Windows Server 2003 one of it's networking services NO ACTIVE Essay

Windows Server 2003 one of it's networking services NO ACTIVE DIRECTORY please (please read the description) - Essay Example But before we begin here is a little note on Windows Server 2003. According to Henry King in his book Information Today: A new Interface of the Changing World and Other Related Components, published in April 2006, Windows Server 2003 is "the name of Microsoft's line of server operating systems. It was introduced in April 2003 as the successor to Windows 2000 Server, and is considered by Microsoft to be the cornerstone of their Windows Server System line of business server products." (King, 115) And for Windows 2000 Server the WINS is the best possible service as he states "Windows Internet Name Service (WINS) introduces new features and enhancements to the WINS Service, WINS Client, and WINS Manager. WINS provides a distributed database for registering and querying dynamic computer name-to-IP address mapping in a routed network environment." (King, 148) Windows Internet Naming Service or WINS is implemented by Microsoft for NetBIOS Name Server (NBNS) on Windows. It basically acts as a name server and service for NetBIOS computer names. In other words it serves the same purpose for NetBIOS what DNS acts for the domain names. In a general form there are multiple WINS working simultaneously within a system. These WINS servers are activated in a push pull formulation. This is put forward as a better alternative for the working structure of the hub and spoke formulation. In other words the design of the WINS server is practically present in a decentralized formation where there are no traces of any focal spot. The record of the WINS service system is stored within each individual WINS server thereby making it extremely safe to handle which otherwise would have been very docile and misbalanced like many other service providing systems. In fact each part holds the exact full copy so that no record is ever lost at any point. As a result of this formation, which is unique in all the senses, the WINS service system contains no hierarchy formation. This way it is much different from the DNS. "But like DNS its database can be queried for the address to contact rather than broadcasting a request for which address to contact. The system therefore reduces broadcast traffic on the network, however replication traffic can add to WAN / LAN traffic." (King, 156) The WINS service contains a number of very interesting features like: Dynamic re-registration Increased fault tolerance Record verification and version number validation Persistent connections Dynamic record deletion and multi-select Enhanced filtering and record searching Manual tombstoning Improved management tools Export function Examples Each of the above mentioned features is unique and makes the WINS server real worthy. For example: In WINS the persistent connections is a completely configurable feature that allows unrelenting connection with every WINS server. This way the maintenance of a productive and efficient system is formed. Further more this enables the system to exterminate any and every sort of undesired replication that way the needed desired replication could be speeded up.Another very interesting feature of the WINS service is the Manual tombstoning. Manual tombstoning is used to "marks a record for deletion

The Mental Capcity Act Essay Example | Topics and Well Written Essays - 1000 words

The Mental Capcity Act - Essay Example The law also applies to common decisions involving personal care, diet, movement and grooming. In practice, the MCA generally provides for making decisions based on the victim’s best interests. In working out what the best interests of a vulnerable party looks like, the proxy must not tamper their decision with other unrelated issues such as the principal’s age, looks, condition or behaviour. Secondly, they should consider postponing important decisions for persons who cannot make decisions due to temporary conditions. Thirdly, they should involve the individual who does not have mental capacity in decision-making processes (Murray, 2013). In contrast, the Act requires decision-making processes to be based on the vulnerable individual’s past principles. It is also important for proxy decision-makers to factor in the perceptions of others, especially care providers and other parties who are interested in the individual’s welfare (Symington, 2007). In addition, any such decisions should not be inclined towards taking the life of the vulnerable party if they still have a chance to recover. The MCA has since substituted an Enduring Power of Attorney (EPA) with a Lasting Power of Attorney (LPA). An LPA is a licit document allowing persons to select an individual who can decide about their health and assets in the event that they become incapable. In this case, the attorney is the party mandated to draw conclusions on their behalf. In addition, with the LPA’s property and affairs option and the personal welfare option, vulnerable individuals have, since the MCA was implemented in 2007, enjoyed all-encompassing protection when they become incapacitated. The property and affairs LPA provides the attorney(s) the authority to decide about the victim’s financial and other physical property issues, such as car or managing rental property. In contrast, the personal welfare LPA empowers the attorney(s) to decide on the victim’s health and individual welfare,

Developmental Psychology and Expressive Arts Essay Example for Free

Developmental Psychology and Expressive Arts Essay An explanation of each of the areas of learning and development and how these are interdependent. There are 7 areas of development in the learning and development for children as described in development matters in the early years foundation stage 2012 DFE Cheshire. There are 3 prime areas of development and 4 specific areas of development. The prime areas area personal, social and emotional development, physical development and communication and language development. The specific areas are literacy, mathematics, understanding the world and expressive arts and design. Personal, social and emotional development: The areas of personal, social and emotional development is about how a child makes relationships, has self-confidence and self-awareness and manages behaviour. For example, a child of 26 months will demonstrate to their parents that they can be independent and they could show this by saying ‘no’ if they don’t want to do anything. Physical development: Physical development is about how children can move around and handle things by themselves and health and self-care. For example, a child who is 10 months will pull themselves up to help them stand and they will hold onto someone they know or a piece of furniture for support. Communication and language: Communication and language is about how a child can listen and pay attention, to understand others and be able to speak. For example, a child who is 5 months will make their own sounds in response when someone who is familiar is talking to them. Literacy: Literacy is about a child who is learning to read and learning to write. For example, a child who is 16 months will be interested in books and rhymes and could also have a favourite. Also the could draw/write with their finger in the sand. Mathematics: Mathematics is about children learning about numbers, shapes, space and measures. For example, a child who is 40 months could be able to separate a group of 3 or 4 objects indifferent ways, and begins to recognise that the total is still the same. Understanding the world: Understanding the world is about how children see people and communities, how they see the world and technology. For example, a child who is 30 months could ask a question or comment on the aspects of the world, such as where they live or where a different family member lives. They might ask why they live in different places then them. Expressive arts and design: Expressive arts and design is about exploring and using media and materials, and being imaginative. For example, a child who is 60 months will be able to understand different media and combine them to make a new effect. These 7 areas of learning and development are all interdependent. An activity that shows this is playing play dough and basing this activity on the book postman pat. Personal, social and emotional links into this activity because they are all talking to you and each other about what they are doing with the play dough. This is interdependent with communication and language because they are speaking to each other while they are doing the activity. Communication and language is interdependent with physical because when they are making play dough people to do with postman pat they are using their fine motor skills to hold the cutter and rollers properly. Physical is interdependent with maths because when the children make the people, they can count how many people of objects they have made. Also they can be making different shapes which will help them learn. Maths is interdependent with literacy because they could make their names out of the play dough with the cutters and there could be some alphabetical letters they can also use. Literacy is interdependent with understanding the world because they will be using their senses and their knowledge to understand the book and be able to complete the play dough. Understanding the world is interdependent with expressive arts and design because using play dough is a type of media so they will gain skills. This is also helping the children learn more effectively and to be more creative. Early learning goals: Each aspect of the areas of learning and development have early learning goals. Most children will achieve most of these by 60 months. The outcomes have been reduced in the EYFS 2012. ‘Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others needs and feelings; and form positive relationships with adults and other children. This is from the personal, social and emotional: making relationships ELG 40-60+ months. For example, if a child was playing with lots of toys and another child was sitting alone with nothing to do, the child would share their toys with them so they become happy. This will help for them to build a relationship and become better friends.

A Look At The Writing Of Romanticism English Literature Essay

A Look At The Writing Of Romanticism English Literature Essay Romanticism, which spans from 1790 to 1850, rose as a reactionary wave against the Age of Reason or Enlightenment. Romantics focused on many themes and techniques which characterized their works and by extension the movement: nature, sentimentalism, idealism, imagination, religion, utopia, memory, symbolism, and heroism. This movement is not only confined to literature, but also incorporated music, art, and philosophy. The Enlightenment, which preceded Romanticism, largely emphasized rationalism, science, logic, reason, religious unorthodoxy, and humanism. Enlightenment philosophes of the French Revolution argued that one attained knowledge through the mind whereas romantics thought that knowledge came from feeling and being in touch with. On the other hand, romanticism is set apart from other literary epochs because it asserted the importance of individualism therefore, romantic writers had the liberty to conform to the ideals of the movement and to detour in a new directions accord ing tot their own individual desires. Because of Enlightenments neglect, Romanticism reasserts nature, feeling, memory, imagination, myth, and spirituality. In Romanticism, nature is lauded as one of the most supreme objects of observation, while the enlightenment intellectuals eyes were fixed on reasoning, political essays, and science. As man experienced nature, he drew closer to reaching perfection, and understanding life. Nature holds the key to decoding the enigma of life. Hence the application of symbolism, derived from nature, is frequently employed in the romantics works. Romantics also regard nature as the place best suited for the unfolding of the imagination. Symbolism utilizes imagery from nature in order to convey a deep message which transcends physical bounds. Darkness often depicted death while light was considered a more life-giving source. Feelings and sentimentalism are core aspects of Romanticism since feelings and emotions are the channels through which man expresses thought and creativity. Romantics though that sensory and sensual perceptions also where vital in validating man as a being and not solely the mind as enlightenment intellectuals taught. Memory and imagination are mental transactions which evoke, project, and create images. In memory, anything can happen details can be altered, exaggerated, idealized, and forgotten. Frequently in the romantics works, nostalgia and a tender evoking of the past play prominent roles where the romantics retrospective vision is viewed in idyllic and perfect color. Romantics often call mythological examples in order to their aid in describing or adding further spiritual or literary significance to their writing. The adherents of Enlightenment spurned religion, spirituality, and God; hence, romantics embraced and re-introduced the importance of God. Man comprised of not only mind, but also soul, spirit, and emotions. A keen interest in exotic orientalism was born and encouraged within the Romantic Movement so attention was drawn to Easter n religion, art, history and culture. Edgar Allan Poe stands out as a Romantic author (1809-1849) who embraced and represented the elements and ideals of the Romantic period. In his poem, Romance Poe touches on a nature scene where he observes a bird, teaching him, as it were, how to sing. The personified bird recalls the poem The Raven where the bird interjects ominously to a love-lorn soliloquy. Very often, romantic authors or speakers of the poems are out in nature. Other Poe poems of his such as Dream, Dreams, and Dream within a Dream, denote an active imagination where the poems conjure up unreal events or transcendent experiences. Along the way, Poe deviated from strict Romanticism to Dark Romanticism. Poe associates himself in the Dark Romantic genre of writing, under which many of his poems are classified, owing to the poems content of a pessimistic view of the human nature and mans prospects. Evil icons and dark, gothic imagery are also incorporated in the poetry (Quinn). Because of his undeniable affiliations with Dark Romanticism and some American Transcendentalists tendency to write on dark, morbid themes peopled with sinister characters, Poe is often implicated as a Transcendentalist as well. The Raven (1845), Tell-Tale Heart (1843), Haunted Palace (1839), and Ulalume (1847) attest as examples of dark, romantic poems permeated with allusions to death, nightmares, murders, haunted dwellings, and demonic epiphanies. Nathaniel Hawthorne (1804-1864), like Edgar Allan Poe, partakes in the Romantic and Dark Romantic literary traditions. His well-liked novel, The Scarlet Letter (1850), has caught the attention of the literary world by its attack against American Puritanism and corruption. Other gothic novels and short stories authored by Hawthorne are The Birth Mark (1851), Bosom Serpent (1843), The Ministers Black Veil (1836), and The House of Seven Gables, (1851). Like other romantics, Hawthorne chose to write about nature, human nature, religion, sentimentalism, and memory, often enshrouding his works in dark themes which center on ostracism, persecution, discrimination, spiritual darkness, and gloom (Crowley). In compliance with the prevailing character of Romanticism, Hawthorne has published a range of nature poems such as Address to the Moon, The Ocean, The Darkened Veil, and Go to the Grave. These self-explanatory pieces indulge in Hawthornes fascination for dismal, melancholic subjects within the sphere of the natural environment. The precursor of Romanticism was the German movement Sturm und Drang with forefather of it, Johann Georg Hamann (1730-1788). Sturm und Drang, literally rendered, Storm and Stress/Longing has its beginnings opposing the Enlightenment warriors of pure cognition and rationalism. Hamanns fundamental doctrine was that God was not a geometer, not a mathematician, but a poet (Berlin 46). Hamann vociferated against subjecting nature and God to the ruler or to a mathematical formula. Major works of Hamann include Wolken (Clouds) and Kreuzzà ¼ge des Philologen (Crusades of the Philologian) and Die Magi aus Morgenlande zu Bethlehem (The Magi from the East). These literary pieces begin to mould the incipient Romantic movements beliefs in nature, religion, and eastern exoticism respectively. It is in this spirit of anti-Enlightenment that the Romantic period emerges. William Wordsworth (1770-1850) is a strong advocate of Romanticism. His vivid poetry recalls picturesque landscapes, blustering oceans waves, and peaceful forests. Renowned nature poems include Tintern Abbey (1798), The Daffodils (1807), To A Butterfly (1801), and The Stars Are Mansions Built by Natures Hand (1820). In Remembrance of Collins (1798), A Poets Epitaph (1800), and Tribute to the Memory of the Same Dog (1807), the poet reminisces about his past childhood, games, and lost friends, honoring their memory by his lines. This attempt to recapture a past loss evokes nostalgic feeling, where the memory helps to regain times of old often pictured with the speaker lamenting over death or still rapturously enamored by a beloved. Religious imagery and nature symbolism clarify meaning and validate spirituality as inà ¢Ã¢â€š ¬Ã‚ ¦ Along with colleague Samuel Coleridge, William Wordsworth is hailed as a famous romantic nature poet due to his excellent portrayal of nature and obsession with open-air spaces, often in the countryside. Wordsworth distinguishes himself as a nature poet because of his bond forged with nature which goes beyond the physical realm (William). It is a spiritual and emotional bond. Settings in rural zones are places meet for quiet observation and meditation. Wordsworth would avail himself of opportunities to refresh himself out in nature and to write. One witnesses the emotional bond between man and nature for its links with his childhood. In a famous poem, Ode: Intimations to Immortality From Recollections of Early Childhood (1804), Wordsworth explains natures paradise from a childs perspective, the mysteries, and wonders of nature, intertwining it with his own personal history when he was a child. Further, Coleridge as a conservative of the Church of England, talks about natures capacit y to draw man to the divine. In the poem Eolian Harp, Coleridge refers to one intellectual breeze; At once the Soul of each, and God of all. Inebriated and sanctified by the temple of nature, Coleridge is transported by a wind which lures his senses and unites him to One higher than himself. In sum, Johann G. Hamann, Samuel Coleridge, Edgar Allen Poe, Nathaniel Hawthorne, and William Wordsworth affiliate themselves to Romanticism through their preferences to adhere to anti-Enlightenment tenets. Their passion for nature, quest for perfection, emotive verse, spiritual inclinations, nostalgic recollections, rich symbolism, and creative imaginations join them in mission and purpose to show that man has a loftier, sublime reach through literature. The Romantic Movement persists in a continuum through the 20th century, heavily influencing future literary eras such as Victorianism and Transcendentalism. Although they have their own individualistic peculiarities it is the acceptance of idiosyncratic differences that enrich their writing, pervading it with its own romantic flavor.

For Whom The Bell Tolls :: essays research papers

The Disillusionment of Hemingway with War Hemingway uses certain repetitive themes and ideas in his book, For Whom the Bell Tolls, which relate to the grander dogma that he is trying to teach. By using these reoccurring ideas, he is able to make clear his views on certain issues and make the reader understand his thoughts. The most notable of this reoccurring theme is that of war. Hemingway uses the war concept as paradoxical irony in this book, to tell the reader what the thinks about war. It is even more interesting to note that rather than this theme being derived from this war theme, the book is derived from this main theme.   Ã‚  Ã‚  Ã‚  Ã‚  Hemingway emphasized the fallacy of war by discussing how there are no real winners in war, that war is equal. What goes around comes around. That whereas one man may kill another, another man will come to kill the first man and so on, in a never-ending cycle of stupidity and futility. The setting of this book can be analyzed here; the Spanish Civil War in the 1920-30 time period is the setting for the book, on the battlefields in the Spanish countryside. The whole fascist/communist aspect is brought up since both sides are against one another. Here again, Hemingway doesn’t idealize either side, not referring to their political beliefs but to the fact that each side is very much the same. Both sides consist of sad, depressed fools who have been shipped off to war, content to live in peace and harmony with each other. It is here that Hemingway’s first satirical punch at war comes in, when he makes it clear that both sides are human, with no clear line separating the saints from the sinners.   Ã‚  Ã‚  Ã‚  Ã‚  Another thing that is connected to the war concept is that both sides are hopelessly disillusioned. A victory for any army is not truly a victory if it involves the loss of human life, and Hemingway seems to imply this as he pokes fun at the ongoings of the war. Atrocities are committed by otherwise compassionate, peaceful people since they are forced to do so by their respective sides. The author also satirizes the â€Å"illusion† that people have of war being glorious, heroic, etc., saying that even a victory is a defeat since so many lie dead in an effort to get that victory. He says that war is not all that, that war is in fact legalized murder, that has no place in human life.

Analysis of The Monkey by Wu Cheng-en :: Asian Literature The Monkey Essays

Analysis of The Monkey by Wu Ch'eng-en This historical and Chinese novel Journey to the West, which is also known as the Monkey, is the most popular book in East Asia. Originally written by Wu Ch’eng-en in the sixteenth century, which consisted of one hundred chapters but was traditionally cut-down to various lengths to suit different audiences. Then was translated into the words of David Kherdian who wrote the book that was chosen for our class. David Kherdian only based the Monkey on two complete translations, which takes a more traditional approach, including many more of the original episodes, in an abbreviated form. Monkey who is the main character is sent on a journey where he encounters lots of problems but through this time he makes many friends and faces many enemies. The characters that Monkey must face represent universal qualities of human nature. Husuantsang represents â€Å"everyman† the ordinary nature of all human beings. Pigsy symbolizes uncontrollable sensuality and pure appetite while also representing energy when needed on the spiritual path and Sandy who Chinese commentators identify with the qualities of sincerity or whole heartiness. These are Monkeys companions in the Journey to the West. Then there is Monkey who has the â€Å"monkey mind† which must be tamed by discipline before the spiritual journey can begin. Monkey and his companions face many demons and monsters along the way can be seen as projections of the mind. Monkey is set forth on the spiritual path. Monkey than goes on to search for his immortality than is lead to getting weapons where he turns the weapons into a hatpin which helps lead him to his immortality. Throughout the novel. Keeps trying to find the Western paradise he faces many obstacles he ends up going back where he started and try for a second time. Where the second time he than he succeeds in the Journey to the West and has faced many obstacles in trying to get there.

Case Study †Cooperating and Communicating Across Cultures Essay

Cooperating and communicating across cultures are the key issues in this case study. Jim, an American employee, joined the German team well prepared with the knowledge of German culture and their language; however, he wasn’t expecting the length and details the meeting session went. He became increasingly impatient, and consequently lost the respect of his fellow team members by â€Å"hardly paying attention† to the process. The Germans used a three-day meeting as a way to lay the foundation for the structure of the entire product launch. By not understanding the importance of the initial meetings in the process, Jim never truly understood the way the team was working, that is by analyzing the problem, and addressing the issues then dividing the work and moving forward with the team leader checking and controlling the outcome. The German team had worked together for at least 10 years and so they knew the company procedures very well, but Jim clearly did not. A key organizational issue Jim exhibited is not showing respect for the Germans’ methods and failing to align himself with the culture more rather than removing himself from the process and complaining. Fundamentally, Jim wanted to outline the problem, adjust and confer during the process but the Germans had different ideas. This was a result of different culture for doing things. Each side saw the others’ method of operating as wrong rather than as a possible new and different way to address a product launch. Klaus, a German employee, had similar issues arriving in America and learning that the project would be put together as a work in progress rather than carefully thought out prior to execution of a plan. This is a cultural difference both sides experienced, which could have been prevented by an introduction to work methods before Jim/Klaus started with their new team. Outlining the process and roles of each person would help the visitor learn the culture. The interests of both the Germans and Americans were aligned; however, there was an unwillingness to review the possibility of adapting the best methods from each culture to work together for the benefit of all. References: Hitt, Miller & Colella (2011). Organizational Behavior, 3rd Edition: John Wiley & Sons Alston, Jon (June, 2005). Japanese Business Culture and Practices: A Guide to Twenty -First Century Japanese Business. Bloomington, IN: iUniverse, Inc. http://en.articlesgratuits.com/what-is-organizational-culture-id1515.php