Atlantic Diving Supply, Inc. v. Bancroft Global Development Case Study

Atlantic Diving Supply, Inc. v. Bancroft Global Development - Case Study Example A lawsuit was filed by ADS in Virginia Beach Circuit Court in February of 2011. ADS alleged that Bancroft had ordered and accepted the boots along with other products such as battle-dress uniforms, pistol belts and field jackets but only had paid for half of it. Bancroft is accused of breach of contract and conversion. ADS argued that Bancroft held on to the goods that it had actually rejected and hence demanded $1 million. A statement by ADS’s attorney said that Bancroft owed ADS money and hence they are suing it (WTOP, 2012). Bancroft on the other hand countersued ADS for $1.1 million. It accused ADS of breach of contract and fraud. Bancroft argued that the boots supplied were of poor quality and fake military boots. The boots were not intended for military use as they were designed to be costume boots. The quality of the boots is said to be so poor that it would not even serve the purpose of daily regular use, let alone military use (WTOP, 2012). The main reason for the disagreement is that the boots were of poor quality and wore out on just a few uses. Bancroft says that it relied on ADS to provide boots that were of military specification. Even though this was not mentioned in the purchase order, the specifications of the product needed were mentioned in the purchase order by DynCorp which was forwarded to ADS. Hence Bancroft argues that as ADS was aware of the military specifications of the product and still provided with low quality products. Therefore it has indulged in fraud and breach of contract. Bancroft had arranged for the delivery to be picked up by a third party and have it delivered to Uganda. There were no inspection checks done and it is only after the problems surfaced, that an official inspection was conducted and the boots officially rejected (McCabe, 2012). ADS has argued against the above allegation by saying that the products were selected based on the price quote by Bancroft. There are no military boots available in their price range. It also argued that all military specification was carefully removed from the purchase order by Bancroft in order to save money. They argued that Bancroft wanted to the cheapest products at the earliest and they were delivered what they asked for. ADS also blame Bancroft of taking too much time in rejecting the goods. It argues that if the products were detective, then should have been immediately rejected (McCabe, 2012). Judgement has not been reached yet and evidences have been submitted by both parties to prove their claims. Risk Management by both Organizations There are various risk management steps that could have been taken by both organizations to avoid. First and foremost, each organization should have added an expressed condition in the contract that would ensure that their interests are served. An express condition would explicitly set forth the terms and conditions of the deal (Salzedy & Brunner, 1999). Bancroft should have added a condit ion in the agreement to meet the specific quality requirements which would mean that the ADS would have been under the obligation to meet the quality requirements, in this case military specifications. ADS on its part could have added a condition to have the payment made within a specified time length or added a condition would have required Bancroft to reject the products within a time period

Nonverbal Communication Essay Example for Free

Nonverbal Communication Essay Abstract The goal of this study was to find out if teachers were teaching nonverbal communication in their classroom, and also if it was important to teach nonverbal communication in the classroom. Teachers have a variety of teaching styles, and techniques. Some teachers using nonverbals and some do not. However, sometimes class size, classification levels, and gender can cause teachers to either use nonverbal communication or not. The participants of this study were asked whether or not their teacher use different types of nonverbal communication in the classroom setting. The study found that students said most teachers in their classes use nonverbal communication to teach. This study also provides support of the importance nonverbal communication has when teaching. Nonverbal communication in the classroom: A research about the importance of teaching nonverbal communication Communication in general is the process of sending and receiving messages that enables humans to share knowledge, attitudes, and skills. Although we usually identify communication with speech, communication is composed of two dimensions, which are verbal and nonverbal. Nonverbal communication has been defined as communication, but just without any words. Communicating is not something we can just do without, nonverbal communication especially considering it can never be shut off, unlike verbal communication we are always communicating nonverbally. One cannot not communicate. Nonverbal communication is always around you and impossible to ignore. Research, in many studies, has indicated that nonverbal communication can serve a wide range of functions in human interaction. Nonverbal communication is an essential part of every day life. No matter if at work, school, or even at home, nonverbal communication plays a huge role in life. As Blatner (2002) says, â€Å"Often people cannot understand the impact of nonverbal communications involved in a situation unless it is replayed and figured out† (pg.3). Teachers need to be practicing and teaching nonverbal communication in the classroom everyday, and that by doing so students will become much better communicators. Nonverbal communication strategies are important to the development of an effective educational system. Nonverbal communication should be practiced in more classes than just communication classes, because no matter what major of study you are in communication is always going to be an essential thing to know. Many social scientists have conducted research in the field of nonverbal communication as it affects students and educators. Ritchie (1977) found that seven percent of communication is nonverbal. Voice inflection accounts for 38% of the message, and facial expression, including body language, communicates 55% of the message. Speer (1972) states that because 90% of the total impact of a message can come from nonverbal elements, sharpening nonverbal communication skills cannot help but make a person a better communicator. So why are not all teachers using this method of teaching in the classroom setting? That is one of the questions I would like to answer in my research. This paper will work to determine if nonverbal communication is essential to be taught in the classroom and the importance of the teaching of nonverbal communication. Literature Review Research has been investigated, by many different scholarly researchers, about nonverbal communication and the importance of why it should be taught to students in their learning career. Nonverbal communication can be defined as signing, symbols, colors, gestures, rhythms, and much more. Those are just a few examples that will be discussed (Ritchie 1977). Speer (1972) believes that it is important to know all the different ways to communicate nonverbally and explains all of those ways in the book. Speer (1972) also emphasizes on the fact that in order to communicate, you must first know what nonverbal communication actually is. Pilner, Alloway, Krames (1974) however compare how humans and animals communicate differently nonverbally and the importance of knowing the different ways, and they also point out how humans and animals can communicate very similarly nonverbally as well. Ethology is the way of studying behavior amongst people. Weitz (1974) refers to ethology as a way to condu ct research, knowing how to study different peoples behavior is essential to know before observing how people act. Visual interactions are also ways of studying nonverbal communication in the classroom, according to Weitz (1974). According to Molcho (1985), nonverbal communication is critical in the classroom setting, especially in interpersonal communication. The most credible messages teachers generate are said to be nonverbal. Duggan (2012) discusses all of the different nonverbal cues and why they are important. For example, he states the importance of facial expressions, gestures, and appearance. Along the same lines Carli (1995), Mayo Henley (1981) and Thompson (2012) have different articles about differences between men and women and the different thoughts they have on nonverbal communication. He also discusses different research scenarios in which research has been conducted to prove the importance of nonverbal communication, and why men and women communicate differently sometimes. Area of Study Nonverbal communication plays a huge role in the classroom, and how teachers should be using nonverbal communication. (Pliner 1974) This paper is a research intended to help understand why nonverbal communication is so important in teaching, and what those importance’s are. Teachers should be using nonverbal communication everyday, in every course no matter what the major of study is. I want to research to see if teachers are using nonverbal communication skills in the classroom environment, and if so how they are using them. My hypothesis is that yes I believe teachers are using nonverbal communication as a way of teaching in their classroom. If the answer is no however, I will research why teachers are not using nonverbal communication in their every day teaching techniques, and if there are reasons behind why they are not using it. I will conduct surveys in class to see if students believe teachers are teaching enough about nonverbal communication, and if they believe it is important to be learning about. I would ask, does nonverbal communication play a role in the classroom? For instance, is nonverbal communication important in the classroom setting, whether it be how the teacher dresses, lectures, stands, etc. I also want to find out if teachers are teaching enough about nonverbal communication to their students. Are students gaining enough knowledge about nonverbal communication while in the classroom setting? Also, I would like to find out, what is the importance of nonverbal communication. Why should we study this and why do we need to learn this study for our whole careers. Finally, what would a classroom setting be like with zero nonverbal communication? This consists of no eye contact, appearance codes, gesture, or any other kind of nonverbal communication behavior. The following research questions and hypotheses guide the current study: H1: Students believe teachers are using nonverbal communication to communicate with them on a daily basis. H2: There is no difference between what males believe teachers use in the classroom and what females believe. H3: All ages believe the same thing when it comes to how often their teachers communicate nonverbally and how they are communicating this way. RQ1: Does nonverbal communication play a role in the classroom? RQ2: Are teachers teaching enough about nonverbal communication to their students? Methodology Instrument I used the convenience type sampling method. (see appendix A) This is a nonrandom type sampling; in which I used volunteers in my class to take my survey. The survey contained nine questions. Participants were asked nine questions about how their teachers use different nonverbal communication skills to communicate with them. The students were asked to mark yes or no depending on if the teacher used those certain styles of nonverbals while teaching, Students were also asked some demographic questions: sex, classification, and age. I used evidence by Wilmont (1995), about research of nonverbal communication to come up with my research questions. I developed my questions very carefully before choosing what the right questions were to ask. I thought about questions that could be useful to my research and that would help me develop the results I needed in order to prove or disprove my topic. I choose questions that wouldn’t be offensive to anyone, so that everyone could participate . I was trying to find out the significance of nonverbal communication being used and taught in the classroom setting. Participants I had twenty-five students in my research communication class participate in my survey. There were fourteen males and eleven females who participated, however gender doesn’t have much of an affect on my research. The ages for my survey ranged from nineteen to twenty-three years old. All of the students who took my survey were in some kind of communication field. I conducted my survey and distributed it during our class hour, along with everyone else. I distributed my surveys on Thursday October 18th, 2012. I distributed my survey to each member in the class in a row order. I simply passed my survey out row by row to each class member, and when everyone received my survey they began taking it. When the class was done taking my survey they proceeded to the front of the classroom and put my surveys in a pile for me to pick up. I then took a look at all of my results later that night. I made an excel document and went through each individual paper and recorded my results in to excel. I recorded the number of females and males, class rank, and also the answers to my yes and no questions. Results The first hypothesis was concerned with if students believed teachers were using nonverbal communication with them to teach on a daily basis. The hypothesis inferred that students did believe teachers were using nonverbal communication on a daily basis to communicate with them. . This hypothesis was supported. All students answered yes to at least some type of nonverbal communication. The second hypothesis looked at the sex of the students. This hypothesis inferred that the sex of the student was not significant for this survey. This hypothesis was supported. Sex was not significant in the research. Males and females answered mostly the same for every question in the survey. The third hypothesis looked at age of the students. This hypothesis stated that age was not significant in the survey. This hypothesis was supported. After recording all the results, age was not a factor. All of the students came up with mostly the same answers no matter their age. Research question one asked if nonverbal communication played a role in the classroom setting. From my survey, students believed that yes, nonverbal communication does in fact play a role in the classroom, and the survey also showed that numerous amounts of different types of nonverbal communication are being used every day in the classroom setting. Research question number two asked, are teachers teaching enough about nonverbal communication to their students? The question was answered yes by every single student. Students believe that yes there is enough nonverbal communication being taught in the classroom. Discussion The goal of this study was to see if nonverbal communication was being taught in the classroom and if it was important to be taught. Teachers have many different ways of teaching, and many different techniques but the overall outcome was that yes, nonverbal communication is very important in the classroom and that many teachers do use nonverbal communication on a daily basis to teach. Class size, gender, and classification did not really matter in this study. Previous research has also found that nonverbal communication is a very important factor in teaching as well. My study supported previous research, and agreed that nonverbal communication is being taught in the classrooms, and it is important for teachers to teach and use nonverbal communication. Another interesting find was that gender did not play a big part in the overall outcomes. I figured since females tend to notice things more, like proximity, gestures, posture, etc., that females would answer a lot differently than males but that was not true in this case. All students believed pretty much the same things. I was not surprised that students believed nonverbal communication was important because I agree, it is.   After conducting my survey I learned a lot of things from classmates. Some of the things I discovered were, body posture is a very important nonverbal in the classroom. Body posture can tell when students understand the content presented or when they have trouble grasping the major concepts. A student who is slouching in his seat sends a very different message than the student who learns forward or sits erect. I also learned that eye contact plays a very important role in teaching. Teachers often use eye contact in the classroom to decide who is prepared to answer a question, or who has completed a homework assignment. If a student does not want to be called on they will try and have no eye contact with the teacher, and that indicates to the teacher they do not know the answer or wish to not speak. Students also responded that distance is used on a daily basis in the classroom. The teachers are supposed to stand in the front, and the students sit in desks in the middle and back. I also discovered that students would interact more comfortably with a teacher when they are in same vertical plane. Dress being a form of nonverbal communication, I discovered plays a role in every classroom. Teachers dress appropriately for class everyday, as in dress pants, dresses, nice shirts, etc. Effective teaching depends on successful communication. By definition of non-verbal communication without uttering a single word, teachers and students constantly send messages to each other (Thompson, 2012). Limits and Future Study Although my study found a lot of reliable information, there were some limitations. When conducting my survey, although it turned out very helpful, I would have changed the questions and been a little more descriptive with them. For example, I would have not only asked if the certain nonverbals were used in the classroom, I would have also asked when and how these forms of communication were used. Another limitation was class classification. There were a wide variety of grade levels that took my survey, and all teachers in every grade level have a different way of teaching, so I would have tried to get maybe all Juniors or all Seniors to take my survey. I would have tried to have all people who take the same classes with the same teachers to take the survey. Future researchers could look more in to how students use nonverbal [communication to communicate rather than just teachers. I think students use just as much nonverbal communication as teachers do and that would be an interesting research to conduct also. This research was conducted to show the importance of nonverbal communication while teaching in the classroom. Nonverbal communication plays an essential role in the classroom so I believe more studies should be done concerning nonverbal communication. References Carli, L. (1995). Nonverbal behavior, gender, and influence. Journal Of Personality And Social Psychology, 68(6), 1030-1041. Duggan, T. (2012). Nonverbal cues between men and women in the workplace. Hearst Newspapers. Retrieved from http://smallbusiness.chron.com/nonverbal-cues-men-women-workplace- 11424.html. Key, Mary Ritchie. (1977) Nonverbal communication: a research guide bibliography. Metuchen, N.J.: Scarecrow Press Mayo, C., Henley, N. (1981). Gender and nonverbal behavior. New York : Springer-Verlag. Molcho, S. (1985). Body speech. New York, NY: St. Martins Press. Pliner, P., Alloway, T.,Krames, L. (1974). Nonverbal communication: Advances in the study of communication and affect. New York: Plenum Press. Speer, D. C. (1972). NonVerbal Communication. Beverly Hills, Sage Publications. Thompson, J. (2012). The science and fun of nonverbal communication [Electronic Version]. Are man and woman equals in nonverbal communication? Weitz, S. (1974) Nonverbal communication: Readings with commentary. New York: Oxford University Press. Wilmont, W. (1995). Relational Communication. New York: McGraw-Hill.

Struggling Powers in the Movie The Mission :: essays research papers

The movie The Mission takes place in 1750 in South America. The main characters in the movie are Rodrigo Mendoza (Robert De Niro), who was a Spanish slave trader, and Father Gabriel (Jeremy Irons), who was a Spanish Jesuit. This essay will demonstrate the four struggling powers in the movie, the Guarani Natives, the Jesuits, the Spanish and Portuguese government, and the Cardinal. The Guarani Natives in South America did not like the Spanish at first because the Spanish were using them as slaves and killing them. The Natives were living a life of hiding, they were scared, they were poor, and they were starved. Later on they started to get along with the Jesuits as they start to Christianize them and build missions, and when the Spanish become nicer to them. At the end of the movie most of the Natives were killed off by the Portuguese Rodrigo Mendoza was a Spanish slave trader who went to South America to capture the Natives and turn them into slaves. Mendoza kills his brother in a fit of rage for taking his girl, and is taken to jail. After he is taken to jail he has to do Pennants for the Jesuits, and he begins to feel sorry for himself, and he stops killing. He then becomes a Jesuit and starts to help out the Natives by fighting the Portuguese. Mendoza is killed during a shootout by Portuguese in the mission. The Jesuits come to South America to build missions and spread Christianity to the Natives. Father Gabriel was one of these Jesuits. Their goal was to create peace between the Natives, the Spanish, and the Portuguese, and to build missions and convert the Natives to Christianity. The Jesuits were very helpful and caring to the Natives, for example when the Natives were being run down by slave traders the Jesuits came in to help them build homes and feed them. They also helped to build a foundation of knowing the Lord. The Spanish and the Portuguese government came to South America for land, and to use the Natives as slaves to work on Plantations. They believed that the Natives were animals, so they used them as cheap labor, however the Jesuits did not agree on using the Natives as slaves, so war broke out between the Jesuits and Natives, and the Portuguese.

Simply Inspiring (Public Speaking)

Assalamualaikum and very good morning I bid to our beloved teacher _____, and my fellow friends . I’m Fathin who is a nobody but I’m here to become somebody that can inspire my precious friends with my simple speech. ‘Simply Inspiring’ What exactly are you capable of achieving? What is a realistic expectation for your life and what constitutes sheer madness? Is there a limit to how high you should aim? The simple answer to these questions is simply that you are capable of achieving anything you set your mind to; if you can think it, then it’s a realistic expectation; and you can aim as high as you want. We have probably all heard the â€Å"wise† saying: â€Å"the sky is the limit. † This would seem to have a lot of wisdom in it at first glance. However, it implies that man’s potential has a limit when in actual fact, man’s potential is limitless. Let’s examine what exactly your potential as a human being is. Potential is all that you can be, but have not yet become. It is all you can accomplish, but have not yet accomplished. It is unexposed or dormant ability. This means that the ability to become and to do is already there. It just hasn’t been brought out and utilized. Your most powerful asset is your mind. The answer to the question ‘what is a realistic goal and what is achievable’ is entirely up to you. If your mind can accept that something is achievable, it will find a way to attain that thing. Your possibilities are limited only by your thinking. What may be a limit for one person is a walk in the park for another. It’s all in the mindset. Your potential as a human being, then, is unlimited. You have within you the ability to become and to achieve anything you want. Now that you understand that your potential is limitless, your next challenge is to answer the question: what do you want out of life? Before you start scratching your head and making excuses, let me help you a little. See yourself as the truly capable human being that you are. Find your own way. Utilise the potential within you. Dig out your potential like a prospector digs for oil. The oil has always been there just waiting to be tapped. But if no one bothered to search for it and bring it to the surface it would just remain there dormant, wasting and useless. If you do not challenge yourself to grow beyond your present circumstances, it will just waste away and be totally useless not only to you, but to the rest of humanity. Ladies and gentlemen/Teacher and my beloved friends, I want to share a very inspirational story. It is just not a mere story. It is a real story. The story of Nick Vujicic. What Nick Vujicic has faced his whole life. Without any warning whatsoever, Nick was born with no arms or legs. As luck would have it, his mom was a nurse, and his father, a pastor. But an amazing thing happened. He saw past his limbs and his body to something more important and enduring: his spirit and his attitude. After accepting himself and his role in the world, he went on to earn a double Bachelor's degree in Accounting and Financial Planning in Australia (where he's from. ) From that moment forward, he's been living his dream to help others accept themselves and their roles in life. Everyone, he thinks, is here for a purpose. Teacher and friends/ Ladies and gentlemen, At the moment we already have the belief toward ourselves, the plans and strategy to achieve our main goal, SUDDENLY.. things go wrong. Does it seem like despite your best efforts things never work out as you planned? Are you in despair because just when it seems you are making progress something goes wrong? At such times it is easy to feel defeated and to give up, but what can you do to stay on top of things? One of my favorite poems, â€Å"Don’t Quit,† makes the statement more eloquently by saying: When things go wrong, as they sometimes will When the road you’re trudging seems all uphill†¦ †¦Rest if you must, but don’t you quit. Nick Vujicic with his motivational quote: â€Å"If I fail, I try again, and again, and again. If you fail, are you going to try again? The human spirit can handle much worse than we realize. It matters how you are going to finish. Are you going to finish strong? † It is a source of strength and hope for many during difficult and stressful times. The reason is that it states a simple truth so well that for many it is like shining a light in the darkness. Things will go wrong at times, but you determine what happens after a setback. There are in essence two basic mindsets when it comes to dealing with setbacks. One is the mindset of a pessimist(negative) and the other is one of an optimist(positive). It si important for us to ensure that we choose to be an optimist, although optimist had no control over what happened, they have the power to influence or determine the outcome. This is what determines whether you rise again after you fall or stay on your belly and mourn endlessly until you are blue in the face. Your attitude when things go wrong is ultimately more important than the event itself and is what will determine if the outcome will be positive or negative. I am in agreement with Nick Vujicicâ€Å"The challenges in our lives are there to strengthen our convictions. They are not there to run us over. † Even me,myself had many times when I have turned a â€Å"bad† situation into one that benefits me. Friends ,it is a matter of attitude and our mind. A positive attitude can be learnt and developed. It is a matter of choice. You can make the choice, whenever faced with a difficulty to look at it form an optimistic point of view rather than a pessimistic one. It comes to the end of my speech, but before that I would like to conclude . You can ask any motivator , they will tell you that we need to set our mind positively to believe with our own potential which is limitless . Do not limit our potential with limited vision! Last but not least, never quit. Believe me, there’s always silver lining. Thank you for lending me your attention. Assalamualaikum.

Computer History and Development Essay

The dictionary defines a computer as an electronic device for storing and processing data, typically in binary form, according to instructions given to it in a variable program. Primarily created to compute; however, modern day computers do much more today: supermarket scanners calculate consumers groceries bill, while keeping track of store inventory; computerized telephone switching centers play traffic cop to millions of calls, keeping lines of communication untangled; and automatic teller machines let’s banking transactions to be conducted from virtually anywhere in the world. Technology has been around for a centuries; growing rapidly year by year. One of the most important items Technology has produced is computers. The Electronic Numerical Integrator and Computer also known as ENIAC was regarded as the first general purpose electronic computer. What came before the ENIAC; well, there is the abacas which some consider the first computer. Created over 5000 years ago in Asia and is still in use today. Using a system of sliding beads arranged on a rack, users are allowed to make computations. In early times, the abaca was used to keep trading transactions; until, this became obsolete with the introduction of pencil and paper. Within the next twelve centuries emerged a significant advancement in computer technology. The year was 1642, when Blaise Pascal, the 18 year-old son of a French tax collector, invented the numerical wheel calculator, also known as the â€Å"Pascaline. † Pascaline was a brass rectangular box that used eight movable dials to add sums up to eight figures long. This device was great and became popular in Europe; the only drawback was the limits to addition (Pascal’s calculator, 2010, para. ). Another event that epitomizes the Pascaline machine came from an inventor by the name of Gottfried Wilhem von Leibniz; a German mathematician and philosopher in the 1600’s. Gottfried Wilhem von Leibniz added to Pascline by creating a machine that could also multiply. Like its predecessor, Leibniz’s mechanical multiplier worked by a system of gears and dials. Original notes and drawings from the Pascline machine were used to help refine his machine. The core of the machine was its stepped-drum gear design. However, mechanical calculators did not gain widespread use until the early 1800’s. Shortly after, a Frenchman, Charles Xavier Thomas de Colmar invented a machine that could perform the four basic arithmetic functions. The arithometer, Colmar’s mechanical calculator, presented a more practical approach to computing because it could add, subtract, multiply and divide. The arithometer was widely used up until the First World War. Although later inventors refined Colmar’s calculator, together with fellow inventors Pascal and Leibniz, he helped define the age of mechanical computation. The real beginnings of computers that we use today came in the late 1700’s, thanks to Charles Babbage with the invention of the Analytical Engine. Babbage machine was a steam powered machine; although, it was never constructed it outlined basic elements of a modern general computer. Several more inventors added to machines that were out in the late 1800’s to help pave the way for the first generation of computers (1945-1956) (LaMorte, C & Lilly J, 2010, para. 4). Wars had a great deal in the advancement of modern computers; the Second World War governments sought out to develop computers to exploit potential strategic importance. Therefore, in 1941 a German engineer Konrad Zuse had developed the Z3. The Z3 was created to design airplanes and missiles (Computer History Museum – Timeline of Computer History, 2010, para. 3). Another computer that was created for war times was the ENIAC, first commissioned for the use in World War II, but not completed until one year after the war had ended. It was installed at the University of Pennsylvania, with a partnership alongside the U. S. government, its 40 separate eight-foot-high racks and 18,000 vacuum tubes were intended to help calculate ballistic trajectories. There was also 70,000 resistors and more than 4 million soldered joints; truly a massive piece of machinery that consumed around 160 kilowatts of electrical power. This is enough energy to dim the lights in an entire section of Philadelphia. This computer was a major development with speeds 1000 times faster than the current Mark I. For the next 40 years John von Neumann along with the University of Pennsylvania team kept on initiating new concepts into the computer design. With the combined genius of all the personnel they continued with new products such as the central processing unit (CPU) and also the UNIVAC. The Universal Automatic Computer (UNIVAC) became one of the first commercially available computers to take advantage of the CPU. This helped out the U. S. Census bureau. First generation computers were characterized by the fact that operating instructions were made-to-order for the specific task for which the computers were to be used. Computers had different binary-coded program called a machine language that told it how to operate. This made the computer difficult to program and limited its versatility and speed. Other distinctive features of first generation computers were the use of vacuum tubes, which were known for their breathtaking size, and magnetic drums for data storage (LaMorte, C & Lilly J, 2010, para. 10). The second generation of computers, from 1956-1963, began the age of smaller computers. With the invention of the transistor in 1948, bulky vacuum tube in televisions, radios and computers were all replaced. The transistor became available in a working computer in 1956, and the size of computers has been shrinking ever since (LaMorte, C & Lilly J, 2010, para. 13). Along with smaller computers the transistors paved the way for faster, more reliable and more energy-efficient products; thanks in part to the advances made to the magnetic-core memory. The first to take advantage of this new found technology was the early supercomputer, from IBM and LARC. These supercomputers were in demand by atomic scientist because the enormous amount of data that these computers could handle. By 1965, most big business processed financial information using second generation computers. With the second generation computer came new career opportunities such as programmer, analyst, and computer systems expert. Although, transistors was and improvement over the vacuum tube, they still generated a lot of heat, which damaged sensitive internal parts of the computer; the quartz rock eliminated this problem (LaMorte, C & Lilly J, 2010, para. 16). Third generation computers (1964-1971) began with Engineer Jack Kilby, with Texas Instruments, developing the IC (Integrated Circuit) in the mid 1900’s. The IC combined three components onto a small silicon disc, which was mad from the quartz. Later on scientist were able to fit even more electronic components onto a single chip, called a semiconductor. As a result, computers became smaller as more components were fitted on these chips. The third generation computer gave birth to the operating system. This allowed machines to run different programs all at once with a central program that coordinated and monitored the computer’s memory (LaMorte, C & Lilly J, 2010, para. 16). With the fourth generation of computer’s (1971-2000) only thing to do was to go down in size. There were three major chips that helped with computer downsizing the LSI, VLSI, and ULSI. Large scale integration (LSI) could fit hundreds of components onto one chip. Very large integration (VLSI) could fit hundreds of thousands of components onto one chip. Ultra-large scale integration (ULSI) could fit millions of components onto chips (LaMorte, C & Lilly J, 2010, para. 17). The size and prices of computers went down due to the fact, that so much was able to be put into an a area about half the size of a U. S. dime. Intel, which was founded in 1968, developed the Intel 4004 chip in 1971, which would become standard in everyday house hold items such as microwaves, television sets and automobiles. With such condensed power allowed for a new market, everyday people. Computers were no longer just developed exclusively for large business or government contracts. It was the late 1900’s, when computer manufacturers sought to bring computers to a more general consumer. These smaller and sleek computers came with a more user-friendly software packages such as word processing and spreadsheet programs. Early company who took advantage of selling these more user friendly computers was Commodore, Radio Shack, and Apple Computers. In 1981, IBM launched its personal computer for multi-purpose use in the home, office, and schools. IBM made the personal computer even more affordable and the numbers increased rapidly within the next year. Personal computer usage more than doubled, going from 2 million in 1981 to 5. 5 million in 1982. Fast forward 10 years later, there are 65 million PC’s owned by general consumers. With the introduction of Human Computer Interface (HCI), users could now control the screen cursor using a mouse mimicking one hands movement instead of typing every instruction. Smaller computers became more powerful, especially in the workplace, were they could be linked together to share memory space, software, and communicate with each other. This was achieved using telephone lines or direct wiring called a Local Area Network (LAN) (LaMorte, C & Lilly J, 2010, para. 20). The fifth generation of computers (Present and Beyond) is a generation that is in the works of some great advancements in computer technology with the utilization of computer chips. One of the major components of a computer is the chip; these are conducted of semiconductor materials and semiconductors that eventually wear out. A semiconductor is a material that is typically made of silicon and germanium; both of them are neither a good conductor of electricity nor a good insulator. These materials are then fixed to create an excess or lack of electrons (Semiconductor, 2010, para. 2). Integrated circuits grow old and die or are discontinued. This process can happen in many ways; modern chips as used in computers have millions of transistors printed on a small chip of silicon no bigger than a fingernail. Each microscopically transistor is connected to the others, on the surface of the chip, with even smaller aluminum or copper wires. Over the years, the thermal stress of turning the computer on and off can cause tiny cracks in the wires. As the computer warms up the wires can part and cause the computer to stop working. Even a few seconds of off-time can cool the system enough to allow the wires to re-connect, so your computer may work just fine for a few minutes, or hours, then after it warms up, it may fail, letting it cool off can bring it back to life for a few minutes or more (Computer Freezes and Crashes, 2010, para. 16). Of course, some chips are much more inclined to failure than others. The competition tries to gain an advantage on the market by building cheaper or faster chips; cheaper and faster means hotter and shorter-lived parts. Better quality equals higher prices; when the price goes up and nobody buys the products. Low quality products die of old age too early and they get a bad names, this causes products to not be sold. Most modern computers are constructed from the cheapest parts available. With this information being known, Intel, one of the best chip manufactures, designs their parts to be very vigorous and endure heat and malfunction. Intel was founded on July 18, 968, as Integrated Electronics Corporation. Intel Corporation is a worldwide semiconductor chip maker corporation based in Santa Clara, California, and is the world’s largest semiconductor chip maker, based on revenue. They invented the series x86 microprocessors; these processors are found in most personal computers (Intel, 2010, para. 20). Intel along with other competing companies is predicting no more mouse or keyboards by 2020. Right now with Intel-developed sensor and brain waves scientist are hoping they can find ways to harness brain waves to operate computers. This all would be done of course with consumer’s permission. Scientists believe that consumers would want the freedom gained by using the implant. The idea may be far-fetched now but 20 years ago tell a person that it would become almost necessary to carry a computer around; that idea would have been rebutted. Look around now, people cannot leave a computer or computer device home or even in a vehicle without feeling like something is missing, an almost naked feeling. Scientists believe that consumers will grow tired of dependence of computer interface. Whether it’s fishing out accessories or even just using the hands to interact, Scientists think consumers would prefer to manipulate various devices with their brains. Currently a research team from Intel is working on decoding human brain activity. The team has used Functional Magnetic Resonance Imaging (FMRI), these are machines that determine blood flow changes in certain areas of the brain based on what word or image the consumer is thinking of. This idea sounds farfetched but almost two years ago, scientist in the U. S. and japan announced that a monkey’s brain was used to control a humanoid robot. Scientist and the Intel team are currently working on getting to a point where it is possible to mentally type words by thinking about letters (Intel Chips in brains will control computers by 2020, 2010, para. 4). The story of the computer is amazing; to see how far technology has come is almost unreal. Evolving from the first computer the ENAIC, a huge machine that had thousands of tubes everywhere; computers are now small enough to be placed in a brief case for on the go use. Furthermore, with the everyday advancement of technology it won’t be long before farfetched ideas become a reality.