A Practical Study of E-mail Communication through SMTP

Simple Mail Transfer Protocol (SMTP) is an application layer protocol for e-mail communication. It has been adopted as a standard by Internet Engineering Task Force (IETF). SMTP has set conversational and grammatical rules for exchanging messages between connected computers. It has evolved through several revisions and extensions since its formation by Jon Postel in 1981. In SMTP, the sender establishes a full-duplex transmission channel with a receiver. The receiver may be either the ultimate destination or an intermediate forwarding agent. SMTP commands are issued by the sender and are sent to the receiver, which responds to these commands through codes. Each SMTP session between the sender and the receiver consists of three phases namely: connection establishment, mail transactions and connection termination. This paper describes and illustrates the process of e-mail communication through SMTP by issuing the individual SMTP commands directly to transmit e-mail messages. It also describes individual SMTP commands and extensions with practical implementation using a Telnet client

Developing Global Education Opportunities at Sheridan College Using COIL (Collaborative (Collaborative Online International Learning)

International educational experiences are widely recognized as vital to both student educational development and the Canadian economy. However, only one in ten students in Canada studies abroad during their post-secondary programmes; at colleges, this number drops to one percent. Meanwhile, historically-underrepresented groups including racialized and Indigenous students, students with disabilities, and lower-income students continue to face additional barriers to study abroad and therefore have limited access to international education. The last decade has seen increased interest in “Internationalization at Home” – strategies for supporting global learning that do not require physical mobility - arising, at least in part, from efforts to address gaps in accessibility. The cessation of almost all travel during 2020 and 2021 due to the COVID-19 pandemic accelerated the development of Internationalization at Home methods, the most widely-employed of which is COIL (Collaborative Online International Learning). Per the definition offered by the SUNY COIL Center – a major international hub for student and faculty practitioners – COIL is “…an approach that brings students and professors together across cultures to learn, discuss and collaborate as part of their class” (SUNY COIL, 2021), most often through virtual communication platforms. Seeking to expand access and innovate opportunities for international education, in Fall 2020, Sheridan College initiated the development, delivery, and assessment of COIL curriculum, funded by a generous grant from Colleges and Institutes Canada’s Outbound Student Mobility Program: Winter 2021 Pilot Study. COIL fits squarely into Sheridan’s Academic Plan for 2019-2024, which seeks to “advance quality teaching and deep learning through inclusive, learning-focused design,” in part through a new Internationalization and Global Connectivity Strategy (Sheridan, 2020). This report emerged from the Winter 2021 pilot and aims to offer a resource to faculty, staff, and students at Sheridan and beyond, who would like to better understand existing practices and research on COIL methodologies as well as learn from Sheridan’s experience piloting its first COIL course. The report begins with a literature review contextualizing the emergence of COIL practices within international education at the post-secondary level and summarizes key findings from studies evaluating the efficacy of the method at achieving intercultural competence, digital media literacy, team building and communications skills, employability, and other benefits for students, faculty, and institutions. This review also assesses the limited research regarding the experiences and needs of underrepresented students in international education. Next, this report offers an overview of the Sheridan College’s CICAN-sponsored pilot COIL course, “The Creative City and Culture,” two sections of which were offered in Winter 2020. This pilot was unique in that it located a COIL project within the cross-college Breadth Electiv

The Development Impact of Information Technology in Trade Facilitation

The main purpose of this chapter is to provide an overview and context of the country studies on Information Technology (IT) for Trade Facilitation (TF) in Small and Medium Enterprises (SMEs).Impact of Information Techonology, Trade Facilitation, SMEs

The Development Impact of Information Technology in Trade and Facilitation

Trade Facilitation (TF), or streamlining regulatory and other procedures involved in the import or export of goods, has received increasing attention in recent years as governments realize the significant impact inefficient trade procedures can have on their countries' trade competitiveness. Simplifying trade procedures and making them more transparent has also been identified as a way to make international trade more inclusive, as this would make it easier for small and medium-sized enterprises to engage in import and export activities. At the same time, however, many trade facilitation measures identified for implementation in developing countries-often with the support of development agencies-involve the use of modern information and communications technology (ICT), to which SMEs may not always have easy access.Trade, Foreign Direct Investment, Financial Crisis, Environment, Agricultural Trade Liberalization, WTO

The Impact and Support of Constructivist Learning Environments to Develop Entrepreneurial and Enterprising Graduates to Enhance Employability

Governments have encouraged higher education institutions (HEIs) to develop entrepreneurial, innovative and highly employable graduates. Accordingly, employability, enterprise and entrepreneurship are all high on the agendas of United Kingdom (UK) HEIs (Sewell and Dacre Pool, 2010) and the use of constructivist approaches, such as experiential learning and problem based learning, may offer an effective way to develop the entrepreneurial, enterprising and employability skills that both graduates and employers need. Constructivist approaches in higher education (HE) have become increasingly common across a wide range of disciplines in recent decades. This is particularly true in the field of entrepreneurship where the development of entrepreneurial skills requires different hands-on or experience based approaches to the more traditional didactic lecture based teaching methods (Jones and English, 2004; Jones and Iredale, 2010; Zahra and Welter, 2008). Constructivism lends itself to active based learning approaches which can result in improved problem solving skills, improved knowledge retention, and improved motivation (Bonwell and Eison, 1991; Rhem, 1998; Snyder, 2003). Furthermore, unlike didactic teaching approaches, constructivist active learning can lead to changes in both thought and attitude, and the development of behavioural skills (Bligh, 2000; Grimley et al., 2011). Whilst there is much practical practitioner based research focusing on the implementation of constructivist enterprise education, there is limited existing research focusing on the constructivist learning theory underpinning constructivism. This has led to a degree of separation between practitioner-based research and constructivist learning theory in abstraction and application. This thesis addresses three research questions • How can constructivism be applied to enterprise education in HE? • What is the relationship between constructivist learning environments and the development of enterprising graduates? • How can learning environments be created and implemented to effectively support the development of enterprising graduates? This thesis investigates a range of constructivist pedagogic interventions across a range of academic levels, subjects, and disciplines, both within and outside of formal curricula, to explore their ability to develop enterprising skills and to consider how they can be created, developed and implemented to effectively support the development of these skills. In addition, the portfolio contains an assessment of the relationship between a range of entrepreneurial attitudes and the likelihood of graduate employment in a professional field six months after graduation in Paper 1. This provides some quantitative evidence that enterprising skills that can be developed by constructivist active learning can have an impact on graduate employability. This portfolio provides a strong case for the use of constructivist approaches in developing a wide range of entrepreneurial and enterprising skills that graduates require, enhancing their employability and enabling them to be more enterprising. These skills included developing a proactive disposition, achievement motivation, self-efficacy, interpersonal skills, team working, communication skills, planning, attitude to risk, leadership and a preference for innovation. This portfolio found support for the contention that in general, students respond positively to these approaches and satisfaction levels are high e.g. in Paper 5 and in Paper 6. However, Papers 2 and 4 highlighted the importance of adequate temporary scaffolding, where appropriate, to ensure access to learning for all students. The learning points that can be taken from the portfolio to help develop and create the best pedagogy and constructivist learning environment for students to maximise the benefits of constructivism are summarised in Appendix 2. Paper 7 considers the development of a constructivist intervention that involves external stakeholders. This research focused on the perspectives of students, faculty and stakeholders to better understand the creation, implementation, and development of such pedagogic interventions. This thesis concludes that enterprise education in HE should be based not only on didactic teaching but should also involve the application of constructivist active learning approaches (particularly experiential learning) based and grounded on constructivist learning theory to develop enterprise skills. Thus enterprise education can be viewed as a mixture or fusion of didactic teaching to impart essential theoretical knowledge and the application of constructivist learning approaches which seek to develop experiential knowledge and skills, which can be developed through both experience and reflection. This thesis contributes to knowledge by combining constructivist learning theory and practice based research to underpin the application of constructivism in enterprise education. It provides additional depth and breadth to research on constructivist pedagogy, using a range of research methods across a range of educational settings, to support the development of enterprise skills and employability. It identifies how to achieve best practice in the delivery of constructivist learning through the implementation of constructivist learning principles and highlights the pivotal role of the educator in supporting student learning in a constructivist learning environment

We\u27re all Horacians : Listening to international students at an American liberal arts college

The current intensifying climate of internationalized higher education has led to feverishly increased recruitment of international students in and beyond the United States. Amidst competition for this student population, the complexity of the international student experience, the voices of internationals, and the focus on individuals\u27 lives are of lesser consequence than mapping global flows and tracking aggregate trends through statistical measures and meta-level reporting. As a result, international students in the twenty-first century are often commodified, homogenized, and Othered in the scholarships to which they are a subject and on the campuses in which they are enrolled. However, I contend - and show in this dissertation - that these students are also powerful commentators on their own lives who share invaluable insights about international study, the situatedness of globally mobile persons navigating transnational social fields, and the ways in which international students are agential actors within the globalized system of higher education. In this qualitative case study dissertation, I investigate salient dimensions of internationals\u27 lives at Horace College, a Midwestern liberal arts college, by mapping and analyzing the self-reported stories and the perceptions of my informants. Based on nine months of fieldwork, I explore the particular contours of internationalization, international student inclusion, and diversity within the social justice legacy of and liberal arts mission at Horace College. I also give attention to how international students and other participants perceive the moniker Horacian and the ways in which this label has implications for expectations regarding international student adjustment and relationships between domestic and international peers on campus. Finally, I investigate meanings internationals ascribe to the term international student as well as the transnational ties to family, friends, and home countries most salient to these students\u27 experience at and beyond Horace

From Financial Liberalization to Financial Integration: A Legal Theory of Finance Reinterpretation of the Asian Financial Crisis and the Implications for the Future of Thailand and South East Asia

This dissertation explores the role of law in the financial development of an emerging economic country. Its main proposition is that law plays a fundamental part in both the construction and the subsequent failure of a financial system, in addition to the function of reducing frictions and distortions in order to maintain the orderly running of the market. The dissertation illustrates the aforementioned proposition with an in-depth case study of the Asian Financial Crisis (AFC) which was initially rooted in the Thai financial sector. Aided by the analytical paradigm offered by Legal Theory of Finance, it parses the legal and institutional aspects of the rapidly developing financial markets in Thailand and her investing partners. This allows the ensuing Crisis to be seen from the previously underexplored institutional underpinning of the volatile financial cycle which characterized the region at the time. Subsequently, the dissertation employs the same intellectual framework in order to explain the post-crisis reform initiatives and their systemic implications for the regional financial architecture under the auspices of the Association of the South East Asian Nations. This dissertation cuts across a number of disciplines: law and finance, law and economic development, financial and banking regulation, international financial law, to name but a few

Managing the quality of employability development in higher education through blended learning : a comparative study

The fourth industrial revolution and twenty-first century employability development has emerged on education and political agendas as a priority all over the world. Researchers have suggested and investigated more innovative learning experiences using technology as part of a blended learning approach. Restructuring current programmes to include skills development has the potential to equip students with the skills needed for employment. The development of blended learning approaches is an expanding field in both developing and developed countries. Yet, the skills graduates display and employers’ dissatisfaction is a concern. Limited research has been conducted on the use of blended learning to enhance employability development in formal learning environments. Most of the available research relies on employer perceptions, with little data available on the knowledge, skills and values graduates actually possess or on the impact this has on employability outcomes. This study aims to address this gap by focussing on managing the quality of employability development in higher education using blended learning. The study was aimed at gaining insight into the perceptions, understanding, concerns and experiences of institutional managers, tutors, graduates and students in their real world when using blended learning to enhance graduateness. This aim made the qualitative research method a suitable match. This thesis reports on the resulting comparative study between a South African and an American institution using different blended learning approaches to compare different cases for similarities and variations. The South African higher education sector’s fitness for purpose and pursuit of benchmarking against international standards of academic quality, knowledge and expertise calls for redress and reform of teaching-learning. In the fourth industrial revolution with a 21st century knowledge economy, driven from a macro- meso- and microlevel perspective, higher education in South Africa has the potential to provide a workforce that is socially and economically viable and more inclusive. The thesis concludes with a model to support employability development in blended learning environments.Uphuhliso lwezakhono nokuqesheka ngenkulungwane yamashumi amabini nanye,zivele kwii-ajenda yezemfundo kunye nezopolitiko njengeziqaqambileyo kwihlabathi jikelele. Abaphengululi bacebisile kwaye baphanda ngamanye amava amaninzi amatsha okufunda besebenzisa itheknoloji njengenxalenye yokuvelela ukufunda ngokuhlanganisiweyo/ngokudibeneyo. Ukulungiswa kwakhona iinkqubo ezikhoyo kubandakanywa uphuhliso lwezakhono kunako ukubaxhobisa abafundi ngezakhono ezifunekayo kwingqesho. Uphuhliso lokuvelela ukufunda okudibeneyo/okuhlangeneyo ngummandla owandayo kumazwe asakhulayo naselekhulile. Kunjalo, izakhono eziboniswa ngabafundi abanemfundo ephakamileyo,zibanga inkxalabo kubaqeshi. Uphando oluncinane luqhutyiwe ekusetyenzisweni kokufunda okuhlanganisiweyo ukuphucula uphuhliso lokuqeshwa kwiindawo zokufunda ezisemthethweni. Uninzi lophando olukhoyo luxhomekeka kwiimbono zomqeshi, onolwazi oluncinane kulwazi, izakhono kunye neenqobo ezisemgangathweni abafundi abanemfundo ephakamileyo ngokwenene abanazo okanye kwifuthe le nto enalo kwiziphumo zokuqesheka. Esi sifundo(Olu phononongo) sijolise ekuxazululeni/ ekudibeni lo msantsa ngokugxila ekulawuleni umgangatho wophuhliso lokuqesheka kwimfundo ephakamileyo kusetyenziswa ukufunda okuhlangeneyo. Uhlolisiso lwalujoliswe ekufumaneni ingqiqo kwiimbono, ekuqondeni, iinkxalabo kunye namava abalawuli beziko, abafundisi, abafundi kwizifundo zemfundo ephakamileyo abaphumeleleyo nabafundi kwilizwe labo lokwenene xa befunda ngendlela yokudibanisa ukufunda ukuphucula impumelelo yabo yokuba beneziqu. Le njongo yenza indlela yophando olusemgangathweni lufaneleke. Le ngxelo yeengcingane ezibhaliweyo engqinelwe zizixhobo ekukhutshweni kwengxelo kwizifundo zothelekiso phakathi kweziko loMzantsi Afrika neziko laseMerika kusetyenziswa uvelelo lwezifundo zokufunda ngokudibeneyo ezahlukileyo ukuthelekisa imiba eyahlukileyo kwefanayo kunye neyeleleneyo. Ukufanelekeka kwecandelo lemfundo ephakamileyo eMzantsi Afrika ngenjongo kunye nokulangazelela (nokusukela) imilinganiselo esemgangathweni yemilinganiselo yemfundo yamazwe ngamazwe, ulwazi kunye nobuchule bokulungisa nokutshintshwa kokufundisa nokufunda. Ngolwazi lwezoqoqosho lwenkulungwane yamashumi amabini nanye, oluqhutywa ngokwembono yenqanaba elikhuluu, eliphakathi nelincinane, imfundo ephakamileyo eMzantsi Afrika inokukwazi ukubonelela ngabasebenzi abafanelekileyo ngokwentlalo nangokwezoqoqosho kwaye ibandakanye okuninzi. Le thisisi iphetha okanye iphela ngemodeli/ ngomzekelo ukuxhasa uphuhliso lokuqesheka kwiindawo zokufunda ngokudibeneyo.Ukuthuthukiswa kwamakhono kanye nokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme kuleli khulu-nyaka lama-21 sekubonakala njengento eseqhulwini ezinhlelweni zezemfundo kanye nezepolitiki emhlabeni wonke jikelele. Abacwaningi sebephakamise futhi bacubungula izindlela nezinqubo zokufunda ezintsha kusetshenziswa ubuchwepheshe njengengxenye yokufunda okuxubile. Ukuhlelwa kabusha kwezinhlelo ezikhona njengamanje ngenhloso yokubandakanya ukuthuthukiswa kwamakhono kungabahlinzeka abafundi ngamakhono adingekayo ukuze baqashwe. Ukuthuthukiswa kwezindlela zokufunda okuxubile kungumkhakha okhulayo emazweni asathuthuka ngokunjalo nasemazweni asethuthukile. Kodwa-ke nakuba kunjalo, amakhono aboniswa ngabafundi abaphuma ezikhungweni zemfundo ephakeme, kanye nokungagculiseki kwabaqashi, kuseyinto edala ukukhathazeka impela. Lukhona ucwaningo oluncane oselwenziwe mayelana nokusetshenziswa kwezindlela zokufunda okuxubile ngenhloso yokuphucula ukuthuthukiswa kokuqasheka kwabafundi abaphuma ezikhungweni zemfundo ephakeme ngaphansi kwezimo zokufunda ezihlelekile. Ucwaningo oluningi olukhona njengamanje luthembele emibonweni yabaqashi, futhi kunedatha encane kakhulu ekhona mayelana nolwazi, amakhono kanye nezimompilo abanazo abafundi asebephothule iziqu zabo noma idatha ephathelene nomthelela walokhu emiphumeleni yokuqasheka kwabo. Lolu cwaningo luhlose ukuvala leli gebe ngokuthi lugxile ekuphatheni nokulawula ikhwalithi yokuthuthukiswa kokuqasheka kwabafundi asebephothule iziqu zabo ezikhungweni zemfundo ephakeme ngokusebenzisa ukufunda okuxubile. Ngalolu cwaningo kwabe kuhloswe ukuthola ulwazi olunzulu mayelana nemibono, ukuqonda, ukukhathazeka kanye nezimo abadlule kuzona abaphathi bezikhungo, abafundisi, abafundi asebephothule iziqu zabo kanye nezitshudeni esimweni soqobo abaphila ngaphansi kwaso lapho kusetshenziswa ukufunda okuxubile ukuze kwenziwe ngcono amathuba abo okuthi babe sebezuze ulwazi namakhono anohlonze ngenkathi bephothula iziqu zabo. Le nhloso yenza ukuthi indlela yocwaningo olukhwalithethivu kube ngefanelekile kulolu cwaningo. Le thisisi ihlinzeka umbiko mayelana nocwaningo lokuqhathanisa oluwumphumela walokhu olwenziwe phakathi kwesikhungo saseNingizimu Afrika kanye nesikhungo saseMelika kusetshenziswa izindlela ezihlukahlukene zokufunda okuxubile ngenhloso yokuqhathanisa izimo ezihlukahlukene ukuze kubhekwe izinto ezifanayo kanye nalezo ezihlukile kulezo zimo. Ukufaneleka komkhakha wezemfundo ephakeme waseNingizimu Afrika ukuqhathaniseka namazinga amazwe ngamazwe ekhwalithi yezemfundo, ulwazi kanye nobungoti kudinga ukuthi kulungiswe konke lokho okungahanjiswanga ngendlela efanele esikhathini esedlule futhi kulethwe izinguquko emkhakheni wezokufunda nokufundisa. Emnothweni wolwazi wekhulu-nyaka lama-21, oqhutshwa ngokwezinga elibanzi, elimaphakathi kanye nelincane, umkhakha wemfundo ephakeme unawo amandla okuhlinzeka ngabasebenzi abangaletha impumelelo nokusimama kwezenhlalo nakwezomnotho, futhi okungabasebenzi ababandakanya izinhlobo zabantu abavela emikhakheni yempilo ehlukahlukene kanye nasezigabeni zomphakathi ezihlukahlukene. Le thisisi iphothula ngokuhlinzeka ngemodeli ezosekela ukuthuthukiswa kokuqasheka kwabafundi ngaphansi kwezimo zokufunda okuxubile.Educational Management and LeadershipD. Ed. (Education Management