Browsing by Author "Begum, Amena"

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Cyber Law Hub
(DAFFODIL INTERNATIONAL UNIVERSITY, 2024-06-29) Begum, Amena
In today’s world, the internet touches almost every part of our daily lives from how we communicate with friends and family to how we work, study, shop, bank, and even get medical advice. While all this digital progress has made life easier and faster, it has also brought serious risks. Many people have become victims of online crimes like identity theft, hacking, data breaches, scams, and misinformation. As someone studying Computing and Information Systems, I became interested in how laws are being used to protect people in this digital space. This interest inspired me to build a project that could help make cyber laws easier to understand and more accessible to everyone. My project, titled “Cyber Law Hub,” is a web-based platform designed to collect and display cyber laws from multiple countries in one simple, easy-to-use location. During my research and development, I discovered how different countries handle online threats through their legal systems. I gave special attention to developing countries like Bangladesh, where legal enforcement and public awareness are still growing. Through this project, I explored topics like data protection laws, the rights of internet users, online copyright protection, digital evidence, and cybercrime prevention. What makes this project meaningful to me is that it goes beyond just coding or web development. I didn’t want to simply build a website I wanted to create something with a purpose. I combined both technical knowledge and legal research to create something useful, educational, and userfriendly. I also included real-world case studies, such as the Bangladesh Bank heist and the Cambridge Analytica scandal, to show how serious the consequences can be when cyber laws are weak or ignored. One of my goals was to make legal content more approachable. Many people, especially students and non-lawyers, find legal documents confusing or too complex. That’s why I wrote the content in simpler language, categorized it by topic and country, and added search features to help users find exactly what they need. I believe that legal literacy especially in cyberspace is something every internet user should have, not just lawyers and policymakers. This project is not just another academic task for me. It represents something I genuinely care about making the digital world safer and smarter for everyone. I hope “Cyber Law Hub” becomes a helpful resource for students, educators, researchers, and anyone who wants to understand their online rights better. In the future, I’d love to expand it further by adding more languages, mobile access, and AI-powered tools to help even more people.
Cyber Law Hub
(Daffodil International University, 2025-06-29) Begum, Amena
In today’s world, the internet touches almost every part of our daily lives from how we communicate with friends and family to how we work, study, shop, bank, and even get medical advice. While all this digital progress has made life easier and faster, it has also brought serious risks. Many people have become victims of online crimes like identity theft, hacking, data breaches, scams, and misinformation. As someone studying Computing and Information Systems, I became interested in how laws are being used to protect people in this digital space. This interest inspired me to build a project that could help make cyber laws easier to understand and more accessible to everyone. My project, titled “Cyber Law Hub,” is a web-based platform designed to collect and display cyber laws from multiple countries in one simple, easy-to-use location. During my research and development, I discovered how different countries handle online threats through their legal systems. I gave special attention to developing countries like Bangladesh, where legal enforcement and public awareness are still growing. Through this project, I explored topics like data protection laws, the rights of internet users, online copyright protection, digital evidence, and cybercrime prevention. What makes this project meaningful to me is that it goes beyond just coding or web development. I didn’t want to simply build a website I wanted to create something with a purpose. I combined both technical knowledge and legal research to create something useful, educational, and user- friendly. I also included real-world case studies, such as the Bangladesh Bank heist and the Cambridge Analytica scandal, to show how serious the consequences can be when cyber laws are weak or ignored. One of my goals was to make legal content more approachable. Many people, especially students and non-lawyers, find legal documents confusing or too complex. That’s why I wrote the content in simpler language, categorized it by topic and country, and added search features to help users find exactly what they need. I believe that legal literacy especially in cyberspace is something every internet user should have, not just lawyers and policymakers. This project is not just another academic task for me. It represents something I genuinely care about making the digital world safer and smarter for everyone. I hope “Cyber Law Hub” becomes a helpful resource for students, educators, researchers, and anyone who wants to understand their online rights better. In the future, I’d love to expand it further by adding more languages, mobile access, and AI-powered tools to help even more people.
Exploring the readiness of teachers for language and communication development in preschool
(BRAC University, 4/30/2014) Begum, Amena; Zama, Syeda Sazia; Ahmed, Dr. Manzoor
Teachers are the most influential persons for a child for whom teachers create the social context of learning. Teachers' contribution is part and parcel of children's life. Teachers provide the scaffolding for social interaction and learning at school; they foster child's development to ensure its persistence all through life (Riddle, 1999). To assist children's development, teachers need to have appropriate and adequate skills, patience and enthusiasm for interacting and dealing with children. Teacher's support and love can make a huge difference to the life of children (Hanson, 2012). They can significantly promote and stimulate the development of communication and language through different activities that help prepare children for interaction with society (Brock & Rankin, 2008). During the preschool years, language develops far more rapidly than at any other time. Children use language in different contexts according to the social and cultural needs. Children's language ability affects learning and development in all areas of a child's development, because this developmental domain crosscuts other domains; e.g. cognitive development, which involves language, imagination, thinking, reasoning, problem solving, and memory (Becky, 2012). Teachers in Bangladesh are routinely trained by different private and public institutions on different dimensions of pedagogy and early childhood development (Directorate of Primary Education, 2012). Whether this training prepares teachers adequately with necessary knowledge, skill, positive attitude and resources to facilitate language and communication development of young children is debatable. Considering a few unanswered question that arise from the existing situation in Bangladesh this study attempted to explore the readiness of the preschool teachers for language and communication development in preschool. The study looks into the components of current practices, perceptions and challenges of preschooI teachers in teaching language and communication. In this study preschool teacher readiness has been explored by comparing with a set of acceptable standard practices constructed from global, regional and national level practices derived from relevant literature review. Thus, the main purpose of this study was to explore the readiness of the preschool teachers for language and communication development of preschool children in terms of standard practices in this respect. This study used qualitative approach with an explorative study design in order to formulate a description of the issue and obtain a picture of the situation. The population of this study was preschool teachers of Dhaka city. Three government and three NGO (Non Government Organization) preschool teachers were sampled purposively as research participants. Two data collection instruments were used; i.e. i) an in-depth interview (IDI) questionnaire for interviewing teachers and ii) observation guideline to observe classroom situation. Data were managed in Atlas ti 5.2 and later analyzed using content analysis method. Results from the analysis revealed that it is common for all teachers from allthe preschool classes sampled to exercise listening, speaking, reading and writing practices through different kinds of play, rhymes, song, storytelling, reading and writing activities. Among allthese practices, listening and speaking were found to be consistent with the acceptable standard practices that were listed in this study form literature review (vide supra). Play was identified as a valuable activity for language development, because of its multifaceted quality that provides opportunities for talking, listening, thinking and socializing. However, a minimum level of scaffolding by the teachers was found during play. With regards to reading and writing practices, teachers considered the scope to be restricted to learning and practicing alphabet, numbers and words. In general writing practices fairly matched the standard practices, with the exception of the prewriting activities, where it was mostly absent in preschools despite its mandatory. Where it was mostly of the preschools have missed despite the requirement according to the listed standard practices. Reading practices also do not align well enough due to the lack ofappropriate and adequate training ofteachers and lack ofappropriate materials. All the teachers' from non government preschools d reading and talked about books in the class. At least one of the teachers in the sample of NGO schools created an opportunity for children to explore books during free play. Contrary to this situation government preschool teachers are not able to create such opportunities for the students, because they are not instructed or guided. Although storybook is listed as a core material in Operational Framework of Pre-Primary Education (Ministry of Primary and Mass Education, 2008) and is also listed in the acceptable standard practices they are not able to utilize them properly due to lack of instruction or guidelines. This operational framework also mentions the illustrated book as supplementary material which was not found in any of the preschools. lt is however, is considered a standard practice requirement. While exploring teachers' perception, this study revealed discouraging impression about use of storybooks despite its emphasis of practice in the curriculum guideline. Most teachers assume that preschool children are too young to read storybooks' However, the common perception about language development of the teachers is that positive practices are needed for better development of language and communication within the curriculum they have. Bearing this understanding most of the teachers stated the need for teaching English and practiced it for preparing the students for next level. Communication with the new students and non-Bengali students in the beginning ofthe school year, large class size and conducting continuous classes on every working day were identified as challenges in this study. Teachers, however, expressed strong confidence about facing these challenges. They mentioned that the source of their confidence is their experience and training. This study evidentially documents teachers'practice and perception that are consistent to some extent with the acceptable standard practices, but in certain other areas teachers lack skills and resources. The study confirms that language and communication development of preschool children is highly dependent on teachers' readiness, which needs to be addressed by the appropriate authorities responsible for ensuring quality in the young child development agenda. The recommendations include further study with a larger sample size covering more diversity; quantitative approach is needed for representation of a larger sample. For better assessment of the situation, more and repeated class observations are needed in several contexts. Regarding positive steps to promote language development of young children, the required actions include: ensuring availability of storybooks and illustrated books to encourage reading in early years; arrnaging professional training for the teachers about the use ofthese books; and fostering and scaffolding play, especially for second language speaking students to engage them ininteractive activities that offer ample opportunity for language and communication practice.
Performance Study of Uplink and Downlink of Macro Cells
(Daffodil International University, 22-12-23) Begum, Amena
A Radio Access Network (RAN) is the major part of a mobile telecommunication system. In a RAN, radio sites provide radio access and coordinate management of resources across the radio sites. This Radio Access Network distributed over land areas called cells, each served by at least one fixed-location transceiver, known base station. In a cellular network, each cell uses a different set of frequencies which are known as uplink and downlink. The performance of Uplink and Downlink parameters of RAN in macro cell nodes and the number of users with traffic activity are analyzed and presented in this project. It especially focused on the study of the performance and analysis of path loss and noise ratio of the RANs. Traditional networks (2G, 3G, and 4G technology) are considered for data collection and simulation. The TEMS and QualiPoc software are used for Uplink and Downlink utilizations data collection and Microsoft Excel is used to present the graph and trending. Finally, this project is established about cell performance parameter of BTS and UL/DL performance of macro cell based on radio access network. The comparison of systems with cell range expansion (CRE) in the classic downlink is based on SNR. CRE not only helps to offload users from macro but also improves UL service. Instead of an aggregated throughput analysis, a detailed classification of users is performed to figure out the causes of users’ gain or loss after applying each strategy at the system level. UL adjustable cell offset appears to be an interesting strategy to allow for finer control of UL interference. In this project, the design-based study of the performance of the upper and lower links from Macro cell and Uplink-Downlink parameters.
Power generation, transmission, distribution and protection system equipment of Dutch Bangla Power & Associates Ltd. (DBPAL)
(East West University, 1/16/2012) Farzana, Deena; Begum, Amena
We did our internship at Dutch Bangla Power & Associates Ltd (DBPAL) located at Ailpara, Siddhirganj, Naraynganj on the left bank of the river Shitalakkha from 26th December to 12th of January and this internship report is the result of those 15 days attachment with the DBPAL. During our internship period we gathered practical experiences over the topics related power generation, switchgear protection and power distribution which we have learned inside the class room or from books. In this report we have focused on the processes which are used in DBPAL. For power generation, HFO (Heavy fuel oil which is basically furnace oil) is used in DBPAL. Protection and controlling of the equipments of the power station is a very important and complicated task. With the help of the plant engineers we observed the control room and protective equipments such as: relays (VAMP 210 & VAMP 265 used in DBPAL), circuit breakers etc very closely and understood the functions and controlling system of those equipments. We acquired knowledge about various types of transformers, isolator, circuit breakers (SF6 and Oil), lightning arresters, current transformers, potential transformers and other equipments of the power station which were clearly taught and shown by the senior engineers of the power station of DBPAL. There are various types of tests (meggar test, motor test, transformer test) which are performed by the technicians and engineers of the DBPAL.