt through games. But games should be interesting.

Introduction:

When education or training feels dull, we are not being engaged and motivated. In other words, we’re not really learning. “Learning” doesn’t mean rote memorization—it means acquiring the skills and thought processes needed to respond appropriately under pressure, in a variety of situations. We need effective, interactive experiences that motivate and actively engage us in the learning process. This is where game-based learning comes in. As it turns out, for many years, videogame designers have been producing and refining highly motivating learning environments for their players to enjoy. Within an effective game-based learning environment, we work toward a goal, choosing actions and experiencing the consequences of those actions along the way. We make mistakes in a risk-free setting, and through experimentation, we actively learn and practice the right way to do things.

The idea of using games to engage students in the process of active learning is not new. Over the past several years, educators have been increasingly incorporating various games into their teaching curriculum in an effort to create a fun and engaging learning environment for students. Although this can be very challenging and time consuming, interactive, collaborative and competitive games tend to motivate and encourage student participation in the learning process. Over the years, the format for classroom games has changed drastically. There are many more options that incorporate the use of technology and interactivity. Quinn and Iverson argued that students “need to be engaged more and to be put at the centre of the learning experience to change from ‘passive vessel’ to ‘active participant’” (as cited in Pannesse & Carlesi, 2007). In my classroom, I have conducted games with my students as a means to review previously taught material and to prepare for tests. However, I wonder sometimes when we play games or do activities if they are grasping the content of the material in the process. Some students appear to learn more when they are competing in a game or activity while others seem like they are bored or possibly distracted. As a whole, the feedback I have received from students regarding the effectiveness of the games we play has been positive and many students suggest that we play them more often. Additionally, in a LITERATURE REVIEW: EFFECTIVENESS OF GAMES IN THE CLASSROOM more general approach is that “Nearly seventy percent of students learn best actively and visually” (McLester, 2005). Because of this, I feel that there are many potential benefits of active learning through games in the classroom.

Literature Review:

Progress in a game is to learn; when we are actively engaged with a game, our minds are experiencing the pleasure of grappling with (and coming to understand) a new system. This is true whether the game is considered “entertainment” (e.g., World of Warcraft) or “serious” (e.g., an FAA-approved flight simulator).

There are many explanations as to what defines an “educational game” nowadays. While some games are competitive in nature, others may simply allow students to work together as a class to solve a general problem where no one “wins” or “loses.” In “All Play and No Work,” MacKenty (2006) states that, “it’s the act of problem solving that makes games so engaging… devoid of challenge or risk of failure, games really aren’t all that much fun” (p. 46). On the contrary, Tom Schrand (2008) discusses the powerful capabilities of interactive multimedia games (or activities) where students work together as a class to categorize information in charts by moving facts so they rest in the appropriate labeled columns (p.81). Regardless of the format of the game, students can simultaneously build their problem solving skills while having fun throughout the process if an instructional game is well-designed (MacKenty, 2006, Harris, 2009). . According to Franklin, Peat & Lewis (2003), when students work cooperatively on a gaming activity, “games foster group cooperation and typically create a high level of student involvement that makes them useful tools for effective teaching” (p. 82). Finally, one last concern regarding educational games comes from a recent case study that focused on teachers adopting educational computer games. Kebritchi (2010) poses the concern that games are becoming such innovative learning tools that teachers may conclude that they don’t need to lecture, and instead they may “rely on the game and use it as a teaching replacement and not as a supplement” (p. 263). It is important to remember that games are supplement teaching tools and teachers ultimately need to be actively involved for them to be truly effective.

Research Questions:

1. What role games play to make our teaching effective?

2. Which type of games is more interesting and effective?

3. How much students are involving in games based teaching?

4. What role a teacher can play while implementing games?

Objectives:

Objective of this research report is to find out the effectiveness of games in teaching in the light of students’ feedback.

Methodology:

Implementation of Games method was used to teach the students vocabulary to students.

Population:

Students of Dar e Arqm School were chosen as population.

Sample Population:

18 students of 5th Class were selected from the total population of School.

Tool of research:

Feedback of students was taken by taking post test.

Procedure:

Students were first guided about the games which were be implemented on them. Two types of games were played in the English language classroom. Games were vocabulary teaching based. One of the previous lessons from their book was selected. This was about weather.

Game (1):  In first game teacher has written a word “Weather” on the board and students were asked to try to recall this lesson’s vocabulary and other words come in their mind relevant to this topic. Students have given round about 19 words. And teacher has written all words on the board. Every student was asked to give different word (on his turn) from other student.

Game (2):  Second game was also related to first one. Class was divided in two groups. Teacher has chosen any of word from the list (of words) written on the board, and has given a clue about that to the first student of a group and asked him to tick the exact word if he understood. And when any of students failed to get the word the chance was given to the member of second group. This way all the words were asked.

Post Test:  After playing the games, a test was taken from the students. That how much did they learn through games. From the list of words, 5 words (Air, Cool, dirty, hot, light) were given to the students for making sentences of those words.

Data Collection:

Data was collected by taking post test of the students. Their feedback was taken in this way to check the effectiveness of games in their learning process. Tests are attached with the report.

Data Analysis:

Tests were checked. Three students were given 100% result. Four students gained 80%, seven given 60% and rest of four learned only 40%. Tests were checked grammatically and spelling mistakes were also focused. But if we focus only on their learning and understanding level of the vocabulary we taught them, that was more than 70%.

Conclusion:

At the end it was concluded that during games they were active and involved but they didn’t feel much interest when they had to ask for test. No doubt, their feedback showed that they had much better understanding of words they have been taught through games. So, games are effective in teaching but test must also be taken in an interesting way.

Suggestions:

1. Games should be of students’ interest.

2. They must be played during class time not at the end of class after teaching them the whole period. As in last 5 to 10 minutes students feel exhausted, so don’t feel pleasure to be involved in some activity. It’s best to play in start of the period.

3. Feedback must also be taken in interesting way and written task should be avoided.

4. Students should guide properly before implementing any game.

References:

1. The NPD Group. 2009 Gamer Segmentation Report. . (http://www.gamespot.com/news/6214598.html).

2.    Hagel, John, and Seely Brown, John. “How World of Warcraft Promotes Innovation.” BusinessWeek, Jan. 14, 2009.

3.    Hays, Robert T., et al. “Flight Simulator Training Effectiveness: A Meta-Analysis.” Military Psychology, vol. 4, 1992.

4. Franklin, S., Peat, M., & Lewis, A. (2003). Nontraditional interventions to stimulate discussion: the use of games and puzzles. Journal of Biological Education, 37, 79-84.

5.    McLester, S. (2005). Game Plan. Technology and Learning, 26(3), 18-20, 22, 24, 26

6.    MacKenty, B. (2006). All Play and No Work. School Library Journal, 52, 46-48.

7. Pannese, L. & Carlesi, M. (2007). Games and learning come together to maximize effectiveness:

8.   The challenge of bridging the gap. British Journal of Educational Technology, 38(3), 438-454.

9. Schrand, T. (2008). Tapping into Active Intelligences with Interactive Multimedia: A Lowthreshold Classroom Approach. Collegiate Teaching, 56, 78-84.

10.  Harris, C. (2009). Meet the New School Board: Board games are back – and they’re exactly what your curriculum needs. School Library Journal, 55, 24-26.

Kebritchi, M. (2010). Factors affecting teachers’ adoption of educational computer games: A case study. British Journal of Educational Technology, 41, 256-270.

MCQs and Short Question of Physics most important for class 9th.

Physics Class 9th

MCQs and Short Question of Physics most important for class 9th. 

MCQs: Choose the right option.                                                                          

1. An interval of 200 µs is equivalent to:

(a) 0.01 S                (b) 0.02 s                     (c) 2×10-4 s(d) 2×10-6 s

2. A car starts from rest. Its velocity becomes 20 ms-1 in 8 find its acceleration:

(a) 2.5 ms-2                       (b) 2.6 ms-2  (c) 2.7  ms-1   (d) 3.2 ms-1

3. A force that keeps a body to move in circle:

(a) Friction (b) Circular motion            (c) Centripetal force       (d) Motion

4. The number of perpendicular components of a force are:

(a) 1                   (b) 2                     (c) 3                      (d) 4

5. A polar satellite is launched at 850 km above earth. Find its orbital speed:

(a) 4567 ms-1  (b) 7431 ms-1    (c) 0.17 ms-2    (d) 7431 ms-1

6. A Solar cell is also called:

(a) Solar house          (b) Photo cell                  (c) Solar power         (d) Collector

7. When a force acting on a body moves it in the direction of the force:

(a) Joule                     (b) Force                  (c) Work            (d) Kinetic energy

8. Calculate power of a pump which can lift 200 kg of water through a height 6m in 10 s:

(a) 1200 watts            (b) 345 watts                 (c) 12.00 watts           (d) 100 watts

9. The density of air is 1.3 kgm-3 Find the mass of air in a room measuring 8m×5m×4m:

(a) 209 kg               (b) 208 kg              (c) 208 g                  (d) 345 g

10. Which of the following material has large specific heat:

(a) Copper                   (b) Ice            (c) Water                     (d) Mercury

11. Which is a poor conductor of heat:

(a) Wool             (b) Glass              (c) Water           (d) Feathers

12. Land & sea breezes are also the example of:

(a) Conduction                     (b) Radiation               (c) Convection             (d) Heat

i. Difference between Atomic physics & Nuclear physics?

ii. Differences b/w Base & Derived quantities?

iii. Why do we need to measure extremely small interval of times?

iv. Difference b/w Rest & Motion?

v. Why vector quantities cannot be added & subtracted like scalar quantities?

vi. Define Linear & Random motion?

vii. What is inertia& field force?

viii. Describe ways to reduce friction?

ix. When a gun is fired it recoils why? Define speed & velocity.

i. What is Centre of gravity& Centre of mass?

ii. Explain the first condition for equilibrium?

iii. Why law of gravitation is important for us?

iv. Why does the value of g vary from place to place?

v. Why communication satellites are stationed at geostationary orbits?

vi. Define K.E. & derive its relation?

vii. Name the five devices that convert electrical energy into mechanical energy?

viii. State Pascal’s law & Archimedes Principle?

i. What is up thrust? Explain the process of floatation?

ii. What is Hooke’s law? What is meant by elastic limit?

iii. Define the term heat & Temperature?

iv. Define specific heat. How would you find the specific heat of a solid?

v. Define latent heat of fusion & vaporization?

vi. Why metals are good conductors of heat?

vii. What is meant by Convection current?

viii. How various surfaces can be compared by a Leslie cube?

                          

1. (a) Explain the Second & Third equation of motion?                        

        (b) Your hair grow at the rate of 1mm per day. Find their growth rate in nms-1 ?    

2.  (a) Explain the Force & Momentum & Newton’s Second law of Motion?                 

     (b) Find the acceleration produced by a force of 100 N in a mass of 50 kg.                

3. (a) Describe the Conditions for Equilibrium & Mass of Earth?                                     

     (b) Calculate the value of g at a height of 3600 km above the surface of the earth?        

4. (a) Describe the forms of energy & Kinetic energy?                                           

    (b) Normal human body temperature is 98.60 F convert it into Celsius scale & Kelvin scale.             

5. (a) Describe the Pascal’s Law & Hooke’s law?                             

   (b) The head of a pin is a square side 10 mm. Find the pressure on it due to a force of 20 N?