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

Vertical and Horizontal Mergers in Apparel Industry Essay

Vertical and Horizontal Mergers in Apparel Industry - Essay Example The essay "Vertical and Horizontal Mergers in Apparel Industry" talks about the vertical and horizontal mergers in the apparel industry. A merger is a company that is formed when two or more companies come together to form a single company. These companies may be dealing with the same or different lines of products but with a common finished product.If they deal in a similar line of product, a horizontal merger is formed. If they deal in a different line of products but with a common finished product, a vertical merger is formed. In the illustrations below, the paper shall focus on vertical merger and a horizontal merger in the apparel industry. To begin with a vertical merger, an analysis of study two clothing industries shall be done. That is the VF Corporation and the Timberland Company. The VF Corporation is an American clothing industry that deals in work wear, jeanswear, underwear, and daypacks. On the other hand, the Timberland Company is equally an American retailer and whole saler of outdoors wear, but with a focus on footwear. As it can be noticed, the two companies deal with different lines of product, but with a common finished product of outdoors wear. In June 2011, the VF Corporation acquired the Timberland Company thus forming a vertical merger. The primary objective of this merger was to make the production process and the distribution process more efficient and cost effective. In the agreement, VF was confident of keeping Timberland going by adding Timberland’s strong brands to its brands.

Cognitive Development and Language Development

Cognitive Development and Language Development What roles do nature and nurture play in children’s language development? Within this essay I am going to be looking at whether I think, nature or nurture has the greatest impact on human development, referring to cognitive development and language development. By looking at what different theorists from the human development field have discovered, I will come to the conclusion whether nature or nurture wins this debate. I will start off by explaining some of the key terms that I will be using, making it easier for myself to reference back to when needed. I will then move onto my first area of human development, which is cognitive development, and discuss the nature/nativist theories and the nurture/empiricist theories. By talking about a few different key issues, I will then focus on one main theorist for each. Then, moving on to the second area of human development; language development, I will do the same thing again. By starting off looking at the different nativist theories, and then focusing on one main theorist, and then looking into the empiricist theories, and focusing on one main theorist. After having looked at all the different views I will be able to conclude on whether I think nature or nurture has the greatest impact on human development. Some of the key terms which will assist me in this essay are: Cognition is basically the mental activities that are associated with thinking, knowing and remembering; any ideas and thoughts that a person has, or memories that are stored are all different types of cognitive processes. Reading and learning is also a type of cognition. Development can either be qualitative or quantitative. It can be qualitative in the sense that you cant measure the change, but the change is still noticeable. You can develop quantitatively by an increase in height or weight etc. Patterns of change over time which begin at conception and continue throughout the life span (Keenan, 2006). Cognitive Developmental Theory, which consists of many different theories, but I will start off by referring to Piagets Cognitive Development Theory. In Piagets theory of cognitive development, is a stage theory which consists of different stages of development. Within each stage of development, children are put before challenging situations which they must then deal with and overcome through their own abilities. After completing the challenge the child is then able to move on to the next stage of cognitive development. Learningis when there is a change in behaviour or knowledge which has developed from previous experiences or training. The learning process could be innate, meaning that we are born with the knowledge, or it has been obtained through daily life. Hence, any knowledge or behaviour that we are now in hold of that we were not born with, was somehow learned. This has been studied by psychologists in many ways, Pavlov with his associative learning; he examined the salivation of dogs in response to meat powder; to Skinner with his reinforcement theory, that a learner will only repeat the desired behaviour if the behaviour is followed by positive reinforcement; rats press a lever in the quest of gaining some kind of reward. Language is something that we use in everyday lives. Theoretically, language is a formal system of communication which involves a combination of words and/or symbols, whether written or spoken. It is not necessary for another organism to comprehend the language, for it to actually be a language just that it meets the description given. Language Development is a process which starts early in human life, that begins when a person starts to acquire language by learning as it is spoken or by mimicking the person. By four months of age, babies are able to read lips and distinguish between different speech sounds. Language usually starts off as meaningless words by simply recalling what others are saying, but as a child grows, the words begin to acquire meaning creating connections between words being formed. As a person gets older, new meanings and new associations are created and vocabulary increases as more words are learned. Nature is the genetics you receive, its something you have ever since you were born, e.g. eye colour. It is something that cannot be influenced by others. Nurture is the effect that the people in your life have on you, and the environment you are in. It is things that have influenced you whilst growing up, e.g. the media or values taught by your parents. Nature-Nurture is known to be one of the longest running debates; whether its or genes (nature) or our experiences (nurture) that make us who we are? E.g. If a person commits a violent crime, did they do so because of their genetic makeup (they are genetically pre-wired to be violent) or because of their experiences (e.g., growing up in an impoverished area, not getting a good education, no parental guidance or some other experience)? This is the nature-nurture debate. Child development is a discipline which aims to identify, to describe and to predict patterns in childrens growth where growth includes intellectual (or cognitive), linguistic, physical, social, behavioural and emotional development. (Smidt, 2006), (ARU, 2009) The key theories that are mainly acknowledged within cognitive development include The Stage Theory, carried out by Piaget (nativist), and Scaffolding by Bruner (empiricist). Piaget (1896-1980) researched into childrens learning and believed that they go through stages and learn in sequences when growing up. He thought that children were active learners and that they used their past experiences as their knowledge for the world and how to deal with previously experienced situations. Piagets theory was first published in 1952, which came from his observation of children, including his own, whom he observed in a natural environment. He imagined that a childs knowledge was composed of schemas; knowledge which is used to organise previous experiences, which is referred back to when trying to understand new ones. Piagets theory states that cognitive development occurs in four stages, in which when they begin to take place, they follow the same order; you are only able to move onto the next stage once the previous stage has been completed. The four stages are: Researchers have found that the advanced memory skills in children, mainly in the Formal Operational Stage, are due to memorisation techniques, such as repeating things in hope of memorising them, or categorising them, making it easier to pick out the information in future. Vygotsky (1978) states: Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. His theories were a mix of both nativist and empiricist views. One of Vygotskys central ideas was the Zone of Proximal Development (ZPD), which is the difference between the level of potential development and the actual development in a child. He emphasised how social interaction was vital for develo pment from the beginning of their lives. He declared that before becoming internal, a function must go through a social stage when developing. Therefore, it is initially social, and then becomes an internal function which is known as internalisation (Vygotsky, 1962). The empiricist views would include Vygotskys theory on the role of culture and social interaction. He stated that socio-cultural environment was important for cognitive development. Being able to experience different contexts creates different forms of development; cognitive processes such as thoughts and your imagination develop through social interaction. The matter of social interaction relates back to ZPD, as communicating with other people develops your knowledge further. Bruner (1915- ) developed further on Vygotskys early work, and came up with Scaffolding, which was outlining how an adult assists a child in learning. Adults can aid children to move from where they are, to where they want to go. This is only possible if the child is interested in the situation initially, then they are able to be supported by the adult to further their learning. This is demonstrated in 5 stages, shown in the table below: (ARU, 2009) When an adult is assisting a child they are using previous experiences as their knowledge to do so. This is known as the Socio-Cognitive Stage Theory, in which recall is processed in 3 ways. The Enactive Mode, is when things are represented by doing them, the process used to get to the end product. The Iconic Mode is when children are encouraged to record their experiences, therefore making them more memorable. Lastly, the Symbolic Mode, which is where children use symbols and codes to represent and specify the meaning of what they are trying to represent. E.g. writing the number 5 instead of writing five; its a symbol representing the number. Skinner (1905-1990) is another example, who has practiced the importance of empirical learning in development. According to him, learning is characterised by the way a person processes their behaviour, which is then shaped into an experience. He doesnt completely eliminate the role of innate factors, but does argue that the external environment has a higher influence on development. Skinner suggested that if a person is positively reinforced (rewarded) for carrying out a certain action, they are more likely to repeat it again and recall it as a good experience. If a child was to be negatively reinforced (punished) they are highly likely not to repeat the behaviour again as they dont want to be punished, therefore remembering it as a bad experience. I believe that a person has to experience an event physically for them to be able to remember it better and recall it. Therefore, the environment plays a crucial role in cognitive development as it gives you knowledge of whether something is right or wrong, and then this experience is moved into the innate as a memory. Like Skinner suggested, before carrying out an action the child will remember the last time they carried it out, how they had approached the task set ahead of them then, what they have learnt since then, and how they can improve on it now with their recent learning; hence the social interaction has led the child to think back using their innate memory. Cognitive development requires both nativist and empiricist approaches to help a child develop their learning. The key theories that are mainly acknowledged within language development include Chomskys Language Acquisition Device, Skinners Reinforcement and Banduras Social Learning Theory (SLT). The nativist theory deals with language being an innate feature of a child. Chomsky (1928- ) promotes this theory and came up with his own Language Acquisition Device (LAD). He declared that the ability to learn language is inborn, suggesting that nature is more important than nurture. His work contributed to the thought that childrens language development is more complex than what is declared by behaviourists, who believe that children can learn language by being rewarded for imitating. However, Chomskys theory does not take into account the influence that cognition and language have on each others development. Nativists believe that if children surrounded by poverty, and brought up in a poverty constricted environment, children are still learning to speak due to their language acquisition device. Th is leads them to believe that the study of learning focuses on events that can be observed and measured. Empiricist views of Skinner and Watson, shows that they believed that children come into this world as a blank slate. Therefore, meaning that when a child is born, they have no knowledge at all, and are incapable of doing or knowing anything. They believe that this theory applies to all species. Behaviourist views like this suggest that the role of the environment is vital, and that the process of learning is only successful if there has been a change in behaviour. Moving onto Banduras (1924- ) Social Learning Theory, which suggests people learn from one another by observing their actions and imitating them. This theory is known to be a link between nativist and empiricist views as nativist learning is needed when trying to memorise what you are seeing and embarking on motivation. Most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a gui de for action (Bandura). The conditions which are necessary for this model to take place include, Attention, there are various points which will either increase or decrease the amount of attention you are paying to a situation. This could relate back to Skinner and his Reinforcement theory. Retention, being the second condition, is remembering what you were paying attention to. This can be remembered in different ways such as, images, symbols, coding, or just rehearsing. Reproduction, is being able to reproduce the image, which then leads to Motivation, which occurs when you have a good reason to imitate the previous sequence. Other reasons for this motivation may be incentives, or the speculation enforced by the reinforcement theory. Skinner suggested that the associations between a stimuli and the response could explain the behaviour and interaction of a being. He tried to apply his Operant Conditioning to the way language is learnt. The probability of a verbal response was contin gent on four things: reinforcement, stimulus control, deprivation, and aversive stimulation. The interaction of these things in a childs environment would lead to particular associations, the basis of all language (Skinner 1957). I believe that nurture, is a more effective form of language development. This is because language is a gradual process; you need to go through various stages of development until you are at a level of individual learning. By watching what an adult is doing, at a young age you observe them and imitate them. Its like watching a carer and a baby having a conversation; CARER: Hello, what are you doing? BABY: (babbles) When talking to the baby, theyll try and converse back, and as they grow older they learn words and their meanings and are able to create sentences. This all comes from some form of social interaction. The nature side of things is important in this matter too as; once a child has learnt a word, it needs to be stored and recalled again when needed to. Therefore, both nature and nurture work together in an effort to create language development. To conclude overall, I believe that both nature and nurture play a vital role in the development of cognitive and language development. The nurture may come first at times to experience the situation or process, which you then will remember and will store it, and then when needed to use again the experience becomes innate and is remembered through the cognition of your brain, becoming your nature. There are many studies that have been carried out to prove that nurture is more vital in the development of these processes, but from my point of view, I dont think there is as much information available on the nature side of things as there is on nurture. There are well known nature theorists out known, taking Piaget for example, but nature theories need to be backed up more strongly with more research being carried out. Reinforcement plays a big role in no matter what you do, if you are negatively reinforced towards a situation, you are likely to not want to go through it again and put th at experience at the back of your mind; but still have it in your memory for you to be reminded to not recreate the scenario. The nature-nurture debate has been studied over for many years, and will probably continue to be for many more years to come; but this is strong debate which I believe works together as a pair, and the one needs the other for it to be able to function appropriately. REFERENCES: http://www.alleydog.com/glossary/definition.php www.learning-theories.com/classical-conditioning-pavlov.html http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html http://en.wikipedia.org/wiki/Language_development (2009). Theory of Cognitive Development. Available: http://www.answers.com/topic/cognitive-development. Last accessed 13 December 2009. (2008). Stage Theory of Cognitive Development (Piaget). Available: http://www.learning-theories.com/piagets-stage-theory-of-cognitive-development.html. Last accessed 13 December 2009. (2004). Cognitive Development In Children. Available: http://allpsych.com/psychology101/development.html. Last accessed 13 December 2009. Verenikina,A. Understanding Scaffolding and the ZPD in Educational Research. Available: http://www.aare.edu.au/03pap/ver03682.pdf. Last accessed 13 December 2009. Wertsch, J.V. (1985). Cultural, Communication, and Cognition: Vygotskian Perspectives. Cambridge University Press. The Nativist Theory. Available: http://language11.tripod.com/id9.html. Last accessed 13 December 2009. (2009). Developing language for life. Available: http://www.literacytrust.org.uk/talktoyourbaby/theories.html. Last accessed 13 December 2009. (2009). Nature Versus Nurture. Available: http://education.stateuniversity.com/pages/1913/Developmental-Theory.html. Last accessed 13 December 2009. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. (2008). Social Learning Theory (Bandura). Available: http://www.learning-theories.com/social-learning-theory-bandura.html. Last accessed 13 December 2009. Oates,J Grayson,A. 2004. Cognitive and language development in children. Open University : Blackwell BF Skinner, Behavioralism, Language Behavior. Available: http://www3.niu.edu/acad/psych/Millis/History/2003/cogrev_skinner.htm. Last accessed 14 December 2009.

Destiny, Fate, Free Will and Free Choice in Oedipus the King - Power of

Free Will and Fate in Oedipus the King      Ã‚  Ã‚  Ã‚   The Greeks believed that the universe was guided in a harmoniums purpose by cosmic order and fate. Sophocles has, in Oedipus the King, depicted the underlying relationship of man's free will existing within the cosmic order and fate. Man was free to choose and was ultimately held responsible for his own actions.    Oedipus' destruction was brought about by a combination of fate and free will. He was a victim of fate for it was foretold at his birth that he would ma... ...rnia Press, 1964. Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993. Sophocles.   "Oedipus Rex."   An Introduction to Literature, 11th ed.Eds. Sylvan Barnet, et al.   New York: Longman, 1997.   

Running head: The significance of character

The strength of establishment as well as the efficient creation of the character as a literary element was significant in how the text creates an impact on its readers. In this paper, three literary texts would be discussed according to the excellent manner by which the characters were devised in the two short stories and the poem.Flannery O’Connor’s â€Å"A Good Man is Hard to Find† provided characters of good and evil manifesting in an individual. Ambrose Pierce wrote from two perspectives that reveal the personalities of the main character and the narrator in â€Å"An Occurrence at Owl Creek Bridge.† Finally, there was impeccable characterization that was exhibited in T.S. Eliot’s The Love Song of J. Alfred Prufrock.The two stories showed different pictures of death because of the characters that killed and were killed; one was that of evil and the other of an attempt to exemplify patriotism.â€Å"Prufrock,† on the other hand, presented a character that was like a dead man walking, he was alive in the poem, unlike the fate of the other two main characters in the stories, but he might as well be dead because of the despair and his struggle to find a place in the world. All of these three texts largely depended on the success of the characterization in order to produce a significant impact from the readers.They were works that held a place in literature because their characters were remembered to be unique and had stood from how the authors had carefully taken the time to exhibit their complexities and personalities.The CharacterThe character in literature could be a person, an animal or an object in a story, play or another other literary genre. There could many classifications for a character. In stories, some would be classified to be main characters, while others would be supporting characters and others miscellaneous ones.Those that were considered to be main characters were those that were directly involved in th e story. The story revolved around them or they make the story revolve.Authors could choose to develop their characters or reveal who their characters were in different ways. The writer could directly say at the beginning what the character was like in one time manner.   While in other time, it could be on an installment approach wherein the character’s personality would be revealed gradually as the story unfolds. Sometimes, the characters were revealed through the speech of the character.The characters could reveal their own characteristics. It could also be possible through the thoughts and feelings of the character. The author could also show this through the actions of the characters. The reaction of other people towards the characters also describes the personality or reveals the characterization.The goal of the writer of a text would be for the readers to see the characters to be believable and worth caring about (Card, 1988). Even if in some stories, characters were not real people, the writer must still develop the characters to be relatable or to be representative of people in society that would come close to the reader’s heart or recognition.Since literature was about significant human experiences, the character served as the connection between the story and the readers. They played the role of providing for the readers a better understanding of the diversity of human nature and human behavior.According to Card (1988), â€Å"people become, in our minds, what we seem them do†Ã‚   (p. 4).This was considered to be the strongest form of characterization. However, while in some stories this form of characterization was enough, the best form of characterization could not be based on what we instantly see.It was something that was formed from tying up the character’s motive, background, recognizing stereotypes, network or relationships, habits and patterns, talents and abilities, tastes and preferences, attitude and so on (Card , 1988).The character could be considered to be responsible for the thoughts and actions within a literary text. They must be seen to have one of the highest priorities in analysis when it came to literary elements because they served as mediums by which the reader truly gets the connection with the text.Without this connection, the text could not serve is purpose sufficiently. The characterization greatly influences the other elements in a literary work such as the theme, setting and tone.The lack of effectiveness in character development could confuse the writer’s intention for the plot and conflict, it could block the reader’s understanding for the them, it could basically ruin the entire experience that the writer would have want the reader to get from the literary text.When characterization was well developed, it would serve as the foundation for the formation of the plot and conflict, it would support the revelation to them, it would complement the setting and th e conflict, and thus it would make the text work.

Evaluating the Socio Economic Impact of the Structural Adjustment Program Essay

These have left most SSA countries with acute balance of payments (BOP) disequilibria and an inability to service their debts to foreign bodies. In an effort to tackle the economic crises and to stimulate economic recovery, most African countries had to adjust and re-structure their economies. According to Dasgupta (1998), structural adjustment was seen as a fact of life. Thus in the 1980s, most African countries initiated economic policies which were sponsored by the World Bank and supplemented by the International Monetary Fund(IMF) in the form of stabilisation and structural adjustment programmes (SAP). Between June 1986 and July 1987 alone twenty one SSA countries went through World Bank/IMF SAP. Generally, SAPs entail policies designed by the world Bank/IMF aimed at improving the socioeconomic conditions of implementing nations by restoring economic stability and achieving long term growth through addressing structural weakness, and disequilibria in among others government budgets and external sector. More precisely, they involve the adoption and implementation of policies such as currency devaluation, trade liberalization, privatization, and removal of subsidies etc. hich are perceived as means of reversing the pervasive social and economic problems of developing nations. There has been a considerable amount of literature on the effects of SAP measures on less developed countries (LDCs) with no apparent consensus. On the one hand, international financial institutions (IFIs) maintain that SAPs are vital tools for economic recovery and sustainable economic growth. On the other hand , many economists and social scientists argue that SAP measures have led to recessions and poor standards of living in developing countries (Jauch 1999). Thus, the impacts of SAPs remain highly controversial. Even though there are disparities as to the exact effects of SAPs, it is generally accepted that they have far reaching implications for not only the macroeconomic environment of the countries concerned but society at large (Mosley and Weeks, 1993, Riddle, 1992, Stein, 1992, El-Tom, 1994, World Bank, 1994). It is against this background that this dissertation attempts to study and analyse the effects of SAP on the Nigerian economy. The choice of Nigeria as a case study is due to the fact that it has implemented one of the most radical structural adjustment programmes in Africa. Thus the question which posed is, what impact if any has SAP had on the Nigerian economy. Before we proceed, it should be emphasised that this dissertation subsumes IMF stabilisation programmes under World Bank structural adjustment programmes. The reason for this is that the two programmes are intertwined and this is done also for simplicity. . 2 Aims and Objectives This paper aims to explore the role SAP has played in the Nigerian economy. The major objective of the project is to offer a better understanding as to why, what and how structural adjustment program in Nigeria evolved. The primary focal point is to inspect the basis for and causes of the reforms, formulation and implementation processes, and the reform outcomes. The precise objectives of the dissertation are as follows: First, to provide a better understanding of the backgr ound to the economic crises in Nigeria that led to SAP * Second, to outline the objectives of SAP and the reforms implemented by the Nigerian government * Third, to analyse the macroeconomic and social consequences of implementing SAP in Nigeria 1. 3 Methodology and data To evaluate the effects of SAP on the Nigerian economy, the dissertation applies so-called ‘before-after approach’ which in its essence compares the values of selected variables in the period before a program is implemented to those of post-implementation. This approach has been one of the most widely used when evaluating SAP. One of the main advantages of the approach is that it can give an insight into whether structural adjustment improved key economic indicators. The major shortcoming of the methodology employed in this paper is that it assumes that all outcomes are the result of the programme itself and thus does not take into account the impacts of others factors. Another limitation is that it does not reveal the causes of variable changes. However, in spite of the fact that the before-after approach may have some degree of bias as an estimation procedure, it nevertheless, has inherent objectivity and is relatively easy to employ. The dissertation relies on secondary data – mainly World Development Indicators. In addition, various government publications are utilised. In the case of Nigeria, the lack of data and the quality of data available had a major constraint on the study. The data were often found to be unavailable and there were discrepancies in the different data sources.