Background of computer and internet use:The history of the Internet begins with the development of electronic computers in the

1950s. Initial concepts of packet networking originated in several computer science

laboratories in the United States, Great Britain, and France. The US Department of Defense
awarded contracts as early as the 1960s for packet network systems, including the
development of the ARPANET (which would become the first network to use the Internet
Protocol.) The first message was sent over the ARPANET from computer science Professor
Leonard Klein rock's laboratory at University of California, Los Angeles (UCLA) to the
second network node at Stanford Research Institute(SRI).
Packet switching networks such as ARPANET, Mark I(Donald Davies) at NPL(National
physical Laboratory) in the UK, CYCLADES, Merit Network, Tymnet, and Telenet, were
developed in the late 1960s and early 1970s using a variety of communications protocols. The
ARPANET in particular led to the development of protocols for internetworking, in which
multiple separate networks could be joined into a network of networks.
Access

to the ARPANET was

expanded in 1981 when the National Science

Foundation (NSF) funded the Computer Science Network (CSNET). In 1982, the Internet
protocol suite (TCP/IP) was introduced as the standard networking protocol on the
ARPANET. In the early 1980s the NSF funded the establishment for national supercomputing
centres at several universities, and provided interconnectivity in 1986 with the
NSFNET project, which also created network access to the supercomputer sites in the United
States

from

research

and

education

organizations.

Commercial Internet

service

providers (ISPs) began to emerge in the late 1980s. The ARPANET was decommissioned in
1990. Private connections to the Internet by commercial entities became widespread quickly,

and the NSFNET was decommissioned in 1995, removing the last restrictions on the use of
the Internet to carry commercial traffic.
Since the mid-1990s, the Internet has had a revolutionary impact on culture and commerce,
including the rise of near-instant communication by electronic mail, instant messaging, voice
over Internet Protocol (VoIP) telephone calls, two-way interactive video calls, and the World
Wide Web with its discussion forums, blogs, social networking, and online shopping sites.
The research and education community continues to develop and use advanced networks such
as NSF's very high speed Backbone Network Service (v BNS), Internet2, and National
Lambda Rail. Increasing amounts of data are transmitted at higher and higher speeds over
fibber optic networks operating at 1-Gbit/s, 10-Gbit/s, or more. The Internet's takeover of the
global communication landscape was almost instant in historical terms: it only communicated
1% of the information flowing through two-way telecommunications networks in the year
1993, already 51% by 2000, and more than 97% of the telecommunicated information by
2007. Today the Internet continues to grow, driven by ever greater amounts of online
information, commerce, entertainment, and social networking.
The Internet is a global system of interconnected computer networks that use the
standard Internet protocol suite (TCP/IP) to link several billion devices worldwide. It is an
international network of networks that consists of millions of private, public, academic,
business, and government packet switched networks, linked by a broad array of electronic,
wireless, and optical net working technologies. The Internet carries an extensive range of
information resources and services, such as the inter-linked hypertext documents
and applications of the World Wide Web (WWW), the infrastructure to support email,
and peer-to-peer networks for file sharing and telephony.

The origins of the Internet date back to research commissioned by the United States
government in the 1960s to build robust, fault-tolerant communication via computer
networks. While this work, together with work in the United Kingdom and France, led to
important precursor networks, they were not the Internet. There is no consensus on the exact
date when the modern Internet came into being, but sometime in the early to mid-1980s is
considered

reasonable. From

sustained exponential

growth as

that

point,

generations

the
of

network

experienced

institutional, personal,

decades

of

and mobile

computers were connected to it.

The funding of a new U.S. backbone by the National Science Foundation in the 1980s, as
well as private funding for other commercial backbones, led to worldwide participation in the
development of new networking technologies, and the merger of many networks. Though the
Internet has been widely used by academia since the 1980s, the commercialization of what
was by the 1990s an international network resulted in its popularization and incorporation
into virtually every aspect of modern human life. As of June 2012, more than 2.4 billion
peopleover a third of the world's human populationhave used the services of the Internet;
approximately 100 times more people than were using it in 1995. Internet use grew rapidly in
the West from the mid-1990s to early 2000s and from the late 1990s to present in
the developing world. In 1994 only 3% of American classrooms had access to the Internet
while by 2002 92% did.
Most traditional communications media including telephone, music, film, and television are
being reshaped or redefined by the Internet, giving birth to new services such as voice over
Internet Protocol (VoIP) and Internet Protocol television (IPTV). Newspaper, book, and other
print publishing are adapting to website technology, or are reshaped into blogging and web
feeds. The Internet has enabled and accelerated new forms of human interactions through

instant messaging, Internet forums, and social networking. Online shopping has boomed both
for major retail outlets and small artisans and traders. Business-to-business and financial
services on the Internet affect supply chains across entire industries.
The Internet has no centralized governance in either technological implementation or policies
for access and usage; each constituent network sets its own policies. Only the overreaching
definitions of the two principal name spaces in the Internet, the Internet Protocol
address space and the Domain Name System, are directed by a maintainer organization,
the Internet Corporation for Assigned Names and Numbers (ICANN). The technical
underpinning and standardization of the core protocols (IPv4 and IPv6) is an activity of
the Internet Engineering Task Force (IETF), a non-profit organization of loosely affiliated
international participants that anyone may associate with by contributing technical expertise.
The Internet has revolutionized the computer and communications world like nothing before.
The invention of the telegraph, telephone, radio, and computer set the stage for this
unprecedented integration of capabilities. The Internet is at once a world-wide broadcasting
capability, a mechanism for information dissemination, and a medium for collaboration and
interaction between individuals and their computers without regard for geographic location.
The Internet represents one of the most successful examples of the benefits of
sustained investment and commitment to research and development of information
infrastructure. Beginning with the early research in packet switching, the government,
industry and academia have been partners in evolving and deploying this exciting new
technology. Today, terms like "bleiner@computer.org" and "http://www.acm.org" trip lightly
off the tongue of the random person on the street.

This is intended to be a brief, necessarily cursory and incomplete history. Much material
currently exists about the Internet, covering history, technology, and usage. A trip to almost
any bookstore will find shelves of material written about the Internet.
In this paper, several of us involved in the development and evolution of the Internet share
our views of its origins and history. This history revolves around four distinct aspects. There
is the technological evaluation that began with early research on packet switching and the
ARPANET (and related technologies), and where current research continues to expand the
horizons of the infrastructure along several dimensions, such as scale, performance, and
higher-level functionality. There is the operations and management aspect of a global and
complex operational infrastructure. There is the social aspect, which resulted in a broad
community of Internet working together to create and evolve the technology. And there is the
commercialization aspect, resulting in an extremely effective transition of research results
into a broadly deployed and available information infrastructure.
The Internet today is a widespread information infrastructure, the initial prototype of what is
often called the National (or Global or Galactic) Information Infrastructure. Its history is
complex and involves many aspects - technological, organizational, and community. And its
influence reaches not only to the technical fields of computer communications but throughout
society as we move toward increasing use of online tools to accomplish electronic commerce,
information acquisition, and community operations.
Origin of internet:The first recorded description of the social interactions that could be enabled through
networking was a series of memos written by J.C.R. Licklider of MIT in August 1962
discussing his "Galactic Network" concept. He envisioned a globally interconnected set of

computers through which everyone could quickly access data and programs from any site. In
spirit, the concept was very much like the Internet of today. Licklider was the first head of the
computer research program at DARPA, starting in October 1962. While at DARPA he
convinced his successors at DARPA, Ivan Sutherland, Bob Taylor, and MIT researcher
Lawrence G. Roberts, of the importance of this networking concept.
Leonard Klein rock at MIT published the first paper on packet switching theory in July 1961
and the first book on the subject in 1964. Klein rock convinced Roberts of the theoretical
feasibility of communications using packets rather than circuits, which was a major step
along the path towards computer networking. The other key step was to make the computers
talk together. To explore this, in 1965 working with Thomas Merrill, Roberts connected the
TX-2 computer in Mass. to the Q-32 in California with a low speed dial-up telephone line
creating the first (however small) wide-area computer network ever built. The result of this
experiment was the realization that the time-shared computers could work well together,
running programs and retrieving data as necessary on the remote machine, but that the circuit
switched telephone system was totally inadequate for the job. Klein rock's conviction of the
need for packet switching was confirmed.
In late 1966 Roberts went to DARPA to develop the computer network concept and quickly
put together his plan for the "ARPANET", publishing it in 1967. At the conference where he
presented the paper, there was also a paper on a packet network concept from the UK by
Donald Davies and Roger Scantlebury of NPL. Scantlebury told Roberts about the NPL work
as well as that of Paul Baron and others at RAND. The RAND group had written a paper on
packet switching networks for secure voice in the military in 1964. It happened that the work
at MIT (1961-1967), at RAND (1962-1965), and at NPL (1964-1967) had all proceeded in
parallel without any of the researchers knowing about the other work. The word "packet" was

adopted from the work at NPL and the proposed line speed to be used in the ARPANET
design was upgraded from 2.4 kbps to 50 kbps.
In August 1968, after Roberts and the DARPA funded community had refined the overall
structure and specifications for the ARPANET, an RFQ was released by DARPA for the
development of one of the key components, the packet switches called Interface Message
Processors (IMP's). The RFQ was won in December 1968 by a group headed by Frank Heart
at Bolt Breakneck and Newman (BBN). As the BBN team worked on the IMP's with Bob
Kahn playing a major role in the overall ARPANET architectural design, the network
topology and economics were designed and optimized by Roberts working with Howard
Frank and his team at Network Analysis Corporation, and the network measurement system
was prepared by Klein rock's team at UCLA.
Due to Klein rock's early development of packet switching theory and his focus on analysis,
design and measurement, his Network Measurement Centre at UCLA was selected to be the
first node on the ARPANET. All this came together in September 1969 when BBN installed
the first IMP at UCLA and the first host computer was connected. Doug Engelhards project
on "Augmentation of Human Intellect" (which included NLS, an early hypertext system) at
Stanford Research Institute (SRI) provided a second node. SRI supported the Network
Information Centre, led by Elizabeth (Jake) Feinler and including functions such as
maintaining tables of host name to address mapping as well as a directory of the RFC's.
One month later, when SRI was connected to the ARPANET, the first host-to-host message
was sent from Klein rock's laboratory to SRI. Two more nodes were added at UC Santa
Barbara and University of Utah. These last two nodes incorporated application visualization
projects, with Glen Culler and Burton Fried at UCSB investigating methods for display of
mathematical functions using storage displays to deal with the problem of refresh over the

net, and Robert Taylor and Ivan Sutherland at Utah investigating methods of 3-D
representations over the net. Thus, by the end of 1969, four host computers were connected
together into the initial ARPANET, and the budding Internet was off the ground. Even at this
early stage, it should be noted that the networking research incorporated both work on the
underlying network and work on how to utilize the network. This tradition continues to this
day.
Computers were added quickly to the ARPANET during the following years, and work
proceeded on completing a functionally complete Host-to-Host protocol and other network
software. In December 1970 the Network Working Group (NWG) working under S. Crocker
finished the initial ARPANET Host-to-Host protocol, called the Network Control Protocol
(NCP). As the ARPANET sites completed implementing NCP during the period 1971-1972,
the network users finally could begin to develop applications.
In October 1972, Kahn organized a large, very successful demonstration of the ARPANET at
the International Computer Communication Conference (ICCC). This was the first public
demonstration of this new network technology to the public. It was also in 1972 that the
initial "hot" application, electronic mail, was introduced. In March Ray Tomlinson at BBN
wrote the basic email message send and read software, motivated by the need of the
ARPANET developers for an easy coordination mechanism. In July, Roberts expanded its
utility by writing the first email utility program to list, selectively read, file, forward, and
respond to messages. From there email took off as the largest network application for over a
decade. This was a harbinger of the kind of activity we see on the World Wide Web today,
namely, the enormous growth of all kinds of "people-to-people" traffic.

Purpose of internet and computer use:The purpose of this policy is to provide library users access to information and
Communication available on the Internet in accordance with the acceptable use standards
outlined.
Failure to abide by these standards may result in loss of Internet, computer, and Library
privileges.
Acceptable Use. Use of the librarys computers shall be guided by the following principles:

1. Respect for the rights and privacy of others.

2. Adherence to the legal protection provided by copyright and license to programs and data.
3. Consideration for the security and functioning of computers, computer networks, and
systems.
4. Adherence to CCL policies governing computer access and procedures for use.
Unacceptable Use. It is not acceptable to use the Crook County Public Library computers for:
1. Any purposes which violate U.S., state, or local laws.
2. Transmitting threatening, obscene or harassing materials, including the use of profanity or
offensive language.
3. Intentional or unintentional disruption of network users, services or equipment, harm to
other computer systems, including excessive bandwidth utilization.
4. Distribution of unsolicited advertising.
5. Tampering with computer or network security.
6. Making unauthorized entry into any systems accessible via Library computers.
7. Representing oneself as another person.
8. Developing and/or propagating programs that harass other users or cause harm to other
computer systems (e.g. computer viruses and worms).

9. Copying, file sharing, downloading or distributing commercial software or other material

in violation of federal or international copyright laws.
10. Accessing or loading obscene, pornographic, or sexually explicit material.
11. Other uses deemed inappropriate at the discretion of CCL staff.
Illegal acts involving CCLs computers may be subject to prosecution by local, state or
federal authorities.
Internet Safety Policy. In addition to the useful and educational material available on the
Internet, content also exists that is not appropriate for children. Parents or legal guardians
must assume responsibility for deciding which library resources are appropriate for their own
children. CCL enforces a policy of Internet safety that includes measures to block or filter
Internet access for minors and adults to visual depictions that are obscene, child pornography,
or harmful to minors. Filtering software is not Fool proof, and sometimes filters block access
to sites that users would consider useful and inoffensive.
Patrons age 17 or older may request that staff disable filters blocking access to such sites.
CCL staff Public Computer and Internet Use Policy page 2 Approved July 2013
reserve the right to review a workstation when a violation of acceptable use or library policy
is suspected.
Access. Internet computers are available free of charge on a first come, first served basis to
patrons with a valid Crook County Library card. A parent or legal guardian may give
permission for youth 16 years or under to use the Internet. Visitors may request a visitor pass
with presentation of government-issued picture identification.

Library Card Misuse. Use of another persons library card including use to access the Internet
is a violation of library policy that may result in immediate forfeiture of the library card and
suspension of computer use privileges.
Computers for Children. Computers located in the Childrens room are specifically
designated for children and their parents or caregivers. Staff are authorized to refer older
minors and adults to Internet stations located elsewhere in the library.
Policy Violation. Staff are granted the discretion to use progressive discipline for violation of
the Policy or to immediately terminate a users computer session depending on the nature of
the violation.
Procedures. The procedures below for public computer use may be changed and updated as
needed without official board approval.
1. Patrons may use computers for 60 minutes per day. Patrons themselves or staff may extend
this time on a case by case basis.
2. Workstations are intended for use by one person at a time. Two people may work together
at a workstation as long as the comfort and privacy of others is not compromised and
walkways are not blocked.
3. Printing costs are .10 cents for black and white and .50 cents for color.
Please Be Aware
The Internet is unregulated and its contributors represent various points of view. The Library
assumes no responsibility for information available through the Internet - content, accuracy,
timeliness or the method or manner in which the information, once obtained, is used. Some

patrons may find information and/or materials that they feel are controversial or personally
objectionable. Access to the Internet is permitted at the sole risk and discretion of the user.
Crook County Library expressly disclaims any liability for injuries and/or damages of any
kind whatsoever, including consequential damages, arising out of the use of the Internet, the
obtaining of any materials from or over any Internet connection and the fitness for use or
purpose of any materials, programs or information obtained through access to the Internet.
The accessing or use of the Internet through any equipment or service offered by the Crook
County Library shall constitute acknowledgement of this waiver and disclaimer and shall be
deemed acceptance of its terms and conditions. All users shall expressly assume the risk of
receiving incorrect, inaccurate, defective, fraudulent or unlawful information while accessing
the Internet through any equipment or service offered by the Crook County Library.

Objective of internet and computer use:1. Knowledge of basic computing concepts,

2. The ability to perform fundamental operating system functions,
3. The ability to use computers in a secure manner,
4. The ability to use common software applications, such as:
A. word processing creates, save, retrieve text file
B. spreadsheet program - create, manage, and manipulate numeric data
C. presentation software create presentations

5. The ability to use the computer for Internet access and electronic communication,
specifically the ability to:
A. gain access to the Universitys computer system (e.g., Blackboard, Pipeline)
B. sends and retrieves email
C. conducts Internet and database searches to obtain information and resources.
(1) Knowledge of Basic Computing Concepts
1. Explain storage types
2. Understand the storage and performance measures, such as mega, giga, tera
3. List storage media and explain their relative capacities
4. Describe the difference between Internet and the Web
5. Describe different ways you can connect your home computer to the Internet
6. Explain what an URL is
(2) Fundamental Operating Systems Functions
1. Identify different operating systems for personal computers
2.* Use the user interface
Manipulate windows: resize, move, close, scroll
3. Manage files
a.* Manipulate folders: create, delete, rename
b.* Manipulate files: create, delete, rename, sort
c. Understand what a directory and file specification path are Revised 01/05/2006
d. Understand file formats
4. Understand disk operations
Understanding the purpose for disk formatting
5. Understand the concept and need for backups
6.* Install software

7. Understand the need for operating systems updates and patches

(3) Using Computers in a Secure Manner
1. Define the following terms: virus, worm, Trojan horse, spyware, spam, and cookie
2. Understand the need for antivirus and spyware protection software and their constant
updates
3. Understand the need for firewalls
4. Know how to check for different types of Internet hoaxes, such as virus hoaxes, phishing
5. Understand what it means to be a secure user
A. Be aware of copyright issues and plagiarism
b. Understand what constitutes a computer crime
(4) Common Software Applications
(a)* Word Processing Skills
1. Use word processing software
a. Open and close the application
b. Create a new blank document
c. Open an existing document
d. Save documents as Web pages
e. Preview and print documents
2. Manipulate text
a. Enter text
b. Move and copy text
c. Delete text
d. Use Find and Replace
e. Change the font: type, size, and colour
f. Highlight text

G. Italicize, bold, underline

h. Align text
I. Number tasks revised 01/05/2006
3. Format documents
a. Set tabs
b. Set line spacing
c. Set background
d. Add and delete document headers and footers
e. Add and delete page numbers
f. Set margins
g. Set page layout (columns, page orientation)
4. Use spell check
a. Correct the spelling in the document
b. Use thesaurus
c. Check the grammar in the document
5. Use additional features
a. Use the Word Count feature to count the total number of words in the document
b. Create and modify tables
c. Insert pictures and objects from other files
d. Use undo and redo
(b)* Spreadsheet Skills
1. Use spreadsheet software
a. Open and close the application
b. Create a new blank spreadsheet
c. Open an existing spreadsheet

d. Save spreadsheets as Web pages

e. Preview and print spreadsheets
2. Manipulate cells, rows, and columns
a. Enter and modify text
b. Insert and delete cells, rows, and columns
c. Clear cells, rows, columns
d. Merge cells
e. Move and copy cell, row, column contents
f. Format cells: decimals, text, dollars
3. Sort tables
4. Manipulate functions
a. Create formulas
b. Use functions (sum, average, minimum, maximum, count, square root, standard deviation)
C. Use the fill handle to copy formula and create series Revised 01/05/2006
5. Manipulate worksheets
Modify the orientation of the worksheet
6. Format spreadsheets
a. Add and delete headers and footers
b. Set margins
c. Add and delete page numbers
d. Add and delete gridlines
7. Create and modify charts
(c)* Presentation Software Skills
1. Use presentation software
a. Open and close the application

b. Create a new blank presentation

c. Open an existing presentation
d. Save presentation
e. Preview and print presentations (handouts, speaker notes)
2. Manipulate slides
a. Add and delete slides using different layouts
b. Copy slides from other presentations
c. Change the colour scheme for slides
d. Apply design templates
e. Change slide background
f. Rearrange and hide slides
g. Add and remove slide numbers
h. Enter and modify text
I. Add and remove footers
j. Add and remove pictures
3. Set up presentation properties
a. Display the presentation in different views: slide show, normal, outline
b. Promote and demote parts of an outline
c. View the presentation
d. Set up the presentation for manual delivery
(5) Use the Computer for Internet Access and Electronic Communication
(a)* Use the Web
1. Open and close a browser
2. Go to a Web page by using links Revised 01/05/2006
3. Enter and save URLs

4. Refresh a page
5. Print a Web page
6. Stop a Web page transfer
7. Use back and forward buttons
8. Copy text and graphics
(b)* Use E-mail
1. Compose and send a message
2. Reply to a message (reply to one sender, reply to all)
3. Print a message
4. Delete a message
5. Transfer messages between different folders
6. Create and delete folders
7. Work with attachments: add
8. Sign up and use other Web-based e-mail
(c)* Conduct Internet Searches
1. Use a search engine and metasearch engines
2. Use keywords
3. Use Boolean search
4. Refine a Web search
5. Find specific information on a Web site
(d) Conduct Database Searches
1. Search a library cat a log
a. Identify characteristics of information on the Web
b. Identify characteristics of library resources
c. Use connectors in constructing a search

d. Understand the difference between keyword and field searching, (i.e., subject, author, title)
e. Recognize that the cat a log contains more than books and be able to find appropriate
information
f. Distinguish between popular and scholarly periodicals
g. Interpret and evaluate Web search engine results
h. Recognize different parts of a citation
I. Describe when to cite sources used in your work

Literature Review on Usage of Internet

Introduction
The Internet is an inseparable part of today's educational system. The academic
increasingly depends on the Internet for educational purposes. A majority of academic and
research institutions provide Internet service to students, teachers, and researchers. In recent
years, use of the Internet has also increased in India. Policymakers in India have given top
priority to the information and communication industry and have taken a number of

favourable steps such as establishing IT policy and investment in IT infrastructure, fibre optic
access, software technology, human resource development, and launching of e-government
projects. Internet access is available in 1,700 cities and towns in India
In developed countries, a lot has been written on information seeking behaviour. Such
research is required for users in India. This study is an attempt to investigate the Internet use
behaviour and attitude of students nowadays.
Objectives of this study:
1. The frequency of Internet use by college students
2. Computer and Internet availability at home
3. Most-used Internet resources and services
4. Reasons for using the Internet
5. Availability of help in using the Internet
6. Attitude of students towards the Internet

Literature Review
Developed countries have made huge investments in this industry with a profit-earning
motive. It is observed that the Internet is growing well in India but there is a need to provide
this important service to working people. He says that there are 300 million Internet

subscribers in India with 100 percent growth every year. Users with access to the Internet
were linked with universities, research institutes, or government bodies, as students,
researchers, or officials. After a revolutionary change in the world of telecommunication, the
Government of India has defined the following objectives for this sector:
1. The improvement in the infrastructure of the telecom for the betterment of economic,
social, and cultural development in India.
2. The encouragement of new private sector initiatives committed to improve the
telecom sector
3. The protection of consumer interests
4. Facilitation of investment and competition
Sturgis Magazine (2002) believes that it is impossible to count the networks which are
linked to the Internet. Internet tools for communication and the exchange of information
include email, UseNet, bulletin boards, forums, and mobile technology. In a survey of the
most popular search engines among librarians, students, and consumers, brazen magazine
(2004), enlisted Achoo Healthcare Online, Dog pile, Google, Health on the Net (HON)
Foundation, etc.
College students are a unique population of Internet users. Students were the first
group in USA who used the Internet for communication, recreation, and file sharing. College
students and their teachers find the Internet convenient and useful for educational activities.
Researchers have found that 68 percent of parents and 69 percent of teachers said that they
have seen higher grades because of Internet use. Purposes for Internet use have appeared in
many studies, and include educational, business, browsing, appointments, and entertainment.

It is observed that the portion of Internet use for entertainment was 69 percent. Scholars use
the Internet for quick communication. A Research has found growing range of services
offering to post, fax, or email full text journal articles, course outlines, and sources by
colleges and universities.
Behavioural studies of the Internet indicate that it makes life easy, creates links
between different communities and cultures, is a good way to connect people and find
educational resources It is observed that the Internet can be used for scholarly purposes, map
or contact information, purchase of tickets for travel, communication through emails or chats,
and entertainment such as games or audio and video files. Also found is gender differences in
the use of the Internet with a higher and more extensive usage for longer hours by males.
Not all information on the Internet is reliable or safe. Horrigan (2000), Sturges (2002),
and Weitzner (2007) magazines mention the unreliability of information on the Internet.
There are not necessarily quality or authenticity checks on information on the Internet.
Misrepresented, fake, and pirated literature causes problems for researchers and students.
Users may have privacy concerns. There are sites that many users may find offensive, as well
as instructions for carrying out violent or illegal acts.

Introduction of internet usage:-

Introduction
By definition the Internet is a worldwide, publicly accessible series of interconnected computer
networks that transmit data by packet switching using the standard Internet Protocol. But, how
did it come to be this technology that is so popular and so widely used around the world? Was it
always so large and extensive, filled with information about just about anything you could
possibly think of accessible from almost anywhere, anytime? The answer is no and its
important to understand where it all came from to understand how to utilize it to its fullest
potential now.
Creation
The Internet origin comes from a military project. The Semi Automatic Ground Environment
(SAGE) program consisted of networked country-wide radar systems together for the first time.
This was created around 1958 as part of an attempt to regain the lead in technology from the
Soviet Union who had recently launched Sputnik. J.C.R. Licklider was selected to head the
committee which controlled the SAGE project. He envisioned universal networking as a
unifying human revolution.

SAGE Computer Room

Licklider recruited Lawrence Roberts to head a project which implemented a network. Roberts
had worked with the U.S. Air Force on a packet switching system as opposed to a circuit
switching system. On October 29, 1969, Licklider and Roberts interconnected the first two
nodes between UCLA and SRI International at Menlo Park, California. This was the beginning
of the Advanced Research Projects Agency Network (ARPANET) which was one of the key
networks which our Internet today was based off of. Soon after the first international packetswitched network service was created between U.S. and U.K.
Vinton Cerf and Robert Kahn developed the first description of the TCP protocols (covered
more deeply in the Introduction to Networking lesson) in 1973. The term Internet was first
used in 1974 to describe a single global TCP/IP network detailed in the first full specification of
TCP written by Cerf and his colleagues. The first TCP/IP-wide area network was created on

January 1, 1983 when all hosts on the ARPANET were switched over from the older protocols
to TCP/IP.
In 1984, the United States National Sciencce Foundation (NSF) commissioned the construction
of a 1.5 megabit/second network which became known as NSFNET. In 1989 the US Federal
Networking Council approved the interconnection of the NSFNET to the commercial MCI
Mail system. Soon after, other commercial e-mail services were soon connected such as
Onetime, Telemail, and CompuServe. Three Internet Service Providers (ISPs) were also
created: UUNET, PSINET, and CERFNET. More and more separate networks were created that
eventually interconnected with this large, growing network. The ability of TCP/IP to work over
virtually any pre-existing communication networks allowed for a great ease of growth,
although the rapid growth of the Internet was due primarily to the availability of commercial
routers from companies such as Cisco Systems, proton and Juniper, the availability of
commercial Ethernet equipment for local-area networking and the widespread implementation
of TCP/IP on the UNIX operating system.
Growth
Although the basic applications and guidelines that make the Internet possible had existed for
almost a decade, the network did not gain public face until the 1990s. On August 6, 1991,
CERN, which straddles the border between France and Switzerland, publicized the new World
Wide Web project. The web was invented by English scientist Tim Berners-Lee in 1989.

WWW Logo

An early popular web browser was Viola WWW. It was eventually replaced in popularity by
the Mosaic web browser. By 1996 usage of the word Internet had become commonplace, and
consequently, so had its use as a reference to the World Wide Web. Over the course of the
decade, the Internet successfully accommodated the majority of previously existing public
computer networks (although some networks have remained separate).
Todays Internet
Aside from the complex physical connections that make up its infrastructure, the Internet is
facilitated by bi- or multi-lateral commercial contracts and technical specifications or protocols
that describe how to exchange data over the network. Indeed, the Internet has severely matured
since its birth many years ago. Today almost 1.5 billion people use the Internet. Thats almost a
quarter of the entire world (a lot of people).
The Internet Corporation for Assigned Names and Numbers (ICANN) is the authority that
coordinates the assignment of unique identifiers on the Internet, including domain names,
Internet Protocol (IP) addresses, and protocol port and parameter numbers. A globally unified
namespace is essential for the Internet to function. Because the Internet is a distributed network
comprising many voluntarily interconnected networks, the Internet, as such, has no governing
body.

ICANN Headquarters
One of the most common uses people have for the Internet is the World Wide Web. Whenever
you say you are on the Internet you are using the World Wide Web. When you are surfing the
Internet through different pages you are moving through the World Wide Web. However, that is
not the only use for the Internet. E-mail is another very popular use for the Internet. Internet email may travel and be stored unencrypted on many other networks and machines out of both
the senders and the recipients control. Remote access is another very common use for the
Internet. The Internet allows computer users to connect to other computers and information
stores easily, wherever they may be across the world. File sharing is also popular. It allows
people to send files through e-mail, FTP, peer-to-peer networks, etc.

Methods of data collection:Secondary data are the data collected by a party not related to the research study but
Collected these data for some other purpose and at different time in the past. If the researcher
uses these data then these become secondary data for the current users. These may be
available in written, typed or in electronic forms. A variety of secondary information
sources is available to the researcher gathering data on an industry, potential product
applications and the market place. Secondary data is also used to gain initial insight into the
research problem. Secondary data is classified in terms of its source either internal or
external. Internal, or in-house data, is secondary information acquired within the
organization where research is being carried out. External secondary data is obtained from
outside sources. There are various advantages and disadvantages of using secondary data.
(i) Advantages of Secondary Data:
Advantages of secondary data are following:
The primary advantage of secondary data is that it is cheaper and faster to access.
Secondly, it provides a way to access the work of the best scholars all over the world.
Thirdly, secondary data gives a frame of mind to the researcher that in which direction
he/she should go for the specific research.
Fourthly secondary data save time, efforts and money and add to the value of the
research study.
(ii) Disadvantages of Secondary data:
Following are the disadvantage of secondary data:
The data collected by the third party may not be a reliable party so the reliability and
accuracy of data go down.
Data collected in one location may not be suitable for the other one due variable
environmental factor.

 With the passage of time the data becomes obsolete and very old
Secondary data collected can distort the results of the research. For using secondary
data a special care is required to amend or modify for use.
Secondary data can also raise issues of authenticity and copyright.
Keeping in view the advantages and disadvantages of sources of data requirement of the
research study and time factor, both sources of data i.e. primary and secondary data have
been selected. These are used in combination to give proper coverage to the topic.

Questionnaire:-

survey of Computer and Internet Use

Please first answer these background questions, and then complete the rest of
the survey.
1. Sex:

Male

2. Age:

years

Female

3. Which of the following best describes your educational level?

None
Some elementary school

Some secondary school

Some university
Advanced degree

4. In which of the following settings have you ever made use of a computer
connected to the Internet? (check all that apply)
cyber cafe or other setting open to the public
library
at home
at a friend's home
at school or work
5. In which of the following settings do you most frequently use a computer to
access the Internet?
cyber cafe or other setting open to the public
library
at home
at a friend's home
at school or work

6. How often do you access the Internet?

Once a month or less
Once a week
Several times a week
Every day
Several times a day

7. How many hours per week do you spend online?

8. When you access the Internet, which of the following do you usually do?
(check all that apply)
use the World Wide Web for your own entertainment
send or receive email
use IRC or chat rooms
use AOL/Instant Messenger, Microsoft NetMeeting, or other one to one
conversation
play computer games
write on a word processor
download music or video
use other computer applications
9.What other application do you most commonly
use?

10.Do you have certain Web sites that you visit regularly?
Yes

No

11. If yes, please list some of your most popular Web sites (with addresses, if
you know them).

12. What sorts of Web sites have you visited in the last month? (check all that
apply)
Chat
Retail sales
Educational/school
Games
Music/Film/Celebrity

News
Religion
Sports
Other (please specify)

13. Do you have a personal Web page?

Yes

No

14. Do you ever pretend to be someone else (e.g., different age, sex, or
appearance) in chat, instant message, or email?
Yes

No

15. Do you play any game on the Internet, what is your favourite game?

16. How many hours per week do you spend playing this game?

17. On average, how many hours a week do you use your WWW browser?
0 to 1 hours/week
2 to 4 hours/week
5 to 6 hours/week
7 to 9 hours/week
10 to 20 hours/week
21 to 40 hours/week
Over 40 hours/week

18. How many hours per week do you use your computer for fun/play?
Less than 1
1 to 5 hours
5 to 10 hours
10 to 20 hours
21 to 40 hours/week
over 40 hours/week
19. How many hours per week do you use your computer for your job?
Less than 1
1 to 5 hours
5 to 10 hours
10 to 20 hours
21 to 40 hours/week
over 40 hours/week
20. For what purpose organization use internet for
(Multiple answer)

21. What do you find to be the biggest problems in using the Web?
(Please check all that apply.)
Not being able to find the information I am looking for
Not being able to efficiently organize the information I gather
It takes too long to view/download pages
It costs too much
Getting errors from pages that use Java, Java script, ActiveX, etc.
Having problems with my browser (e.g. freezing up, poor interface, getting
disconnected, timing out)
Sites that are not compatible with all browsers
Too many "junk" sites
Sites that require me to register with them
Advertising banners that take too long to load
Encountering sites that want me to pay to access information
Other

22. What do you primarily use the Web for?

(Please check all that apply.)
Education
Shopping/gathering product information
Entertainment
Work/Business
Communication with others (not including email)
Gathering information for personal needs
Wasting time
other
23. Which of the following Internet technologies do you consider "indispensable"?
(Please check all that apply.)
The World Wide Web
Email
Chat/Online discussion
Internet phone
Video conferencing over the Internet (Net meeting, etc.)
Digital signature/id cards (VeriSign, RSA. etc.)
Other technologies
dont know

24. What kind of cookie policies do you primarily use when browsing?

25. Please indicate which of the Navigation/Search Services have you used in the
past six months.

Yahoo

Other
26. In general, do you like or dislike Internet advertising?
Like a lot
like a little
like some, dislike some
Dislike a little
Dislike a lot
27. To what extent would you say you use the Internet to search for specific
information? Would you say...?
Most of the time
Sometimes
Never
28. To what extent would you say you use the Internet to express yourself: to help you
convey the right impression to others (either on-line or off-line)? Would you say...?
Most of the time
Sometimes
Seldom
Never

29. What are the different types of mode where u access internet easily
(Like mobile, etc)

30. How it is useful for school going children

31. For young generation internet is boom or curse and giver some reason
32.Advantage of use of internet in computer
33.Disadvantage of use of internet in computer