U4 Research Project Example

U4 Research Project Example U4 Research Project – Coursework Example Shared Folder vs. NTFS Permissions & Distributed File System Sharing permissions in windows computers are available for both drivers and folders depending on the degree of access allowed by the user. NT File System (NTFS) permissions are used in drives that are formatted with NTFS. The permission is granted at the Windows logon and applies to all users irrespective of the location. Shared permission and NTFS permission have one thing in common: preventing unauthorized access.Shared Folder vs. NTFS PermissionsShaded folder permissions become effective when folders are being accessed across multiple user accounts or over a network. They are used in managing computers having FAT32 file system or those that are not using NTFS file system. Shared folders helps network users to access file resources. Share permission settings have the following options: Full Control, Read & Change. However, NTFS permission provides security in a wide range because they can be assigned to individual files a nd folders. NTFS permission controls access to both network and on local computers. The available account options include Individual users, specific or group users. For instance, in the application folder, shared permissions allow Read permission to users group. However, NTFS permission allows Read, Read and Execute to the user’s group.NTFS can hold up to 255 characters long in files and folder names. Names are not case-sensitive in NTFS but are case-preserving. However, when a POSIX application is used in the file name, it will be case-sensitive. It can support partitions greater than 400MB due to the overhead involved. NTFS supports compression of files where it can reduce the text file size by 50%. NTFS partition permits access of files by Macintosh users.NTFS provides various merits pertaining to security as well as functionality with the help of reparse points. NTFS provides security as its primary merits. NTFS requires a smaller default cluster size, therefore, by reduc ing cluster size it will improve the efficiency of storage as it will reduce sector slack. However, NTFS partition can increase fragmentation of files that will affect the output (Shapiro & Jeffrey, 2008, p. 460). NTFS provides support to disk quotas which helps in management of the storage space.Notes1. Reparse points as used in this paper means NTFS objects that are responsible for carrying special attribute tagsReferencesKenneth Gregg, B. S. (1999). Microsoft Windows NT Server Administrators Bible. Wiley.Lee Hadfield, D. H. (1997). Windows NT Server 4 Security Handbook. Pearson P T R.Shapiro, J. R. (2008). Windows Server 2008 Bible. John Wiley & Sons.Sommerville, I. (2001). Software Engineering. England: Pearson Education Limited.Distributed File System (DFS)It refers to a client/server based application system that authorizes clients to have access of the data stored on the server over several computers and to process it as though it is confined in a single computer (Sommerville , 2001, p. 240). It applies to Window Server: 2003, 2003 R2 with SP1 and that with SP2. Users are not confined to a particular actual physical location of files to allow them to have access of them but distribute file system help them in consolidating them as though they resides on a single server. When modifying file locations or when users need authenticity to access multiple targets, you should use DFS.There are two major ways of implementing DFS, namely:1. Stand-alone root DFS2. Domain DFSDFS helps users in accessing files easily. Users can access several files spread across multiple servers with ease as they will not rely on multiple drive mappings to have access to the files. Services that may require the server to be taken offline for maintenance purposes are being accomplished without Web servers being disrupted. The DFS mapping is being published by the Windows Server 2003 system to Active Directory. This ensures that Domain DFS retain access to users’ files. DFS als o helps in providing security for the files and folders with the help of standard NTFS as well as file sharing permissions.ReferencesKenneth Gregg, B. S. (1999). Microsoft Windows NT Server Administrators Bible. Wiley.Lee Hadfield, D. H. (1997). Windows NT Server 4 Security Handbook. Pearson P T R.Services, E. E. (2010). Information Storage and Management. Indiana: Wiley Publishing, Inc.Shapiro, J. R. (2008). Windows Server 2008 Bible. John Wiley & Sons.Sommerville, I. (2001). Software Engineering. England: Pearson Education Limited.

How to Avoid Common Mistakes in English - Good vs. Well

How to Avoid Common Mistakes in English - Good vs. Well Good is often mistakenly used in place of well by both native and non-native speakers. Take a look at the differences between the adjective and adverb form which is certainly one of the most common mistakes in English. The most important distinction is that well describes how someone does something, whereas good is used to describe a noun such as good times, good food, etc. Good or Well Good is an adjective and well is an adverb. Many people, including many native speakers, incorrectly use the adjective form good, rather than the adverb well. Examples: I did good on the test. INCORRECT! - Correct form: I did well on the test.She played the game good. INCORRECT! - Correct form: She played the game well. Use the adjective form good when describing something or someone. In other words, use good when stating how something or someone is. Examples: She is a good tennis player.Tom thinks he is a good listener. Use the adverb form well when describing how something or someone does something. Examples: She did extremely well on the exam.Our parents think we speak English well.

Report for the head office of Electrocom Ltd(Case Study) Essay

Report for the head office of Electrocom Ltd(Case Study) - Essay Example The notion of learning is applied to the organization as a whole, not as a sum of the parts of individual learning of individual employees. Organizations like these encourage continuous learning and innovation and advocate an integrated knowledge management structure for the organization. Other features of such organizations include being proactive, flexible, innovative and able to tap into potential to gain competitive advantage. (Cors, 2003). Another important introduction is one that focuses on organizational learning. Organizational learning in an organization relies on three factors, the first one being routine, the second being dependency on the company’s history and the third one being the targets that the organization has set for itself. Organizations add to their knowledge bank through practice and over time, that is through practical experience. This experiences interpreted and the lessons learned are applied to future scenarios to ensure that mistakes are not repeat ed and good practices are adopted. Learning can also occur by looking at other organizations, competitors or those who are similar to the organization in question so that generalizations can be studied and applied to own organization. (Levitt and March, 1988). Electrocom needs to focus on knowledge acquisition; this will have two pronged benefits for the organization. First, it will provide them further consumer insight which will help them better understand, connect with and cater to their consumer base. Second, it will help them build a knowledge bank from which they can take assistance in the decisional process and which will enable further learning for the company’s employee base. Knowledge acquisition can be done through surveys, R&D activities, reviews of performance and a thorough analysis of competing firms in the market. Another aspect to be focused on is how this knowledge and information is disseminated throughout the organization. Organizational structure should b e flatter so information can flow quickly from source to destination without any hold ups or barriers to stop the flow. Electrocom also needs to focus on how the information is interpreted, for this will determine how the information impacts the organization, if at all. Lastly, through revision and incorporation of this knowledge over and over again in practice the organization needs to make sure that it remains fresh in the organization’s memory. (Huber, 1991). In the same vein, Schein (1993) writes about how it is important for organizations on the modern business environment which is becoming increasingly globalised and culturally diverse, to engage in dialogue. To effective in this business environment, it is necessary for Electrocom to increase and improve communication to enhance levels of integration within the organization and across borders and cultures. Organizational learning will only take place once there is an established healthy level of communication and integ ration internally and creating dialogue will be the first step in this direction. This approach will also improve cohesiveness of work groups, thereby improving their performance. Once a healthy level of communication has developed internally within the organization, subcultures will develop, often providing a motivational source for better performance at work because they promote

BCEN Assignment Example | Topics and Well Written Essays - 250 words - 2

BCEN - Assignment Example The markets are dwindling, leaving us almost stranded. With the above in mind, I think it is wise we sell off the chemicals department, to safeguard the hardware depot. A personal valuation of the company puts it at roughly $500,000, which I think would be a good sales price for the business. Please look into this matter and consider taking the best decision. The best way for a company to plan for unpredictable crises is to ensure that there is a crises management tactic put in place to deal with any unexpected occurrence. This may involve having an efficient communication plan. The best strategy to combat an online rumor is to come up with a fast and comprehensive rebuttal. A quick and consistent crisis response plan is essential for a company in responding to crises. Prioritizing stakeholders involves complete mapping to show the manner in which the stakeholders interlink, and the influence they hold on each other (Seeger, Sellnow & Ulmer

Romeo And Juliet- Fate Essay example -- essays research papers

The events of Romeo and Juliet are heavily influenced by fate, as oppose to the actions of the characters. To be precise, occurrences in the play are not always as a result of conscience choices that characters make. Rather, chance occurrences (or predestination, depending on one’s opinion) cause events to take place; these events seriously alter the course of the play. Fate affects us all every single day, but the sheer number of occurrences related to fate, as well as the powerful affect these events have on the plot creates a specific connection between the play of Romeo and Juliet and fate.   Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare makes it very clear to us that Romeo and Juliet are subject to fate. Before the play even begins, Shakespeare outlines the play for us in the prologue. The prologue summarizes the plot, this seems odd, but this was because Shakespeare’s audience was already familiar with the story and the play was a portrayal of the well-known story. Importantly, Shakespeare establishes immediately within the prologue that Romeo and Juliet’s plot includes heavy elements of fate. â€Å"A pair of star-crossed take their life.† (Shakespeare, Act 1 Prologue L.6) Shakespeare refers to Romeo and Juliet as â€Å"star-crossed†, referring to the belief of predestination (fate) and its connection with the constellations. Additionally, the prologue indicates a second time that the plot is influenced by fate; â€Å"The fearful passage of their death-marked love.† (Act 1 Prologue L.9) The love of Romeo and Juliet is â€Å"death-marked†, mea ning that it is destined to result in death. This evidence suggests that the tragedy occurs as a result of predestination instead of chance, but nonetheless, this is fate.   Ã‚  Ã‚  Ã‚  Ã‚  Fate has such a large roll in Romeo and Juliet that it influences not only the overall story, but also nearly every character in the play. Romeo is affected greatly by fate, arguably more so than any other character. Instances of Romeo being affected by fate abound in the play, from initial coincidences all the way up to his final dramatically ironic death. Romeo’s involvement with Juliet in the first place is based on fate. â€Å"God gi’ go-den. I pray, sir, can you read?† (Act 1 Sc.2 L.58) The illiterate servant that Romeo stumbles upon gives Romeo the opportunity to attend the Capulet party, if this incredibly unusual event had not taken place... ...nd Juliet happened as a result of their sin, â€Å"passion†. This opinion is also a valid interpretation of Shakespeare’s instances of fate in Romeo and Juliet.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Encyclopedia Britannica’s section on Shakespeare comments on this issue, backing up one of the opinions, â€Å"There has been some debate among modern historians as to Shakespeare’s religious affiliation, but it is widely accepted that he did not recognize as Calvinist and did not accept predestination. Divine reward and punishment explains Shakespeare’s infatuation with what seems like destiny in his plays. Romeo and Juliet’s tragic demise was due to their transgression, their ‘passion’.† (Encyclopedia Britannica, â€Å"Shakespeare†).   Ã‚  Ã‚  Ã‚  Ã‚  However one accepts fate to be taking place in Romeo and Juliet, it is clear that certain events are taking place, and they aren’t as a result of direct conscience decisions by characters. These events of fate have immeasurable affect on the characters and story. Among the lessons of love and hate in this play, this message, that we are not always in control of what happens to us, is very important and relevant.

A Border Passage by Leila Ahmed

Leila Ahmed begins her autobiography, A Border Passage: From Cairo to America A Woman's Journey, â€Å"It was as if there were to life itself a quality of music,† immediately entrenching the spirit of her early life story in the senses, in instinct–the tools that, above all else, enable her and the reader to retrace her steps from curious, observant girl to introspective, self-determined woman.This story, however, is not only about Ahmed's self-discovery as a woman and feminist, but also about the sociopolitical and historical events that took place in Egypt during the 1940s and '50s. As a witness to her country's most dramatic period, from the end of British influence to the birth of Arab nationalism, Ahmed's childhood is permanently shaped by the loss of Egypt's multicultural and tolerant identity.Escaping a country she no longer recognizes, Ahmed is seemingly left with only her father's values of education, her mother's perspective on religion through the oral tradit ion, and the memories of past places and people that rise to the surface like oases by which to navigate a new world. This new world, surprisingly, is not without its own lack of tolerance, an experience that alters her preconceptions of Western civility.Though Ahmed does, at times, disturb the natural and sensual narrative of the work with clinical and academic passages (most are near the end of the novel), she rarely writes from a place of finality or total understanding, giving the impression that her journey as an Egyptian-American, Arab, and modern woman is far from over, if ever.Leila accounts a personal chronicle of her childhood in Egypt, education in England, and teaching in America. Being a competent and fine educator, she tempts with seemingly casual talk; it is only afterwards that it is realized how much she has given and how mesmerizing the voyage has been. She reports a large amount of Egyptian culture, customs, history and sociology.This also includes some background on the idea of â€Å"Arabness,† as well as a sparkling preface to the distinction between the Islam of men and the Islam of women. The portrayals of her grandmother's store will certainly ring the bells of memory with any Western woman who spent time listening to older women in the kitchen at family meetings. (Shereen, 2003)Woman has always been distinctly seen as a creative cause of human life. Traditionally, though, woman has been thought not only rationally subordinate to man but also a key source of appeal and sin. In Greek mythology, for instance, a woman, Pandora, opened the prohibited box and caused epidemics and sorrow to mankind. Ancient Roman law depicted woman as children, forever lower than man.In the East, initially, the behavior for woman was more encouraging. In Early Egypt, for instance, women were privileged by some property rights and personal freedoms after marriage, but obligated submission of women toward men.Wives had to walk behind their husbands. Wome n did not have the right to own property, and widows could not marry again. In East as well as West, male children have a preference over female children.On the other hand, when they were permitted personal and rational freedom, women made important accomplishments. Nuns played an important role in the devout life of Europe during the middle Ages. Aristocratic women benefited from authority and status. Whole eras were effected by women leaders for example, 16th century Queen Elizabeth of England, 18th century Catherine the Great of Russia, and 19th century Queen Victoria of England.Customarily a middle-class girl in Western society was inclined to be educated from her mother's pattern that cleaning, cooking, and caring for children were the deeds expected of her. Tests made in the 1960s proved that the scholastic success of girls was better in the lower classes than in higher education.The key cause given was that the girls' own hope declined as neither their relatives nor their tea chers want them to arrange for a future other than that of matrimony and parenthood. This propensity has been altering in last decades.Proper education for girls traditionally has been less important as compared to that for boys. In colonial America girls have separate schools for girls, where they could get education. They could go to the master's schools for boys if there was any room; this happened generally in summer time when majority of the boys worked.As the 19th century ended, the number of female students had improved significantly. Higher education specifically was widened by the increase of women's educational institutions and the entrance of women to colleges, institutions, and universities. In 1870 an estimated twenty percent of college and university students were females. By the advent of twentieth century the ratio had improved to over one third.By the beginning of the 20th century, 19 percent of all undergraduate college degrees were obtained by women. By the year 1 984 the number had penetratingly improved to 49 percent. The number of graduate students was also increased significantly. By the mid of 1980s women obtained 49 percent of all post-graduate degrees and around 33 percent of doctoral degrees. Women constituted up to 53 percent of all college students in the year 1985.Ahmed concentrates on how historical and political pressures formulate individual identities, specifically those of Arab Muslim women. Here, though, the theme is Ahmed's own individuality as an intellectual; a woman, a Muslim and an aristocracy Egyptian at home in both East and West. In graceful literary style, she narrates her childhood in Cairo, Egypt, her college years at Cambridge and of teaching in America and Abu Dhabi.In Ahmed's shaded depiction, politics are not the background to people's lives but their fashion. The internalization of colonial conducts, the 1952 revolt and Arab nationalism, persuade of Zionism, class issues, and the political affairs of gender fu nctions are embedded into her life and her near one. Most emotional is the conversion of Ahmed's contempt for her â€Å"traditional† Arabic-speaking mother, who spends her life with female relatives, into a consideration of how these women made logic of their lives.Certainly, all through this runny chronicle, she offensively refines the terms by which men â€Å"Western and Arab† have defined women through her own cross-cultural judgments of women's communities, as when she explains the Girton College (at Cambridge) for women as a ‘harem’ â€Å"the harem as I had lived it, the harem of older women presiding over the young.† (Ahmed, pg. 183)A Border Passage is not a usual memoir. It has many factors of an autobiography, but it is also a collection of well rational essays on some of the most complicated phases of the Egyptian history and culture.

U.S. President Mckinley Assassinated

On September 6, 1901, anarchist Leon Czolgosz walked up to U.S. President William McKinley at the Pan-American Exposition in New York and shot McKinley at point-blank range. After the shooting, it first appeared that President McKinley was getting better; however, he soon took a turn for the worse and died on September 14 from gangrene. The daylight assassination attempt horrified millions of Americans. Greeting People at the Pan-American Exposition On September 6, 1901, U.S. President William McKinley spent the morning visiting Niagara Falls with his wife before returning to the Pan-American Exposition in Buffalo, New York in the afternoon to spend a few minutes greeting the public. By about 3:30 p.m., President McKinley stood inside the Temple of Music building at the Exposition, ready to begin shaking the hands of the public as they streamed into the building. Many had been waiting for hours outside in the heat for their chance to meet the President. Unbeknownst to the President and the many guards who stood nearby, among those waiting outside was 28-year-old anarchist Leon Czolgosz who was planning to kill President McKinley. At 4 p.m. the doors to the building were opened and the mass of people waiting outside were forced into a single line as they entered the Temple of Music building. The line of people thus came up to the President in an organized fashion, with just enough time to whisper a Nice to meet you, Mr. President, shake President McKinleys hand, and then be forced to continue along the line and out the door again. President McKinley, the 25th president of the United States, was a popular president who had just started his second term in office and the people seemed clearly glad to get a chance to meet him. However, at 4:07 p.m. Leon Czolgosz had made it into the building and it was his turn to greet the President. Two Shots Rang Out In Czolgoszs right hand, he held a .32 caliber Iver-Johnson revolver, which he had covered by wrapping a handkerchief around the gun and his hand. Although Czolgoszs swaddled hand was noticed before he reached the President, many thought it looked like it covered an injury and not that it was hiding a gun. Also, since the day had been hot, many of the visitors to see the President had been carrying handkerchiefs in their hands so that they could wipe the sweat off their faces. When Czolgosz reached the President, President McKinley reached out to shake his left hand (thinking Czolgoszs right hand was injured) while Czolgosz brought up his right hand to President McKinleys chest and then fired two shots. One of the bullets didnt enter the president - some say it bounced off of a button or off the presidents sternum and then got tucked into his clothing. The other bullet, however, entered the presidents abdomen, tearing through his stomach, pancreas, and kidney. Shocked at being shot, President McKinley began to sag as blood stained his white shirt. He then told those around him, Be careful how you tell my wife. Those in line behind Czolgosz and guards in the room all jumped on Czolgosz and started to punch him. Seeing that the mob on Czolgosz might easily and quickly kill him, President McKinley whispered either, Dont let them hurt him or Go easy on him, boys. President McKinley Undergoes Surgery President McKinley was then whisked away in an electric ambulance to the hospital at the Exposition. Unfortunately, the hospital was not properly equipped for such a surgery and the very experienced doctor usually on premises was away doing a surgery in another town. Although several doctors were found, the most experienced doctor that could be found was Dr. Matthew Mann, a gynecologist. The surgery began at 5:20 p.m. During the operation, the doctors searched for the remains of the bullet that had entered the Presidents abdomen, but were unable to locate it. Worried that continued searching would tax the Presidents body too much, the doctors decided to discontinue looking for it and to sew up what they could. The surgery was completed a little before 7 p.m. Gangrene and Death For several days, President McKinley seemed to be getting better. After the shock of the shooting, the nation was excited to hear some good news. However, what the doctors did not realize was that without drainage, an infection had built up inside the President. By September 13 it was obvious the President was dying. At 2:15 a.m. on September 14, 1901, President William McKinley died of gangrene. That afternoon, Vice President Theodore Roosevelt was sworn in as President of the United States. The Execution of Leon Czolgosz After being pummeled right after the shooting, Leon Czolgosz had been arrested and taken to police headquarters before nearly being lynched by the angry crowds that surrounded the Temple of Music. Czolgosz readily admitted that he was the one who had shot the President. In his written confession, Czolgosz stated, I killed President McKinley because I done my duty. I didnt believe one man should have so much service and another man should have none. Czolgosz was brought to trial on September 23, 1901. He was quickly found guilty and sentenced to death. On October 29, 1901, Leon Czolgosz was electrocuted.