History of Network Interface Cards

History of Network Interface Cards Introduction Ethernet is a standard that enable two or more computer to share information and communicate. Ethernet network, also known as local area network (LAN), connects computers which can transfer data at the speed of 10Mbps or more. Since its invention, Ethernet standard has evolved a lot. Improved media access control methods, alternate physical medium and higher bandwidth are some of examples of evolution. This paper describes the network hardware which is used for establishing Ethernet connection. The pricing of the hardware is reducing day by day and they are very easy to maintain. Network interface cards (NIC) Most PC motherboard manufacturers offer a built-in Network Interface Card (NIC), also known as Ethernet Card, as Ethernet is now omnipresent and the twisted pair Ethernet requires small panel space. However, if a computer doesnt have NIC, it requires installation of a separate network card; CPU of the computer cannot process information at network speed. NIC is a kind of network adapter. It supports the Ethernet standard for high-speed network connections via cables; a connector in conjunction with NIC accepts cable to physical network. NIC come programmed with a globally unique 48-bit address, identified as MAC address of the machine. In the IEEE 802 LAN, the MAC addresses are used to identify both the source and the destination of each data packet. Generally, NICs do not accept packets addressed to other machines. NIC cards have evolved over the years; however, its different forms are used even today in older computers and these types of cards are available in market yet. Large ISA cards were the foremost standard for PCs and their installation required opening computer case. Modern Ethernet cards use the  PCI  standard and are usually installed inside the computer by the manufacturer. For laptop and mobile computers, smaller  PCMCIA  Ethernet cards that resemble credit cards are available. External USB Ethernet adapters are also available and they look like small boxes instead of cards. They are mostly used with video game consoles and as alternative to PCI cards. Transceiver: Ethernet interface can be either with 10BaseT or AAUI (Apple Attachment Unit Interface) connectors, in case of MAC computer. If there is AAUI port, then there is need to have a transceiver, actually AAUI-10BaseT transceiver. The transceiver has an AAUI cable at one end and 10BaseT connector jack at the other end. Cables Ethernet cables consists cable of at least Category 5 (Cat. 5) and 8P8C (often recognized as RJ45) connectors. This type of cables is used to connect all computers with Ethernet interface with 10BaseT connectors. CAT 5 UTP wire is required for basic 10/100 Mbps speed, whereas Cat 5e supports gigabit (1000BaseT) operation. Category 5 is the most popular of all twisted pair cables employed today and is the fifth generation of twisted pair Ethernet technology. Either Unshielded Twisted Pair (UTP) or STP (Shielded Twisted Pair) cable can be used; later is used for extra resistance to external interference. Twisted Pair cable comes mainly in two varieties, solid and stranded. Stranded cables are better applicable in short-distance usage and patch applications for desktop use. They are more pliable and resilient than solid one. Solid Ethernet cable is used in longer length runs and in fixed wirings such as office building. Newer cable technologies like CAT6 and CAT7 are in development. Tho ugh Cat 6 or higher offers future proofing measure, CAT5 / CAT5e Ethernet cable stays the popular choice for most wired  local area networks (LANs) as it gives enough speed and is affordable. Due to their physical resemblance, the 8P8C modular connectors are often called RJ45. It looks like a large phone plug with an 8-position modular connector. These connectors come in a few variations; the primary variation is based on whether the connector is meant for solid or stranded wire. Hubs More than two computers in the LAN cannot be easily connected without using hub. Hub is a small, inexpensive and passive device that connects all devices and allows only one device on the network to talk at a time. To connect the computers to Ethernet hub, an Ethernet cable is first connected into hub and then other end is connected to each computers NIC. RJ-45 connectors are accepted by all Ethernet hubs. All devices must be running at the same speed on a hub. Ethernet Hubs vary depending on the speed they support. Earlier, hubs supported just 10 Mbps speed whereas today, hubs supporting 100 Mbps speed are easily available. Some also support dual speeds i.e. 10 Mbps and 100 Mbps. The number of ports supported by hub also varies. Hubs supporting 4-5 ports (for home usage) to 16 ports (for small office usage) are available. In order to increase the network to incorporate more devices, Ethernet hubs can also be connected to each other, to  routers or switches. Bridge   A  bridge  is a hardware device which filters data traffic at a network boundary. Bridges divide the traffic on a LAN in two segments and thus reduce the amount of traffic. This device functions at the layer 2 of the OSI model data link layer. Bridge scrutinizes incoming traffic and takes decision whether to discard or forward it. For example, an Ethernet bridge looks thoroughly each incoming Ethernet frame for its destination and source MAC addresses, and sometimes the frame size and accordingly makes independent forwarding decisions. In fact, Bridges serve a similar function as switches; both operate at Layer 2. Conventional bridges support one network boundary, whereas switches generally offer four or more hardware ports. Switch Like hub, switch also allows to connect multiple computers within a LAN. However, it operates at Data Link layer and permits multiple devices to talk at the same time. Switch can perform automatic speed conversations. Switch has more intelligence than a hub. Switches can inspect data packets as they are obtained, decide the destination and source device for each packet and forward them accordingly. A network switch gives better performance than hub as it preserves network bandwidth  by delivering messages only to the device intended. Traditional Ethernet switches support either 10/100  Mbps  speed or  Gigabit Ethernet  (10/100/1000) standards. There are various models of network switches which support varying number of connected devices; generally most of network switches offer either four or eight connections for Ethernet devices. To add increasingly larger number of devices to a LAN, switches can be connected to each other this approach is also called daisy chaining  method. Router Router is a physical device that connects multiple networks together. They look just like hubs and switches, small, box-type piece of equipment which numerous computers can connect to. However, compared to switch or hub, a router is far more sophisticated network device. Conventional routers are designed to connect multiple area networks such as WANs and LANs. For example, on a large corporate network or on the Internet, routers work as midway destinations for network traffic. They receive TCP/IP packets, look into each packet to recognize the source and destination IP addresses and then forward these packets as needed to make sure the data attains its final target. Technically, a router works at the layer 3 of the OSI model, network layer and works as a gateway. Home networkers often use an Internet Protocol (IP) router as IP is the widest employed OSI network layer protocol. An IP router, like a cable modem router or DSL, connects the homes LAN with the WAN of the Internet.

Last Sacrifice Chapter Twenty-three

THE FEW SECONDS OF SILENCE that followed seemed to stretch out to eternity. Everyone was confused, each for totally different reasons. Jill's initial surprise had been laced with excitement, but as she stared around from face to face, her smile faded and faded until she looked as bewildered as the rest of us. â€Å"What's going on?' asked a new voice. Moments later, Emily Mastrano appeared beside her daughter. Emily glanced at me and Sydney with curiosity and then gasped when she saw the third member of our group. â€Å"Sonya!' Emily jerked Jill back, her face filled with panic. Emily wasn't guardian-fast, but I admired her responsiveness. â€Å"Emily †¦ ?' Sonya's voice was very small, on the verge of cracking. â€Å"It †¦ it's me †¦ really me †¦' Emily tried to tug the man inside as well but stopped when she got a good look at Sonya. Like anyone else, Emily had to acknowledge the obvious. Sonya had no Strigoi features. Plus, she was out in broad daylight. Emily faltered and opened her mouth to speak, but her lips couldn't quite manage it. She finally turned to me. â€Å"Rose †¦ what's going on?' I was surprised that she would regard me as an authority, both because we'd only met once and because I honestly wasn't sure what was going on either. It took me a few attempts to find my voice. â€Å"I think †¦ I think we should come inside †¦' Emily's gaze fell back on Sonya. Jill tried to push forward to see what all the drama was about, but Emily continued blocking the door, still not totally convinced it was safe. I couldn't blame her. At last, she gave a slow nod and stepped away to give us access. Sydney's eyes flicked toward the car, where Victor, Robert, and Dimitri were waiting. â€Å"What about them?' she asked me. I hesitated. I wanted Dimitri to be with me to drop the bombshell, but Emily might only be able to handle one thing at a time here. Moroi didn't have to run in royal circles to know who Victor Dashkov was or what he looked like. Our trip to Las Vegas had been proof of that. I shook my head at Sydney. â€Å"They can wait.' We settled into the family's living room and learned the guy who'd answered the door was Emily's husband, John Mastrano. Emily went through the motions of offering us beverages, like this was a perfectly ordinary visit, but the look on her face confirmed she was still in shock. She handed us glasses of water like a robot, her face so pale she might have been Strigoi. John rested his hand on Emily's once she sat down. He kept giving us wary looks, but for her, he was all affection and concern. â€Å"What's going on?' Emily's eyes were still dazed. â€Å"I †¦ don't know. My cousin is here †¦ but I don't understand how †¦' She looked back and forth at me, Sydney, and Sonya. â€Å"How is this possible?' Her voice shook. â€Å"It was Lissa, wasn't it?' exclaimed Jill, who undoubtedly knew this relative's sordid history. She was understandably shocked–and a little nervous–but excitement was beginning to stir. â€Å"I heard what happened with Dimitri. It's true, isn't it? Lissa can heal Strigoi. She saved him. She saved †¦' Jill turned toward Sonya, enthusiasm wavering a little. I wondered what kind of stories she'd heard about Sonya. â€Å"She saved you.' â€Å"Lissa didn't do it,' I said. â€Å"Another, uh, spirit user did.' Jill's face lit up. â€Å"Adrian?' I'd forgotten about her crush on him. â€Å"No †¦ someone else. It's not important,' I added hastily. â€Å"Sonya's †¦ well, she's Moroi again. Confused, though. Not quite herself.' Sonya had been drinking in the sight of her cousin but now turned to me with a wry, knowing smile. â€Å"I can speak for myself, Rose.' â€Å"Sorry,' I said. Emily turned to Sydney and frowned. They'd been introduced, but no more. â€Å"Why are you here?' Emily didn't have to say what she really meant. She wanted to know why a human was here. â€Å"Are you a feeder?' â€Å"No!' exclaimed Sydney, jumping up from her spot beside me on the loveseat. I had never seen her filled with such outrage and disgust. â€Å"Say that again, and I'll walk right out of here! I'm an Alchemist.' She was met with blank stares, and I pulled Sydney back down. â€Å"Easy, girl. I don't think they don't know what Alchemists are.' Secretly, I was glad. When I'd first discovered the Alchemists, I'd felt like I was the last person in the world to find out. It was nice to know others were out of the loop too. Keeping things simple for now, I explained to Emily, â€Å"Sydney's been helping us.' Tears brimmed in Emily's blue eyes as she turned back to her cousin. Emily Mastrano was one of the most stunning women I'd ever met. Even tears were beautiful on her. â€Å"It's really you, isn't it? They brought you back to me. Oh God.' Emily rose and walked over to hold her cousin in a deep embrace. â€Å"I've missed you so much. I can't believe this.' I almost felt like crying, too, but sternly reminded myself that we had come with a mission. I knew how startling this all was. We had just turned the Mastrano family's world upside down †¦ and I was about to complicate things even more. I hated to do it. I wished they could have the time they needed to adjust, to celebrate the miracle of having Sonya back. But the clock at Court–and on my life–was ticking. â€Å"We brought her †¦' I said at last. â€Å"But there's another reason we're here.' I don't know what tone my voice conveyed, but Emily stiffened and stepped back from Sonya, sitting down beside her husband. Somehow, in that moment, I think she knew why we were here. I could see in her eyes that she was afraid–as if she'd been dreading this type of visit for years, as if she'd imagined it a hundred times. I pushed forward. â€Å"We know †¦ we know about Eric Dragomir.' â€Å"No,' said Emily, her voice an odd mixture of harshness and desperateness. Her obstinate manner was remarkably similar to Sonya's initial refusal to aid us. â€Å"No. We are not doing this.' The instant I'd seen Jill, the instant I'd recognized those eyes, I'd known we had the right place. Emily's words–more importantly, her lack of a denial–confirmed it. â€Å"We have to,' I said. â€Å"This is serious.' Emily turned to Sonya. â€Å"You promised! You promised you wouldn't tell!' â€Å"I didn't,' said Sonya, but her face wore its earlier doubt. â€Å"She didn't,' I said firmly, hoping to reassure them both. â€Å"It's hard to explain †¦ but she kept her promise.' â€Å"No,' repeated Emily. â€Å"This isn't happening. We cannot talk about this.' â€Å"What †¦ what's going on?' demanded John. Anger kindled in his eyes. He didn't like seeing strangers upset his wife. I directed my words to Emily. â€Å"We have to talk about this. Please. We need your help. We need her help.' I gestured to Jill. â€Å"What do you mean?' asked Jill. That earlier eager spark was gone, cooled by her mother's reaction. â€Å"It's about your–‘ I came to a stop. I'd rushed into this, ready to find Lissa's sibling– her sister, we now knew–with little thought of the implications. I should have known this would be a secret from everyone–including the child in question. I hadn't considered what a shock this would be to her. And this wasn't just some random stranger. This was Jill. Jill. My friend. The girl who was like a little sister to all of us, the one we looked out for. What was I about to do to her? Looking at John, I realized things were worse still. Did Jill think he was her father? This family was about to be shaken to its core– and I was responsible. â€Å"Don't!' cried Emily, jumping up again. â€Å"Get out! All of you! I don't want you here!' â€Å"Mrs. Mastrano †¦' I began. â€Å"You can't pretend this isn't real. You have to face it.' â€Å"No!' she pointed to the door. â€Å"Get out! Get out, or I'll †¦ I'll call the police! Or the guardians! You †¦' Realization flashed over her now that the initial shock of seeing Sonya had faded. Victor wasn't the only criminal Moroi would be on guard for. â€Å"You're a fugitive! A murderer!' â€Å"She is not!' said Jill, leaning forward. â€Å"I told you, Mom. I told you before it was a mistake–‘ â€Å"Get out,' repeated Emily. â€Å"Sending us away won't change the truth,' I said, forcing myself to stay calm. â€Å"Will someone please tell me what the hell is going on?' John's face was flushed red, angry and defensive. â€Å"If I don't have an answer within thirty seconds, I'm calling the guardians and the police.' I looked over at Jill and couldn't speak. I didn't know how to say what I needed to, at least not tactfully. Sydney, however, didn't have that problem. â€Å"He's not your father,' she said bluntly, pointing at John. There was a slight pause in the room. Jill almost looked disappointed, like she'd hoped for more exciting news. â€Å"I know that. He's my stepdad. Or, well, my dad as far as I'm concerned.' Emily sank back on the couch, burying her face in her hands. She seemed to be crying, but I was pretty sure she could jump up at any moment and call the authorities. We had to get through this fast, no matter how painful. â€Å"Right. He's not your biological father,' I said, looking steadily at Jill. The eyes. How had I never noticed the eyes? ‘Eric Dragomir is.' Emily made a low keening sound. â€Å"No,' she begged. â€Å"Please don't do this.' John's anger morphed back to the confusion that seemed to be so in fashion in this room. â€Å"What?' â€Å"That †¦ no.' Jill slowly shook her head. â€Å"That's impossible. My father was just †¦ just some guy who ran out on us.' In some ways, that wasn't far from the truth, I supposed. â€Å"It was Eric Dragomir,' I said. â€Å"You're part of their family. Lissa's sister. You're †¦' I startled myself, realizing I had to look at Jill in a whole new way. â€Å"You're royalty.' Jill was always full of energy and optimism, operating in the world with a naive hope and charm. But now her face was grim and sober, making her look older than her fifteen years. â€Å"No. This is a joke. My dad was a lowlife. I'm not †¦ no. Rose, stop.' â€Å"Emily.' I flinched at the sound of Sonya's voice, surprised to hear her speak. I was more surprised at her expression. Authoritative. Serious. Determined. Sonya was younger than Emily by–what? Ten years, if I had to guess. But Sonya had fixed her cousin with a stare that made Emily look like a naughty child. â€Å"Emily, it's time to give this up. You have to tell her. For God's sake, you have to tell John. You can't keep this buried anymore.' Emily looked up and met Sonya's eyes. â€Å"I can't tell. You know what will happen †¦ I can't do that to her.' â€Å"None of us know what will happen,' said Sonya. â€Å"But things will get worse if you don't take control now.' After a long moment, Emily finally looked away, staring at the floor. The sad, sad look on her face broke my heart. And not just mine. â€Å"Mom?' asked Jill, voice trembling. â€Å"What's happening? This is all a big mix-up, right?' Emily sighed and looked up at her daughter. â€Å"No. You are Eric Dragomir's daughter. Rose is right.' John made a small, strangled sound but didn't interrupt his wife. She squeezed his hand again. â€Å"What I told you both over the years †¦ it was true. Mostly. We did just have a brief †¦ relationship. Not a cheap one, exactly. But brief.' She paused and glanced over at John this time, her expression softening. â€Å"I told you †¦' He nodded. â€Å"And I told you the past didn't matter to me. Never affected how I felt about you, about Jill. But I never imagined †¦' â€Å"Me neither,' she agreed. â€Å"I didn't even know who he was when we first met. It was back when I lived in Las Vegas and had my first job, dancing in a show at the Witching Hour.' I felt my eyes go wide. No one seemed to notice. The Witching Hour. My friends and I had been to that casino while hunting for Robert, and a man there had made a joke about Lissa's father being interested in showgirls. I knew Emily worked in a Detroit ballet company now; it was why they lived in Michigan. Never would I have guessed that she'd started as a feather-and-sequin-clad dancer in a Las Vegas show. But why not? She would have had to start somewhere, and her tall, graceful frame would lend itself well to any type of dancing. â€Å"He was so sweet †¦ and so sad,' Emily continued. â€Å"His father had just died, and he'd come to sort of drown his sorrows. I understood how a death would devastate him, but now †¦ well, I really understand. It was another loss to his family. The numbers were dropping.' She frowned thoughtfully and then shrugged. â€Å"He was a good man, and I think he truly loved his wife. But he was in a dark, low place. I don't think he was using me. He cared about me, though I doubt what happened between us would have in other circumstances. Anyway, I was fine with the way things ended and was content to move on with my life †¦ until Jill came along. I contacted Eric because I thought he should know–though I made it clear I didn't expect anything from him. And at that point, knowing who he was, I didn't want anything. If I'd let him, I think he would have acknowledged you, had a role in your life.' Emily's eyes were on Jill now. â€Å"But I've seen what that world is like. Court life is politics and lies and backstabbing. In the end, the only thing I'd accept from him was money. I still didn't want that. I didn't want to feel like I was blackmailing him–but I did want to make sure your future was secure.' I spoke without thinking. â€Å"You don't really live like you're using that money.' I regretted the words as soon as they were out. Their home was perfectly nice, hardly the depths of poverty. But it also didn't match the funds I'd seen moved around in those bank accounts. â€Å"I'm not,' said Emily. â€Å"It's on hand for emergencies, of course, but mostly I set it all aside for Jill, for her future. To do whatever she wants.' â€Å"What do you mean?' asked Jill, aghast. â€Å"What kind of money are you talking about?' â€Å"You're an heiress,' I said. â€Å"And royalty.' â€Å"I'm not any of those things,' she said. She was frantic now, looking around at all of us. She reminded me of a deer, ready to bolt. â€Å"There's a mistake. You've all made some mistake.' Emily stood up and walked over to Jill's chair, kneeling on the floor before it. Emily clasped her daughter's hand. â€Å"It is all true. And I'm sorry you have to find out like this. But it doesn't change anything. Our lives aren't going to change. We'll go on just like we have before.' A range of emotions raced over Jill's features–especially fear and confusion–but she leaned down and buried her face against her mother's shoulder in acceptance. â€Å"Okay.' It was a touching moment, and again, I almost felt like crying. I'd had my own share of family drama and parental issues. Like before, I wanted the Mastranos to have this moment–but they couldn't. â€Å"You can't,' I told them. â€Å"You can't go on like before. Jill †¦ Jill has to go to Court.' Emily jerked away from Jill and stared at me. Only a second ago, Emily had been full of grief and distress. Now, I saw intense anger and ferocity. Her blue eyes were stormy, fixing me with a sharp glare. â€Å"No. She is not going there. She is never going there.' Jill had already visited Court before, but both Emily and I knew that I wasn't referring to some casual sightseeing trip. Jill had to go with her true identity. Well– maybe true wasn't the right word. Illicit royalty wasn't part of her nature, at least not yet. She was who she'd always been, but her name had changed. That change had to be acknowledged, and the Moroi Court would be shaken. â€Å"She has to,' I urged. â€Å"The Court's getting corrupted, and the Dragomir family has to play its part to help fix things. Lissa has no power alone, not without a family quorum. All the other royals †¦ they're trampling her. They're going to push laws that won't help any of us.' Emily still knelt by the chair, as though shielding Jill from my words. â€Å"And that's exactly why Jill can't go. It's why I wouldn't let Eric acknowledge her. I don't want Jill involved. That place is poison. Tatiana's murder is proof.' Emily paused and gave me a sharp look, reminding me that I was the chief suspect. Apparently we weren't past that yet. â€Å"All those royals †¦ they're vicious. I don't want Jill turning into one of them. I won't let her turn into one of them.' â€Å"Not all royals are like that,' I argued. â€Å"Lissa's not. She's trying to change the system.' Emily gave me a bitter smile. â€Å"And how do you think the others feel about her reform? I'm sure there are royals who are happy to see her silenced–royals who wouldn't like to see her family reemerge. I told you: Eric was a good man. Sometimes I don't think it's a coincidence their family has died out.' I gaped. â€Å"That's ridiculous.' But I suddenly wasn't so sure. â€Å"Is it?' Emily's eyes were on me, as though guessing my doubts. â€Å"What do you think they'd do if another Dragomir came forward? The people who oppose Vasilisa? What do you think they'd do if only one person stood between them and her family's power?' Her implications were shocking †¦ yet, I knew they weren't impossible. Glancing over at Jill, I felt an empty, sinking feeling in my stomach. What would I be subjecting her to? Sweet, innocent Jill. Jill wanted adventure out of life and could still barely talk to guys without blushing. Her desire to learn to fight was half-youthful impulse and half-instinct to defend her people. Stepping into the royal world could technically help her people too–though not in a way she'd ever expected. And it would mean getting involved with the dark and sinister nature that sometimes filled the Court. Emily seemed to read my silence as agreement. A mix of triumph and relief crossed her face, all of which vanished when Jill suddenly spoke up. â€Å"I'll do it.' We all turned to stare. Thus far, I'd been regarding her with pity, thinking of her as a victim. Now, I was startled at how brave and resolved she looked. Her expression was still underscored with a little fear and shock, but there was a steel in her I'd never seen before. â€Å"What?' exclaimed Emily. â€Å"I'll do it,' said Jill, voice steadier. â€Å"I'll help Lissa and †¦ and the Dragomirs. I'll go with Rose back to Court.' I decided mentioning the myriad difficulties of me getting anywhere near Court wasn't important just then. Honestly, I had reached a point where I was playing all of this by ear, though it was a relief to see Emily's fury shifted away from me. â€Å"You will not! I'm not letting you near there.' â€Å"You can't make this choice for me!' cried Jill. â€Å"I'm not a child.' â€Å"And you're certainly not an adult,' retorted Emily. The two began arguing back and forth, and soon John jumped in to support his wife. In the midst of the family bickering, Sydney leaned toward me and murmured, â€Å"I bet you never thought the hardest part of finding your â€Å"savior' would be getting her mom to let her stay out past curfew.' The unfortunate part about her joke was that it was kind of true. We needed Jill, and I certainly hadn't envisioned this complication. What if Emily refused? Clearly, keeping Jill's heritage a secret was something she'd been pretty adamant about for a while– say, like, fifteen years. I had a feeling Jill wouldn't be beyond running away to Court if it came down to that. And I wouldn't be beyond helping her. Once more, Sonya jumped into the conversation unexpectedly. â€Å"Emily, didn't you hear me? This is all going to happen eventually, with or without your consent. If you don't let Jill go now, she'll go next week. Or next year. Or in five years. The point is, it will happen.' Emily sank back against the chair, face crumpling. â€Å"No. I don't want this.' Sonya's pretty face turned bitter. â€Å"Life, unfortunately, doesn't seem to care what we want. Act now while you can actually stop it from being a disaster.' â€Å"Please, Mom,' begged Jill. Her jade Dragomir eyes regarded Emily with affection. I knew Jill might indeed disobey and run off–but she didn't want to, not if she didn't have to. Emily stared into the distance, long-lashed eyes vacant and defeated. And although she was standing in the way of my plans, I knew she did it out of legitimate love and concern–traits that had probably drawn Eric to her. â€Å"Okay,' said Emily at last. She sighed. â€Å"Jill can go–but I'm going too. You aren't facing that place without me.' â€Å"Or me,' said John. He still seemed bewildered but was determined to support his wife and stepdaughter. Jill regarded them both with gratitude, reminding me again that I'd just turned a functional family dysfunctional. Emily and John coming with us hadn't been part of my plans, but I couldn't blame them and didn't see what harm they'd cause. We'd need Emily anyway to tell everyone about Eric. â€Å"Thank you,' I said. â€Å"Thank you so much.' John eyed me. â€Å"We still haven't dealt with the fact that there's a fugitive in our home.' â€Å"Rose didn't do it!' That fierceness was still in Jill. â€Å"It was a setup.' â€Å"It was.' I hesitated to speak my next words. â€Å"Probably by the people opposing Lissa.' Emily paled, but I felt the need for honesty, even if it reaffirmed her fears. She took a steadying breath. â€Å"I believe you. Believe that you didn't do it. I don't know why †¦ but I do.' She almost smiled. â€Å"No, I do know why. It's because of what I said before, about those vipers at Court. They're the ones who do this kind of thing. Not you.' â€Å"Are you sure?' asked John uneasily. â€Å"This mess with Jill is bad enough without us housing a criminal.' â€Å"I'm certain,' said Emily. â€Å"Sonya and Jill trust Rose, and so I do. You're all welcome to stay here tonight since we can hardly head out to Court right now.' I opened my mouth to say we most certainly could leave right now, but Sydney elbowed me sharply. â€Å"Thank you, Mrs. Mastrano,' she said, summoning up that Alchemist diplomacy. â€Å"That would be great.' I repressed a scowl. Time was still pressing on me, but I knew the Mastranos were entitled to make some preparations. It was probably better to travel in the daytime too. A rough check of my mental map made me think we could do the whole drive back to Court in one day. I nodded in agreement with Sydney, resigning myself to a sleepover at the Mastrano house. â€Å"Thanks. We appreciate it.' Suddenly, something occurred to me, summoning back John's words. This mess with Jill is bad enough without us housing a criminal. I gave Emily as convincing and reassuring a smile as I could muster. â€Å"We, um, also have some friends with us waiting out in the car †¦'

Secondary Analysis of Qualitative Data - 2317 Words

This essay aims to examine the practice of secondary analysis on qualitative data in terms of barriers to overcome and advantages of its practice. Over the last decades, archives of qualitative data have become widely accessible to research-es and there has been a smaller revolution in the practice of secondary analysis on such data. (Seale, 2004) There are both practical and methodological ad-vantages for researchers to use data that has been collected by others in order to pursue new research. However, this approach is not unproblematic. One of the most prominent features of qualitative research is its emphasis on contextual understanding and data- generating process between the researcher and partici-pants, which is to some extent lost†¦show more content†¦For example, a qualitative re-searcher may implement grounded theory method, which implies that the pur-pose and question evolves throughout the project. Such practice is very sensitive to contextual influences and the specific methods and perspectives employed by the researcher. (Vromen, 2010) Consequently, the emphasis on the role of the researcher and the context within qualitative research creates a barrier to practising secondary analysis. Entering a data set as a secondary researcher has three broad implications in terms of con-text. First, the dynamic environment of researching participants through rela-tionships and reflexivity is lost. The data is now static in the sense that it is al-ready shaped and collected by the primary research and you cannot engage with the participants anymore. Second, which follows from the first, is that all the choices of methods of collection has already been done and cannot be undone. Decisions around units, cases and sampling for the primary research cannot be changed. Third, it is impossible for the primary researcher to grasp all contexts and influences in which the research is pursued and then translate them into the data. There will be information that is left out in the primary data due to both selectivity and inability, which b ecomes a problem of not knowingShow MoreRelatedMarketing Research Tools Paper1080 Words   |  5 PagesResearch Methodologies Many companies use different research tools when conducting primary and secondary research. This paper will discuss the several research tools used and discuss the differences in primary and secondary research when using qualitative and quantitative approaches. Once that has been established, there will be discussion as to which tools are used for each approach and why. Primary Research Primary research also called field research is the most common approach. Primary researchRead MoreQualitative And Quantitative Methods Of A Humanitarian Crisis Essay1711 Words   |  7 Pages Qualitative and Quantitative methods Introduction:- Qualitative and quantitative methods and its information are very significant and it tends to develop a shared understanding of people how are they affected by any emergency problems. It is also helps us to understand the importance and measure of a humanitarian crisis by giving a numbers of picture of its impact upon the affected communities. Quantitative addresses the question, like how many, orRead MorePrimary Sources Of Primary Research1231 Words   |  5 Pages or research using primary sources, is first hand data and / or resources. In other words researchers are collecting data themselves. Primary sources are also examples of primary research; for example, when writing an essay on the Roman Empire, a diary or painting of that time is a primary source (also called the original source or original evidence) it has not been altered and is the closest real source information to the topic. Secondary research on the other hand involves the comments writtenRead MoreThe Real Estate Development And Other Investment Multipronged Implication1293 Words   |  6 Pagessustenance of rural livelihood analysis of Dukem town. To performed the study, the researcher design the descriptive or explanatory approach entirely focused both qualitative and quantitative methods to collect primary as well as secondary data using interviews, questionnaire, FGD, observation and expert panel discussions. 3.1-Research Design A qualitative research approach, supplement with a questionnaire survey was predominantly adopted for the purpose of this research. Qualitative research was mainly usedRead MoreEssay on Marketing Research: Primary vs. Secondary Research1195 Words   |  5 PagesMarketing Research: Primary vs. Secondary Research â€Å"Primary data are gathered specifically for the research project at hand. Secondary data is data that have been previously gathered for some other purpose.† (Burns Bush, 2006). This paper will explore the differences in primary and secondary research when using qualitative and quantitative approaches. The paper will further discuss the tools that are used for each approach. Quantitative Qualitative Approaches â€Å"Quantitative research is definedRead More Critical Analysis of Research Papers1711 Words   |  7 PagesIn this paper I will critically analyse the strength and weakness of using qualitative and quantitative to a specific area of social work practice. The area of choice is childrens services with focus on two research findings in the area of performance measurement within social work, with special emphasis on quality services and stability of placements for children looked after away from home. The two documents will be referred as Paper one titled Performance Targets and stability of PlacementRead MoreResearch Methodology Used For Research1207 Words   |  5 Pageschapter discusses the methodology used for this research. Describing type of methodology in research study and define the chosen method and approach for this research. Then, the outline of research strategy used, framework this research conducted and data sources collected to obtain valid and reliable research as the objective determined. Review of Research of Methodology Broadly speaking, there are several purpose of research. It depends on the objective of the research itself. First, research isRead MoreInternational Journal Of Communication ( 19328036 ) Essay1043 Words   |  5 PagesHow to Find Out How to Do Qualitative Research. International Journal Of Communication (19328036), 4545-553. Background: In 2009 the National Science Foundation held a conference and issued a document about qualitative methods – what they are lacking. This article pointed out the shortcomings of that report. The NSF went so far has to tell researches using qualitative methods to learn real science- defined as theoretically derived, testable hypotheses, with methods of data gathering in order to getRead MoreResearch Study On Research And Research1406 Words   |  6 Pagesresearch is chosen to analyse the collected data from various trustable sources. The section will help the researcher to understand the research study in appropriate manner. Mackey and Gass (2015) stated that the quantitative analysis is done based on the collected data from various sources. The quantitative analysis is done by collecting the data from the company’s website, statistical sites and the published journals over the internet. The qualitative analysis is done by taking the interview of theRead More A Research on Saudi Aramco Company1183 Words   |  5 Pagesprimary research. Assessment Process: Develop topic and research questions Establish methodology and justification Obtain appropriate permissions Produce research materials Phases of Primary Research Collection and analysis of data Conclusions and recommendations based on data (Robson, 2011). Methodology For research to be viable, it must have epistemological validation or our ability as researchers to understand how we know what we know and what basis we make assumptions on research topics

Case Analysis Johnson V. Transportation - 1191 Words

JOHNSON v. TRANSPORTATION AGENGY Question: Is it illegal to discriminate on the basis of sex in the payment of wages, receiving benefits, or job opportunities? Answer: Yes, it is illegal to pay men and women differently for any reason being such as job content. Discussion: An Affirmative Active Plan (Plan) was created in 1978 in order to promote hiring women was adopted by the Santa Clara County transportation agency (Agency). Therefore, the Plan was implemented to broaden positions within traditional segregated job classifications for women. The goal of the Plan was to promote minorities and women in the labor force. Once the Agency announced an open job position as a dispatcher, two applicants were chosen in which one was a male†¦show more content†¦Regardless of the Plan the Agency has previously created, Joyce did not assume that she had a better chance of receiving the job opportunity. The Plan was not created in order to restrict male employee’s rights or future opportunities. Even though the Plan represented a model of improvement between the hiring process of minorities and women, it was proven that sex discrimination was in fact held against the respondent. â€Å"The Court held further that the Agency s considerat ion of Joyce s sex in filling the road dispatcher position was lawful. The Agency Plan had been adopted, the court said, to address a conspicuous imbalance in the Agency s work force, and neither unnecessarily trammeled the rights of other employees, nor created an absolute bar to their advancement (FindLaw). In this point in time, The District Court proved that Santa Clara transportation did not hire Joyce due to no current females working that position and they wanted the consisttancy. Even after the implementation of the Plan, it was wrong to not to recognize Joyce’s advantage to receive the job opportunity. The Agency admitted to the following, â€Å"sex is but one of the several factors that may be taken into account in evaluating qualified applicants for a position† (FindLaw). It was proven the Joyce did not expect a better chance at receiving the job opportunity, but felt it was unfair due to past experiences and qualifications.

Social And Institutional Barriers Of Social Entrepreneurship

Social entrepreneurship is the method used by startup corporations and other entrepreneurs to recognize the social problems and achieve a social change by employing entrepreneurial principles, processes and operations to create, fund and implements innovative ideas with the potential to solve social, cultural, or environmental problems. It is the process of focusing on the improvement of existing conditions. It is seeing an opportunity to remove social and institutional barriers while addressing the market failures connected to the provision of public goods and distributional equity. Ebrashi (2013) narrated that social entrepreneurship was introduced in the 1970s to address the issue of social problems. Banks (1972) first mention The term â€Å"social entrepreneur† in his seminal work named The Sociology of Social Movement. (El Ebrashi, 2013). It was used to address social problems, as well as to address business challenges. Social entrepreneurship practices emerged in the 1980s with Ashoka being the first corporation to support social entrepreneurship. Social entrepreneurship is rooted in the social sector or the citizen sector, which centers on the creation of sustainable social change (Ebrashi, 2013). Social entrepreneurs target market failures related to public goods and distributional equity. Social value in social entrepreneurship is the explicit and central driving force. Social entrepreneurship assesses and estimates in advance the social consequences that are likely toShow MoreRelatedBusiness Opportunities14520 Words   |  59 Pageshave been encouraged in theoretical studies of entrepreneurship. Bouchikhi (1993) claims that each approach taken separately has crucial weaknesses and neither the personality of the entrepreneur nor the structural characteristics of the environment illuminate the process. Thus, multi-leveled studies have been encouraged in research programs (Low MacMillan, 1988). In my previous paper, I attempted to examine the different forms of entrepreneurship by using the interplay between individual personalityRead MoreEntrepreneurship Development10530 Words   |  43 PagesChapter 5 ENTREPRENEURSHIP DEVELOPMENT ENVIRONMENT Entrepreneurship is not an inborn skill; it is a product of environment. It involves a complex of economic and social behavior. To be successful, an entrepreneur has to remain dynamic and responsible to the whole environment. Entrepreneurship can hardly survive under any given circumstances. It can flourish only under right environment. It is a part of total system. The social values, culture, government policies, political system, technologyRead MoreRole of Women Entrepreneur3988 Words   |  16 Pageschallenging role to meet her personal needs and become economically independent.The challenges and opportunities provided to the women of digital era are growing rapidly that the job seekers of yesterday are turning into job creators. 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Markets forRead MoreEntrepreneurship And The Economic And Social Development2207 Words   |  9 Pagesdecades, it has become clear the importance of the entrepreneurial phenomenon in the economic and social development of the regions involved in its creation, and their contribution to mitigate the problems of unemployment, and the improvement of competitiveness within the productive sectors. Consequently, from the political, business and academic fields it has been a growing interest towards entrepreneurship, and especially for everything that contributes to promoting and encouraging the creation of newRead MorePresent Status of Women Entrepreneurship in India1836 Words   |  8 Pagesentrepreneurs in India. In Hindu scriptures, woman has been described a s the embodiment of shakti which means source of power. This paper includes rationale behind the women entrepreneurship and to analyze policies of Indian government for women and also to analyze that are those policies enough for the growth of women entrepreneurship. Main reasons for women to become an entrepreneur, the institutions that are helping the women to put their thoughts into action are also included in this study. This studyRead MoreAnalysis On The Result And Implication Of The Policy779 Words   |  4 Pagessense, the projects of building infrastructures drives to other unintended impact that is limits the outcome of the policy to empower society in creating productive activities. Programs that are likely to give ‘easy money’ rather than providing entrepreneurship training and education can shift the behaviour of people who actually want to be poor in order to get poverty relief, not even to strive in order to get out of the poverty cycle. 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These conditions may have both positive and negative influences on the emergence of entrepreneurship. Positive influences constitute facilitative and conductive conditions for the emergence of entrepreneurship, whereas negative influences create inhibitingRead MoreThe Colombian Confederation Of Chambers Of Commerce2337 Words   |  10 Pageseconomic efficiency, it also has a distributional impact. While there is strong evidence of a negative correlation between corruption and the level of GDP per capita, some authors argue that such studies should also take into consideration indicators of social welfare and distribution of wealth. In 1998, the International Monetary Fund (IMF), based on cross-country regression analysis, established the substantial imp act of corruption on income inequality, with a one standard deviation point increase in

The Allegory of the Cave Free Essays

The Allegory of the Cave How does Plato’s allegory represents the activity of philosophy? 9/23/2010 HZT4Ua Diana MS. The Allegory of the Cave The Allegory of the Cave is a metaphor that can be seen to describe many aspects and situations in life that one had no control or choice over. The reason Plato uses many metaphors in his allegory is to think or ‘philosophize’ about the world around us because in fact our understanding of the world is very limited. We will write a custom essay sample on The Allegory of the Cave or any similar topic only for you Order Now This is due to the fact that we live in a world of shadows and not reality to whom very little is actually known about by everyone. The metaphors are seen to actually represent a society with all its people, truths, hidden meanings, problems, solutions etc†¦ The meanings transferred in the allegory of the cave apply to philosophy because it shows the philosophers position in society. It gives the philosopher the opportunity to philosophize/think about what exists/reality and what does not exist in our surrounding environment. To society, the allegory of the cave contemplates many issues related to man in his society. Such issues include human’s ability to be ignorant or knowledgeable, free or imprisoned, stubborn, lazy, active, etc†¦ by choosing either to or not to search for answers to many of the issues that arise continuously. Moreover, The Allegory of the Cave is about ignorance and learning because the men in the cave are ignorant or unaware of the outside world that exists except for the shadows that they saw passing by on the walls. The man who is freed engages in the process of learning from the moment he is released from the cave and is forced to adapt to the new conditions and situations that now surround him. In addition, the chains are used to symbolize the limited amount of information that a person has about reality. For whatever reason, this limited amount of information can be considered to be a type of ignorance. Last but not least, as humans in this world, many of us are really ignorant about many important issues that surround us in or everyday lives. We are unfamiliar of many things in life and are either unaware of it or simply choose not to bother with it. The world that many of us choose to live in is in fact very different from reality itself. However, many of us choose to live in such ignorance or denial when it comes to certain issues and this is due to many factors. How to cite The Allegory of the Cave, Papers

Students’ Attitudes Towards Learning English Language free essay sample

This study investigated Libyan secondary school students’ attitudes towards learning English in terms of the behavioral, cognitive and emotional aspects. It also explored whether there is any significant difference in the students’ attitudes towards English language based on their demographic profiles i. . , gender, field and year of study. A total of 180 participants in the three study years from three specializations of Basic Sciences, Life Sciences, and Social Sciences took a questionnaire as a measuring instrument. Regarding the three aspects of attitude i. e. , cognitive, behavioral, and emotional, the participants showed negative attitudes towards learning English. On the demographic profile, there were statistically significant attitudinal differences regarding gender and field of study but not year of study. Based on the research findings, some recommendations are finally presented. Keywords: EFL learner, Attitude, Language learning, Gender, Field of study, Year of study 1. Introduction It is argued that language learning is regarded as the cornerstone of human existence. Knowing the language can help us to express our opinions, hopes, and even our dreams (Tavil, 2009). In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. Gardner, 1960; Lehmann, 2006, cited in Shams, 2008). The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language (Fakeye, 2010). This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language. More specifically, it investigates Libyan secondary school students’ attitudes towards learning English language, taking into consideration the three aspects of attitude i. e. , emotional, cognitive, and behavioral. Additionally, it attempts to determine the influence of students’ demographic profile i. e. , gender, year and field of study on their attitudes towards learning English. 1. 1 Background of study Kara (2009) stated that attitudes towards learning besides opinions and beliefs have an obvious influence on students’ behaviors and consequently on their performance. It is argued that those students who possess positive beliefs about language learning have a tendency to increase more positive attitudes towards language learning. Published by Canadian Center of Science and Education 119 www. ccsenet. org/ass Asian Social Science Vol. 8, No. 2; February 2012 Conversely, negative beliefs may lead to class anxiety, low cognitive achievement, and negative attitudes (Victori Lockhart, 1995). According to Alhmali (2007), the purpose of education in Libya is to obtain high grades and pass the exams. Creativity and understanding the nature of students and their needs are not taken into account. The EFL teachers’ role is basically to transmit information to their students effectively. There exists little knowledge about the best strategies to develop the students not just cognitively but also behaviorally and emotionally. In 2000, the new English curriculum â€Å"English for Libya† was implemented. This curriculum represents an outstanding change, compared to the previous one. Textbooks are based on the communicative approach. â€Å"The curriculum recommends that English to be used as much as possible by the teachers and students in the classroom. † (Orafi Borg, 2009). Yet, the new curriculum is not applied as planned mainly because of the obvious differences between the main standards of these books and teachers’ beliefs. Meanwhile, the controversial concern is why some EFL students attain higher grades in English language exams than others who are under the same conditions and situations. The concern on the learners’ attitudes towards the target language was emphasized by Gardner (1985). He stated that the learners’ attitudes towards learning another language play a key role in enhancing and motivating them to learn that language. This, in turn, affects on their performance, too. 1. 2 Research Questions and Hypotheses The research seeks to answer the following questions: 1- What are the attitudes of Libyan secondary school students towards learning English language in terms of their behavioral, cognitive and emotional aspects? 2- Is there any statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by gender? 3 Is there any a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the field of study? Is there any a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the year of study? Hence, the addressed hypotheses are: H01: There is not a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by gender. H02: There is not a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the field of study. H03: There is not a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the year of study. 2. Literature Review As attitude is one of the key predominant factors for success in language learning, numerous studies have already been conducted in the field of language attitude (Alhmali, 2007; Ghazali et al. , 2009). In addition, Saidat (2010) mentions that language attitude research has been considered in the previous 50 years because of the growing relation between the importance of the language use and the nature of individuals. However, the information concerning the language attitudes of Arab students, especially the Libyan students is not sufficient. For that reason, this study investigates the attitudes of EFL learners towards English language at secondary schools in Libya. 2. 1 Definitions of Attitude Researchers in the fields of psychology and education, especially language learning, consider several definitions of attitude which mention different meanings from different contexts and perspectives (Alhmali, 2007). Based on the theory of planned behavior, Montano and Kasprzyk (2008, p. 1) state, â€Å"Attitude is determined by the individual’s beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. Thus, a person who holds strong beliefs that positively valued outcomes will result from performing the behavior will have a positive attitude toward the behavior. Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude. † 120 ISSN 1911-2017 E-ISSN 1911-2025 www. ccsenet. org/ass Asian Social Science Vol. , No. 2; February 2012 Gardner (1985) also points out that attitude is an evaluative reaction to some referent or attitude object, inferred on the basis of the individual’s beliefs or opinions about the referent. â€Å"Attitude is thus linked to a person’s values and beliefs and promotes or discourages the choices made in all realms of activity, whether academic or informal. † Gardner’s argument led Wenden (1991) to present a comprehensive definition of the attitude concept. He classified the term â€Å"attitude† into three interrelated components namely, cognit ive, affective and behavioral. The cognitive component involves the beliefs, thoughts or viewpoints about the object of the attitude. The affective component refers to the individual’s feelings and emotions towards an object, whether he/she likes or dislikes. The behavioral component involves the tendency to adopt particular learning behaviors. 2. 2 Importance of Attitude Reid (2003, p. 33) declared, â€Å"Attitudes are important to us because they cannot be neatly separated from study. † Attitude is considered as an essential factor influencing language performance (Visser, 2008). Achievement in a target language relies not only on intellectual capacity, but also on the learner’s attitudes towards language learning. This means that learning language should be approached primarily as a social and psychological phenomenon rather than as a purely academic one. Kiptui and Mbugua (2009, cited in Tella et al, 2010) investigated that negative attitude towards English is the most affective and psychological factor that results in the students’ poor performance in English among the secondary schools in Kenya. . 3 Language Attitude Besides the intellectual perspective, the nature of language learning has psychological and social aspects and depends primarily on the learners’ motivation and attitude to learn the target language (Padwick, 2010). Gardner and Lambert (1972) have concluded that the ability of the students to master a second language is not only influenced by the mental competence or, language skills, but also on the students’ atti tudes and perceptions towards the target language. They also advocated that attitude concept could enhance the process of language learning, influencing the nature of student’s behaviors and beliefs towards the other language, its culture and community, and this will identify their tendency to acquire that language. In 1992, Baker proposed a comprehensive theoretical model, focusing on the importance of conducting attitudinal research in the field of language learning. Baker (1992, p. 9) states that, â€Å"In the life of a language, attitudes to that language appear to be important in language restoration, preservation, decay or death. Recently, De Bot et al. (2005) assert that language teachers, researchers and students should acknowledge that high motivation and positive attitude of students facilitate second language learning. Thus, if a learner does not have the interest and tendency in acquiring the target language to communicate with others, this learner will possess a negative attitude and will not be motivated and enthusiastic in language learning. Therefore, learners’ attitudes could incorporate in language learning because it may influence their performance in acquiring the target language. . 4 Aspects of Language Attitude Learning process is regarded as a positive change in the individual’s personality in terms of the emotional, psychomotor (behavioral) as well as cognitive domains, since when one has learned a specific subject, he/she is supposed to think and behave in a different manner and one’s beliefs have been distinguished (Kara, 2009). Furthermore, learning process has social as well as psychological aspects besides the cognitive approach. Attitude concept can be viewed from these three dimensions. Each one of these dimensions has different features to bring out language attitude results. Accordingly, the attitude concept has three components i. e. , behavioral, cognitive and affective. These three attitudinal aspects are based on the three theoretical approaches of behaviorism, cognitivism and humanism respectively. In the following, the three aspects of attitude concept i. e. , behavioral, cognitive, and emotional aspects are briefly described. 2. 4. 1 Behavioral Aspect of Attitude The behavioral aspect of attitude deals with the way one behaves and reacts in particular situations. In fact, the successful language learning enhances the learners to identify themselves with the native speakers of that language and acquire or adopt various aspects of behaviors which characterize the members of the target language community. Kara (2009) stated that, â€Å"Positive attitudes lead to the exhibition of positive behaviors toward courses of study, with participants absorbing themselves in courses and striving to learn more. Such students are also observed to be more eager to solve problems, to acquire the information and skills useful for daily life and to engage themselves emotionally.