The Roswell Coverup Essays - Roswell UFO Incident, Roswell

The Roswell Coverup You feel the blazing desert sun of Corona, New Mexico beating down on your already weary body. All of a sudden it starts to rain. The cool water refreshes you. Out of the corner of your eye you see a saucer shaped flying disc in the distance. You have heard of hundreds of these sightings all over the country. You gaze in awe because you have now beheld the breathtaking beauty that these discs possess. The saucer you realize is coming directly toward you at a tremendous speed. It flies over missing your head by about 10 feet. After it is over your head you realize that it did not make a sound. If you had lived in New Mexico during the summer of 1947 this incident might have occurred. Only the government, the RAAF (Roswell Army Air Field), and the 509th Bomb Squad knows if this incident really took place, and if it did, were there aliens and what were the reasons for the cover-up. On June 25,1947, the local dentist, Dr. R. F. Sensenbaugher reported a saucer-shaped object about 1/2 the size of the full moon flying over Silver City, New Mexico. On June 26, Leon Oetniger and 3 other witnesses reported a large, silver, ball-shaped object clearly not a balloon or dirigible traveling over the Grand Canyon. June 27, 1947: A white disc glowing like an electric light bulb was reported to have passed over Pope, New Mexico, by local resident W. C. Dobbs at 9:50 a.m. Minutes later, the same or a similar object was sighted traveling southwest over the White Sands Missile Range by Captain E. B. Detchmendy, who reported it to his commanding officer, Lieutenant Colonel Harold R. Turner. At 10:00 a.m., Mrs. David Appelzoller of San Miguel, New Mexico, reported that a similar object had passed over that city, again heading southwest. Colonel Turner of White Sands initially reacted by announcing that no rockets had been launched from that base since June 12. Later, fearing hysteria, he officially identified the object as a daytime meteorite.(Berlitz 18) Also on June 27, Major George B. Wilcox of Warren, Arizona, reported a series of 8 or 9 discs traveling at high speed above the mountain tops. Then on June 28, A pilot flying in the vicinity of Alamagorda, New Mexico reported seeing a ball of fire with a fiery blue tail behind it pass beneath him and then disintegrate into the sky. (19) On July 2, 1947, Mac Brazel was sitting at home watching TV during a thunderstorm when he heard a crash that was louder than thunder and sounded different from the other rumbling. There had been a lot of strange noises since they had begun atomic research in New Mexico for World War II. After the storm, the next day Brazel and Timothy D. Proctor were riding the range to determine which fields had received rain. (Randle 37) During the ride, Brazel came across a field filled with debris of some sort. Some of the debris was shiny but most of it looked like dull metal. There were big chunks and little pieces as if something had exploded while still in the air. The debris when examined surprised Brazel because of its strange properties. The material was described to be as thin as the foil in a cigarette pack and just as light. It was strong, however, that Brazel could not scratch it with a knife or even blacken it with matches. (38) On July 6, Brazel finally decided to go to the police in Roswell. When Sheriff George A. Wilcox saw the debris he suggested they call the RAAF (Roswell Army Air Field). It only took a few minutes for the military to arrive, afterwards Wilcox said that they got there so fast it seemed like they had been waiting for the call. After all the samples were brought in and examined no one could identify the material. The next morning on July 7, Brazel took them out to the crash site. The crash site was observed to be 3/4 of a mile long and two to three hundred feet wide. One of the military officers also made the statement that

SUNY College of Environmental Science and Forestry

SUNY College of Environmental Science and Forestry With an acceptance rate of 54% in 2016, SUNY ESF has largely accessible admissions. Successful applicants will generally have B-averages and standardized test scores within or above the ranges posted below. To apply, those interested will need to submit an application, personal statement, official high school transcripts, and scores from either the SAT or the ACT. If you have any questions or concerns about applying, be sure to contact the admissions office at SUNY ESF. Admissions Data (2016): SUNY College of Environmental Science Acceptance Rate: 54%Test Scores 25th / 75th PercentileSAT Critical Reading: 520 / 630SAT Math: 550 / 630SAT Writing: - / -What these SAT numbers meanACT Composite: 23  / 27ACT English: 22  / 28ACT Math: 23  / 27What these ACT numbers mean SUNY College of Environmental Science and Forestry Description: The State University of New York College of Environmental Science and Forestry is a specialized environmental management and sustainability college with its main campus located in Syracuse, New York, and several satellite campuses across central New York and the Adirondack Mountains area. The 17-acre main campus sits on Syracuse’s University Hill overlooking downtown Syracuse and Onondaga Lake. ESF has a 15 to 1 student faculty ratio and offers 22 undergraduate and 30 graduate degrees in the sciences, engineering and forestry. Within the undergraduate program, the most popular areas of study are environmental biology, conservation biology and landscape architecture. The most common graduate programs include forest management and operation and environmental physiology. Students are actively involved on campus, participating in nearly 25 student clubs and organizations. The ESF Mighty Oaks compete in cross-country, golf, soccer and basketball in the United States Collegiate Athl etic Association and have a long tradition in intercollegiate woodsman competitions. Enrollment (2016): Total Enrollment: 2,186  (1,751 undergraduates)Gender Breakdown: 54% Male / 46% Female98% Full-time Costs (2016 - 17): Tuition and Fees: $8,103  (in-state); $17,953 (out-of-state)Books: $1,200 (why so much?)Room and Board: $16,110Other Expenses: $1,050Total Cost: $26,463  (in-state); $36,313 (out-of-state) SUNY College of Environmental Science and Forestry Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 89%Percentage of New Students Receiving Types of AidGrants: 82%Loans: 57%Average Amount of AidGrants: $7,104Loans: $6,922 Academic Programs: Most Popular Majors:  Conservation Biology, Environmental Biology, Environmental Science, Landscape Architecture, Wildlife Science. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 85%Transfer Out Rate: 20%4-Year Graduation Rate: 60%6-Year Graduation Rate: 74% Intercollegiate Athletic Programs: Mens Sports:  Golf, Basketball, Cross Country, Track and Field, SoccerWomens Sports:  Soccer, Track and Field, Cross Country Data Source: National Center for Educational Statistics Explore Other SUNY Campuses: Albany  |  Alfred State  |  Binghamton  |  Brockport  |  Buffalo  |  Buffalo State  |  Cobleskill  |  Cortland  |  Env. Science/Forestry  |  Farmingdale  |  FIT  |  Fredonia  |  Geneseo  |  Maritime  |  Morrisville  |  New Paltz  |  Old Westbury  |  Oneonta  |  Oswego  |  Plattsburgh  |  Polytechnic  |  Potsdam  |  Purchase  |  Stony Brook If You Like SUNY CESF, You May Also Like These Schools: Cornell University: Profile | GPA-SAT-ACT GraphSyracuse University: Profile | GPA-SAT-ACT GraphUniversity of Vermont: Profile | GPA-SAT-ACT GraphUniversity at Albany: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphJuniata College: Profile | GPA-SAT-ACT GraphClarkson University: Profile | GPA-SAT-ACT GraphDrexel University: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT Graph

35 Literary Devices and Literary Terms (with Definitions and Examples)

35 Literary Devices and Literary Terms (with Definitions and Examples) 35 Literary Devices and Literary Terms (with Definitions and Examples) A clear list of literary devices is a good resource for any writer to have on hand. Strong device usage can help elevate a book from a story people forget, to a piece of literature that stays with them long after they've turned the final page.After all, in  As You Like It, Shakespeare could have simply written, "Everyone has a role in life." But instead, he used a literary device and penned one of the famous metaphors of all time:All the world’s a stage And all the men and women merely playersAnd the rest is history. 35+ literary devices to turn you into Shakespeare What are literary devices?Literary devices are tools writers use to express their ideas with artistic depth. These devices can clarify and emphasize concepts, create resonance within a narrative, and invite readers to dig a little deeper into the story’s themes.While all of the tools below fall under the umbrella of â€Å"literary devices,† the purpose and impact of them varies wildly. Some might underscore a narrative and work on an intellectual level, while others have more of a subtle, visceral, or emotional effect. Finally, they might also work to simply enhance the flow and pacing of your writing. No matter what, if you're looking to inject something special into your prose, literary devices are a great place to start. You can also check out our list of 30 rhetorical devices right here!List of literary devices1. AllegoryThe Tortoise and the Hare is about more than just a turtle, a rabbit, and a race. It also aims to teach the lesson: slow and steady wins the race. That’s what an allegory does  - it’s a type of narrative that uses characters and plot to exemplify abstract ideas and themes, such as patience. In an allegorical story, events and characters tend to represent more than they appear on the surface.Example: Animal Farm by George Orwell. This dystopian novella is one of modern literature’s best-known allegories. A commentary on the events leading up to Stalin's rise and the formation of the Soviet Union, the pigs at the heart of the novel blatantly represent figures such as Stalin, Trotsky, and Molotov. Litotes (pronounced lie-toe-teez) is the signature literary device of the double negative. Writers use litotes to express certain sentiments through their opposites, by saying that that opposite is not the case. Don’t worry, it makes more sense with the examples. Example: â€Å"You won’t be sorry† (meaning you’ll be happy); â€Å"you’re not wrong† (meaning you’re right); â€Å"I didn’t not like it† (meaning I did)21. MalapropismIf Shakespeare is the king of metaphors, Michael Scott is the king of malapropisms. This is when similar-sounding words replace their appropriate counterparts, typically to comic effect - one of the most commonly cited is â€Å"dance a flamingo,† rather than a â€Å"flamenco.† Malapropisms are usually employed in dialogue when a character flubs up their speech.Example: â€Å"I am not to be truffled with.† Similar term: metonymy 35+ literary devices to lend resonance to your writing Readers and writers alike can get a lot out of understanding literary devices and how they're commonly used. If you’re a reader, you can use this knowledge to your advantage, as you pore over fiction and gain insight into the author’s intended meaning and motivation behind their work. Meanwhile, writers can use literary devices to connect with readers, giving their words a boosted opportunity of providing audiences with lasting meaning.Have you ever struggled to use a literary device in your writing? Let's get technical - share your questions or thoughts in the comments below!

Business Essay Example | Topics and Well Written Essays - 500 words - 2

Business - Essay Example Differences between the 80s and 90s generations are more prominent in terms of relationships and values attached to work, materials, information and technology. Research conducted by Luo and Lagerdahl (2010; p.7) indicated that the 80s youth gave more importance to friends and enjoyment. The reason is attributed to the single-child family norm introduced in 1980s, which also resulted in individualistic attitude to an extent. This research showed that the 80s generation was enthusiastic about the new life style, trendy and fashionable living, and extremely competitive about status symbols in comparison with peers and friends. Because of the importance attached to status symbols, this group felt the pressure of acquiring more wealth and material in order to improve their standards of living; as a result, even expenditure was high. Television affordability had major impact on this generation (Wu, 2009 p.19). The 80s generation laid much emphasis on collective improvement of living stand ards (Luo & Lagerdahl, 2010, p.7). Moreover, post-80s generation are active, independent and with diversified opinions, and "feel China is closer to the rest of the world" (China Daily, 2009, p.1). These findings indicate that though individualism emerged, it was submissive and group culture dominated due to the values attached.

Clinical Chemistry Lab Report Example | Topics and Well Written Essays - 500 words

Clinical Chemistry - Lab Report Example These tests may be used to monitor the progress of kidney dysfunction, to evaluate kidney function prior to some procedures, such as a CT (computed tomography) scan, to calculate a creatinine clearance: measures how effectively the kidneys are filtering small molecules like creatinine out of the blood. Urine creatinine may also be used with a variety of other urine tests as a sort of correction factor. Serum creatinine is used to calculate the estimated glomerular filtration rate (EGFR), which is used as a screening test to look for evidence of kidney damage. ("Creatinine") 21. The chemical formula of cocaine is C17H21NO4 , and Crack is [C16H20NO4 ] is very similar indeed. They both contain same number of carbon atoms and oxygen but while regular cocaine has a dissociated NH+ and Cl-, Crack cocaine is an amine because it contains a nitrogen atom bonded to three carbons. 22. Cocaine Hydrochloride can be converted into crack by dissolving powder cocaine is dissolved in a mixture of water and sodium bicarbonate (baking soda). Baking soda with chemical formula NaHCO3 is now most often used as a base rather than ammonia for reasons of lowered stench and toxicity. The mixture is boiled to separate out the solid, and then it's cooled. The solid is then dried and cut up into small nuggets, or "rocks." (Watson, n.a). The reaction is proceeds as follows: 23.

U.s And Greece: Differences And Similarities In Education :: essays research papers

U.S and Greece: Differences and Similarities in Education   Ã‚  Ã‚  Ã‚  Ã‚  There are many differences and similarities in education in Greece and The United States of America today. The differences, which there are many of, are focused on the different ideas of what is important in our different countries. The similarities are basic in an education and to have a successful country which both do have to be the same.   Ã‚  Ã‚  Ã‚  Ã‚  Greece and the U.S. have only four major similarities which are common to a good education. First, both have students that go to school until the age of 18 with the exception of college now. Second, both countries make students learn about music, have physical training, and learn to read and write. Later on in the Greek society, poor and rich students all went to school and all men soon learned to read and write.   Ã‚  Ã‚  Ã‚  Ã‚  There are many differences in the two different civilizations and probably due to the difference of time. There are about ten major differences between the two counties. First, the poor looked as an extra child in the family, and extra child to feed and give an education so could be abandoned or not given an education. The rich also didn't want to spend the money on the child's education and would be very selfish. Girls stayed home to cook, weave, do art, and to learn to run the house because of the male dominated culture. Only the boys went to school, and at first the rich boys only went to school. Only men learned to read and write. All schools were private schools and family's would have to pay the school expenses for the education. They believed music was necessary and they had a high value on physical fitness which the U.S. doesn't. For people who could not afford school they would train in the city to be a soldier.   Ã‚  Ã‚  Ã‚  Ã‚  The schools in Greece and in The United States of America both have a

Internet as a Learning Tool

International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 INTERNET AS LEARNING TOOL: INDIAN ENGINEERING STUDENT’S PERCEPTION Vandana Sharma [1], Rishu Chhabra[2] 1 2 Education & Research, Infosys Technologies Limited, Mysore, Karnataka, India Department of Computer Science & Engineering, Chitkara University, Punjab, India, ABSTRACT Our global economy now relies on brainpower and innovation rather than manual labor and raw material as a generator of wealth and good education has become the key part in shaping the success of the countries.Over the last decade, t h e I T revolution has brought in advancement that shows increasingly visible effects on the education with the birth of online education. First student community realized the effect of the internet on their education. Invention of internet has removed all the barriers to learning. The scope of this paper is to analyze the north Indian engineering student’s percep tion about internet as learning tool effects of internet on them in perspective of their relations, education, entertainment and and socialization.Technology can have both positive and negative consequences on people in different walks of life at different times. Now necessity is to understand the true impact of it so that everybody gathers benefits that yield a healthy mind. In this paper, with the help of an empirical study it was inspected that whether the contacts via e- mail, online chatting and availability of information through Internet would lead our students in a better learned and connected individual. Study also examines the kind of learning mode students prefer.These issues are discovered in detail and suitable solutions are proposed to counter the negative effects of internet on students. Keyword: Internet, education, learning tool INTRODUCTION Internet is a tool for the improvement of learning. A textbook which was a traditional learning tool are now out of date as in ternet moves quickly and provides updated information and includes a wide variety of International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 international sources. Now learning has a greater reliance on information acquired from the internet rather than from textbooks.Dependence on this tool has increased exponentially and unbelievably. Social, geographical, economical barriers are disappearing as students interact worldwide. The technological revolution has a faster and deeper impact on more and more lives. This has further increased with the improvement of technology. Venkatesh [1] surveyed in his paper that all technologies create an impact of s o m e k i n d . For example, the television technology has had an influence on the media habits of the public, their attitudes and behavior towards entertainment and the interaction between family members.Cole [2] assessed the requisite of Internet as a mainstream medium t h a t m a y s o o n b e a s prevalent a s television although pace of its diffusion seems much faster. Kraut e t al [3] conducted a longitudinal study on the effects of Internet on social involvement and psychological well-being. Their findings show that the greater use of the Internet was significantly related with decreased community within the family, a decrease in local social network and loneliness and depression. In a report of SIQSS, [4] N.Nie has also continued with the negative consequences of the Internet that are similar with the outcomes of the Kraut group. Katz and Aspden [5] made a survey using 2500 respondents, 8 percent of them were Internet users. Comparing users with non-users, they establish no evidence t h a t t h e u s e o f i nternet reduces people’s membership in social and religious organizations. Among users, more use of the Internet was related with additional contact with family members and an increased involvement in online communities. This survey contradicts the discoveries presented in [4] and [5].Wellman [6] made a survey on â€Å"the National Geographic Society website† and came out wi t h t h e s u g g es t i o ns t hat t h e I n t er n e t can be used for increasing interpersonal connectivity and organizational involvement. Not only can expose people to more inf ormation and more contacts, it can reduce commitment to community. However, this increased connectivity and involvement. In 2009 there were nearly 81,000,000 users of internet in India. There are many studies available at global level about the impact of internet on students but studies about Indian engineering students are not available.INTERNET IN EDUCATION There are number of main advantages of using internet for education [7] A . Flexibility and Variety The flexibility of the internet is possibly the greatest advantage for online education. Websites, interactive activities, lecture notes, videoconferencing, webinars, chartrooms, and blogs, online education studen ts and their educators can interact in ways that are already known to them. Internet provides user friendly interface International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 to user and new users also feel more comfortable with time B.Ease and Low Cost of Access Internet has defeated the distance barrier for learning. Students need not to move to gain knowledge. It has become easy and affordable for everyone from a rural area student to a working professional. For the purpose of interactive courses and videoconferencing rural students are facing problem and this still requires attention C. Ease and Low Cost of Setting Information Online Email, chat and interactive online meeting has become new way of learning. Information regarding a course is all available online. This is not only accessible but is affordable for institutes also.Records are available for 24X7 for any time use. D. Ease of Updating Information Online Information up dation is easier than revising a textbook. Results can be displayed just after an exam. A new course is easy to add. New research or finding can become part of syllabus instantly. In [8] Aytekin ISMAN, Fahme DABAJ studied students-teachers’ perceptions and attitudes towards internet based on various parameters. It was concluded that at education cycle of students concentrate more to learn internet alternatives and functions for getting great positive benefit their future life by adapting contemporary trends.In [9] Hong etal studied . Students' attitudes toward the use of the Internet for it is important that students should b e exposed learning at a university in Malaysia and showed that to this web based learning so that they could get benefit from Web-based courses and Web-assisted conducted in their field of specialization by the various departments. PURPOSE OF THE STUDY The purpose of this research was to collect information about the impact of internet on learning of eng ineering students. This study is directed to answer following questions: †¢ †¢ †¢ What is the attitude of students towards using internet for their course contents?Do the students prefer using internet over books? Does internet builds confidence in students by helping them in presentations etc.? METHODOLOGY The research instrument in this study was a questionnaire. There were total of 20 questions in this questionnaire each with five selections of response from â€Å"Strongly Agree† to Strongly Disagree†. Questions were divided into four categories. In first category questions were framed to measure student’s attitude toward International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 he use of internet for their course purpose. Sample question for this category is â€Å"With the help of internet I am able to collect more study material â€Å". Second category asks students about their preference of internet over books. Sample question for this statement is â€Å"For study purpose I prefer spending time on internet surfing rather sitting in a library â€Å". Third category measures the student’s attitude for internet as a tool of confidence builder. Sample question is â€Å"Internet has boosted my confidence as I am able to present my reports, seminars etc. n better wayâ€Å". In the last category miscellaneous questions were asked to get student opinion about group learning through internet using blogs and discussion forums, their time spent on internet etc. As all students were engineering students, questions were not asked to measure their basic knowledge and skills of the internet. Population under investigation included 100 students of Computer Science & Engineering of a Wifi enabled engineering institute campus. All students use Laptop and Internet on daily basis. RESULT AND DISCUSSION A.Student’s attitude towards using internet for their syllabi There were four questions under this category. For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement ranges from 8 to 20. Scores from 8-10, 12-16 and 17-20 were classified as having â€Å"negative† ,†neutral† and â€Å"Positive† attitude towards the use of internet for learning. Table 1 shows the result. Table1. Student’s attitude towards using internet for learning. Scores 8-10 12-16 17-20 Attitude Negative Neutral Positive Frequency 2 58 40B. Student’s preference of internet for study material over the books For each statement responses were coded for 2 â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement range from 10 to 21. Scores from 10-14, 1517 and 18-21 were classified as â€Å"do not prefer us ing internet â€Å",†no preference† and â€Å"prefer use of internet† over books. Table 2 shows the result of student’s preference of internet over books International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011Table2. Student’s preference of internet over books Scores 10-14 15-17 18-21 Preference Frequency Do not 15 Prefer No 48 preference 37 Prefer C. Student’s attitude towards internet as a confidence builder For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"no opinion†. Thus the scores for each student on the statement range from 2 to 10. Scores from 2-4, 5-7 and 810 were classified as having â€Å"Negative â€Å",†Neutral† and â€Å"Positive† attitudes towards the use of internet for learning.Table 3 shows the attitude of students toward internet as confidence builder. Table3. St udent’s attitude towards internet as a confidence builder. Scores 2-4 5-7 8-10 Attitude Negative Neutral Positive Frequency 11 31 58 Despite of the fact that the students in this survey were from computer science & engineering stream half of the students find it difficult to understand all the terms on WebPages. 90% students spend 1-5 hours on internet. 66% students use blogs and discussion forum for the solution to their technical problems.Only 8% students disagree that internet can be helpful in group learning. 79% students consider that mixture of online course and classroom course will be better for learning process. 84% students feel that internet helpful to prepare them for examination. 71% students do not find internet adding to laziness. 51 % students believe that the use of internet has decreased the verbal communications among themselves. Internet has positive impact on learning domain but has negative impact on social aspects of a student’s personality.Thoug h students realize this they should indulge more in social interactions and activities. Institutes should hold seminars time to time to make students aware about the importance of internet as learning tool. Institutes should encourage group learning through internet and should promote the use of blogs for learning purpose. Courses should be designed in blended format of classroom and online teaching. As result of this survey showed that more Indian students are opting online books as compare to paper book so use of online bookInternational Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 reading devices should be promoted. The use of such devices is user friendly. CONCLUSION In this paper result of the survey of use of internet as learning tool by engineering student has been presented. Engineering students are using computer and internet on daily basis. Maximum students find internet a very useful tool for their studies. Students prefer online books and study material. They find internet helpful to boost their confidence for presentations and reports.Engineering institutes should promote the use of internet as a learning tool and should provide infrastructure to facilitate the students. Students also feel that excess use of internet may cause some socialization problems. REFERENCES [1] A. Venkatesh, A c onceptualization of Household/Technology Interactions, Advances in Consumer Research, Vol. 12, 189-194, 1985. [2] J. I. Cole, The Impact of the Internet on Our Social,Political and Economic Life, The UCCLA Center for communication Policy, 2000. [3] R. Kraut, M. Patterosn, V. undmark, S. Keisler, T.Mukophadhyay and W. Scherlis, Internet Paradox: being? , a Social Technology that Reduces Social Involvement and PsychologicalWell53(9),1998a. American Psychologist, [4] N. Nie, Study of social Consequences of the Internet, Stanford Institute of the Quantitative Study of Society (SIQSS), 2000. [5] J. Katz, and P. Aspden, Motivations for and Barriers to Internet Usage: Results of a national publicopinion survey,Internet Research-Electronic 170, 1997. [6] B. Wellman, A. Q. Haase, J. Witte, K. Hampton, Does the Internet Increase, Decrease, or Supplement Social Capital?Social Networks,Participation, and Community Commitment, The Internet in Everyday Life, American Behavioral Scientist, 45(3), 437-456, 2001. [7]http://www. college-university- directory. com/internet_1. html [8] Aytekin ISMAN, Fahme DABAJ, Attitudes of Students Towards Internet,Turkish Online Journal of Distance Education-TOJDE October 2004 ISSN 1302-6488 ,5 (4) [9] Kian-Sam Hong, Abang Ahmad Ridzuan , Ming-Koon Kuek , Students' attitudes toward the use of the Internet for learning: A study at a university in Malaysia. networking Applications and Policy, Vol. 7(3),