Source: https://www.youtube.com/watch?v=x4q86IjJFag
Elements: select elements using top left small arrow, toggle device view, change content/style, hide content, u can see the css file & line #,
Copy element to another location or click n drag....
Color picker to choose colors. up&down arrow to change values or scroll...
Add new styles using + & see color names...
Computed section: box model
Console:
alerts(1); 1+3
clear the console
select h1 & type $0
Wednesday, June 26, 2019
Tuesday, June 25, 2019
How to find streaming device associated ip address
This was discovrd by Inosha Priyashantha
Option 1
Option 1
1.do IP scan on a computer connected in the same subnet
2. check for 508c.b1ab.d832 mac address on results.
Option 2 (only works for persons who has access to core switches)
1.Loginto related core switch#
2. Confirm the address by running run the command on core switch
sho ip arp | in 508c.b1ab.d832
it will out
172.16.X.Y 00:00:02 508c.b1ab.d832 VlanX
Wednesday, August 02, 2017
Genuine Toyota Motor oil in Sri Lanka
The so called "Genuine Toyota Motor oil" that we get in SL, also imported by Toyota Lanka do not have the ILSAC GF-5 certification where the one Toyota Japan use do have. The can looks totally different as well so we can't possibly be getting the same quality oil. Not even the part number matches. So my personal opinion is that the Toyota genuine oil in Sri Lanka is poor quality mineral oil same as their Chinese made filter.
Japanese oil can they have clearly mentioned all standards and also have the API donut clearly visible. I couldn't find any information regarding the specifications of the black and red Toyota can online so if someone do have any info please forward it to me..(That is one of the reason why I think the quality is not good) Also I have found that the Japanese Toyota oil is made by ExxonMobil and 4LT costs around 3000 LKR or 2700 JPY.
According to the Viscosity Index it seems to be a Fully Synthetic. Due to information not being available I do not know exactly whether the Red/Black can is the same or not, but I'm pretty sure it's not made in Japan by ExxonMobil or else it should have the same part number and the specifications right? *All of the above are my personal opinions and findings. I'm not promoting or discouraging the use of any product. Just forwarding the facts so that if anyone is interested they can do some research and make a wise decision. 2 of the photos were taken from Abdul Hazeeb s post. If you have any objections, feel free to let me know and I will remove them.
Source : Sumudu Jayawardana, Toyota Aqua/Prius C - Sri Lanka
Japanese oil can they have clearly mentioned all standards and also have the API donut clearly visible. I couldn't find any information regarding the specifications of the black and red Toyota can online so if someone do have any info please forward it to me..(That is one of the reason why I think the quality is not good) Also I have found that the Japanese Toyota oil is made by ExxonMobil and 4LT costs around 3000 LKR or 2700 JPY.
According to the Viscosity Index it seems to be a Fully Synthetic. Due to information not being available I do not know exactly whether the Red/Black can is the same or not, but I'm pretty sure it's not made in Japan by ExxonMobil or else it should have the same part number and the specifications right? *All of the above are my personal opinions and findings. I'm not promoting or discouraging the use of any product. Just forwarding the facts so that if anyone is interested they can do some research and make a wise decision. 2 of the photos were taken from Abdul Hazeeb s post. If you have any objections, feel free to let me know and I will remove them.
Source : Sumudu Jayawardana, Toyota Aqua/Prius C - Sri Lanka
Wednesday, September 23, 2015
Checkpoint Site to Site VPN configuration
This was tested with Checkpoint NGTP4800 and Checkpoint NGTP4600
1. Right click gateway --> Externally managed VPN gateways
2. Give name MedFac, IP address
3. Topology --> manually defined --> New --> Network
Name : MedFac-LAN 172.18.0.0
Go to IPSec VPN tab
1. Communities --> My Intranet --> Participating Gateways
Add both MedFac & UoK
2. Encryption --> Default
3. Advanced settings --> Shared Secret
select Use only Shared Secret for all external members & give password
4. Advanced VPN properties
select Disable NAT inside the VPN community
Go to Remote Access
1. Participating gateways -- > MedFac
2. Participating user group --> VPN_group
Go to gateways
1. Edit UoK --> select IPSec VPN
2. Platform portal
3. Topology --> manually defined KLN_networks
IPSec VPN --> MyIntranet
1. Right click gateway --> Externally managed VPN gateways
2. Give name MedFac, IP address
3. Topology --> manually defined --> New --> Network
Name : MedFac-LAN 172.18.0.0
Go to IPSec VPN tab
1. Communities --> My Intranet --> Participating Gateways
Add both MedFac & UoK
2. Encryption --> Default
3. Advanced settings --> Shared Secret
select Use only Shared Secret for all external members & give password
4. Advanced VPN properties
select Disable NAT inside the VPN community
Go to Remote Access
1. Participating gateways -- > MedFac
2. Participating user group --> VPN_group
Go to gateways
1. Edit UoK --> select IPSec VPN
2. Platform portal
3. Topology --> manually defined KLN_networks
IPSec VPN --> MyIntranet
Friday, January 30, 2015
Enhancing network scalability in GWAI - the case of GWAI and lessons for the future of campus networks in Sri Lanka
Enhancing network scalability in Gampaha Wickramarachchi Ayurveda Institute - the case of GWAI and lessons for the future of campus networks in Sri Lanka
Full paper --> ResearchGate
Chapter 1 BACKGROUND
AND MOTIVATION
1.1 Introduction
1.1.1 Objectives:
1.2 Organization and its
context:
1.2.1 Introduction of the
Organization :
1.3 Identification/Background
of the Issue :
1.4 Structure of the Study
Full paper --> ResearchGate
Full paper --> ResearchGate
Chapter 1 BACKGROUND
AND MOTIVATION
1.1 Introduction
Rapid growth in
Internet usage by existing and new users, and use it on a daily basis has risen
exponentially. Internet use by mobile devices is rapidly increasing and it can
cover a vast geographic area and can easily be applied (Kende , 2012) . The trend like cloud computing, mobile devices
will likely become more reliant on processing performed remotely (Yang, 2012) . Students are using the network to download
music and watch YouTube. Bandwidth consuming applications such as peer-to-peer(P2P) file-sharing programs, Internet phone service,
and online video & gaming are able to clog and slow down corporate
networks, degrading performance. Most of Sri Lankan Universities experienced bottlenecks
of their networks. These bottlenecks caused by bots, malware and Spam. High rates of interrupts from network can
reduce performance. Network performance is a major issue when we had relatively
large users and devices using relatively more resources. Bad network can lead to a whole host of
issues, including a slow network. The other factor was low and limited
bandwidth affecting Internet connectivity than expected. The limitation of
bandwidth was due to the fact that the channel capacities were not enough. By
then, ICT management issues were left in the hands of technicians who had very
little knowledge on bandwidth management such that spam and malware were the
older of the day. Increasing demand placed on networks has made the ubiquitous
approach. The Internet Protocol (IP) space that has been exhaust. There are new
demands for IPs, while new devices tend to connect to the IP networks, such as
smart phones, iPads and notebooks.
Setting up a
computer network for growing environment, scalability is the key factor.
Network scalability is the ability of computer network to grow with needs
change and to handle the amount of traffic that runs on it. Not taking
scalability into account can mean spending more money on infrastructure down
the road.
Users at the
Gampaha Wickramarachchi Ayurveda
Institute (GWAI) is experiencing network performance issues that are severely degrading
the abilities of various disciplines to accomplish scientific and other
research goals in a timely manner. They need to wait at long minutes to get connect to the network or users
may be unable to connect to the network. Current
scenario, the IT facilities and supporting technologies such as wired,
wireless, mobile technologies have evolved and it is commonly available.
Presently, most of student at the GWAI carry a laptop or a tablet or a smart
phone. It is likely the available IPv4
address space at GWAI will run out.
Utilizing
its current network configuration, the GWAI is not able to maximize its
significant investment in network infrastructure. In the face of new demands, GWAI
Local Area Network (LAN) can either increase their capacity or find ways to
connect new devices to the existing LAN.
This
project intends to clear and precise study
and explore the network infrastructures of all
Universities in Sri Lanka and proposed secure solution for GWAI further
improvement.
1.1.1 Objectives:
The general objective of this study
was to assess the network of GWAI. The study attempted to achieve the following
specific objectives.
1.
To critically examine the existing network of
GWAI
2.
To identify the size of the network on choice
3.
To identify the numbers of users and frequency of use of the network
4.
To identify Internet services demanded by the Students & Staff
5.
To explore the current Network Models of Campus networks and its drawbacks
6.
To identify the quality of service of the network
7.
To recommend the suitable model in order to provide secure and easy
accessible network infrastructure.
1.2 Organization and its
context:
1.2.1 Introduction of the
Organization :
GWAI is affiliated to
the University of Kelaniya. It is one of the two University institutes of
Ayurveda education in Sri Lanka. Thus in keeping with its vision, to be the
centre of excellence in Ayurveda education and research in South Asia, the
Institute with a proud history of over 77 years continues in its endeavor to
meet the challenge of maintaining its unique position in the University system.
The Institute has its origin in the well-known Gampaha Sidayurveda Vidyalaya
founded by renowned patriot traditional Ayurveda Physician late Pandit G. P. Wickramarachchi
in 1929, as a centre of learning Siddayurveda tradition of medicine(GWAI, 2012).
It was
established by the Government Notification of Universities Act No. 16 of 1978
with effect from 1st March, 1995, as an autonomous institute to set patterns in
Undergraduate and Postgraduate Ayurveda Medical Education in all its branches
so as to demonstrate a high standard of Ayurveda education. The course leading
to the Degree of Bachelor of Ayurveda
Medicine and Surgery (BAMS) has been in existence since 1998. It mainly follows
a disciplinary structure. However, since inception, GWAI has been constantly
upgrading its course content in tune with the changing needs. Many alterations,
which have taken place during the period of many years, have been reflected in
the present curriculum document.
BAMS degree programme is a professional degree
in the field of Ayurveda Medicine developed as per the guidelines and
benchmarks declared by World Health Organization and University Grants
Commission of Sri Lanka. The curriculum and Syllabus of BAMS degree programme
leads to develop Ayurveda Medical Professionals, who are competent to practice
independently in any setting of the community. The curriculum and syllabus have
been designed not only to acquire necessary knowledge, clinical skills but also
to improve professional attitudes so as to work as a member of healthcare
team. The structure of the curriculum
covers philosophical background of Ayurveda, basic sciences, behavioural
sciences, clinical sciences, community health and medical jurisprudence.
Special attention is given to generate necessary language skills and skills in
information and communication technology which have been identified as prime
requirement for effective learning and practice of Ayurveda. The content of
each course unit has been organized to generate essential knowledge,
understanding, skills and professional attitudes from fundamental theoretical
aspect to practical aspect. BAMS degree programme is fortified with the
introduction of research methodology and basic statistics leading to conduct a
research project with the aim of generating enthusiasm in invention and
development of the Ayurveda.
Norm
reference method of evaluation is followed in assessing the student's
performances instead of criteria reference method. Each component of the
curriculum will be assessed continuously at mid-semester examinations and
end-semester examinations.
All
BAMS undergraduates are expected, at the successful completion of the
programme, to have professional skills to approach indigenous medical practice
with sufficient knowledge of basic principles of Ayurveda, required
intellectual and practical skills in enquiry, clinical reasoning, critical
thinking and decision making in accepted ethical and legal frame. In addition,
the BAMS undergraduates are expected to have standard professional values,
attitudes, behaviour and ethics so as to recognize as qualified Ayurveda
Professionals.
GWAI
consists of five departments; the Department of Ayurveda Basic Principles, the
Department of Dravyaguna Vignana, the Department of Cikitsa, the Department of
Çalya Shälakya and the Department of Kaumärabhåtya. The Department of Ayurveda
Basic Principles conducts courses related to Fundamentals of Ayurveda,
Languages and Information and Communication Technology. Division of Human
Biology offers the courses of basic biological sciences. Department of
Dravyaguna Vignana conducts courses related to the disciplines of
Pharmacognosy, Pharmacology and Pharmacy. Department of Cikitsa primarily
concerns on General Medicine. Department of Çalya Shälakya deals with the
disciplines of Surgery and Department of Kaumärabhåtya and Stree Roga conducts
courses in the disciplines of Paediatrics, Gynaecology and Obstetrics.
The
syllabus and curriculum structured on course unit system, which runs in
academic semesters. The duration of a semester is 15 weeks. A course unit is a
subject module bearing a credit value. A credit is a time based quantitative
measure excluding the independent learning hours used in calculating the grade
point average.
The
Graduate Studies Division (GSD) of the Institute was established with the aim
of providing facilities for postgraduate educ`ation programmes and extensive
education programmes.
GSD
consist of three main divisions; postgraduate and Extensive Education Division,
Research and Publication Division and Information and Communication Technology
Division.
GSD
conducts Masters of Science in Management and Administration of Ayurvedic
Institutions, Postgraduate Diploma in Management and Administration of Ayurveda
Institutions, Certificate Course in Yoga and Relaxation Techniques, Certificate
Course in English Language, Diploma in Ayurveda Pharmaceuticals, Certificate
Course in Kshara sutra, Certificate Course in German Language, Certificate
Course in Computer Literacy, and Certificate Course in Ayurveda Beauty Culture.
GWAI
Language Laboratory consists of multimedia Language Learning System developed
to provide advanced language learning experience based on digital technology.
The Laboratory helps teachers and students to use various audio–visual
multimedia materials during the class and interact with each other easily and
efficiently for building language learning skills.
Central
laboratory is the main laboratory of the institute. This laboratory provides
facilities to conduct practical classes of Physiology and Pathology for BAMS
undergraduate programme. Further, it provides laboratory facilities for the
postgraduate research and clinical investigation services for the public.
Research
and Publication Division (RPD) of the Institute commenced in the year 2004. The
Research and Publication Division organizes and conducts the “Pandit G.P.
Wickramarachchi Memorial Research Symposium” annually with the aim of providing
opportunities to disseminate the research results and to exchange the research
experiences among researchers. The Journal of GWAI is the official journal
published by the Research and Publication Division of the Institute.
GWAI
Library has located in the Pandit G.P. Wickramarachchi Memorial Library
Building. It is being developed as a Higher Educational Library that introduced
with the establishment of the Institute.
The
main objectives of this Library are firstly, to supply the readers library
resources and books on Ayurveda, Indigenous Medicine, Medical Science, Health
Science, Languages, ICT & Computer Science, Buddhist Philosophy & other
related Subjects, secondly, to organize the library services as to disseminate
knowledge, information, entertainment and to develop abilities with
appreciation, and thirdly, to develop the library as a Special Library that is
to be a state of an Ayurveda Research Library & Information Center.
Gampaha
Wickramarachchi Sidhayurveda Medical College was established in 1929 by pundit
G.P Wickramarachchi with the aims of improving Ayurveda Medicine and provided
treatment freely. In 1984 it was upgraded to the hospital and on 27th February,
2008 it was affiliated to the Department of Ayurveda.
At
present this hospital has four wards that can accommodate 120 patients. In
addition there is an out patients department and a pharmacy. This Ayurvedic
Teaching hospital provides Teaching and training facilities to undergraduate
Medical students of the GWAI.
The
Computer Center is located on the second floor of the Multi Purpose building.
This is a common center providing computer facilities and services to Academic
and Non-academic staff of the institute. The center consists of a main
laboratory and is equipped with 100 computers, one file server and other
accessories.
1.3 Identification/Background
of the Issue :
The GWAI currently have only 2 Mbps
Internet connectivity
and one single network. Current network offers the slow
performance in transferring data, sound, video, and graphics
files. The long waiting times for file
downloading directly affects the effectiveness and efficiency of the
teaching/learning process. Students need to wait at long minutes to get connect to the network or students may
be unable to connect to the network. Wireless access to the students who has
notebooks, smart-phones and Tabs disconnected time to time. Learning Management
System (LMS) was introduced to the students and most of students facing issues
like login-in, downloading and uploading assignments. GWAI management need to
implement Wireless local area network (WLAN), email server, Library system and
other Information systems.
While GWAI has single network user
broadcasts will be received by every other user and this take more time to
process data. Broadcasts are caused by viruses, worms and malware, as well as
many legitimate programs.
Network
management has been expected to be a problem for GWAI. The improvement of
sophisticated network
infrastructure are becoming a very important
problem.
1.4 Structure of the Study
The study is
presented in five chapters.
Chapter 01 - Background and
Motivation
This chapter
provides an overview to the study by describing the Background of the study,
research problem, purpose and objective of this research, monitoring network
infrastructure and network requirement analysis.
Chapter 02 - Literature Review
This chapter
includes the survey of the literature related to the variable research i.e. suitable network designs for campus
networks, comparison of network designs, Sri Lankan University network designs
and typical cost for the networks.
Chapter 03 - Methodology
This chapter
describes the Theoretical framework, network design life cycle, conceptual
model, research findings, primary and secondary sources of data, method of data
collection, hypotheses, and data evaluation.
Chapter 04 - Results and
Analysis
This chapter
highlights the profile of users, analysis of ranked data, nonparametric methods
and hypotheses testing.
Chapter 05 - Findings and
Conclusion
This chapter
discusses the findings of the network designs, conclusions based on the
analyzed data and recommendations and further studies.
Full paper --> ResearchGate
Wednesday, May 07, 2014
My Research Projects...
My Research Projects...
- Development of a Job Control System to Optimize Web Traffics. Proceedings at the 8th International Conference on Information Technology-Based Higher Education and Training in Japan. http://www.kln.ac.lk/science/botany/docs/Optimize%20Web%20Traffics.pdf
- Improvement of Graduate School Education Using High Definition Video Course Material. Proceedings at the International E-Learning Symposium in Melbourne, Australia, December 2007. International Journal of Learning, Volume 15, Number 3, 2008. http://ijl.cgpublisher.com/product/pub.30/prod.1665
- Problems to be faced while Implementing Web based learning in South Asian Countries. Proceedings at the 8th International Conference on Information Technology-Based Higher Education and Training in Japan. pp.325-329
- Improvement of Text-based E-learning Contents by using a new Multimedia-type Web Authoring Tool in the Case of a Sri Lankan University. Proceedings at the 8th International Conference on Information Technology-Based Higher Education and Training in Japan. pp.552-556
- Proposal for usage of ICT methods for Risk Management of future natural disasters. Proceedings at the Vietnam-Japan Symposium on Mitigation and Adaption of Climate-change Induced Natural Disasters (VJ-MACIND07).
- Proposal of E-manual for the Risk Management of Natural Disasters. Proceedings at the Ibaraki University International Student Conference in Mito, Japan.
Sunday, July 14, 2013
Useful URL's - Network Tools
Useful URL's - Network Tools
IP Subnet Calculator - http://www.subnet-calculator.com
DNS lookup's - http://www.dnssy.com/lookup.php
http://www.kloth.net/services/nslookup.php
IP trace, email trace - http://ipaddress.my (credits to Kim Loong, Liew)
https://www.vpnmentor.com/tools/ipinfo/ (credits to Madeline H)
http://www.ip-adress.com
http://www.whatismyip.com
Bandwidth test - http://www.speedtest.net
IP Subnet Calculator - http://www.subnet-calculator.com
DNS lookup's - http://www.dnssy.com/lookup.php
http://www.kloth.net/services/nslookup.php
IP trace, email trace - http://ipaddress.my (credits to Kim Loong, Liew)
https://www.vpnmentor.com/tools/ipinfo/ (credits to Madeline H)
http://www.ip-adress.com
http://www.whatismyip.com
Bandwidth test - http://www.speedtest.net
Sunday, March 31, 2013
Assessment of My Own Potential to be an Entrepreneur
This is my Assignment for Plymouth University about Entrepreneurship and Entrepreneur.
1. Introduction
There is generally no accepted definition of entrepreneurship or entrepreneur. Different countries have different objectives through entrepreneurship so no proper definition would satisfy all. Entrepreneurship is defined as the assumption of risk and responsibility in designing and implementing a business strategy or starting a business . An entrepreneur is one who creates new business in the face of risk and uncertainty for the purpose of achieving profit and growth by identifying opportunities and assembling the necessary resources to capitalize on them. (Zimmerer and Scarborough, 2002, p.4). The evolution of the concept has generated many definitions. Robert Ronstadt (1984) captures Entrepreneurship is the dynamic process of creating incremental wealth. This wealth created by individuals who assume the major risks in terms of equity, time, and/or career commitment of providing value for some product or service. The product or service itself may or may not be new or unique but value must somehow be infused by the entrepreneur by securing and allocating the necessary skills and resources (p. 187). An entrepreneur is a person while entrepreneurship is the process of its actual working.
My name is Sandun Fernando and I am from Negombo in the west coast of Sri Lanka. I grew up in medium-sized family with 3 siblings and I am the middlest one. I am a person with a lot of ideas . I love photography and internet . Watching films is another hobby of mine. What's more I love basketball and hanging out with my friends a lot . I got married with my wife who is really considerate and kind. I really feel grateful to have my family and my wife. They are very supportive on my decision of doing my further study in Masters. Once I completed my Bachelor of Science Degree, I worked as a Temporary Demonstrator for 2 years and promoted to Network Administrator at the University. During my studies, I was actively involved in curriculum especially in sports and arts. Now I am a post graduate student at the University of Kelaniya and reading my Masters Degree. Each semester also has its values that I have learned and gained like entrepreneurship, leadership, communication skills, knowledge, values, and etc. These all are like reflecting my destiny in this earth and guiding me to take up another challenge.
2. Analysis of the Factors that Make People Entrepreneurship
Entrepreneurship has been recognized as one of the four mainstream modern economic factors. Many people who have the knowledge, creativity, innovative, skillful and intelligent. They all are not entrepreneurs. Entrepreneur succeeds factors include from the environment and his or her personality traits.
2.1 Trait Theory
Current researches have also shown that entrepreneurs have some special traits of human supported. They identified some common traits of those entrepreneurs which made them entrepreneurs. Those traits were categorized under few main categories as given below,
• Personal characteristics
• Culture of Soceity
• Educational background
• Personality traits
Personal characteristics
This can be associated with personal environmental factors like Age, family status, gender and Ethnical groups have a relationship with entrepreneurship. In the Sri Lankan context men are more likely to be involved in entrepreneurial activity than women . Sri Lankan people think the society is not built on the women but on the men. The men should be the main provider and he should responsible for the financial guarantee of the family. Hence, he always tries to be employed. They do not have job satisfaction in his present jobs either because of the job itself, insufficient salary, conflicting with leadership. This will encourage that individual to enter business. To become entrepreneur. However, it could be noticed that there is a high potential for people who having business owning family to become entrepreneurs. Immigration is often an significant factor of entrepreneurship. Immigrants cannot easily find employment of their destination and therefore begin themselves in new business. There is a relation between ethnicity and entrepreneurship. Some cultures are naturally more entrepreneurial compared to others. This could also be seen in the Sri Lankan context. Muslim community is more self employed that the other ethnic groups. They are sometimes forced by the community and there are more favorable opportunity structures to be entrepreneurial like capital, infrastructure and supportive environment. Personal qualities common in successful entrepreneurs.
Culture of Soceity
Our culture values are formed by the influence of the Sinhalese Buddhist civilization. In the Western colonization created class identity, rules and regulations. Family, social status, education, class, caste and religion in Sri Lankan society, which have different structures. Sri Lankans think society is built on the family not individual. Individual behaviour embedded inherent cultural and social contexts. Most entrepreneurs in Sri Lanka made by their family.
Educational background
Sri Lankan education system are mostly based on western theories. It aims to prepare students for government employment (Nanayakkara, 1984). There is a positive sign of being entrepreneurs among low educated people in Sri Lankan context. Further, there are more and more such successful entrepreneurs in less educated. In Sri Lankan context distance between teacher and student are very high. It encourages student to respect to the teacher. The education system does develop self-discipline. Entrepreneurship has been identified as an important part of the national economy. However, this area has been not still identified by the Sri Lankan government. In this context, it is important to examine how far entrepreneurship have been recognized to be developed by the education system.
Personality traits
Personal qualities are highly responsible for entrepreneurship. It is discussed under this category some personality types and attributes and try to relate them with the entrepreneurship. It says that the entrepreneurs are having a need for achievement while some argue against. Especially, when we analyze the people who started new ventures and succeeded, they have a high need for achievement. For an example, we may take Mr.Hettigoda who is well succeeded as an entrepreneur in Sri Lanka started a Indigenous Herbal Cream in very small scale and became a export brand. He emphasis the fact that he had a strong ambition/commitment or need for achievement. Being Creative is one other trait that most of the entrepreneurs have. They like to be differentiated from others. Hence, they make their offerings to the market in a different manner. Always add an additional value to the product. Try to create something new. There was not any such reliable herbal cream in the market when Mr.Hettigoda comes with a unique product. He created a new market. Trait theory further says that these entrepreneurs are likely to take risks. It is obvious that it comes with the creativity. They try innovations or rather creative things. This will automatically follow the risk because they do not know whether these innovations/creative things will be success in the market or whether those concepts are realistic in the real environment. Finally, it identified that the inner locus people have more potential to be entrepreneurs. They concentrate on their own behavior or relatively permanent characteristics. They correct if there is anything wrong with them or if they need any improvements to their present qualities. They do not blame or depend on others. Most of the entrepreneurs are keen on every aspects of the business and most probably they involve with those activities. They try to manage everything by themselves. Sometimes it will be the biggest barrier for their growth.
2.2 Cognitive Model
Cognitive Model tries to identify the facts that make people entrepreneurs from a different perspective. They explain that the entrepreneurship occurs with the following conditions.
• When a person has sensitivity to it
• When environmental possibilities are exist
• When there is a social support
This model further discuss that individuals who believe in their own abilities/skills could become successful entrepreneurs. It is about positive attitudes and thinking. This is a good evident because we have experienced that two different persons see the same thing in two different ways. May be their perception. One person could see the same thing as an opportunity whereas other person takes it as a threat. Finally model says that self motivated people are more likely to be entrepreneurs. This may be due to the interest they have on the business. They are not only interested on their business but also they enjoy the business itself and its success.
3. Assessment of My Own Potential to be an Entrepreneur
It is advisable to have an assessment on my own potential on entrepreneurship. Especially, with this kind of educational background, exposures to different business areas and even to the functional areas of the organization. The assessment done by our own is the best evidence whether I could be an entrepreneur or not because of the facts known by myself from every stage of the life. However, the assessment could be done through the following aspects as a framework.
3.1 GET Test and Skills Wheel Result
GET Test by the Durham University
The General Enterprising Tendency (GET) has been designed to bring together and measure a number of personal tendencies for enterprising person. I am partially agree with the GET test as it generates unacceptable evaluation to me and all other colleagues in our group in the class. There is obviously a need to develop to Sri Lankan context. GET has generated interest amongst academics and researchers for its potential as both an educational and research tool by continent. But its not tested successfully in our country of Asian continent. I am a person who is creative and a team player. However, I get lowest score of 5 for Section5. I need to develop the self confidence to work independently like most of the entrepreneurs do. I need to focus on take advantage of opportunities and believe in controlling my own destiny. Note : I have attached a copy of the GET test done at the class in Appendices
Skills Wheel Test
It is important to have the special personality traits as well as enterprise skills for an individual to become a good entrepreneur. Skill wheel is a self evaluation test done in order to identify the once enterprise skills. It comprises of various aspects which an entrepreneur should have. Further, it measures how much you are close to the given circle and interpreted you are strong in those areas if the self drawn line is close to the given line. Finally it gives an idea on the enterprising skills under four categories. Refering to my own skill wheel result, I could say that I am in a good mind set to be an entrepreeur as the drawn line is very much close to the given outline of the circle. However, the result proveds that my creativity aspect is in a low level as it deviated more from the out line. This is second time which proved that my creativity skill should be improved. I got the same result in the GET test too. Skill wheel result strengthened my ability of working with people. This will be an advantage for me to grow the business employing more people in the business. Finally, It warned me to develop my resources management skill. As an entrepreneur, it is highly advisable to manage the resources available and get the maximum output. Note : Please refer the Skill Wheel test result is attached in Appendices
3.2 Special Skills, Attributes and Behaviors at Sri Lanka FLUX-2012
Through the Flux activity we learn how to put the theories that we learn in our class room into practical actions. Its a real situation we learn lot of business than lectures. It gave me business confidence. Open so many doors to open my eyes in a business world. We do assignments within our course works but we never had a practical business experience like this. Flux bridged the gap between skills, behaviors’, knowledge, experience for learning, work and life in general. Its a brilliance experience for me to evaluate myself as an entrepreneur. We learnt some new skills and tools like XING, which are quite useful especially in preparing business plans. XING enhance in team work, negotiation and presentation skills. As one of the team member (Team SPIRIT) under ‘Group A’ at Sri Lanka FLUX 2012, we had to be optimistic and come-up with an attractive business plan in order to impress the business experts. We went on a plan from the very beginning and make some control in order to achieve the set goal of presenting the best business plan. We eventually learn from them, and implementing advices we got. Having completed the meetings we use advice we collected and to revise our strategy and prepare a pitch to deliver. After the preliminary heats, three teams were chosen to compete in a final head-to-head challenge. To select top 3 teams out of over 9 teams is just unbelievable. Finally, with all these hard work we became the best team (SPIRIT) under ‘Group A’. That’s the winning journey of the FLUX 2012. Our outstanding teamwork and presentation skills made this a great final and I’m convinced that the 15 students that took part in the final represent the cream of our next generation of business leaders.
4. Conclusion
impact of economic and political environment on entrepreneur’s business performance entrepreneur is closely related to specific society traits. According to the GET results student have a negative attitudes related to entrepreneurship. It is need of developing personal traits and skills necessary for an entrepreneur It is the task of government to implementing entrepreneurship to direct educational programmes towards developing the skills of students according to the needs of specific target groups.
5. References
• Zimmerer, T. and Scarborough N. M. (2002). Essentials of entrepreneurship and small business management. Prentice Hall.
• Gamage, H. R. Cameron, D. & Woods, E. (2003). Are Sri Lankan Entrepreneurs Motivated by the Need for Achievement?. Proceedings of the 9th International conference on Sri Lanka Studies, University of Ruhuna, Sri Lanka.
• Gamage, H. R. Cameron, D. & Woods, E. (2003). Theory, Surprise and Reality: Exploring the World of the Sri Lankan Entrepreneur. Proceedings of the 9th International conference on Sri Lanka Studies, University of Ruhuna, Sri Lanka. • Jon Lean (2012), Module Tutorial, Plymouth Business School, United Kingdom.
• Nanayakkara, G. (1984) Cultural imperatives of policy science. Vidyodaya, Silver Jubilee Issue, pp 85-103.
• Rajopadhye , Kalyani and Strom , Bruce (2003). “Entrepreneurship”. University of Indianapolis. Retrieved May 06, 2012, from http://business.uindy.edu/oei/dates/ent/ent03.html
• Gamage H.R.(2003). Sri Lankan entrepreneurs use sociocultural values to manage risk, paper presented at the first international conference on Business Management in developing ountries, University of Sri Jayawardenapura, Sri Lanka
1. Introduction
There is generally no accepted definition of entrepreneurship or entrepreneur. Different countries have different objectives through entrepreneurship so no proper definition would satisfy all. Entrepreneurship is defined as the assumption of risk and responsibility in designing and implementing a business strategy or starting a business . An entrepreneur is one who creates new business in the face of risk and uncertainty for the purpose of achieving profit and growth by identifying opportunities and assembling the necessary resources to capitalize on them. (Zimmerer and Scarborough, 2002, p.4). The evolution of the concept has generated many definitions. Robert Ronstadt (1984) captures Entrepreneurship is the dynamic process of creating incremental wealth. This wealth created by individuals who assume the major risks in terms of equity, time, and/or career commitment of providing value for some product or service. The product or service itself may or may not be new or unique but value must somehow be infused by the entrepreneur by securing and allocating the necessary skills and resources (p. 187). An entrepreneur is a person while entrepreneurship is the process of its actual working.
My name is Sandun Fernando and I am from Negombo in the west coast of Sri Lanka. I grew up in medium-sized family with 3 siblings and I am the middlest one. I am a person with a lot of ideas . I love photography and internet . Watching films is another hobby of mine. What's more I love basketball and hanging out with my friends a lot . I got married with my wife who is really considerate and kind. I really feel grateful to have my family and my wife. They are very supportive on my decision of doing my further study in Masters. Once I completed my Bachelor of Science Degree, I worked as a Temporary Demonstrator for 2 years and promoted to Network Administrator at the University. During my studies, I was actively involved in curriculum especially in sports and arts. Now I am a post graduate student at the University of Kelaniya and reading my Masters Degree. Each semester also has its values that I have learned and gained like entrepreneurship, leadership, communication skills, knowledge, values, and etc. These all are like reflecting my destiny in this earth and guiding me to take up another challenge.
2. Analysis of the Factors that Make People Entrepreneurship
Entrepreneurship has been recognized as one of the four mainstream modern economic factors. Many people who have the knowledge, creativity, innovative, skillful and intelligent. They all are not entrepreneurs. Entrepreneur succeeds factors include from the environment and his or her personality traits.
2.1 Trait Theory
Current researches have also shown that entrepreneurs have some special traits of human supported. They identified some common traits of those entrepreneurs which made them entrepreneurs. Those traits were categorized under few main categories as given below,
• Personal characteristics
• Culture of Soceity
• Educational background
• Personality traits
Personal characteristics
This can be associated with personal environmental factors like Age, family status, gender and Ethnical groups have a relationship with entrepreneurship. In the Sri Lankan context men are more likely to be involved in entrepreneurial activity than women . Sri Lankan people think the society is not built on the women but on the men. The men should be the main provider and he should responsible for the financial guarantee of the family. Hence, he always tries to be employed. They do not have job satisfaction in his present jobs either because of the job itself, insufficient salary, conflicting with leadership. This will encourage that individual to enter business. To become entrepreneur. However, it could be noticed that there is a high potential for people who having business owning family to become entrepreneurs. Immigration is often an significant factor of entrepreneurship. Immigrants cannot easily find employment of their destination and therefore begin themselves in new business. There is a relation between ethnicity and entrepreneurship. Some cultures are naturally more entrepreneurial compared to others. This could also be seen in the Sri Lankan context. Muslim community is more self employed that the other ethnic groups. They are sometimes forced by the community and there are more favorable opportunity structures to be entrepreneurial like capital, infrastructure and supportive environment. Personal qualities common in successful entrepreneurs.
Culture of Soceity
Our culture values are formed by the influence of the Sinhalese Buddhist civilization. In the Western colonization created class identity, rules and regulations. Family, social status, education, class, caste and religion in Sri Lankan society, which have different structures. Sri Lankans think society is built on the family not individual. Individual behaviour embedded inherent cultural and social contexts. Most entrepreneurs in Sri Lanka made by their family.
Educational background
Sri Lankan education system are mostly based on western theories. It aims to prepare students for government employment (Nanayakkara, 1984). There is a positive sign of being entrepreneurs among low educated people in Sri Lankan context. Further, there are more and more such successful entrepreneurs in less educated. In Sri Lankan context distance between teacher and student are very high. It encourages student to respect to the teacher. The education system does develop self-discipline. Entrepreneurship has been identified as an important part of the national economy. However, this area has been not still identified by the Sri Lankan government. In this context, it is important to examine how far entrepreneurship have been recognized to be developed by the education system.
Personality traits
Personal qualities are highly responsible for entrepreneurship. It is discussed under this category some personality types and attributes and try to relate them with the entrepreneurship. It says that the entrepreneurs are having a need for achievement while some argue against. Especially, when we analyze the people who started new ventures and succeeded, they have a high need for achievement. For an example, we may take Mr.Hettigoda who is well succeeded as an entrepreneur in Sri Lanka started a Indigenous Herbal Cream in very small scale and became a export brand. He emphasis the fact that he had a strong ambition/commitment or need for achievement. Being Creative is one other trait that most of the entrepreneurs have. They like to be differentiated from others. Hence, they make their offerings to the market in a different manner. Always add an additional value to the product. Try to create something new. There was not any such reliable herbal cream in the market when Mr.Hettigoda comes with a unique product. He created a new market. Trait theory further says that these entrepreneurs are likely to take risks. It is obvious that it comes with the creativity. They try innovations or rather creative things. This will automatically follow the risk because they do not know whether these innovations/creative things will be success in the market or whether those concepts are realistic in the real environment. Finally, it identified that the inner locus people have more potential to be entrepreneurs. They concentrate on their own behavior or relatively permanent characteristics. They correct if there is anything wrong with them or if they need any improvements to their present qualities. They do not blame or depend on others. Most of the entrepreneurs are keen on every aspects of the business and most probably they involve with those activities. They try to manage everything by themselves. Sometimes it will be the biggest barrier for their growth.
2.2 Cognitive Model
Cognitive Model tries to identify the facts that make people entrepreneurs from a different perspective. They explain that the entrepreneurship occurs with the following conditions.
• When a person has sensitivity to it
• When environmental possibilities are exist
• When there is a social support
This model further discuss that individuals who believe in their own abilities/skills could become successful entrepreneurs. It is about positive attitudes and thinking. This is a good evident because we have experienced that two different persons see the same thing in two different ways. May be their perception. One person could see the same thing as an opportunity whereas other person takes it as a threat. Finally model says that self motivated people are more likely to be entrepreneurs. This may be due to the interest they have on the business. They are not only interested on their business but also they enjoy the business itself and its success.
3. Assessment of My Own Potential to be an Entrepreneur
It is advisable to have an assessment on my own potential on entrepreneurship. Especially, with this kind of educational background, exposures to different business areas and even to the functional areas of the organization. The assessment done by our own is the best evidence whether I could be an entrepreneur or not because of the facts known by myself from every stage of the life. However, the assessment could be done through the following aspects as a framework.
3.1 GET Test and Skills Wheel Result
GET Test by the Durham University
The General Enterprising Tendency (GET) has been designed to bring together and measure a number of personal tendencies for enterprising person. I am partially agree with the GET test as it generates unacceptable evaluation to me and all other colleagues in our group in the class. There is obviously a need to develop to Sri Lankan context. GET has generated interest amongst academics and researchers for its potential as both an educational and research tool by continent. But its not tested successfully in our country of Asian continent. I am a person who is creative and a team player. However, I get lowest score of 5 for Section5. I need to develop the self confidence to work independently like most of the entrepreneurs do. I need to focus on take advantage of opportunities and believe in controlling my own destiny. Note : I have attached a copy of the GET test done at the class in Appendices
Skills Wheel Test
It is important to have the special personality traits as well as enterprise skills for an individual to become a good entrepreneur. Skill wheel is a self evaluation test done in order to identify the once enterprise skills. It comprises of various aspects which an entrepreneur should have. Further, it measures how much you are close to the given circle and interpreted you are strong in those areas if the self drawn line is close to the given line. Finally it gives an idea on the enterprising skills under four categories. Refering to my own skill wheel result, I could say that I am in a good mind set to be an entrepreeur as the drawn line is very much close to the given outline of the circle. However, the result proveds that my creativity aspect is in a low level as it deviated more from the out line. This is second time which proved that my creativity skill should be improved. I got the same result in the GET test too. Skill wheel result strengthened my ability of working with people. This will be an advantage for me to grow the business employing more people in the business. Finally, It warned me to develop my resources management skill. As an entrepreneur, it is highly advisable to manage the resources available and get the maximum output. Note : Please refer the Skill Wheel test result is attached in Appendices
3.2 Special Skills, Attributes and Behaviors at Sri Lanka FLUX-2012
Through the Flux activity we learn how to put the theories that we learn in our class room into practical actions. Its a real situation we learn lot of business than lectures. It gave me business confidence. Open so many doors to open my eyes in a business world. We do assignments within our course works but we never had a practical business experience like this. Flux bridged the gap between skills, behaviors’, knowledge, experience for learning, work and life in general. Its a brilliance experience for me to evaluate myself as an entrepreneur. We learnt some new skills and tools like XING, which are quite useful especially in preparing business plans. XING enhance in team work, negotiation and presentation skills. As one of the team member (Team SPIRIT) under ‘Group A’ at Sri Lanka FLUX 2012, we had to be optimistic and come-up with an attractive business plan in order to impress the business experts. We went on a plan from the very beginning and make some control in order to achieve the set goal of presenting the best business plan. We eventually learn from them, and implementing advices we got. Having completed the meetings we use advice we collected and to revise our strategy and prepare a pitch to deliver. After the preliminary heats, three teams were chosen to compete in a final head-to-head challenge. To select top 3 teams out of over 9 teams is just unbelievable. Finally, with all these hard work we became the best team (SPIRIT) under ‘Group A’. That’s the winning journey of the FLUX 2012. Our outstanding teamwork and presentation skills made this a great final and I’m convinced that the 15 students that took part in the final represent the cream of our next generation of business leaders.
4. Conclusion
impact of economic and political environment on entrepreneur’s business performance entrepreneur is closely related to specific society traits. According to the GET results student have a negative attitudes related to entrepreneurship. It is need of developing personal traits and skills necessary for an entrepreneur It is the task of government to implementing entrepreneurship to direct educational programmes towards developing the skills of students according to the needs of specific target groups.
5. References
• Zimmerer, T. and Scarborough N. M. (2002). Essentials of entrepreneurship and small business management. Prentice Hall.
• Gamage, H. R. Cameron, D. & Woods, E. (2003). Are Sri Lankan Entrepreneurs Motivated by the Need for Achievement?. Proceedings of the 9th International conference on Sri Lanka Studies, University of Ruhuna, Sri Lanka.
• Gamage, H. R. Cameron, D. & Woods, E. (2003). Theory, Surprise and Reality: Exploring the World of the Sri Lankan Entrepreneur. Proceedings of the 9th International conference on Sri Lanka Studies, University of Ruhuna, Sri Lanka. • Jon Lean (2012), Module Tutorial, Plymouth Business School, United Kingdom.
• Nanayakkara, G. (1984) Cultural imperatives of policy science. Vidyodaya, Silver Jubilee Issue, pp 85-103.
• Rajopadhye , Kalyani and Strom , Bruce (2003). “Entrepreneurship”. University of Indianapolis. Retrieved May 06, 2012, from http://business.uindy.edu/oei/dates/ent/ent03.html
• Gamage H.R.(2003). Sri Lankan entrepreneurs use sociocultural values to manage risk, paper presented at the first international conference on Business Management in developing ountries, University of Sri Jayawardenapura, Sri Lanka
Monday, February 18, 2013
Effectiveness with the use of Web2.0 to enhance the web ranking of the University of Kelaniya
Background of Research :
The Web is growing very rapidly and important part of our lives. Web 2.0 has changed the rules of Internet and has produced a new marketplace based on sharing, coined in 2004 . Web 2.0 encompasses the social in nature such as the social networks, blogs, wikis, tagging and photo and video sharing sites. There are more ranking systems based on the different criteria and geographical area. The six services introduced here, but offer surprisingly similar results. The approach taken here will be Webometrics, which covers large group of Universities and research centers from all over the world. The Shanghai Jiaotong University published their famous Academic Ranking of World Universities and it was decided to use a similar system for the Webometrics data (Aguillo, 2009) . The Webometrics Ranking of World Universities (WRWU) is ranking system for the world's universities. The aim of the Ranking is to improve the presence of the academic and research institutions on the Web and to promote the open access publication of scientific results. It has been published, twice a year, January and July. University of Kelaniya(UoK) appeared within Top 100 on the South Asian region in 2009. It disappeared on the Top 100 list in 2010 and ranked 97 in July 2011 and ranked 98 in January 2012. WRWU is based on Visibility, Size, Rich Files and Scholar. Most composite indicator is Visibility and it takes 50 percent into account and impact of these web publications according to the number of external inlinks they received (Cybermetrics, 2012). Measuring and classifying the links from Web2.0 can be insightful. We can take advantage of the features that new web2.0 tools have in order to create learning experience and enhance webranking. Ideas and concepts on the Web are connected to one another through hyperlinks. Using these links, users can dig deeper to find information that stretches their ability to reason and analyse. They can interact with information online and connect instantly to relevant content that is also engaging and malleable (Solomon & Schrum, 2007). They can collaborate on projects, consult experts, and share their data with the world. Most of all, they can build on others learning by reading other posted work as a starting point for their own research and link back to it. Blogs enable users to easily create and publish text and media resources to the internet. Social news sites enable users to direct publication blog posts and any news. Web syndication is used to publish frequently updated works made available to multiple other sites. All those Web2.0 tools will enhance University webrank.
Literature review :
This paper intends to study and explore the application of Web 2.0 technologies in the context of University web sites. Sir Tim Berners-Lee found shared information space and similarity this story of the technology with the ideas of Tim O'Reilly, who has attempted to adoption of the technologies, can be used to make predictions about technology markets (Anderson, 2007). The former web appear as very much “Web 1.0,” and then found read write web as Web 2.0 (Alexander, 2006). Web 2.0 encompasses a wide range of applications and tools ranging from blogs to social networking sites to wikis (N.S. Harinarayana & Vasantha, 2010) . By utilising electronic media and Web 2.0 tools such as Wiki’s, blogs, tagging and social book-marking, new and ingenious methods of social interaction across geographic borders and industry silos are being created (Fu, 2007). The affordances of Web 2.0 seem to harmonise well with modern thinking about educational practice. It invites users to develop confidence in new modes of inquiry and new forms of literacy. Web 2.0 users must acquire the skills that are necessary to navigate and interrogate this new knowledge space. They must also welcome new opportunities for publication on the internet and the audience attention that this entails (Crook, 2008). University web sites are changing in their content and structure, with the introduction of free and open source Content Management Systems(CMS) in recent years. Also University home page integrate with most widely used Social network services like Facebook , Twitter , YouTube , Really Simple Syndication (RSS) and Blogs. According to Webometrics, University of Colombo, Peradeniya, Moratuwa and Sri Jayewardenepura has integrated Web 2.0 technologies in their home page. South Asia ranks are 8, 23, 50 and 61 respectively. It is a surprising finding that University of Kelaniya rank at 98 and yet to integrate Web 2.0 in their web site. In an earlier survey of the Web 2.0 features in university library web sites has been reported by Harinarayana et al. (2010). Harinarayana surveyed top 100 universities from the ranked list of the Times Higher Education web site. It was found that only 57 of the top 100 libraries have used at least one of the Web 2.0 features (N.S. Harinarayana & Vasantha, 2010). Some earlier studies have discussed the Link analysis using social network tools (Ortega & Aguillo, 2008). The study identifies the social network analysis techniques and measures used to know the network relationships, structure and topology and the position of different nodes. They think that the introduction of these techniques in webometric analyses is an important way to develop this discipline. Björneborn (2006) conducted a study on ‘Mini small worlds’ of shortest link paths crossing domain boundaries in an academic Web space. The findings in the present study suggest that the rich diversity of inlinks and outlinks to and from computer-science Web sites and personal link lists may be utilized for such computer-aided navigation along small-world shortcuts, which also may be exploited as transit points for more exhaustive Web coverage by search engine crawlers. As academic Web spaces increasingly include extensive scholarly self-presentations and link creations, science studies may employ small-world approaches including social network analytic concepts for automatic tracking of central gatekeepers and interdisciplinary boundary crossings in academic Web spaces (Björneborn, 2006).
Purposes :
The web was born for scholarly communication purposes, academic freedom allows a large number of independent web editors and today it is cheaper to publish on the web than in traditional journals (Aguillo, 2009). This research aims to critically examine the academics use of web 2.0 technology such as wikis, blogs and collaborative social networking portals with the aim of proposing future developments and improvement of University web rank. The embedding of technology into the assessment task is purposeful, aiming to address a recognised need for lecturers to motivate and gain the necessary academic knowledge, technical competence and, importantly, confidence to implement productive technology-based tasks in their classrooms and engage them actively in their learning experience (Brown, 2009). Web2.0 tools can have a profound effect on learning. Most graduate students already have a long experience using SNS. In order to attract faculty users, it seems inevitable that SNS-based service should provide a tailored service to them (Park, 2010). The main purpose of this research is to explore the Web2.0 factors that contribute towards web ranking within Top 10 list in South Asia region.
Objectives and Scope :
There is potential value in exploring professional learning with Web 2.0 technologies. Clearly , Web 2.0 applications are here to stay and can be of great use in the higher education (Boulos et al, 2006). The framework offers an exploratory instrument to examine how professional learning for academics could be supported with Web 2.0 technologies in ways that might have significant benefits to University web rank. In this research, researcher will explore how users interact with Web2.0 technologies in their regular day to day activities. In particular, researcher will focus on how users build their relationships with others and they could lead others to follow their links. Implementation of electronic social networking as a knowledge management tool, were identified. Reasons for the implementation of Social Networking 2.0 showed that social networking platforms increase productivity, workflow efficiency, staff motivation and up to date contact information linked to user maintained profiles (Zyl, 2009).
Methodology :
Researcher will conduct the study within the University of Kelaniya, one of best national university in Sri Lanka located in Western Provence. The student capacity approximately 12,000. Researcher will schedule semi-structured interviews and open-ended interviews conducted with undergraduates, graduates, and faculty members at all faculties including Science, Humanities, Social Sciences, Commerce & Finance and Medicine, as needed to clarify and provide insight into specific conversations. Also it will be focused to create an online survey which can be easily done by Web2.0 tools to collecting data. Online surveys are probably the most widely used technique for collecting data. Researcher will typically observe and analyse University web site traffic using Alexa and Webometrics .
References:
1.Aguillo, I. (2009) Measuring the institution's footprint in the web. Library Hi Tech. 27(4) pp. 540 - 556.
2.Alexander, B. (2006) Web 2.0: A New Wave of Innovation for Teaching and Learning? http://www.educause.edu/ir/library/pdf/ERM0621.pdf [Accessed 12 January 2012].
3.Anderson, P. (2007) What is Web 2.0? Ideas, technologies and implications for education. http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf [Accessed 10 June 2012].
4.Björneborn, L. (2006) ‘Mini small worlds’ of shortest link paths crossing domain boundaries in an academic web space. Scientometrics. 68(3) pp. 395–414.
5.Boulos, M., Maramba, I. & Wheeler, S. (2006) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. http://www.biomedcentral.com/content/pdf/1472-6920-6-41.pdf [Accessed 15 June 2012].
6.Brown, N.R. (2009) What can you learn in three minutes?: Critical reflection on an assessment task that embeds technology. Campus-Wide Information Systems. 26(5) pp. 345-354.
7.Crook, C. (2008) Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions. http://dera.ioe.ac.uk/1474/ [Accessed 05 June 2012].
8.Cybermetrics, L. (2012) Ranking Web of World universities: Methodology. http://www.webometrics.info/methodology.html [accessed 05 June 2012].
9.Fu, F. (2007) Empirical analysis of online social networks in the age of the. Physica A. 387(2-3) pp. 675-684.
10.N.S. Harinarayana, N. & Vasantha, R. (2010) Web 2.0 features in university library web sites. The Electronic Library. 28(1) pp. 69-88.
11.Ortega, J.L. & Aguillo, I.F. (2008) Visualization of the Nordic academic web: Link analysis using social network tools. Information Processing & Management. 44(4) pp. 1624-1633.
12.Park, J.-H. (2010) Differences among university students and faculties in social networking site perception and use. The Electronic Library. 28(3) pp. 417-431.
13.Solomon, G. & Schrum, L. (2007) web 2.0: New Tools, New Schools. http://www.iste.org/images/excerpts/NEWTOO-excerpt.pdf [Accessed 15 June 2012].
14.Zyl, A.S.v. (2009) The impact of Social Networking 2.0 on organisations. The Electronic Library. 27(6) pp. 906-918.
The Web is growing very rapidly and important part of our lives. Web 2.0 has changed the rules of Internet and has produced a new marketplace based on sharing, coined in 2004 . Web 2.0 encompasses the social in nature such as the social networks, blogs, wikis, tagging and photo and video sharing sites. There are more ranking systems based on the different criteria and geographical area. The six services introduced here, but offer surprisingly similar results. The approach taken here will be Webometrics, which covers large group of Universities and research centers from all over the world. The Shanghai Jiaotong University published their famous Academic Ranking of World Universities and it was decided to use a similar system for the Webometrics data (Aguillo, 2009) . The Webometrics Ranking of World Universities (WRWU) is ranking system for the world's universities. The aim of the Ranking is to improve the presence of the academic and research institutions on the Web and to promote the open access publication of scientific results. It has been published, twice a year, January and July. University of Kelaniya(UoK) appeared within Top 100 on the South Asian region in 2009. It disappeared on the Top 100 list in 2010 and ranked 97 in July 2011 and ranked 98 in January 2012. WRWU is based on Visibility, Size, Rich Files and Scholar. Most composite indicator is Visibility and it takes 50 percent into account and impact of these web publications according to the number of external inlinks they received (Cybermetrics, 2012). Measuring and classifying the links from Web2.0 can be insightful. We can take advantage of the features that new web2.0 tools have in order to create learning experience and enhance webranking. Ideas and concepts on the Web are connected to one another through hyperlinks. Using these links, users can dig deeper to find information that stretches their ability to reason and analyse. They can interact with information online and connect instantly to relevant content that is also engaging and malleable (Solomon & Schrum, 2007). They can collaborate on projects, consult experts, and share their data with the world. Most of all, they can build on others learning by reading other posted work as a starting point for their own research and link back to it. Blogs enable users to easily create and publish text and media resources to the internet. Social news sites enable users to direct publication blog posts and any news. Web syndication is used to publish frequently updated works made available to multiple other sites. All those Web2.0 tools will enhance University webrank.
Literature review :
This paper intends to study and explore the application of Web 2.0 technologies in the context of University web sites. Sir Tim Berners-Lee found shared information space and similarity this story of the technology with the ideas of Tim O'Reilly, who has attempted to adoption of the technologies, can be used to make predictions about technology markets (Anderson, 2007). The former web appear as very much “Web 1.0,” and then found read write web as Web 2.0 (Alexander, 2006). Web 2.0 encompasses a wide range of applications and tools ranging from blogs to social networking sites to wikis (N.S. Harinarayana & Vasantha, 2010) . By utilising electronic media and Web 2.0 tools such as Wiki’s, blogs, tagging and social book-marking, new and ingenious methods of social interaction across geographic borders and industry silos are being created (Fu, 2007). The affordances of Web 2.0 seem to harmonise well with modern thinking about educational practice. It invites users to develop confidence in new modes of inquiry and new forms of literacy. Web 2.0 users must acquire the skills that are necessary to navigate and interrogate this new knowledge space. They must also welcome new opportunities for publication on the internet and the audience attention that this entails (Crook, 2008). University web sites are changing in their content and structure, with the introduction of free and open source Content Management Systems(CMS) in recent years. Also University home page integrate with most widely used Social network services like Facebook , Twitter , YouTube , Really Simple Syndication (RSS) and Blogs. According to Webometrics, University of Colombo, Peradeniya, Moratuwa and Sri Jayewardenepura has integrated Web 2.0 technologies in their home page. South Asia ranks are 8, 23, 50 and 61 respectively. It is a surprising finding that University of Kelaniya rank at 98 and yet to integrate Web 2.0 in their web site. In an earlier survey of the Web 2.0 features in university library web sites has been reported by Harinarayana et al. (2010). Harinarayana surveyed top 100 universities from the ranked list of the Times Higher Education web site. It was found that only 57 of the top 100 libraries have used at least one of the Web 2.0 features (N.S. Harinarayana & Vasantha, 2010). Some earlier studies have discussed the Link analysis using social network tools (Ortega & Aguillo, 2008). The study identifies the social network analysis techniques and measures used to know the network relationships, structure and topology and the position of different nodes. They think that the introduction of these techniques in webometric analyses is an important way to develop this discipline. Björneborn (2006) conducted a study on ‘Mini small worlds’ of shortest link paths crossing domain boundaries in an academic Web space. The findings in the present study suggest that the rich diversity of inlinks and outlinks to and from computer-science Web sites and personal link lists may be utilized for such computer-aided navigation along small-world shortcuts, which also may be exploited as transit points for more exhaustive Web coverage by search engine crawlers. As academic Web spaces increasingly include extensive scholarly self-presentations and link creations, science studies may employ small-world approaches including social network analytic concepts for automatic tracking of central gatekeepers and interdisciplinary boundary crossings in academic Web spaces (Björneborn, 2006).
Purposes :
The web was born for scholarly communication purposes, academic freedom allows a large number of independent web editors and today it is cheaper to publish on the web than in traditional journals (Aguillo, 2009). This research aims to critically examine the academics use of web 2.0 technology such as wikis, blogs and collaborative social networking portals with the aim of proposing future developments and improvement of University web rank. The embedding of technology into the assessment task is purposeful, aiming to address a recognised need for lecturers to motivate and gain the necessary academic knowledge, technical competence and, importantly, confidence to implement productive technology-based tasks in their classrooms and engage them actively in their learning experience (Brown, 2009). Web2.0 tools can have a profound effect on learning. Most graduate students already have a long experience using SNS. In order to attract faculty users, it seems inevitable that SNS-based service should provide a tailored service to them (Park, 2010). The main purpose of this research is to explore the Web2.0 factors that contribute towards web ranking within Top 10 list in South Asia region.
Objectives and Scope :
There is potential value in exploring professional learning with Web 2.0 technologies. Clearly , Web 2.0 applications are here to stay and can be of great use in the higher education (Boulos et al, 2006). The framework offers an exploratory instrument to examine how professional learning for academics could be supported with Web 2.0 technologies in ways that might have significant benefits to University web rank. In this research, researcher will explore how users interact with Web2.0 technologies in their regular day to day activities. In particular, researcher will focus on how users build their relationships with others and they could lead others to follow their links. Implementation of electronic social networking as a knowledge management tool, were identified. Reasons for the implementation of Social Networking 2.0 showed that social networking platforms increase productivity, workflow efficiency, staff motivation and up to date contact information linked to user maintained profiles (Zyl, 2009).
Methodology :
Researcher will conduct the study within the University of Kelaniya, one of best national university in Sri Lanka located in Western Provence. The student capacity approximately 12,000. Researcher will schedule semi-structured interviews and open-ended interviews conducted with undergraduates, graduates, and faculty members at all faculties including Science, Humanities, Social Sciences, Commerce & Finance and Medicine, as needed to clarify and provide insight into specific conversations. Also it will be focused to create an online survey which can be easily done by Web2.0 tools to collecting data. Online surveys are probably the most widely used technique for collecting data. Researcher will typically observe and analyse University web site traffic using Alexa and Webometrics .
References:
1.Aguillo, I. (2009) Measuring the institution's footprint in the web. Library Hi Tech. 27(4) pp. 540 - 556.
2.Alexander, B. (2006) Web 2.0: A New Wave of Innovation for Teaching and Learning? http://www.educause.edu/ir/library/pdf/ERM0621.pdf [Accessed 12 January 2012].
3.Anderson, P. (2007) What is Web 2.0? Ideas, technologies and implications for education. http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf [Accessed 10 June 2012].
4.Björneborn, L. (2006) ‘Mini small worlds’ of shortest link paths crossing domain boundaries in an academic web space. Scientometrics. 68(3) pp. 395–414.
5.Boulos, M., Maramba, I. & Wheeler, S. (2006) Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. http://www.biomedcentral.com/content/pdf/1472-6920-6-41.pdf [Accessed 15 June 2012].
6.Brown, N.R. (2009) What can you learn in three minutes?: Critical reflection on an assessment task that embeds technology. Campus-Wide Information Systems. 26(5) pp. 345-354.
7.Crook, C. (2008) Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions. http://dera.ioe.ac.uk/1474/ [Accessed 05 June 2012].
8.Cybermetrics, L. (2012) Ranking Web of World universities: Methodology. http://www.webometrics.info/methodology.html [accessed 05 June 2012].
9.Fu, F. (2007) Empirical analysis of online social networks in the age of the. Physica A. 387(2-3) pp. 675-684.
10.N.S. Harinarayana, N. & Vasantha, R. (2010) Web 2.0 features in university library web sites. The Electronic Library. 28(1) pp. 69-88.
11.Ortega, J.L. & Aguillo, I.F. (2008) Visualization of the Nordic academic web: Link analysis using social network tools. Information Processing & Management. 44(4) pp. 1624-1633.
12.Park, J.-H. (2010) Differences among university students and faculties in social networking site perception and use. The Electronic Library. 28(3) pp. 417-431.
13.Solomon, G. & Schrum, L. (2007) web 2.0: New Tools, New Schools. http://www.iste.org/images/excerpts/NEWTOO-excerpt.pdf [Accessed 15 June 2012].
14.Zyl, A.S.v. (2009) The impact of Social Networking 2.0 on organisations. The Electronic Library. 27(6) pp. 906-918.
Monday, July 09, 2012
Facebook : most successful social networking service and the reigning titan of Web 2.0
1. What is Web 2.0?
Technology has become the most significant
enabler of innovation in services. Innovation was deemed to require a new
physical thing. But the world of business suggested new services could deliver
potentially even more significant changes than new products. They could deliver
new business models. (Trott, 2011)
Web 2.0 companies
identify four reasons for their innovations. Low cost of Innovation, Rapid
bite-sized improvements instead of massive launches, Ease of “measuring” user
interactions with the service and An open innovation model (Chittoor, 2009) .
2. Social Networking
Figure
1: Why Facebook is
Killing Silicon Valley (Blank, 2012)
Prominent examples of social networking
services include Facebook[1],
MySpace[2],
LinkedIn[3] ,
Orkut[4],
Second Life[5],
Friendster[6]
and Elgg[7]. Facebook has swept over the
Web and are growing in importance not just as places for individuals to
communicate and express themselves but also as advertising and marketing
channels. Facebook was not the first in Social networking but it slowly became
the dominant player and revolutionized Web 2.0.
3. History of Facebook
SNS has a popularity since their introduction
in early 2003 (Brennan, 2006) . At
that time Harvard
computer science student Mark Zuckerberg wrote the software for the Facemash
website. He wanted a better way to connect with fellow
students at Harvard and other universities. Fashmash opened on October 28, 2003, and shut down by
Harvard a few days later. Zuckerberg faced charges for stealing the student
photos he used to populate the site. On
February 4, 2004, Zuckerberg relaunched with a new website
"Thefacebook". Six days later, Zuckerberg again faced trouble when
three Harvard seniors accused him of stealing their ideas for an intended
social network website called ConnectU (originally HarvardConnection) (Bellis,
Online) .
In the summer
of 2004, Internet young entrepreneur Sean Parker became the company's president
and changed the name from TheFacebook to just Facebook (FB) after purchasing
the domain name facebook.com. Zuckerberg hiring several fellow friends to help
them develop it. Membership to the website was at first restricted to Harvard
College students. Then it gradually
reached most universities in Canada and the United States. Only 10 months after
its launch, the site had 1 million users. It is growing three times as fast as
rival MySpace. In June 2004, Zuckerberg left Harvard and moved its base of
operations to Silicon Valley[8].
Palo Alto to be precise (Empson, 2012) .
Facebook has
spread to 21 universities in the United Kingdom in late 2005 and opened to everyone ages 13 and older with a valid
e-mail address. Facebook has over 900 million active users right now (Yadav, 2006) . Facebook filed for
an initial public offering (IPO) on February 1, 2012. The IPO raised $16
billion, making it the third largest in U.S. history. On June 15, 2012,
Facebook and lead underwriters have filed a motion requesting that dozens of
shareholder lawsuits over its $16 billion initial public offering be grouped
together in Manhattan federal court (Katz & Chan, 2012) .
Facebook built audience first among
university students and expands within educational institutions. Then it open
the doors to public. Their idea is easy to adopt in order to use the service
effectively. Main difference between MySpace, only one competitor of social
networking, is the customization. Facebook provide something quite clever
customization to users and give their true identity. Facebook
has a user-friendly interface. It allowed users to send messages to each other. Facebook Chat
is an instant messaging service that provides both text and voice communication
was released to the entire user base. Facebook Groups are used for discussions which many users can join.
Also Facebook users can create Facebook Page under facebook.com domain for
whatever we like. Personal Facebook account has a user limit of 5,000 but this
Pages, sometimes called as Fan Page get unlimited fans.
Facebook offer access to them many new smart-phones
such as apple, blackberry and android. Facebook allows the posting of messages,
photos, videos and notes for their wall. Most popular applications on Facebook are Photos and Videos. Users can
upload unlimited photos and videos in their account, unlike Flickr[9],
Picasa[10](Google)
and Photobucket[11]. Facebook
introduced timeline for the first time, a new kind of profile that lets you
highlight the photos, posts and life events that help you tell your story (Facebook
Blog, 2012) .
4. Adoption process of Facebook
Philip Kotler defines five steps that
consumers pass in adopting to a new product.
1. Awareness
- The consumer becomes aware of the innovation but lacks information about it
2. Interest
- The consumer is stimulated to seek information about the innovation.
3. Evaluation
- The consumer considers whether to try the innovation.
4. Trial
- The consumer tries the innovation to improve his or her estimate of its
value.
5. Adoption
- The consumer decides to make full and regular use of the innovation (Kotler et al,
2009) .
According to Everett Roger’s
theory of Adoption, he classifies adopters of innovations into five different
segments: innovators, early adopters, early majorities, late majorities and
laggards. Innovators adoption process often lavish great time, energy and
creativity on developing new ideas and gadgets (Robinson, 2009) . Consumers who adopt
to a particular innovation with its introduction identified as innovators. With
technology more of us are becoming innovators. Those who are carefully search
and adopt the product are identified as early adopters. Those who adopt when
its benefits and lots of adoption taken place are identified as early majority.
Those who adopt late and then use the product are identified as late majority.
Laggards are tradition-bound and resist the innovation (Rogers, 2003) .
Figure 2: Diffusion of Innovation by Everett Roger, source:(Effik, 2007)
Figure 2: Diffusion of Innovation by Everett Roger, source:
Each segment approached with a different type
of marketing. Customers will adapt to the innovation at different levels in the
Product Life Cycle. Facebook is spreading through society increasingly.
Facebook has adopted the innovators and early adopters segment.
5. Ethical & Social Impact of Facebook
Facebook has born under doubtful situation at
the Harvard dorm room (Hoffman, 2010) . Facebook’s user validation process
makes it easy to create fake profiles which contain applications that share
data with other users (Light & McGrath, 2010) . System should be
validate this when setting up a new user account, like Google validate by text
message using their mobile phone. This identity theft through fake profiles is
the major ethical issue in Facebook, specially in my country, Sri Lanka. Most
critical part of Facebook is authenticity. Users protesting the invasion of
reputation and privacy. Facebook pretends to be about freedom and share
information over the internet. Its
privacy policy tells that you don't have much privacy .
Facebook’s software does not allow users to
see who has looked at their profile or particular features of it. In this
sense, Facebook presents itself as open to anyone without providing ethical
guidance for its use (Light & McGrath, 2010) . Facebook offers
large amount of games and applications. But the level of trust for the game or
application is unknown. In order to install an application, a Facebook user
must first agree to allow to access his or her information. What kind of
information does Facebook give the application developer access to? Practically
everything. According to the Application Terms of Service of Facebook (Soghoian,
2008) .
Facebook is riddled with viruses and scams. Facebooks main revenue is the
advertisements but they allow any kind of advertisement. In this case most of
them are scams, pyramid schemes, and even malware.
Some territories of Australian and New
Zealand High Courts allowed Facebook as a valid legal protocol to defendants.
Facebook is blocked in some countries like China, Pakistan and Iran. Facebook
share the risk and the returns by contributing to a joint venture partnership
with entrepreneur Sean Parker to
fund innovation across new horizons and market differentials. Zuckerberg pick up the winners as
they begin to show strong signs of growth.
6. Conclusion
Social network analysis techniques and
measures used have allowed to know the network relationships, structure and
topology and the position of different nodes. However, these have to be
interpreted from a webometric point of view and have to be adapted to the
characteristic of the Web. (Ortega & Aguillo, 2008) .
Facebook has competently capitalized on
market forces on a scale never seen in the history of commerce (Blank, 2012) . According to all
the website’s rankings such as comScore[12],
Alexa[13], Quantcast[14]
and Compete[15],
Facebook is the leading social
networking site, and is currently 2nd among all websites. Facebook
is the second most trafficked site in the world, second to Google.
Facebook has
remarkable success by continual development of new services and enabled it to
remain the world’s leading social networking site. Facebook is the most
successful social networking service and the reigning
titan of Web 2.0
References
1. Alexander, B. (2006) Web 2.0: A New Wave of
Innovation for Teaching and Learning? http://www.educause.edu/ir/library/pdf/ERM0621.pdf [Accessed 12 June 2012].
2. Anderson, P. (2007) What is Web 2.0? Ideas,
technologies and implications for education. http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf [Accessed 10 June 2012].
3. Bartolomé, A. (2008) Web 2.0 and New Learning
Paradigms. http://www.elearningeuropa.info/files/media/media15529.pdf [Accessed 12 June 2012].
4. Bellis, M. (Online) Who Invented Facebook? The
history behind the number one social media network Facebook. http://inventors.about.com/od/fstartinventions/a/Facebook.htm [Accessed 05 June 2012].
5. Blank, S. (2012) Why Facebook is Killing Silicon
Valley. http://steveblank.com/2012/05/21/why-facebook-is-killing-silicon-valley/ [Accessed 19 June 2012].
6. Brennan, M. (2006) Understanding Online Social
Network Services and Risks to Youth. https://www.ceop.police.uk/Documents/socialnetwork_serv_report_221206.pdf [Accessed 05 June 2012].
7. Chittoor, V. (2009) Lessons from Web 2.0: Fast Track
Innovation Process. http://technology.inc.com/2009/05/01/lessons-from-web-2-0-fast-track-innovation-process/ [Accessed 05 June 2012].
8. Donath, J. & Boyd, D. (2004) Public displays of
connection. BT technology journal. 22(4) pp. 71-82.
9. Effik, T. (2007) THE DIFFUSION OF INNOVATION.
http://socialgraph.blogspot.com/2007/10/diffusion-of-innovation.html [Accessed 05 June 2012].
10. Empson, R. (2012) San Francisco Vs. Silicon
Valley: Where Should You Build Your Business? http://techcrunch.com/2012/06/19/san-francisco-vs-silicon-valley-where-should-you-build-your-business/ [Accessed 19 June 2012].
12. Hoffman, C. (2010) The Battle For Facebook. http://www.rollingstone.com/culture/news/the-battle-for-facebook-20100915 [Accessed 17 June 2012].
13. Katz, B. & Chan, E. (2012) Facebook sketches
out IPO-mess defense; CTO departs | Reuters. http://www.reuters.com/article/2012/06/15/us-facebook-lawsuit-idUSBRE85E0YJ20120615 [Accessed 17 June 2012].
14. Kotler, P., Keller, K.L., Koshy, A. & Jha, M.
(2009) Marketing Management 13th Edition: A South Asian Perspective.:
Pearson Education.
15. Light, B. & McGrath, K. (2010) Ethics and social
networking sites: a disclosive analysis of Facebook. Information
Technology & People. 23(4) pp. 290-311.
16. Ortega, J.L. & Aguillo, I.F. (2008)
Visualization of the Nordic academic web: Link analysis using social network
tools. Information Processing & Management. 44(4) pp. 1624-1633.
17. Robinson, L. (2009) A summary of Diffusion of
Innovations. http://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf [Accessed 19 June 2012].
18. Rogers, E.M. (2003) Diffusion of Innovations, 5th
Edition.: New York: Free Press.
19. Soghoian, C. (2008) Exclusive: The next Facebook
privacy scandal. http://news.cnet.com/8301-10784_3-9854409-7.html [Accessed 19 June 2012].
20. Trott, P. (2011) Innovation Management and New
Product Development.: Pearson Education.
21. Yadav, S. (2006) Facebook – The Complete
Biography. http://mashable.com/2006/08/25/facebook-profile/ [Accessed 18 June 2012].
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