Guidelines to Writing This One

<h1>Guidelines to Writing This One</h1><p>As an article author, you have to compose an exposition which offers guidelines to the peruser. While composing an article, there are a few rules to composing this one. You have to follow certain means while composing this one. The tips given underneath can help you recorded as a hard copy your paper in the most ideal way.</p><p></p><p>When you are composing your exposition, you have to pick a point that is fascinating to you. This subject ought to be of your advantage and information. You should be certain that this point is something that can get your advantage. Since you are composing a paper, it ought not be exhausting and should offer directions to the reader.</p><p></p><p>You need to utilize great words when composing this exposition. Great words can mix the feelings of the peruser and cause him to appreciate perusing the paper.</p><p></p><p>It is the first and the most significant part which should be taken note. This is the place you depict the entire exposition to the peruser. The most ideal approach to make it appealing for the peruser is to incorporate brilliant sentences and amusing words. A few instances of a decent exposition are, 'How could it be that we start from the good 'ol days, go on to the current time, go to the future, stroll as far as possible, and so forth? '.</p><p></p><p>If you are composing your article, consistently attempt to go past your experience and take in something from the focuses and thoughts which are given by the writer of the paper. Furthermore, you can make a commitment by referencing your very own thoughts, musings, thoughts and realities, and by making a fascinating and instructive essay.</p><p></p><p>You can include some different statistical data points that help your closely-held convictions and thoughts. This is a viable method to make the perusers to know and comprehend your perspective and to make them like your idea.</p><p></p><p>Remember that you can do something very similar for each article. To get familiar with the rules to composing this one, you can generally attempt to locate an expert counsel from a guide. Along these lines, you will figure out how to compose an article and have the option to turn into a phenomenal paper writer.</p>

Bill Gates Millennium Essay Samples

<h1>Bill Gates Millennium Essay Samples</h1><p>Bill Gates Millenium Essay Sample is a significant item for the individuals who study history. This test will assist you with accomplishing higher scores in tests like AP Calculus, SAT, GRE and GMAT. The example likewise contains inquiries from a few different subjects like Chemistry, Physics, English, etc. It is an extraordinary wellspring of significant and valuable data to understudies who are taking assessments for the first time.</p><p></p><p>This book contains several distinct subjects and sub-themes, which can help you in your examinations. They are separated into areas, so you can without much of a stretch recognize the sub-subjects and learn them without any problem. Here are the fundamental territories shrouded in this book:</p><p></p><p>Students can profit by perusing these papers tests. The articles are short and straightforward, which is perfect for training a nd test readiness. Each area has its own arrangement of exercises and goals, which the understudy needs to achieve.</p><p></p><p>Here is a short rundown of the significant segments of the papers samples:</p><p></p><p>The first segment manages fundamental aptitudes, for example, perusing, composing, talking and cognizance of data. Perusing and composing are the subjects talked about in this area. Composing abilities are likewise depicted in detail in this section.</p><p></p><p>The second area depends on one subject and has a few articles to be expounded on it. This area centers around composing style. At long last, the papers from this area contain a test.</p><p></p><p>The third segment manages sentence structure and accentuation. An article is likewise introduced for breaking down various styles. Each segment contains its own arrangement of goals and activities.</p><p></p&g t;<p>The fourth area takes a gander at the language utilized by the understudy in the article. The materials incorporate writing, theory, science and innovation. All the points referenced above are being talked about in this section.</p>

The Right US Research Paper Topics

The Right US Research Paper TopicsWriting a US research paper can be difficult. The first step is to decide what type of topic to write about. Once you know what topic you want to write about, the next step is to figure out how to write it.The first thing to do is decide on the topic. You will need to consider not only the subject but the look, feel, and feel of the paper as well. To do this, you should ask yourself questions like 'What is this going to involve?' 'What kind of person will I attract to this subject?' and 'What kind of atmosphere will I want the reader to feel when reading this paper?'It is very important that you find topics that are similar to what you already know about. You do not want to take the time to write about something that you don't already know a lot about. Keep in mind that if you are writing about a particular topic, you will probably have many other topics that are similar.Another way to find topics that are similar to what you already know is to ask s ome of your fellow college students about their most common questions and challenges. When they give you ideas, use them as examples in your paper.Next, it is important to gather information for your paper. This includes taking notes, reading books, and watching videos. The more you can gather information, the better your paper will be. Also, the more you can incorporate all of the information that you gather into your writing, the better it will be.When it comes to researching US research paper topics, the internet is a great place to start. There are many online websites where you can search for different topics and even talk to others who have written on the same topic. Thereare also forums where you can talk to other writers who have also found ways to write papers quickly. By using the internet, you will learn about different topics that you may have never even thought of.You should also try to research US research paper topics using what you have learned from other people. By going to forums and discussion boards and reading about the topics that you are interested in, you will be able to come up with ideas about how to write your own paper. Once you are done with your research, you can see what types of topics other writers are interested in and you can see where you are better suited for the project than they are.Once you find the topics that you want to write about, you will be able to create your research paper topics. From here, you will know exactly what to do in order to write the best paper possible.

State and Local Government Essay Topics

State and Local Government Essay TopicsState and local government essay topics can include anything from the history of that particular city, town, state or county, to some of the important issues facing the area in which it resides. These include the economy, educational system, the environment, health care and crime.One of the best ways to prepare for essay topics in this type of study is to take a look at what they have available and use that as a guide. The state and local essay topics available may vary from one area to another, but there are many different ones.One of the best resources to use when taking a look at state and local government essay topics is the Internet. You will find that many government schools also use the Internet as a teaching tool. This means that many will be using the Internet for this purpose, which gives you the chance to research the Internet for any essay topics available to you.If you want to know more about the essay topics available to you, you w ill need to find out more about what they are. The subject area that these are on are known as public service oriented essay topics. These may also be known as PSOE essays, but if you don't know what they are, they are used for students who want to improve their grades in school.These essay topics are very similar to other types of essay topics, but are focused on one specific aspect of the area in which the writing was done. They are called essay topics because they are the first step in your coursework. When you get to that particular topic in the following semester, the professor will ask you to write on it.Your reading comprehension will be examined to see how well you did in that section. With your PSOE essay topics, the essays that you write will go up against those of other students. What you write will be compared with those that the other students have written and this will give you a better idea of how well you performed in your assignment.You will find that there are many choices for state and local government essay topics online. If you are looking for some of the best essay topics available, look into the Internet and see what you can find.

The Economic Reforms in India Since 1991 - 1069 Words

It has been over twenty years since the unlikely combination of P.V. Narasimha Rao as Prime Minister and his Oxford-educated finance minister finally liberated (so they claim) the Indian economy from overwhelming government control. It was a rotting edifice based on institutionalized scarcity, wildly illogical price controls, hilariously shoddy products, protectionism and endemic underperformance was swiftly demolished in 100 days of inspired action. The Socialist Utopia powered by the fevered imaginations of Nehru and Mahalanobis which seemed forever doomed to rot at the so called ‘Hindu Rate of Growth’ was now dead and buried, just like them. In the iconic Union Budget of 1991, Singh tabled the New Economic Policy or NEP, which†¦show more content†¦But one can argue that ‘modern’ India has always dispossessed and ignored its poorest of the poor who are routinely bullied by the state. Now the dominant discourse has framed the so-called ‘Great Development Challenge’ as an effort to extend the ‘dynamism of liberalism’ to ‘those denied access and equal opportunity’ (Tripathi 2011). This does not make accounts of horrendous poverty any less legitimate, not does it make the suicides of farmers any less tragic. But some argue that the statistics speak for themselves. In 1991, 35.8% of India’s population of 846 million, that is, about 300 million people, lived on less than one dollar a day, which is the generally accepted measure that economists use worldwide to define absolute poverty (in a strictly global context, as opposed to relative poverty, which is necessary an intra-state indicator) . Ten years later, the figure dropped to 27.5%. By 2006, with India’s population at 1.02 billion people, that necessarily implied that there were 270 million people living in absolute poverty. In the intervening years, when India added 115 million people, those living in absolute poverty fell by 30 million. Had the poverty rate remained as it was, that is 35.8% , there have been 365 million poor people. Thus we are able to argue, with some fairly reasonable certainty that the economy, within this timeframe lifted 95 million people out of absolute poverty. I now move to the lastShow MoreRelatedIndia Super Growing Economic Power1483 Words   |  6 PagesIndia super growing economic power Submitted by: MUHAMMED FAZAL K Preface India is a new emerging economic power in the world. Though the 21st first decade saw a global level financial crisis, India didn’t wilt under its pressure due to it’s the Government’s progressive policies and full-fledged reforms. Particularly, nationalization and liberalisation were the real saviors of India from the recession. Also, the national sectors and global raid helped to maintain the economy in proper way. 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Pr Strategy And Crisis Communication Plan †MyAssignmenthelp.com

Question: Discuss about the Pr Strategy And Crisis Communication Plan. Answer: Introduction Public Relations (PR) is the department that helps organisations or companies to interact with the greater masses and the media. The PR department of any organization that enables companies to create and maintain a cordial relation with the customers and uphold a positive image and reputation in the industry. More often than not, the PR is the driving force for companies to retain a steady and loyal customer base. In a world where market competition is already fierce and is growing even more powerful every day, the companies need to set strategies that would help them to set themselves apart from the rest of the organisations and make the customers notice them even more (Grunig 2013). The PR can ensure that the companies can gather such a reputation in the industry that the customers will be willing to opt for their services willingly, by themselves. PR represents the services, products and operations of the entire organization to the public and media in the best way possible. A stro ng relationship with the consumers increase sales, which, in turn, boosts profit levels as well. Woolworths Limited is one of the biggest retail supermarket chain in Australia. It operates throughout Australia and New Zealand and is the largest liquor retailer in Australia. The company also is the largest hotel company in the country. The company operates out of New South Wales. For a long time, the PR department of the company has been aiding the image of the company to illuminate in the industry and maintain a great customer relation. The PR of Woolworths enthusiastically back up on the company slogan The Fresh Food people and does everything it can to make sure that the organizational operations are in cohesion with the ideals of the company (Smith 2013). The following g report would be looking into the PR of Woolworths in depth and would critically analyse if it is well equipped enough to handle if there are any sudden condition of crisis. The report would also then try to recommend and suggest methods and strategies which could help the company to have a PR that is even more effective and more focused upon the customer satisfaction level as well as a department that can take swift and prompt actions whenever there are any allegations against the services or products that are sold by the company. The company Woolworths is a conglomerate of companies that have a number of businesses ranging through a variety of industries. Supermarket chain is the primary business of the company, with different names in Australia and New Zealand. Liquor retail is one of the biggest function of Woolworths and the company is the biggest retailer in the country. Hotels and pubs are also run by the company and the company performs in a prolific manner even in this sector. The Australian Leisure and Hospitality umbrella has a lot of hotels and resorts as well as pubs under its name and this wing of Woolworths has some of the most notable names in the industry under it (Hill Day 2015). The company started in 1924, in Sydney, Australia. The company was founded by five people Percy Christmas, Stanley Chatterton, Cecil Scott, Waine, George Creed and Ernest Williams. The investment was provided by the chairman of Gowings, Preston Lanchester Gowing. The founders initially planned to name the company in a way that would use the already famous Woolworth chain which operated in the United States and the United Kingdom. Later, when finding out that the name Woolworths was available for registration in New south wales, the company was officially named Woolworths Limited. Even though the name of the company was similar to the supermarket chain of the United States or the Woolworths Group of the United Kingdom as well as the Woolworths Group of South Africa, the functions and operations were quite distinct that set the company apart from its peers (Mialon et al. 2016). The operations of Woolworths Limited were made to be innovative and a lot of planning and time was invested to make sure that the company would be creative in its operations. It was the first supermarket in the world that gave printed receipt to its customers. The company expanded to New Zealand in 1929, even though the first food store was not opened up till 1956, in Auckland. Woolworths began its supermarket operations in New Zealand from 1971. The company grew rapidly. Despite the devastating effects of the Great Depression, Woolworths managed to keep on expanding even while all the economies of the world were experiencing unimaginable financial slump and by the 1920s, the company had 23 stores. Woolworths successfully opened stores in every metropolitan in Australia and despite the threat of the global economic meltdown, the company bought eight stores from Edments Ltd in 1936 (Grimmer 2017). During the Great War, the expansion and sales of the company was hindered, but as soon as it was over, rapid expansions were planned and the ideas were put into effect immediately. In 1955, Woolworths opened their 200th store. Up until this point, the company was mainly a variety chain. In 1955, the company opened its first food store and stepped into the food sector. Gradually, from there, the company began encompassing an array of industries and sectors and became the giant that it is today. Current PR condition Woolworths Limited, Australia has always been credited with good customer services and great quality of the products that are sold. Since the advent of the modern shopping ideas and gradual increase in the importance of public relations, Woolworths have been quick to understand the importance and have kept on adapting according to the customers needs. The company understands that in order to stay ahead of the edge, the operations have to be fully focused on customer satisfaction (Black 2013). The company has a functionality that revolves around, and keeps, the customers first. This customer oriented service makes sure Woolworths stays on top and one of the best in world in terms of customer satisfaction. There have been times when the operations of the company have been criticized and potential media catastrophes were faced, but the PR of Woolworths made sure that none of these could bring the company name down. The PR of the company has a number of strategies that all are focused upon upholding the company name in the industry and maintain a strong bond with its customers. The PR is highly active on social media that enabled the customers to directly express their opinions and complaints against the services or the products of the company online and this helps Woolworths to take prompt actions and resolve any issue that may arise (Bailey Bailey 2016). The PR has set five priorities that would ensure the customer first policy of the company: To build and maintain a customer oriented culture within the company and a team that would be solely focused on the stores Having a momentum in the Foods department that would be sustainable Expanding the drinks business, so that the customers needs can be catered to more efficiently Giving high priority to the stakeholders and enhancing the portfolio business, and Using end-to-end process and boosting systems to become a lean retailer The PR believes that everything is achievable is an organization has a retail team that always adheres to the customers. The suppliers are also to be given importance as they make sure the operations of the organisation runs smoothly without any glitch. The Support Office team gets daily feedbacks from the customers, which helps Woolworths to improve upon their customer services on a daily basis. The PR department prompts Woolworths to take some very few strategies that would ensure greater customer satisfaction and keep the company reputation positive in the industry (Phillipov 2016). Reducing costs can be achieved by improving processing and operations and using optimal efficiency. The PR has three key ways to adapt to the changing requirements of the industry: By placing the customers at the center of the operations Listening to the needs of the customers carefully, and Through creating ways and innovating ideas that would keep the customers interested in shopping with Woolworths. Woolworths understands that technology is the future of shopping and everything that is to come from hereon, will be pivoted around it (Gill 2014). Mobile phones have changed the very essence of shopping: customers can not only shop from their phones any time they want to, but also from anywhere in the world. This means that the online operations of the company has to be on alert always. Developing websites, apps and virtual stores that would complement the physical stores are only few of the ways that would help to maintain a customer base. Strategies The PR has announced strategies that are to be achieved by 2020. These twenty strategies are all based on the People, Planet and Prosperity framework that was introduced by Woolworths in 2015 (O'Byrne Daymon 2014). The strategies have been dubbed Corporate Strategies, even though Woolworths assures that these strategies go beyond just being corporate and would tread on the domain of public relations and would even further strengthen the bonds with the customers. All the stakeholders have been considered while making these strategies. People The company aims to have a work force that would consist more women in executive positions. Woolworths also intends to get rid of wage gap among the male and female employees at all levels of the organization. Indigenous people are to be made a part of the work force of the company (Lewis Huber 2015). Planet Reducing food waste rapidly and decisively. The PR has also announced that Woolworths will bring down the carbon emission 10 percent below the 2015 level by 2020 in order to contribute to the fight against global warming. Prosperity PR believes that suppliers are to be given high priority and aims to place the company in the top quartile of the surveys that are conducted by the suppliers (Grimmer 2017). Public relations of Woolworths firmly believe in the idea of growing together with the community. This led the company to promise to invest some portion of its earnings to community partnerships. Ability to handle crisis Despite having numerous PR strategies as well as focusing entire operation centering around the customers and suppliers, Woolworths still faces adverse conditions from time to time. There have been times when the social media came to explosion points when customers put up posts and pictures regarding the products that are sold by Woolworths. The PR was quick to respond and handled the situation, which could have brought media disaster, with perfect strategies that reversed the whole condition in Woolworths favor. The PR is very much aware that there are some customers who would always try to extort the services of the company and try to exploit the companys reputation (Stanton 2016). The PR always keeps a look out on social media to handle any situation like this that may occur. The biggest blow to the operations of Woolworths in recent times came when the company decided to downsize on their employee strength following a slump in the sales. The expressed their grievances saying that they were not notified by the company directly, rather they got to know about the news from TV (Bajracharya Hastings 2015). When Woolworths decided on cutting down jobs, the PR had to convey the message to the employees. Instead the PR failed to live up to the expectations and responsibilities, which caused massive and extended allegations of treating the employees in a poor manner, despite claiming to give them priority in the operations of the organization (Akbar Ahsan 2014). With this decision of the management, the PR was bestowed with a number of responsibilities: the media was to be briefed so that they know what is going on or the reason behind the decision, help the employees so that they can withstand the blow in an easier way. The media controls the mass opinion, so if the media wishes to, or is misinformed, the whole public opinion regarding the company reputation would suffer, causing sales and profit to plummet (Stacks 2016). Coming up with such a strategy that would keep a balance among every stakeholder of the organization is a complex and brainstorming task, and, unfortunately, the PR did not quite match up to the expectations. In situations like these, the PR should talk to the employees first and explain the whole scenario to them. They have the right to hear about this directly from the PR and not from any external source. The communication of each department has to be in perfect synchronisation, so that no information is left out and every bit of it is freely flowed throughout the entire organization. It is vital to explain the conditions to the employees so that no misplaced expectations are held and subsequent disappointments occur (Feigin 2016). The media and journalists are also to be notified of the situation and so that no false information is put forward to the public. It also makes sure that information is not misinterpreted. The PR has to be careful in order to sound right when making a public statement regarding a vital and controversial issue. At times like these, the PR is often the only hope for companies to shed a speck of light on an otherwise bleak situation (Guth Marsh 2016). Woolworths stumbled over in almost all of these aspects: the employees were not notified directly, the media was not handled in a clear and explanatory fashion. Even the inter-departmental communications were not coordinated properly (Jones 2014). This caused massive confusion, that led Woolworths to suffer massive deterioration in its industry reputation and customer satisfaction levels were also affected. Recommendations to face such situations in the future As the public relations manager of Woolworths, some recommendations can be suggested to the management of the company, so that similar conditions in the future can be tackled properly. The competition from other companies in the sector are continuously surmounting and Woolworths has to adopt every strategy that will ensure their place at the top of the industry. The first thing that Woolworths needs to do is to ensure the departments are all properly coordinated and information is shared with everyone. The employees have to be given idea about any and every decision that the management considers to take that will in any way affect the employees. The best way to do this to include the employees in the decision making process. This way, the employees would feel more important and more valued to the organization, which will prompt them to work better themselves. If the employees are taken care of by the company, they will take care of the customers. This will leave the management to foc us their energy and time on other crucial aspects of the organizational operations, like expansion and increasing sales margin. The PR has to be close contact with the media so that every step of the company can be given a positive light and the mass opinion on the reputation of Woolworths is not tampered with. Conclusion It is quite evident from the above discussion, that Woolworths is having trouble dealing with the pressure that they are facing in recent times. The ever growing competition, the constantly changing customer needs are all proving themselves to be a heavy burden for the company to bear with. The company has been seen to take some wrong steps that have affected the reputation in a very negative way recently, but yet, the company is trying its best to turn the whole situation in their favor by using efficient media management and triumphantly advertising the positive things of the company strategies. The positive side of the operations have harnessed the backing up from the suppliers of the company, which has helped Woolworths to thwart some of the competition. If the recommendations are properly executed and taken care of, the organization can surely regain its lost position in the industry. References Akbar, S., Ahsan, K. (2014). Analysis of corporate social disclosure practices of Australian retail firms.International Journal of Managerial and Financial Accounting,6(4), 375-396. Bailey, M., Bailey, M. (2016). Marketing to the Big Middle: establishing Australian discount department stores.Journal of Historical Research in Marketing,8(3), 416-433. Bajracharya, B., Hastings, P. (2015). Public-private partnership in emergency and disaster management: Examples from the Queensland floods 2010-2011.Australian Journal of Emergency Management,30(4), 30. Black, S. (2013).Practice of public relations. Routledge. Feigin, L. M. (2016).The effects of protests and boycotts on a brand and its reputation: a case study on Woolworths and boycott, divestment and sanctions (BDS)(Doctoral dissertation, The IIE). Gill, M. (Ed.). (2014).The handbook of security. Palgrave Macmillan. Grimmer, E. L. (2017). Checkout Crisis Management. Grimmer, L. (2017). Is it so hard to say sorry? Revisiting image restoration theory in the context of Australian supermarkets.Asia Pacific Public Relations Journal,18, 17-32. Grunig, J. E. (Ed.). (2013).Excellence in public relations and communication management. Routledge. Guth, D. W., Marsh, C. (2016).Public relations: A values-driven approach. Pearson. Hill, A., Day, P. (2015). National food incident response.Food Australia,67(1), 28. Jones, G. V. (2014). WEDNESDAY 12 NOVEMBER 2014.How the Australian table grape industry looks to the rest of the world,106. Lewis, T., Huber, A. (2015). A revolution in an eggcup? Supermarket wars, celebrity chefs and ethical consumption.Food, Culture Society,18(2), 289-307. Mialon, M., Swinburn, B., Allender, S., Sacks, G. (2016). Systematic examination of publicly-available information reveals the diverse and extensive corporate political activity of the food industry in Australia.BMC public health,16(1), 283. O'Byrne, S., Daymon, C. (2014). Irresponsible engagement and the citizen investor.Journal of Public Relations Research,26(5), 455-473. Phillipov, M. (2016). Helping Australia Grow: supermarkets, television cooking shows, and the strategic manufacture of consumer trust.Agriculture and human values,33(3), 587-596. Smith, R. D. (2013).Strategic planning for public relations. Routledge. Stacks, D. W. (2016).Primer of public relations research. Guilford Publications. Stanton, R. (2016).Corporate Strategic Communication: A General Social and Economic Theory. Palgrave Macmillan.

Tele Education Essay Example For Students

Tele Education Essay 1.0 INTRODUCTION 1.1 Background of Tele-education Tele-education has a longhistory beginning with systems like that for teaching children in AustralianOutback, the British Open University and other such organizations. These builton the idea of correspondence courses where course materials are sentperiodically by post and augmented the experience with broadcasts either onradio or on TV. The problem of student isolation was addressed partially throughtechniques such as telephone access or two-way radio links with teachers. At theend of 1980s, the vest majority of distance education throughout the worlds wasstill primarily print-based. Technologies used for distance education areevolving from primarily one-way technologies and applications such ascomputer aided learning, computer based training and computer aided instruction,to more two-way technologies and applications such as computer mediatedcommunications and computer conferencing systems for education. The significanceof two-way te chnologies is that they allow foe interaction betweenparticipant and tutors, and perhaps even more significantly amongst participantthemselves. This development has allowed and in some senses force researches tolook more closely at the impact of educational environment, on the studentslearning experience. In the future, it is expected that thetelecommunications-based technologies to become the primary means of delivery ofdistance teaching. The reasons for this are as follows: ? a much widerrange of technologies are becoming more accessible to potential distanceeducation participants ? the costs of technological delivery are droppingdramatically ? the technology is becoming easier to use for both tutorsand learners ? the technology is becoming more powerful pedagogically? education centers will find it increasingly difficult to resist thepolitical and social pressures of the technological imperatives. 1.2 TheEmergence of Tele-education Radical changes in the computing infrastructure, spurred by multimedia computing and communication, will do more than extend theeducational system, that is revolutionize it. Technological advances will makeclassrooms mush more accessible and effective. Today, classroom educationdominates instruction from elementary school to graduate school. This method hasremained popular for a very long time and will probably persist as the mostcommon mode of education. However, classroom education has its problems, that isthe effectiveness decline with increase in the number of students per class. We will write a custom essay on Tele Education specifically for you for only $16.38 $13.9/page Order now Other pressures affect the instructors, many of whom are not experts in thematerial they must teach, are not good performers in class, or simply arenot interested in teaching. The biggest limitation of the classroom instructionis that a class meets at a particular time in a particular place. Thisessentially requires all students and the instructors to collect in one spot fortheir specified period. But with the emerging technology, these problems can beovercome. 1.3 Reasons for studying Tele-education The current Tele-educationsystems that have been applied in some countries are generally of multipointtransmission technique. It is found that, this kind of transmission techniquehaving several problems or defects. Mostly, problems raised during theapplication of the system. One of the significant problems raised is that, forthe multipoint transmission, the signals or information transmitted by thesender do not completely received by the receiver. This problem is might be dueto error tha t occurs during the transmission of the signals or information. Another problem is lag of transmission. For this case, the signals orinformation transmitted do not arrive at all the receiver at the same time, forexample, the question raised by the lecturer might not received by the studentsat the same time and this is not a good environment for Tele-education system. Some receiver receives the signals earlier than the others and some later oreven not receives at all. Therefore, it is important to study the Tele-educationtechnology from time to time to overcome these problems so that theTele-education system could provide a more effective way of learningenvironment. In order to have a lecture from, for example, a very famousprofessor from other country would require him to come at our place. But theamount of money spent for paying him to give lecture would be very expensive andthis also would cause troublesome for him. However, this problem can be solvedwith Tele-education system in which the professor does not need to go anywhereelse to give his lecture. This would save a lot of expenses and time. Anotherreason is that, in normal classes the learning process would not be veryeffective if the number of students in a class is very big. This is because thelecturer alone can not coordinate such a large class. With Tele-educationsystem, one lecturer c ould deliver his lecture to as many students as possibleeffectively in a way that a large number of students from different sites havingthe same lecture at once. 1.4 Purpose of Research The purpose of this researchis to study the current Tele-education system that has been applied in somecountries. This study covers the background of Tele-education; that is itsdefinition, the publications of Tele-education; that is any papers that discussabout Tele-education as a whole, the performance of applied Tele-education, andalso the technology of Tele-education; that is its network architecture. But themain purpose of this study is to understand the Tele-education system that havebeen applied in another country and try to implement it in our country. 1.5Acronyms ATM Asynchronous Transfer Mode CCITT Committee ConsultatifInternational Telegraphique et Telephonique CPE Customer Premises Equipment IPInternet Protocol ISDN Integrated Services Digital Network ISO InternationalStandard Organization JAMES Joint ATM Experiment on European Services LAN LocalArea Network MAC Medium Access Control Mbone Multicast Backbone PC PersonalComputer POP Point-of-Presence PVC Permanent Virtual Channel QoS Quality ofService RAT Robust Audio Tool SLIP Serial Line Internet Protocol TCP-IPTransmission Control Protocol Internet Protocol TES Tele-Educational ServiceUI User Interface VIC Video Conferencing Tool VP Virtual Path VPN VirtualPrivate Network VSD Virtual Student Desktop WAN Wide Area Network WWW World WideWeb XC Cross Connect 2.0 METHOD OF INVESTIGATION Since Tele-education is a verynew technology that is popularly discussed today, it is quite difficult for meto find any books that discuss about Tele-education from the library. Therefore,the easiest and the fastest way to gather information relating this project isvia the Internet. I have surfed and found many interesting sites that discussabout Tele-education. Besides surfing, I also have contacted several people whoare involved in t his area, Tele-education, by e-mail . But unluckily, this doesnot really help because most of them did not reply. Besides using the Internet,I also get the information for this project from the IEEE Database at thelibrary of Universiti Telekom. 3.0 BACKGROUND STUDY 3.1 Definition ofTele-education What is Tele-education? Before discussing about whatTele-education means, lets look at what distance learning is. This is becauseTele-education and distance learning are very related to each other. Distancelearning is the acquisition of skills and knowledge through electroniccommunications that allow student and instructor to be separate in either intime or space. The to distance learning is asynchronous learning which canbe defined loosely as learning at different time. It is a highly flexible methodof training because the sender and receiver do not need to be synchronized inspace or time. But Tele-education is more than that of distance learning. InTele-education, not only asynchronous bu t synchronous learning is also madepossible. In other words, Tele-education is the evolution of distance learning. As stated before, asynchronous learning environment is not real-timeenvironment. It is a self-study-based application and is accessed via theInternet to a server. The requirement to the student is only an ordinary PC withstandard software and Internet access. This application is applicable for alarge amount of users who can access the course independent of each other. Thecombination of the lecture-part, group-work-part, and self-study-part is anothertype of Tele-education learning environment, which is synchronous learning. Itis a real-time environment. In this environment, students and lecturers caninteract with each other simultaneously. Tele-education use the technology ofvideo teleconferencing that allows two or more parties at different geographicalarea to interact with each other or to have learning process together. Butpeople usually get confused whether video teleconferencing can be considered asTele-education as well. Tele-education is actually different with videoteleconfer encing in a way that Tele-education usually involve a large number ofpeople as compared to video teleconferencing, that is, it is in videoteleconferencing many people use a single monitor to see other people at otherarea but in Tele-education, students have their own monitor that can be used notonly to see their lecturer and colleagues but also to send and receiveeducational materials. 3.2 Publications of Tele-education There are many papersdiscussing about Tele-education. Most of these papers cover only the general oroverall scope of Tele-education. The area of discussion on Tele-education can besummarized as the following: ? Tele-education service ? Content ofTele-education ? Network architecture ? performance ofTele-education ? operation and management of Tele-education ForTele-education service, it describes about what multimedia tele-service andhyper media service is, and how it can be integrated into Tele-educationservice. It also describes about what Tele-education service fa cilitate. Contentof Tele-education describes about the style or mode of Tele-education system,that is, what kind of education style used, and how the lecture notes or anymaterials delivered to all the students. For network architecture, it describesabout the protocol used for the Tele-education system and its networkinfrastructure. Performance of Tele-education covers the performance of serviceof Tele-education and also the network performance. The description of theseperformances is from the customer point of view. For the operation andmanagement of Tele-education, it describes about what should be taken intoconsideration in order to provide a well managed Tele-education service. 3.3Examples of Systems From the study of materials gathered, there are generallythree examples of Tele-education system that have been applied in the Europe andCanada. Those examples are: ? Tele-education NB ? Delta s VirtualCollege ? ACTS Project AC052 (RACE Project Report) The purpose of lookinginto thes e examples is to try to understand what kind of Tele-education systemis implemented, how Tele-education can be implemented, to know what are therequirements to implement it, and what considerations should be taken intoconsideration for implementing it. 3.3.1 Tele-education NB Tele-education NB isimplemented at the University of New Brunswick, Canada. The present physicalnetwork consists of three independent networks that operate on telephone lines;? Voice ? SMART 2000 computer teleconferencing ? ComputerMediated Communications using NBNet The SMART 2000 bridge for computer softwaresharing and audiographic teleconferencing is owned and operated by theTele-education NB. This is accessed by simple dial connections using ordinarytelephone lines. This allows for the computer monitor at each site to showimages created by users at the other sites. The software can be used like anelaborate electronic blackboard, overhead projector, or slide projector. Inaddition, it is being used for softwa re sharing at multiple locations. Datacommunications are transmitted over NBNet using a SLIP server which resides in auser friendly simple menu front-end created by Tel-education NB to permit easyaccess to NBNet and to facilities available. Students and teachers can accessNBNet for uploading and downloading assignments and other course materials. ACD-ROM server is being set up at the central site and at the University of NewBrunswick library for permitting access to different databases. Tele-educationNB also supports an on-line learning center with a file server located at MountAllison University. Information of relevance distance education and the networkin particular can be accessed there. In Tele-education NB, a special listserv iscreated for internal communications among different sites. As an integral partof the provinces electronic information highway, Tele-education NB issupporting the development of an open, distributed network, taking advantage ofmedia available. The most w idely used delivery modes are audio teleconferencingwith SMART 2000, as well as videoconferencing. However, it is not limiting thenetwork to any one technology, or suite of technologies. It is activelypromoting experimentation and cooperation in the reception and delivery ofcourses using other software and media. Tele-education NB placed routers in theCommunity College Campus in each region, and other sites in regions that do nothave a college. Initially it operates using 56K connections and will move T1. SMART 2000 runs not only on regular telephone lines but also on LANs and WANsusing Novell, TCP-IP and other telecommunication protocols. Tele-education NBare now experimenting with synchronous transmissions using the TCP-IP protocolon NBNet. The Picturetel videoconferencing units existing in province all areCCITT compatible. Tele-education NB has provided the guidelines for selectingappropriate technology for its network as follows: ? The network shallexperiment with different technologies and endeavor not to rely on any onetechnology or any supplier. ? Existing equipment and distance educationsites in the province shall be integrated into the network wherever possible. ? The network shall establish computer teleconferencing and computerconferencing links among the sites, including access to electronic informationhighway and the Internet. ? Satellite delivery and reception capabilitiesand upgrading of sites to PC-based videoconferencing will be investigated forimplementation in future. ? Other optional equipment may be placed insites at the request of users and institutions such as MACs and CD-ROMs. ? The network should be compatible as much as possible with otherprovinces and regions. 3.3.2 DELTAs Virtual College Deltas Virtual College isimplemented in Denmark (Europe). It offers the opportunity for students toparticipate in desktop Tele-education from their homes or offices. This conceptmeans that individual students participate in Tele-educational courses using adesktop computer online connected to a course provider. The user interface is acommon Web browser, that is, Netscape Web-browser, extended with looselyintegrated audio and video tools. The educational environment applies themetaphor of a virtual college. The idea is that students access DELTAs virtualcollege server when participating in a course. The user interface looks like theplan of a college. From the college hallway, the student can enter differentrooms with different functions. Those rooms are: ? classrooms whereon-line lectures and presentation take place, ? group rooms where on-linecooperative work takes plac e, ? studies where off-line study such asself-study material, exercises, slides from previous lectures, supplementarymaterial and links to other sites on the Web take place, ? teacheroffices where it is furnished with course administration tools, ? tearoom where it is used for informal chat and social contact with fellow studentsduring break. The following figure, the floor plan, illustratesthose rooms: Figure 1 : The floor plan The goal of this virtual college is tointegrate different modes of teaching and learning. This includes synchronousmode like on-line lectures and group exercises as well as asynchronous mode likeinteractive self study, participation and threaded bill board conferences andsharing of documents. The virtual college is run primarily in a local networkenvironment in order easily to monitor and control the students and technology. Then, when there are several countries participate, each sites are connected bythe JAMES (Joint ATM Experiment on European Services) broadband network. 3.3.3ACTS Project AC052 (RACE Project Report) This is a big project onTele-education. It covers the whole aspects that should be taken intoconsideration for implementing Tele-education in Europe such as service aspects,management aspects, network architecture, etc. In this project, there areseveral trials have been done in order to obtain an effective Tele-educationsystem. The details of this will be discussed later throughout this report. 4.0CONSIDERATIONS It is not easy to find materials or any papers reporting thearchitecture of Tele-education. Most of the materials found are basicallydiscussing about the general idea on what Tele-education system is, for examplesome papers discuss about the general system of a Tele-education serviceoffered, its advantages over current educational environment, etc. However, Imanaged to find a very interesting material discussing about Tele-education as awhole, that is the ACTS Project AC052 (RACE Report Project). Therefore, I choosethis report as my main reference in doing my study on Tele-education overallsystem description covering the architecture. There are basically five maintopics that are going to be discussed in quite detail regarding theTele-education as a whole in this report. These main topics are: ?Tele-education service ? Tele-education content ? Networkarchitecture of Tele-education system ? Performance of Tele-educationservice ? Operation and management of Tele-education service 4.1Tele-education Service The multimedia tele-service provides both core andmanagement services. The multimedia tele-services are briefly described asVideo/audio conferencing service, which based on the MBONE (Multicast Backbone)tools VIC (video conferencing) and RAT (audio conferencing). Hypermedia serviceallows access to be provided to hypermedia information stored on a WWW server. .u24e6a3d08f7c3c78b429a4261ececc65 , .u24e6a3d08f7c3c78b429a4261ececc65 .postImageUrl , .u24e6a3d08f7c3c78b429a4261ececc65 .centered-text-area { min-height: 80px; position: relative; } .u24e6a3d08f7c3c78b429a4261ececc65 , .u24e6a3d08f7c3c78b429a4261ececc65:hover , .u24e6a3d08f7c3c78b429a4261ececc65:visited , .u24e6a3d08f7c3c78b429a4261ececc65:active { border:0!important; } .u24e6a3d08f7c3c78b429a4261ececc65 .clearfix:after { content: ""; display: table; clear: both; } .u24e6a3d08f7c3c78b429a4261ececc65 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u24e6a3d08f7c3c78b429a4261ececc65:active , .u24e6a3d08f7c3c78b429a4261ececc65:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u24e6a3d08f7c3c78b429a4261ececc65 .centered-text-area { width: 100%; position: relative ; } .u24e6a3d08f7c3c78b429a4261ececc65 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u24e6a3d08f7c3c78b429a4261ececc65 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u24e6a3d08f7c3c78b429a4261ececc65 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u24e6a3d08f7c3c78b429a4261ececc65:hover .ctaButton { background-color: #34495E!important; } .u24e6a3d08f7c3c78b429a4261ececc65 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u24e6a3d08f7c3c78b429a4261ececc65 .u24e6a3d08f7c3c78b429a4261ececc65-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u24e6a3d08f7c3c78b429a4261ececc65:after { content: ""; display: block; clear: both; } READ: Problems in Kuwait EssayThe WebStore service is a managed WWW based multimedia document store, whichallows users to store and retrieve arbitrary documents (text, video, audio,etc.), using the well-known interface of the WWW. The management of the WebStoreincludes subscription, accounting and access control. A mapping between thelearning forms and the multimedia teleservices has resulted in a list of fourbasic paradigms: a) Self-study ? Individual work with web based coursematerial including exercises and discovery/reference search. ? Thisparadigm is supported by the hypermedia and WebStore services. b) Lecture? Teacher to class presentation. ? Supported by the conferencing and hypermedia services. c) Group work ? Discussions, exercises orproject work performed by the students in groups. This paradigm can also includeshared discovery/reference search. ? It is supported by conferencing,hypermedia, and WebStore services. d) Consultation ? Student to tutorconsultation ? Supported by video/audio conferencing and hypermediaservices. In order to support these four paradigms the multimedia services areintegrated into a Tele-educational Services (TES) which provides both the coreservice and the management service functionality. The core Tele-educationalservice provides two user interfaces, one for the teacher and one for thestudents. In Tele-educational service, each course, presented as part ofTele-educational service, would involve the rendering and seamless integrationof audio, text, graphics/bitmaps and appropriate video segments, to suit thepresentation of the course material. An educational service would alsofacilitate the interaction of course participa nts with one another in classdiscussions, as well as with the course tutor. In this way, a course tutor canguide debates on issues arising from course material and allow participants toexchange views and share experience. This interaction is very important, asparticipants need to be encouraged to learn both from the tutored course as wellas from each others practical experience. This forum of discussion alsosupports the tutor in assessing feedback from the participants concerning thecomprehension, benefit and effectiveness of a course for participants. Theeducational service could also facilitate access to simulation environments andlive systems, which are parts of the participants course material. Forexample, it could provide access to specific commercial database information,which would be part of a Database Modeling course. In this way, access may begained to systems and information, which would otherwise not be available on theparticipants site. Course could be taken when the pa rticipants work schedulespermitted. Similarly, participant/participant interaction could be scheduledflexibly. An educational service can be seen as incorporating severalinteraction (tele-services) and course presentation mechanism, for example,multimedia presentation tools conferencing, e-mail or notice board systems. Thefollowing is an example of service layer used in the ACTS Project AC052: Figure2 : Service Layer In the ACTS Project AC052, there are two Tele-educationalcourses offered as a trial of the management service. These courses are An Introduction to ATM and An Introduction to Relational Databasesand SQL . 4.1.1 An Introduction to ATM The course includes bothsynchronous and asynchronous delivery methods. The duration of the course isthree to four days with approximately three hours of teaching and studying eachday. The course consists of five lectures, three self study modules and threegroup exercises with a follow-up discussion of the results. The differentmodules and modes of the course are conducted in a Tele-educational environmentwhich includes course outline information, a database of participants withpictures and CVs, a WWW billboard supporting off-line discussions, access to aWebStore and a tea-room which participants can visit for informal chats. Thelectures are performed by using video/audio conference tools. A system was usedto show slides on the participants web-browsers. The self study modulescontained web pages with information to read and small built-in exercises. Thegroup exercises consist of a number of questions to be answered by the group andreturned to the teacher for correction afterwards. When the teacher hascorrected the answers they are discussed in a conference with all theparticipants. In the first trial a shared editor was introduced for use in groupexercises. The shared editor is a tool for synchronous collaboration on smallertexts, and is meant to complement the chat and whiteboard tools used in earliertrials. An illu stration of the new shared editor can be found below. In thesecond trial, a new floorcontrol-system for use during lectures as well as acomplete new graphical design of the virtual learning environment was tested. The floorcontrol system was used by the teacher during lectures, to determinewhich students wanted to ask a question, and to mute or unmute the microphonesand video cameras accordingly. A new graphical design of the User Interface (UI)was introduced, in an attempt to create an even more homogenous UI. Thefloorplan metaphore was kept, but new images and controls where implementedthroughout the environment. 4.1.2 An Introduction to Relational Databases andSQL This course covered the theoretical principles of relational databasetechnology as well as supporting the hands-on skills of using relationaldatabase language (SQL). Students took the course over a three day period, fortwo hours each day. At the beginning of the course a one hour lecture outlinedthe objectives of the course and provided an introduction to the topics. Theeducational content comprised of text, graphics, and animation and was dividedinto four sections, consisting of a total of twenty one modules (a moduletypically be ing 1-5 pages). The course was made available via the ProspectTele-educational environment. On accessing the course, a separate coursewarebrowser window was opened, called the Virtual Student Desktop (VSD). All studentinteractions with the courseware are facilitated via this VSD. TheTele-educational environment is also accessible by the student for conferencingand synchronous interaction. The VSD is rendered as a set of WWW windows,frames, tool bar and icons. All native WWW browser buttons are suppressed(hidden) so as not to distract the user from the main goal of education. A toolbar specially designed for educational use is provided by the VSD at the bottomof the screen. From this tool bar the student is able to contact tutors orfellow students (asynchronously), access external systems, as well as navigateand interact with the educational course material. Figure 3 illustrates a pagefrom a module in the course, and shows the educational toolbar at the bottom ofthe screen and an ind ex of the topics dealt with by this particular module inthe course on the left hand side of the screen. Figure 3 : page from module inthe course Overall the course comprised several different types of information:Administrative (i.e. how to use the course etc.); A database of (self contained)modules; Indexes or Roadmaps of specific courses through various modules;Evaluation Forms and a Case Study. The roadmaps were important as the modulescan be combined in several ways to satisfy the different requirements fordifferent student objectives. Each roadmap corresponds to different learningobjectives of the RDBMS course. Thus the roadmaps provide a means of re-usingexisting modules with as little redundancy as possible of educational materialand administrative overhead. A significant feature of the system was to providedirect access to a real commercial RDBMS via the same interface as theeducational course. The relational DBMS is seamlessly integrated into thestudent educational desktop. Thus the tool bar offered by the VSD contains anicon which allows students to issue SQL queries on a live database. The idea ofthis is to deliberately blur the distinction between the educational environmentand the target systems. This encourages students to try out variousparts of the course before attempting a larger project. Another feature was theability of the student to store references to distinct locations in the coursematerial (bookmarks). Traditionally these are stored locally on the studentsmachine. However this has disadvantages as students rarely use the same machineall the time. The VSD allows such bookmarks to be stored within the educationalservice and are thus (privately) accessible to an individual student at anytime. Also if the student has logged off the course and logs back on, the VSDallows him/her the ability to resume at his/her most recent position or restartat the beginning. Various forms of on-line tutorials are embedded into thecourse. True or False and Multiple Choice Questions are supported,with automatic correction and notification of marks to the student. Form based(short unstructured text style) answers are also facilitated in some tutorials. In these cases the student answers are automatically delivered to course tutorsfor subsequent correction. Also integrated into the course are evaluation formswhich, when completed, are automatically submitted and stored for later analysisby course tutors. The VSD provides buttons to contact other class members or toseek tutor assistance. Again, this is offered via WWW forms and integratedtransparently with an email delivery system. 4.2 Tele-education Content Thereare several modes of educational interaction, which could be supported by avirtual theatre/study room. These would include lecture presentation, coursematerial presentation and browsing, self-study, group work (sharedapplication/work, class discussions, group presentations), consultation(tutor/participant, participant/participant), tutorial sessions, virtual coffeeroom/virtual lounge, and continuous assessment. There are also some other formof learning that have been identified. These forms of learning are: ?Self learning ? delivery of formatted courses material for students ownstudy ? Lecture presentation ? a one-to-many presentation by thetutor of course or organizational material. ? Exercises ? thefacility to perform exercises either in groups or individually ? Projectwork ? the development of sizeable projects using software outside theteaching environment. ? Discovery/Reference research ? ability tolocate and access background or supplemental learning material ?Seminar/Class discussion groups ? many-to-many communication betweenparticipants. ? Consultation ? private one-to-one communicationbetween participants. There is some overtap between these learning forms. Forexample, exercises, project work, discovery/reference search can be part of theself-learning form, but all of learning forms are listed here for completeness. It has been pointed out that not only should the different modes of teaching besupported in the Tele-educational environment but also the different styles oflearning adopted by the students need to be supported. So for instance studentswho like to annotate their work or their course material should be facilitatedin doing so. This is very much in the spirit of hypertext origins of the WWW. Another point raised is that multimedia activity in the virtual classroom shouldbe captured and associated with relevant course material. For instance, theteachers comments on a particular slide could be captured with the slide inquestion. Also the conversation of students working on group could also berecorded and stored with the exercise. Course material could be presented as ahyper-document with the participant capable of navigating through the documentor choosing the prescribed ordering of the presentation. In addition, theparticipant could also be given access to the more traditional learningmaterial, for example, notes, books, etc. Course assignments could also beelectronically submitted to promote fast feedback on performance. An importantelement of assignments and project work is the need to allow participants toco-operate in groups. 4.3 Network Architecture of Tele-education System From theapplications point of view, network operates as IP (Internet Protocol) networkrouting both multicast and unicast IP packets. Connection from network level tothe Q-adapters managing the switches communicate via ISO stack over X.25 links,but apart from this instances all network infrastructure is in support of IPtraffic. This network structure connects seven sites. The aim of the logicalnetwork infrastructure is to provide stable network interconnections as well asto be managed to some extent by the network management, and to provide aworking, broadband network infrastructure while also supporting an enterprisemodel suitable for multi-domain environment. For the separate customer networks,each sites posses of LANs of Ethernet, or mixed ATM/Ethernet LAN technologies. For maximum efficiency of scarce international, broadband resources, only onesite in each countries (that taking part in Tele-education system) areconnected. The connection, internationally connected customer sites access thepublic network ATM service via an ATM cross-connect (ATM XC) providing ATMpublic network providers Point-of-Presence (POP) in each of relevant countries. Each customer sites posses ATM Customer Premises Equipment (CPE) which is usedto interconnect ATM public network with local routers. For the connection withinthe same country, it is performed via leased lines between routers atinternationally connected customer sites and sites not connected to ATM publicnetwork provider. The ATM CPEs at internationally connected sites and routers atall customer sites managed by VPN (Virtual Private Network) provider. It isperformed in concert with management of ATM public service by VPN provider toprovide Intranet style connectivity between hosts on customer site LANs. Thisnetwork is quite complicated because it connects seven sites in four countriesand consisting of the following core components: ? Four ATM LANs ?Seven Ethernet based LANs ? Four ATM Cross Connects ? Eight staticIP routes ? Seven multicast routers ? Two 2 Mbps leased lines? Ten International ATM links (virtual path) ? One basic rate ISDNlink The following is the figure of logical net work infrastructure: Figure 4 :Logical Network Infrastructure. The ATM infrastructure that represents ATMpublic network provider consists of a single ATM XC at each internationallyconnected sites. These XCs are interconnected by permanent VPs (Virtual Paths). The ATM CPE at each site based on one or more Fore System ASX-200 switches. Itis employed as logically separate ATM LANs besides as providing ATM accessbetween public network and routers at each site. The following is the figure ofATM configuration. Figure 5 : ATM Configuration. The IP configuration consistsof routers at each connected sites being connected by Permanent Virtual Channel(PVC) running over VPs. The routing function at each site performed either bydedicated hardware router or by workstations running routing daemon software. Routing of multicast IP packets (used for multimedia conferencing applications)is not fully supported by most current IP routers, therefore, routing performedby multicast routing daemon (mrouteds) running on workstations. The mrouteds areinterconnected by unicast IP tunnels, which can be used to be routed via routerstogether with all other unicast traffic. The IP tunnels between mrouted atinternationally connected sites used the second sets of VPs. This supportspartition of multicast traffic from other unicast traffic and thus enablesprovision of more deterministic Quality of Service (QoS) for multimediaconferencing application. For external infrastructure, the aim is to provideinternational ATM links between IP routers at the customer sites. Parallel VPsare used between each pair of sites; one for multicast routing and another onefor unicast routing. Figure 6 : The network configuration Reflecting thecontemporary trends in multimedia and information services, all softwarecommunicati on is over IP, including management system traffic. For the networkinfrastructures that are conducted at a single site, the requirement its networkis fairly simple, requiring simply Ethernet connection to support IPcommunication between PCs and workstations. If the system includes themanagement of connections over IP switches, then the network infrastructurewould include both a representative public network ATM cross connect andcustomer premises network ATM work-group switch (a FORE systems ASX200). Theseare connected and configured with multiple VPs to emulate a network with alarger number of nodes. IP routing functions in this network are provided by theSPARC workstations with ATM interface cards performing IP forwarding. Thefollowing is the network configuration of this kind of network: Figure 7 :Network configuration For this network configuration, the TES Customer is ableto request the set-up of a new connection to the TES provider. The TES providerthen requested the VPN provid er to do likewise. The VPN provider made a requestto the Public Network Provider and Customer Premises Network Provider to ensurethat the end-to-end IP/ATM connection was in place for the TES Customer. This isthe goal for the configuration scenario. One of the most important on an ATMnetwork level management system is to provide end-to-end connectivity acrossconstituent ATM network element, and so support the connectivity provisioningwith fault management and quality of service features. Challenged by theserequirements, a system that is able to set up ATM Virtual Paths and to correlatefaulty conditions, determining how these fault effect the connectivity for eachend user has been built. The following is the Network infrastructure of thissystem: Figure 8 : Network infrastructure The figure shows that all the networkequipment is connected to one Ethernet hub, that is, the hub that acts as abackbone for one Public Network domain and two Customer Premises Networks. Inreality, this hub c ould be partitioned into a number of internets that areinter-connected by routers, also known as the Internet. For the network that isrequired to operate over six sites in four different countries, would require amuch more comprehensive network infrastructure. This infrastructure consisted ofan ATM VP service, leased lines, and the internal ATM and IP networkinfrastructure. The following is the example of this network infrastructure :Figure 9 : Network infrastructure 4.4 Performance of Tele-educational Service4.4.1 Courses There were two courses, both aimed at students with above averageprior knowledge of computing and/or computer networks. The first, anintroduction to SQL, was a self-study course, consisting mainly of modules ofwritten text with assessments based on these. The second course, an introductionto ATM, was led by a tutor and involved varied methods of delivery, includinglecture/seminar, individual study and group work. Students were thereforeexpected to interact both wi th one another and with the tutor. This course, too,included assessment modules. Both of the courses were offered over a three-dayperiod and students were expected to participate for three half days. Withinthis time, those taking the SQL course was able to pace their own study. On theATM course, the students use of the different resources was timetabled anddirected by the tutor. Time was divided between events, such as lectures, atwhich all students were expected to be present, and study time, during whichthey would work through a series of modules, with assessment associated witheach one. 4.4.2 Students There were 16 students on the more interactive of thetwo courses, the Introduction to ATM, and a similar number on the self-pacedstudy course, An Introduction to SQL. All the students appeared to beexperienced computer users. This has to be accepted as necessary in a trial suchas this , which takes place in the context of a research project which usesleading edge technology, some of it is still being tested. The prototypicalnature of parts of the system may make unusual demands on the students, such asimposing unexpected delays. Having students who appreciate the difficulties maywell be important. Having said this, it appeared that although they wereknowledgeable about computers, these students were not experts in networkedmultimedia technology, and did need some initial training in the use of thesoftware. This was given prior to the start of the course. The courses wereclearly directed at this target group, as their titles suggest. The studentsalso stated that they had a genuine wish to learn the subjects being offered andthat this was a major motivating factor. They were also paid for theirparticipation, which may have helped improve their persistence when there weretechnical hitches. 4.4.3 System The system used for the ATM course is describedhere. Those taking the SQL course used only those parts suited to self study. .u3cfd1ed76b2a6fa285d15716c66b4e2b , .u3cfd1ed76b2a6fa285d15716c66b4e2b .postImageUrl , .u3cfd1ed76b2a6fa285d15716c66b4e2b .centered-text-area { min-height: 80px; position: relative; } .u3cfd1ed76b2a6fa285d15716c66b4e2b , .u3cfd1ed76b2a6fa285d15716c66b4e2b:hover , .u3cfd1ed76b2a6fa285d15716c66b4e2b:visited , .u3cfd1ed76b2a6fa285d15716c66b4e2b:active { border:0!important; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .clearfix:after { content: ""; display: table; clear: both; } .u3cfd1ed76b2a6fa285d15716c66b4e2b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3cfd1ed76b2a6fa285d15716c66b4e2b:active , .u3cfd1ed76b2a6fa285d15716c66b4e2b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .centered-text-area { width: 100%; position: relative ; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3cfd1ed76b2a6fa285d15716c66b4e2b:hover .ctaButton { background-color: #34495E!important; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3cfd1ed76b2a6fa285d15716c66b4e2b .u3cfd1ed76b2a6fa285d15716c66b4e2b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3cfd1ed76b2a6fa285d15716c66b4e2b:after { content: ""; display: block; clear: both; } READ: Design A Costing System For Use Within An Organization Accounting EssayThere are three main elements: audio, and video communications channels supporta Tele-education system built on a web-browser base, but with considerablefunctionality added. The audio tool, rat, allows participants to receive andtransmit audio, to identify who is speaking, control the volume of incoming andoutgoing audio streams. Since this tool was developed as a research platform,there are many extra features which the average end-user is not likely to use inan application such as this one, for example, the facility to change the audioencoding scheme. The tools basic functionality is easy to learn and use. Thevideo tool, vic, also offers functionality suitable for its use as a platformfor research into networked video. For the non-expert, however, the mostimportant features are that multiple users can send and receive videosimultaneously and that they can control some features of both display andcapture/transmission (image size and frame rate are two examples). Video imagescan be displayed at various sizes from thumbnail image to CIF. Enlarging imagesdoes, however, involve creating a new window for each one. Students access theTele-education system via a web browser and navigate within it using hypertextlinks, buttons and active areas of images. Initial access is password protectedand the system supports the notion of groups and hence, presumably of multipleclasses and tutorial groups. The interface is based on the metaphor of aneducational institution, a building divided into rooms whose function moststudents will be able to predict from their real-life experience of education: classroom, tea room, hall, office, library and seminar room. Users are presentedwith an aerial view of the layout, in which the rooms are labeled. They gainaccess to a room by clicking on the appropriate part of this image. Theresulting window sometimes maintains the metaphor but is more often mainlytextual a list of hypertext links, for example. Once in a room,students have access to the resources they need for the part of the course theyare taking. As might be assumed from the description, the system is intended tosupport a mixed mode of course delivery, including lectures, group discussionsand assignments, individual study, assessment with feedback. The existence ofthe office implies that students can also access relevant course administrativeinformation. The Hall and tea rooms suggest that the intention is also tosupport less formal, social interactions. 4.4.4 Positive Findings The coursesboth seemed to be appropriate for the target group. Students reported that theybelieved th ey had learned a considerable amount and felt they would retain theimportant points. The pacing of the study also seemed successful. The tutorclearly had a sense that this was a real class in a real institution and madeconsiderable efforts to generate a relaxed and positive atmosphere. Use ofstudents names, and greeting them as soon as they logged in, contributed tothis. This is no mean achievement, given the constraints. The tutor tended torefer to the environment as if it were a real place, arranging with students,for example, to meet in the tea room or telling them to go tothe library. Whether the students shared this perception is less clear. This may be due to the short time available to become familiar with it. It wouldbe interesting to see whether the environment would become more realto the students over a longer course. The room-based structure therefore seemsto have been successful. The metaphor seems to have been well chosen, sincestudents seemed to have appropriate expectations of each room. Noneof them appeared to have difficulty navigating between different rooms. Observation did show that some students had to scroll up and down repeatedly,however, when they were working on individual study texts. This seemedparticularly to be the case where they found the material more difficult. Again,there was no sign that they were unsure of where to go or had difficulty innavigation. In terms of course delivery, the trial showed that studentsexperienced considerable variety in the ATM course (inevitably less so in theSQL course). Not only this, but the tutor seemed able to exploit the flexibilityof the system and to direct the student to alternative areas of study from whathad been planned originally, if necessary. One of the problems with distanceeducation is that such flexibility can be harder to achieve than in aface-to-face situation, so this is promising and an interesting result of havingdifferent applications integrated in this way. It also has a pragmatic use:given technical problems in one area, it was possible to shift students toanother activit y quite easily. Interactivity, both structured and casual waspotentially considerable. The shared whiteboard used for group work wasperceived by students as a good feature. It seemed, however, that they did notall realize at first that they could write and draw on it. Perhaps this shouldbe pointed out in the introductory sessions, or the whiteboard should beaccompanied by a short explanatory note. It would also be fair to say that thiswas not a long enough trial to assess usability of this part of the system. Inthe limited time it was also not easy for students to establish relationships. The system and the way the tutor used it did encourage students to get to knowone another since, for example, one of the first activities for students was toupload their CVs and pictures and to browse through those of other students. Thelevel of concentration appeared to be high. Naturally, as in a classroom, therewere moments when students attention moved away from the subject of study butthese were not frequent. Interestingly, they usually stayed at the workstationbut moved to another activity such as reading e-mail. The students observedlive appeared to maintain concentration despite considerablebackground noise and other potential distractions. This is not a surprise, sinceother computer-based teaching and learning trials have drawn similar conclusions but it is another promising feature. At best, the material with which thestudents were engaged appeared well designed for delivery on a computer screen. The information was packaged into manageable chunks and was visuallystimulating. Diagrams, colour and animation were used effectively, and thelayout was clear and appealing. As the next section suggests, however, not allof the written material was so suitable for this method of presentation. Feedback was given to students both by the tutor, during discussions (for theATM course), and as a result of assessments done at the end of each module. Students appeared to take these assessments seriously and were observed toreturn to the relevant part of the notes when unsure or when they had given anincorrect answer. The scope of this evaluation did not extend to assessing thecourse design or the assessment methods, but it is worth mentioning that theregular assessment seems to have been a successful feature of the course. Awareness of other students is something that is hard to achieve in distanceeducation. Interestingly, with the audio channel left open during private studyperiods, it appeared that students experienced something similar to working in alibrary with other students around them. They were able to hear conversationsand could have asked questions if they needed to. The potential disadvantage isthat the additional background noise might interfere with concentration. Itwould probably be worth investigating whether the availability or otherwise ofthe audio channel makes a difference to students. 4.5 Operation and Managementof Tele-education Service A vital element of any service is the reliability,configurability and administration of that service. In order to ensure successof an educational service from both the participants and tutorsperspectives, the delivered service must be well managed and monitored. It iscrucially important to realize the software and procedures necessary to manageand deliver Tele-educational services over broadband networks. Four basicprinciples for successful teaching in a virtual classroom environment have beenidentified as ? media richness, ? interaction, ? timelyresponsiveness and ? organization of materials. Media richness andinteraction mechanisms can be satisfied by the educational services describedearlier. The organization of course materials and the insurance of timelyresponse by systems, participants and tutors are goals of the managementservice. During the delivery of a course, there is a significant mass ofmaterial presented to participants as well as a high degree of interactiveresponses amongst participants. Unless this mass of materials is organized andinteraction controlled, participants can become confused and disillusioned. Proper maintenance and management of the dissemination of material must be putin place to provide an effective learning environment. Segregation of material,both between and within course modules should also be supported. The strategy ofparticipant-paced learning is important so as to ensure that the classmoves through the modules of a course together in order for the interactions tobe meaningful. Timely responsiveness has also been identified as a keyrequirement for Tele-education. Thus access to course material, as well as otherparticipants and tutors, should be reliable and timely. To achieve successfuloperation of the tele-educational service, participant (on-site) software shouldbe configurable for a wide range of computing environments. Also participationof the class members should be manageable e.g. course registration, controllingaccess to class discussions, automatic collection/distribution of assignmentsand projects etc. The on-line management system should provide the rang e ofservices as required by each course leader. 5.0 CONCLUSION Tele-education systemis a very new emerging technology. It has been applied in Europe and Canada, andis still under study in order to improve it from time to time. From thisproject, it is known that Tele-education is a revolution of distance learning inwhich distance learning basically only provides asynchronous learningenvironment. But Tele-education has improved it by providing both asynchronousand synchronous learning environment. After studying all the materials found forthis material, it was found that Tele- education is not easy to implement. Thisis because there are a lot of things need to be considered before implementingsuch as what kind of network structures available, what kind of service can beprovided by network service provider, what is the most suitable network forinterconnection among the involved sites, etc. Another reason is that, afterimplementing it, there need to have several trials on the service to look at itsefficiency which would take a long time. In general, it can be concluded thatTele-education is becoming popular as the emerging of multimedia technology. Itsadvantages that could overcome the problem in current learning environment alsohas made it a preferable way of learning process. 6.0 REQUIRED EQUIPMENT ANDMATERIALS The following are the equipment or materials needed for the completionof this project in third semester : a) Opnet software (Sun workstation) usedto perform simulation b) TV Conferencing System with; i. ISDN Interface ii. H324TV Conferencing Interface iii. Small TV camera iv. Speaker (stereo) ?this is required for some experiment purposes on Tele-education system c)Satellite System with; i. Antenna (2.6 m) ii. RF receiver (C-band) iii. 2 MbpsTV conferencing Interface iv. ISDN (2B+D) Interface Still understudy/discussion 7.0 SCHEDULE OF PLANNING (Timetable)Bibliography1 Krebs, A.M, D21A The Initial Requirement Analysis, ACTSProject AC052, http://www.fok us.gmd.de/research/cc/platun/coop/prospect/new/delivara.htm#D21A2 Jain, R, A Revolution In Education, IEEE, 1997, pp. 1 3Bison, T, Distance Learning Is an Opportunity , Circuit and Devices,March 1997, pp. 41. 4 GammelGaard, A, D21B Final RequirementAnalysis, ACTS Project AC052, http://www.fokus.gmd.de/research/cc/platun/coop/prospect/new/delivara.htm#D21B5 Nielsen, A.B, D53A Evaluation of the First Trial Phase, ACTSProject AC052, http://www.fokus.gmd.de/research/cc/platun/coop/prospect/new/delivara.htm#D53A6 Krebs, A.M, D53B Evaluation of The Second Trial, ACTS ProjectAC052, http://www.fokus.gmd.de/research/cc/platun/coop/prospect/new/delivara.htm#D53B7 Nielsen, A.B, D51A -Operational Plan for First Trial, ACTSProject AC052, http://www.fokus.gmd.de/research/cc/platun/coop/prospect/new/delivara.htm#D51A8 Johansen, A, D51B Operational Plan for Trial 2, ACTS ProjectAC052, http://www.fokus.gmd.de/research/cc/platun/coop/prospect/new/delivara.htm#D51BEducation