Applications of 3g Technology in the Education Essay Example for Free

Applications of 3g Technology in the Education Essay Applications of 3G technology in the Education sector: Perspective Bangladesh ABSTRACT: Bangladesh recently touched a new milestone in Information and Communication Technology with the inauguration of commercial testing of Third Generation (3G) services through the state-run mobile service provider Teletalk. Teletalk will distribute 400,000 (4lacs) 3G-enabled SIMs’ for the capital Dhaka primarily. 3G is supposed to open new windows for mobile phone users. It’s a giant leap for Bangladesh. The advantages of 3G services include faster data connectivity which means one can download faster and web surfing will be a lot more fun. It will give uninterrupted video streaming on phones, enable video calls and big MMSs, hence facilitating optimum usage of data intensive applications which will create a mutual bridge between the education system of international ground and Bangladesh. This paper evaluates how 3G can be effectively used in education in Bangladesh. Understanding the impact of 3G, especially in education, could be seen as strategically crucial for Bangladesh moving forward as the country can enter a new epoch through wider use of 3G.Pedagogues will have central roles to play in taking education forward through the use of 3G and the way ICT is integrated in education. Two key areas will be addressed in this paper: 1. An analysis of 3G and its impact on teachers; and 2. An evaluation of the students’ abilities to think critically, especially when 3G is concerned. The hypothesis of this research work will find the maximum applications of 3G in the education sector of Bangladesh as the key tools for being the Digital Bangladesh. It will represent our modern education system which will be recognized international arena. To establish the hypothesis I facilitate qualitative and survey method. This paper is set in the context of Bangladeshi colleges and universities especially in Dhaka. The colleges and universities will be identified through Purposive sampling. The key focus and emphasis of this paper is on the changes of teaching and learning that will result from the applications of 3G. The findings may be used to enhance the applications of 3G in other sectors in Bangladesh. Keywords Applications, 3rd generation technology, education sector, e-learning Introduction: Third generation (3G) has dominated this modern world in just a decade. But in Bangladesh it is the inception of 3G. The state-run mobile service Teletalk is providing this facility. Teletalk is distributing 400,000 (4-lacs) 3G-enabled SIMs’ for the capital Dhaka primarily (www.bdnews24.com, 2012). 3G is supposed to open new windows for multimedia phone users. Using the 3G functions there are already so many devices taking advantages. People can perform all the functions in a 3G phone. However, the speed, efficiency and connectivity will be better than before. 3G technology offers us faster connectivity, music entertainment with the best quality and faster internet access. We can easily get other benefits like quick and easy video calling, clearer communication experiences and faster speeds when the two parties are using 3G technology. Generally the First Generation (1G) of wireless technologies is used for the needs of voice services. The Second Generation (2 G) started with digital content transportation but at low speeds. General Packet Radio Switching (G.P.R.S) and Enhanced Data Rates Evolution (E.D.G.E) made it possible to run any educational application at speeds of 128 Kbps (Kilo Bits Per Second) and 384 Kbps. It is the third generation (3 G) that made it possible to run the applications at incredible high bit rates at an affordable cost (http://en.wikipedia.org/wiki/History_of_mobile_phones). According to Bangladesh Telecommunication Regulatory Commission (BTRC), the total number of cell phone users has reached 97.475 million at the end of November 2012. And the total number of internet subscribers has reached 29415.693 thousand at the end of July 2012 (http://www.btrc.gov.bd). Now-a-days students all over the world are â€Å"digital natives†. They are growing up in a decidedly digital world. Digital learning educates students using the same technology they use for communication and entertainment outside of school. Also the teachers are very much engage with technology. They provide their class materials through internet. Many studies (Attewell, 2005; Murat et al, 2008) have already shown that mobile technologies have considerable potential to enhance teaching and learning across all education sectors. Their impact on student behavior, enthusiasm, motivation and progress is well documented, especially in some conventional schools in the UK (Cook et al. 2007). The National Training and Simulation Association and the U.S. Department of Education studied that, technology based instruction can reduce the time and students take to reach a learning objective by 30 to 80 percent. According to a meta- analysis and review of online learning studies by the U.S. Department of Education, on average, students in online learning conditions performed better than those receiving face-to-face instruction. (Means et al., 2009) The new technology 3G can bring a profound impact on economic landscape of Bangladesh. It can create scopes for e-learning and telemedicine i n rural areas. Though the high speed 3G network students at rural schools and colleges can gather knowledge on different topics which in practice will sharpen their knowledge and will also increase interest on regular education. (Singha, 2012) In this paper I examine how 3G can be effectively used in education in Bangladesh. Also understanding the impact of 3G, especially in education, could be seen as strategically crucial for Bangladesh moving forward as the country can enter a new epoch through wider use of 3G. Teachers will have central roles to play in taking education forward through the use of 3G and the way ICT is integrated in education. Two key areas address in this paper: 1. An analysis of 3G and its impact on teachers; and 2. An evaluation of the students’ abilities to think critically, especially when 3G is concerned. The results will be presented within a comparative framework and an analysis of the applications of 3G among public and private colleges and universities teachers, students in Dhaka, Bangladesh. The hypothesis of this research work will find the maximum applications of 3G in the education sector of Bangladesh as the key tools for being the Digital Bangladesh. Literature Review: The growth of 3G technology adoption in worldwide is steady now. A wide range of 3G diffusion levels across the world. But in Bangladesh it is a new dimension. In this regard, I couldn’t find any research in this particular field in Bangladesh. But I found some 3G related researches in the outside world. The region of Asia trumped all others in 3G adoption with close to 52 percent of the world 3G market share as early as in 2006 (ITU, 2006). More recently, Asia-Pacific was home to an estimated 158 million 3G subscribers in 2008 and is expected to reach 564 million subscribers by 2013 (Suppiah, 2009). Historically, Korea, Italy, Japan, Portugal and Hong Kong were the top five 3G mobile economies in terms of 3G mobile penetration rate (ITU, 2006). According to the official ITU report, while the number one 3G nation, Korea, had a penetration rate as high as 25.95 percent, the number five country, Hong Kong, reached only about one third of Korea’s rate (8.19 percent). It is evident that there are significant regional differences in the number of 3G subscribers. While close to half of the 3G subscribers are located in the region of Asia, less than thirteen percent of them are in Europe. Pew Research Center’s Internet American Life Project finds that almost a third of American adults have used mobile devices to access the internet, and 19% of survey respondents had used a smartphone or other cell phone to access the internet the day before the survey (Horrigan, 2009). Pew Research found that for people ages 18-29, access to information on-the-go is a more important aspect of mobile technology (60%) than staying in touch with others (57%). Teenagers are slightly less likely to go online than using mobile devices than adults or undergraduate students, with only 27% reporting that they access the internet from their phones. Older teens, who have more disposable income to pay for mobile internet connectivity, are more likely to access the internet from mobile devices than younger teens (Lenhart, Ling, Campbell, Purcell, Kristen, 2010). Sakulsri Srisaracam, a lecturer at the Faculty of Communication Arts, Dhurakij Pundit University, said that with the 3G network, we will see an education everywhere at any time scenario. Lecturers and students will be always connected. They can download content, textbooks, and learning applications easily onto their mobile devices. They also can interact and keep in touch with the teachers. (The Nation, 2012) He also added if lecturers can develop innovative learning, which encourages and engages students to stay connected with learning via mobile devices, the 3G network will prove very beneficial. Mana Treelayapewat, deputy dean of Mass Communication Faculty at University of Thai Chamber of Commerce, said that 3G network availability will be good for education as it would help improve online learning with greater speed, especially if 3G network can reach the whole country. It will help bridge the gap in education of urban and rural students. (The Nation, 2012) EDUCAUSE surveyed undergraduate students regarding their use of internet using mobile devices. They found that half of the student respondents own a mobile device that can access the internet, but only a third of the students actually access the internet from this device (Smith et al., 2009) Cellular connections use the user’s cellular network to access the internet. Cellular connections can be used wherever the user has a phone signal, though often at slower speeds than WiFi networks. Most cellular connections currently use 3G technology, though carriers (and devices) are beginning to transition to 4G networks. Sprint’s HTC Evo released in March 2010 is the first 4G capable phone in the United States, though a good percentage of the country does not have 4G network access yet (Barrett, 2010). 4G networks are expected to be twice as fast as 3G (German, 2010), which opens up possibilities for faster mobile internet use and more reliable video streaming without relying on WiFi connections. People spend time on the mobile internet accessing web portals and social n etworks or blogs. Using portals has decreased by double digits, but social networking has increased significantly (Nielsen Wire, 2010). Naveed Siraj Country Manager Intel Pakistan said education needs could be facilitated to masses through 3G-technology as if its expected benefits to different sectors in the future. The education transformation is inevitable with the availability of relevant content for studies and on the other hand smartphones and tablets are in the reach of masses to connect with the world of information. (The Lahore Times, 2012) The attitudes, skills, and behaviors of the faculty members related to their IT use at a large Canadian research university. (Anderson et al., 1998) Based on Roger’s two major adopter categories, they defined the faculty members as â€Å"earlier adopters† and â€Å"mainstream faculty† and provided strategies for reducing the gap between these two groups. (Roger, 1995) Rogers also added that mainstream faculty used information technologies for research and professional communication applications. But their adoption of these applications in teaching was very low. For this reason, Rogers recommended that to increase mainstream faculty’s adoption of computer technologies for instructional purposes, the incentives, training programs, and barriers should be taken into account in comprehensive adoption strategies. Carter conducted a computer survey and in-depth interviews to determine computer-based technologies that were being used by the faculty members and the factors that affect their use of these technologies. Faculty attitudes toward using computer-based technology, support, resources, and training were the selected factors needed to use these technologies effectively. (Carter, 1998) The Technology Acceptance Model (TAM) has been considered the most useful for predicting the acceptance of information technology in consumer context. The theoretical constructs of TAM consist of two basic determinants for attitudes to use a specific system: perceived usefulness and perceived ease of use. (Davis et al., 1989) Susan et al. examined students perceptions and their acceptance of implementing a laptop program by adopting Technology Acceptance Model (TAM) as the theoretical framework. (Susan et al., 2006) Cheong and Park adopted an extend TAM model to explore consumer’s determinant of acceptance behaviors in using the mobile internet. (Cheong and Park, 2005) The factors affecting students’ behavioral intention to use mobile learning based mainly on the TAM. (Park et al., 2011 and Fadare et al., 2011) Different types of studies were conducted to understand the factors affecting 3G adoption so far. In the study of Phuangthong and Malisawan, primarily aims to examine the factors affecting the user adoption in mobile learning of 3G mobile Internet technology in Thailand by using TAM. (Phuangthong and Malisawan, 2005) According to this study, user acceptance is examined by attitude towards use and intention to use, rather than actual use due to the fact that 3G technology. Research Methods: To find the applications of 3G technology in education sector, I conduct systematic comparative analysis through survey and qualitative method. Basically survey method focuses to improve quality and reducing cost. It seeks to ensure principles about the design, collection, processing and analysis of survey in connection to the cost and quality of survey estimates. As Groves and others said that, â€Å"survey methodology is both a scientific field and a profession. Part of the task of a survey methodologist is making a large set of decisions about thousands of individual features of a survey in order to improve it.† (Groves et al., 2009) The researchers frequently use qualitative method as their research purpose. Through the method data come in a variety of forms, such as notes made while observing in the field, interview transcripts, documents, diaries, and journals. According to Wimmer and Dominick, â€Å"qualitative researchers use an inductive method: Data are collected relevant to some topic and are grouped into appropriate and meaningful categories; explanations emerge from the data.† (Wimmer Dominick, 2011) To conduct this study I took 100 respondents. At first I selected the sample through stratified sampling on the basis of teachers and students, colleges and universities. In this regard I picked two colleges and two uni versities in Dhaka. Two colleges are Birsrestho Nur Muhammad Public College and Dhaka City College. And two universities are Dhaka University and Daffodil International University. In every institution I took five respondents from teachers and 20 from students. So the numbers of the teachers are 20 and the numbers of students are 80. â€Å"A stratified sample is the approach used to get adequate representation of a subsample. The characteristics of the subsample (strata or segment) may include almost any variable: age, gender, religion, income level, or even individuals who listen to specific radio stations or read certain magazines. †¦ Stratified sampling ensures that a sample is drawn from a homogeneous subset of the population—that is, from a population that has similar characteristics.† (Wimmer Dominick, 2011, p-98) When I collect my data I took my respondents through random sampling. Randomly I picked 10 teachers from two colleges and 10 from the universities. And I took 80 students, 40 students from two colleges and another 40 from two universities. â€Å"The most basic type of probability sampling is the simple random sample, where each subject, element, event, or unit in the population has an equal chance of being selected.† (Wimmer Dominick, 2011) He added that the most widely used random sampling method is a subject or unit is drawn from the population and removed from subsequent selections without replacement. In this study when I gathered data from 100 respondents of those colleges and universities, each teacher and student in the population has an equal chance of being selected. Critical Framework: In this study I followed the â€Å"Diffusion of Innovation Model† provided by communication scholar and sociologist Everett M. Rogers. Diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system (Rogers, 2003). He added that, the study of the diffusion of innovations began during World War II, prior to the establishment of communication study in university schools and departments. To an individual or other unit of adoption an innovation is an idea, practice, or object perceived as new. The diffusion process typically involves both mass media and interpersonal communication channels. And, in today’s world, information technologies such as the Internet and cell phones – which combine aspects of mass media and interpersonal channels, represent formidable tools of diffusion (Morris Ogan, 1996). Most of the observers agree that the diffusion of innovations is fundamentally a communication process; communication scholars constitute only one of the dozen research traditions presently advancing the diffusion field (along with geography, education, marketing, public health, rural sociology, agricultural economics, general economics, political science, and others). Other communication research areas such as persuasion and attitude change and mass communication effects also began prior to the institutionalization of communication study in university units (Rogers, 1962, 1983, 1995; 2003; Singhal Dearing, 2006). For convenience in understanding diffusion research results, the continuous variable of innovativeness is often divided into adopter categories, such as innovators, early adopters, early majority, late majority, and laggards (Rogers, 1983). Rogers’ diffusion of innovations theory is the most appropriate for investigating the adoption of technology in higher educatio n and educational environments (Medlin, 2001; Parisot, 1995). In fact, much diffusion research involves technological innovations so Rogers usually used the word â€Å"technology† and â€Å"innovation† as synonyms. For Rogers, â€Å"a technology is a design for instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a desired outcome† (Rogers, 2003, p-13). In this study purpose I took the first one ‘innovators’. According to Rogers, innovators were willing to experience new ideas. Thus, they should be prepared to cope with unprofitable and unsuccessful innovations, and a certain level of uncertainty about the innovation. (Rogers, 2003) Also, Rogers added that innovators are the gatekeepers bringing the innovation in from outside of the system. Technology adoption process inaugurates with a tiny number of visionary, imaginative innovators. They often lavish great time, energy and creativity on developing new ideas and gadgets. And they love to talk about them. Diffusion of innovations research promises to enhance our understanding of how social change occurs, a fundamental issue for all scholars of society. What is the role of technology in bringing about social change? One way to find out is through diffusion research, a micro level type of study of the macro level issue of social change. Scholarly interest in new communication technologies by communication students has given a special boost to interest in diffusion research in recent years. There is no reason to expect that the scholarly popularity of diffusion research by communication (and other) scholars will decrease in the foreseeable future. Innovations continue to be generated and studied. Meyer, G. (2004).Mobile phone

Schindlers List Essay -- Film Movie Nazi Germany Jews Schindler Essay

Schindler's List Schindler's List is one of the most powerful movies of all time. It presents the indelible true story of enigmatic German businessman Oskar Schindler who becomes an unlikely saviour of more than 1100 Jews amid the barbaric Nazi reign. A German Catholic war profiteer, Schindler moved to Krakow in 1939 when Germany overran Poland. There he opens an enamelware factory that, on the advice of his Jewish accountant Itzhak Stern, was staffed by Jews from the nearby forced labour camp at Plaszow. Schindler's factory prospered though his contacts with the Nazi war machine and its local representatives, as well as his deft skill on the black market. Then, somewhere along the way, Schindler's devotion to self-interest was supplanted by a desire to protect as many Jews as possible. This desire ultimately grew into 'Schindler's List,' which was directly responsible for sparing the lives of 1100 Jews - a charming and sly entrepreneur, Schindler bribed and befriended the Nazi authorities and manage d to get them released from the labour camp and brought to the safety of his munitions factory in Czechoslovakia. Aspects of good and evil are portrayed in a number of different ways throughout the film, ?Schindler?s List?. The story of Schindler's List reminds us that there is hope; that sometimes the actions of one person - one ordinary person even, for Oskar Schindler is not the stereotypical altruistic hero - can make a difference, even in the face of mass apathy and e...

James Loewen

To describe this work overall is rather a monumental task because there aren’t many other books out there like this one.   Lies My Teacher Told Me by James Loewen takes on really two tasks.   One is to question and answer the concept of why students dislike history classes.   The second is to prove the idea that much of what students learn in American history classes is wrong and that there are many omissions.   The author can be described as a teacher who challenges the role of revisionist history in American schools. He says that much of American history alienates children of color by ignoring the fact that many of the people who contributed greatly to this country were indeed, non-white.   Because of the nature of textbooks in American high schools, much of college history classes are taken up â€Å"fixing† the subject matter that students have learned in high school history classes. Being a college history professor, he asserts this with confidence.   Loewen does not deny the importance of knowing history for one minute, but he does question what we know.   Loewen is a university professor of history at the University of Vermont, and his study in preparation for writing this book consisted of studying twelve textbooks covering a range in American history.   He set about to â€Å"analyze the process of textbook creation and adoption to explain what causes textbooks to be as bad as they are† and the effects of using them. So, why is history boring according to Loewen?   History is made up of nothing but stories which should not be boring, but textbook companies have left out anything that â€Å"might reflect badly upon our national character† (Loewen).   As Loewen says, there is no sense of drama in history taught in schools, and there is every sense that things will work out in the end.   This alone makes history boring.   It is also boring because â€Å"textbooks almost never use the present to illuminate the past† (Loewen).   Therefore, students have a difficult time understanding the relevance to their daily lives. History is portrayed as a â€Å"morality play,† in which the touchy areas are never taught or discussed.   Publishers tend not to acknowledge problems of today or use the past to shed some light.   They also never speak of the factors that contributed to problems; rather a â€Å"blame the victim† approach is used.   As Loewen says, â€Å"While there is nothing wrong with optimism, it does become something of a burden for students of color, children of working class parents, girls who notice an absence of women who made history, or any group that has not already been outstandingly successful† (Loewen).   This â€Å"burden† turns students off to history because it does not accurately address any of these things nor does it tell the full stories. Textbooks ignore many historical realities for a variety of reasons.   The biggest reason is that publishers believe that students must develop a sense of nationalism or patriotism.   To acknowledge troubling areas in our nation’s history is to run the risk that patriotism will not be developed.   A â€Å"happy† view of history leads Americans to believe that everything is okay, so students are not troubled.   This view of history embraces the American idea of individualism rather than looking at the many factors that affected lack of equal opportunity.   Textbooks make us believe that equal opportunity was and is an option for all. As for other reasons, Loewen does a thorough job pointing these out.   Facts are presented â€Å"as one damn thing after another† (Loewen).   Books â€Å"suppress causation† (Loewen).   In fact, many of the facts included are flat out wrong and many of the books are clones of each other, which means the facts are wrong over and over again.   They rarely include primary source documents, which Loewen compares to students taking a course in poetry without reading a poem.   Plus the books are just so darn big that students hate carrying them and reading them. In his Table of Contents he discusses all the false information or omissions based on his study of textbooks, such as the study of Christopher Columbus, Thanksgiving, Native Americans, the invisibility of racism, the absence of social class, the disappearance of the recent past, and the myth of progress to name a few.   These chapters contain much needed information about the true stories. The results of his study conclude that students are bored with or alienated from history or both.   They are also not able to use the past in order to think about the future.   He proposes this book partly in order to discuss how to assess all the various sources of knowledge about history and to help teachers think about how to learn history more accurately. As he ponders the idea of â€Å"truth† in revisionist history in every chapter, I will use one chapter as an example.   In the chapter entitled hero Making Heroes, examples are given of how textbooks leave important ideas or at least controversial ones out of the books.   For example, Loewen tells us that Helen Keller was a radical socialist.   Books leave out all mention of Woodrow Wilson’s racism and the fact that there was a new surge of racial violence in this country after his presidency. And last but not least, discussion of Christopher Columbus has been totally slanted.   He took land from the Native Americans and engaged in slave trade or forced labor.   He alone destroyed entire nations of Native Americans.   Only six of twelve textbooks even mentioned the idea of forced labor at all.   And yet, most of what is taught does none of these things. Loewen concludes with the statement that â€Å"students will start learning history when they see the point of doing so, when it seems interesting and important to them, and when they believe history might relate to their lives and futures† (Loewen). I believe the author does accomplish his goals.   He absolutely adequately sums up why students hate history.   The study of history seems all about facts and dates that have no relation to each other or to our lives.   History books are chock full of names and dates but not material that challenges the student to really think about and analyze history.   These facts are expected to be taken at face value and not to be questioned.   Any controversy is left out of books.   Students need to be taught history in a more meaningful way so that they can use the past to illuminate the future or even the future to illuminate the past. To me, understanding is the only reason to teach anything, not rote memorization of facts that aren’t even true.   I understand that standardized testing puts a lot of pressure on history teachers, but American schools should at least be able to find a way to present both sides of issues.   Students could truly be more interested in history that way.   Teaching only the wonderful qualities in American history and ignoring the disturbing parts is not a way to push students to become leaders of tomorrow.   If one truly wants to fix problems, one must first identify what the problems are.   For example, in terms of equal opportunity, it is important for students to realize that phrase was always a dream propagated by white people. People of color in this country have never had even a remote chance to thrive the way white people have.   Therefore, current practices like affirmative action might not seem so terrible if they understand the history all the way down the line.   There has always been affirmative action; it was just only for white people.   Now that we give it a name and make it policy to benefit nonwhite people, society is up in arms.   Teaching about the historical laws and rules that made it impossible to receive a fair chance if one was non-white is at least a step in the right direction.   Maybe that would help illuminate the present by using the past.   It would also highlight high level skills like synthesis and critical thinking. I detest the idea of revisionist history.   I understand that there are places where a thorough understanding is just not possible.   For example, teaching about our genocide of the Native Americans to elementary students is not a good idea.   However, we can teach about such things from primary source documents.   Falsities do not have to be taught.   We certainly do not need to reinforce the idea that Indians have all vanished or that they live in teepees still.   If all else fails, leave the study of these people or events out of history classes where students are too young to understand the ramifications. Loewen would not propose this as it would be yet another omission.   Loewen’s book should be required reading for any person planning on teaching anything.   Loewen gives a very thorough account of the many inaccuracies and omissions that are currently taught.   A lot of people have not had enough history after high school to even realize that this is the case or to put all the information together, to synthesize it in such a way that the light bulb finally comes on. And while it is much easier to take the safe route, that one is rarely the best.   In this culture we need more critical thinkers, not more people who can memorize facts.   In this information age, it is more crucial than ever to teach others how to think, not what to think.   Any fact we will ever need is at our fingertips on the Internet.   What we aren’t taught is how to analyze and evaluate or how to come to a conclusion based on thorough understanding of both sides (informed decisions).   In addition, teaching the truth of some of these historical inaccuracies might go a long way in helping racial inequities or other avenues where we â€Å"blame the victim† in our culture.   Certainly we would change our definition of America, but we might be more apt to become part of the solution. Works Cited Loewen, James, Lies My Teacher Told Me, Simon and Schuster, 1995.

The Global War On Terror And U.s. Operations - 1983 Words

Sweeny 1 Christopher Sweeny Mrs. Gallos English 3 20 April 2015 A Global War: The Global War on Terror and U.S. Operations to Eliminate Terrorism Approximately 2,823 people were killed in the attacks on the World Trade Center on September 9, 2001. Since then there have been 20,022 terrorist attacks in the united states alone, according to www.wnd.com. There are many dangerous terrorist organizations out There. Most of them are based in the middle east. â€Å"there’s another organization using the same exact tactics—wreaking destruction in Iraq and tearing at the country’s social fabric in the process. This time, it’s a Shia militia with close ties to the Iraqi government, the Iraqi army and Iran.† stated in an article on†¦show more content†¦They first caught the world s attention when they raided a boarding school in a town on the edge of nigeria’s border called Chibok. During the raid, approximately 300 nigerian school girls were taken hostage by Boko Haram, and were threatened with forced marriage and forced conversion. This is one of the few acts of violence that Boko Hara m have committed against society. Since May 2011, 6,742 people have been killed by Boko Haram during these attacks. Boko Haram has been known for their history of suicide bombing, raiding, and shooting schools and dormitories. â€Å"...Boko Haram has been menacing Nigeria’s northern communities for years. â€Å" according to nationalintrest.org. The last terrorist group is Kataib Hezbollah. Kataib Hezbollah was founded in 2006 or 2007 and is known for ambushing U.S. troops during their patrols of iraqi neighborhoods and setting Improvised Explosive Devices, or IED’s, in the roads that U.S. Humvees patrolled. â€Å"The killing of U.S. soldiers and the frequent rocket attacks that KH would launch directly into Baghdad’s Green Zone landed the group on the U.S. foreign terrorist organization list in 2009.† according to nationalinterest.org. Nouri al-Maliki, former Iraqi prime minister, depended mostly on informal Shia militias like Kataib Hezbollah for rei nforcing an army that is having a hard time repelling ISIL’s power. But terrorism can be anywhere at anytime. the Inter Services Intelligence of Pakistan supported islamic