Network Administration Essay -- Computer Science

Network Administration I have worked as a computer network administrator for over 5 years. I have worked mostly with networks in a mixed Microsoft Windows NT and Novell Netware environment. I am a Novell Certified Novell Engineer (CNE) and I am a certified Novell GroupWise Administrator. I have taken classes in configuration of Cisco routers. In this essay, I will discuss the definition of a network administrator, the tasks and responsibilities of a network administrator and share a day in the life of a network administrator. For documentation on my credentials, I am including my certification certificates. What is a Network Administrator? A network administrator is one who maintains and troubleshoots your computer systems. Depending on the size of your organization and the complexity of your technology, a network administrator's job can range from ten hours per week to full time. There are some obvious network administration tasks, such as installing or upgrading system software and managing user accounts and disks space, so you probably have some idea of what an administrator does. The International Telecommunications Union (ITU) is a consortium of telecommunications companies worldwide who have, among other things, defined a series of recommendations that describe how a telecommunications management network (TMN) should be operated. The ITU members have adopted a model of management functions that I think is of interest to us because it provides a framework that we can use to understand the role of the network administrator. This function model is often referred to as the FCAPS model after the initials of each of the major functions it describes. TMN function Naive description Fault Management: Fixing what is broken. Configuration Management: Controlling the operational parameters of something so it works the way you want. Accounting Management: Knowing who is using how much of what, and maybe billing them for it. Performance Management: Making sure it all works acceptably quickly. Security Management: Controlling who can do what. The idea is that just about any network management task can be said to belong to one of those management functions. For example, plugging a patch-lead back in after it has fallen out is fault management, introducing a firewall onto your network is a security management t... ...workstation can be put back in service elsewhere, the administrator would possibly format the drives (effectively erasing all the previous data) and reassign the workstation in a position that is less demanding than the previous one. I have found that installation of new workstations not only makes the end user more productive, but generally the task of administering the workstation is easier because of the improvement in technology i.e. newer operating system. Some administrators have found it useful to sue a procedure called "ghosting" to speed up the process of setting up multiple new workstations. When this process, a workstation is configured with general setting sufficient for most users. Special software is used to "copy" an image of that configuration. When a new workstation or workstations is needed to be configured the imaged is then copied to the hard drive. For this procedure to work, the workstation must have the same or very similar hardware as the original workstation the image was copies from. Otherwise there will be multiple errors and the administrator will spend time more correcting errors than he/she would have doing the configuration manually.

Education Essay

Step 1. Create a short answer (150-250 words) to each of the following questions. 1. How do social interactions among people in locales help define community?  2. How do schools help to shape the local boundaries of communities and the identity of community members?  3. Although schools and the communities they serve are closely entwined and community development is in the best interests of schools, why may school leaders be hesitant about involving schools and students in important community development roles? 4. Of all social institutions, why might schools be best placed to catalyze community development?  5. What are some likely results of school consolidation in a rural community or urban neighborhood?  6. Beyond the socially integrative functions, what distinct local economic roles might a school have in a rural community or urban neighborhood?  7. What characteristics of a well-planned school-community partnership project would indicate it is mutually beneficial?  8. How might a community or neighborhood development activity reinforce what is ta ught in the public school classroom?  9. What barriers might a community development organization expect to experience when seeking to partner with a public school or school district?  10. How can service learning and place-based education serve to facilitate a  viable schoolcommunity partnership and accomplishment of local community or neighborhood development needs? Step 2. Discuss your responses with a group of 4 or 5 classmates. SOAR ACTIVITY 15.1 SCHOOL-COMMUNITY PARTNERSHIPS Step 1. Contact your local elementary, middle and high schools. Step 2. Interview the principals about their partnerships with community organizations. Step 3. Have them describe each activity and assess the benefits to the school and community. Step 4. Compile a list of all the organizations and institutions involved with school programs. Step 5. As part of this project, prepare a list of recommendations for improving schoolcommunity partnerships in your area. LIFE Activity 15.1 Here are some examples of school-based service learning projects: 1. Drop-out prevention: A service-learning project focused on drop-out prevention might coordinate schools with local businesses to partner at-risk students with job shadowing and mentoring opportunities with local business leaders/members. These connections will help build bridges between schoolwork and work â€Å"in the real world,† and develop stronger ties between schools and local business, better meeting the needs of each while providing important opportunities to at-risk youth. 2. Subject-specific service-learning: Science and reading provide two examples of subjectspecific service-learning. Connecting college students majoring in science with schools to tutor K-12 students can create opportunities for hands-on learning during or after school hours. This might involve engaging in environmental projects, such as local water quality testing, cleaning of local stream or river beds, or wildlife conservation efforts. Similarly, college students majoring in language arts or reading might provide tutoring services during or after school for at-risk students, assist in running family literacy programs after school to engage parents in literacy efforts, and/or read to students at the elementary level. 2. Building school-community connections: Students plan a school-community day, in which school staff, community members, and students organize, run, and attend a school-community fair. The school can set up exhibits of student learning and projects students are engaged in that connect to the community. Community leaders can set up exhibits featuring ways they have been or would like to be involved with the school and with students. Local businesses might provide food and donate prizes or items for auction. Students at the school can perform music or showcase artwork. This would also be a good venue for team-building exercises between  community organizations and businesses and school staff and leaders, culminating in competitions with awards. These are only a few examples. We want to emphasize though that effective service learning projects are not â€Å"paint by the numbers† efforts, but are directly shaped by and responsive to the individual needs of local communities. That said, examples are useful, but ultimately your best guide is the community that lies before you. REFERENCE MATERIAL ON EDUCATION AND COMMUNITY SERVICELEARNING Syllabi: Literacy Tutoring: Principles and Practice (Syracuse University) http://www.compact.org/syllabi/syllabus.php?viewsyllabus=407 Service Learning in Higher Education (Vanderbilt University) http://www.compact.org/syllabi/syllabus.php?viewsyllabus=663 APPENDIX: Additional Resources to Learn about School-Community Partnerships for Community Development:  NOTE that the following descriptions have been taken directly from organization websites and have been only slightly modified, if at all. Associations, Organizations and Centers Center for Place-Based Education http://www.anei.org/pages/89_cpbe.cfm The Center for Place-based Education promotes community-based education programs. Its projects and programs encourage partnerships between students, teachers, and community members that strengthen and support student achievement, community vitality and a healthy environment. Coalition for Community Schools http://www.communityschools.org The Coalition for Community Schools represents an alliance of national, state and local organizations concerned with K-16 education, youth development, community planning, family support, health and human services, government and philanthropy, as well as national, state and local community school networks. The Coalition advocates for community schools as a means to strengthen schools, families and communities and improve student learning. Rural School and Community Trust http://www.ruraledu.org The Rural School and Community Trust is a national nonprofit organization addressing the crucial relationship between good schools and thriving communities. It also serves as an information clearinghouse on issues concerning the relationship between schools and communities, especially in rural contexts. School of the 21st Century. Linking Communities, Families and Schools http://www.yale.edu/21c/index2.html Based at Yale University, the 21C program develops, researches, networks, and supervises an educational model that links communities, families, and schools by transforming the school into a year-round, multi-service center that is open from 6 in the morning until 7 at night. The core components are affordable, high-quality child care for preschool children, before- and afterschool programs for school-age children; and health services, referral services, support, and guidance for parents of young children. Schools and Communities http://www.enterprisecommunity.org/programs/schools_and_communities/ This webpage of Enterprise Community Partners documents and disseminates the nation’s current efforts to combine school reform and community development. Web-based Documents and Material Local Governments and Schools: A Community-Oriented Approach http://icma.org/documents/SGNReport.pdf (International City/County Management Association, Washington, DC , 2008) Provides local government managers with an understanding of the connections between school facility planning and local government management issues, with particular attention to avoiding the creation of large schools remotely sited from the community they serve. It offers multiple strategies for local governments and schools to bring their respective planning efforts together to take a more community-oriented approach to schools and reach multiple community goals-educational, environmental, economic, social, and fiscal. Eight case studies illustrate how communities across the U.S. have already succeeded in collaborating to create more communityoriented schools. Includes 95 references and an extensive list of additional online resources. 40p. Report NO: E-43527 Reconnecting Schools and Neighborhoods: An Introduction to School-Centered Community Revitalization http://www.practitionerresources.org/cache/documents/647/64701.pdf (Enterprise, Columbia, MD , 2007) Provides an introduction to school-centered community revitalization. Part 1 presents the case for integrating school improvement into community development, drawing on the academic research linking school and neighborhood quality as well as early results from school- centered community revitalization projects across the country. Part 2 presents the core components of school-centered community revitalization, including both school-based activities and neighborhood-based activities. The final part of the paper illustrates the diverse approaches currently being taken to improve schools and neighborhoods, drawing on the experiences of eight  school-centered community revitalization initiatives in five cities: Atlanta, Baltimore, Chicago, Philadelphia, and St. Paul. 30p. New Relationships With Schools. Organizations That Build Community by Connecting With Schools. Volumes One and Two  http://www.publicengagement.com/practices/publications/newrelationshipssmry.htm (Collaborative Communications Group for the Kettering Foundation, Nov 2004) Case studies of organizations that establish strong connections between communities and schools using many different entry points. Includes a profile of New School Better Neighborhoods, a nonprofit intermediary organization in Los Angeles that works to design schools that serve as centers of communities. The organization brings together community stakeholders to plan multiuse development that combines residential, recreational, and educational use of scarce land in densely populated urban areas. Schools, Community, and Development. Erasing the Boundaries http://www.practitionerresources.org/cache/documents/56274.pdf Proscio, Tony (The Enterprise Foundation, Columbia, MD, 2004) This describes the results of efforts in four neighborhoods in Baltimore, St. Louis, and Atlanta to connect community-based revitalization initiatives with school reform programs in the same neighborhoods. Chapters include: 1) Building and Learning Go Seperate Ways; 2) The SchoolCommunity Alliance in Practice; 3) The Developer as Educator; 4) Housing and Economic Development. 39p. Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers http://www.jchs.harvard.edu/publications/communitydevelopment/W02-9_Chung.pdf Chung, Connie (Harvard University, Joint Center for Housing Studies, Cambridge, MA; Neighborhood Reinvestment Corporation. , 2002) This paper explores the use of public schools as tools for community and  economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic, and physical character of a neighborhood. Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations participating in school and community linkages. 55p.

Theme Of Ignorance In Animal Farm - 1329 Words

The saying ignorance is bliss is not always very accurate. The book Animal Farm by George Orwell is an allegory for a real historical event – the Russian Revolution. It demonstrates how peoples ignorance can be the cause of their social and political oppression and how the knowledge of others ignorance can lead to power, which ultimately corrupts those who possess it. These themes are portrayed through the characters and in real life. Social oppression is when one group of people dominate one or more groups of people and benefit from the unfairness and cruelty that is bestowed upon the subordinates (the people who are subjugated). Political oppression is similar to social oppression in the sense that it is when one group uses†¦show more content†¦This is similar to what happens in Animal Farm when Napoleon gets rid of Snowball. Countless times, the book shows that the pigs lied and manipulated the others. They were able do this simply because the rest of the animals turned a blind eye towards the things they saw and were told. In the beginning, all the animals were so happy that they had won the rebellion and gotten rid of Mr. Jones, they did not realize that the newly communist society was slowly changing and not for the better. On page 32, it states â€Å"The reading and writing classes, however, were a great success. By the autumn almost every animal on the farm was literate in some degree. As for the pigs, they could already read and write perfectly.† As you can see, all the animals were educated – at least to some extent – but the pigs were by far the smartest. This shows that the other animals were able to at least recognize letters and words. While the animals were somewhat literate, they did not take the time to better educate themselves. This caused them to remain blind to the fact that Napoleon was slowly creating a group of sentinels and surreptitiously planning to get rid of Snowball. Napoleon took advantage of the fact that it had been decided that the pigs knew better when it came to certain things. For example, he took puppies away from their mother. He promised to educate them well. Napoleon seemed to be acting benevolent butShow MoreRelatedSatire Of The Soviet Union1356 Words   |  6 PagesJacob Estes Mrs. Evans British Literature 20 January 2017 Orwell’s Animal Farm: Satire of the Soviet Union The Animal Farm book is a well-known novel that uses allegory and satire to make light of the Soviet Union during the mid-1940’s. The author George Orwell has been known for many famous and well know novels such as 1984, Animal Farm and Down and Out in Paris and London. George Orwell is the known author for these novels, but many don’t know that it was a stage name. 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The citizens are currently in eternal war and liveRead MoreAnimal Farm, by George Orwell806 Words   |  4 PagesGeorge Orwell’s work Animal Farm portrays human society and its blemishes. Although Orwell wrote the book to expose Communist Russia and its flawed ideology, the fairy story depicts the world and society as a whole. While the tale details the self-indulgence and greed that political leaders -- most commonly tyrants and dictators -- exploit, it also features inspirational figures and teachings. It describes the effects of propaganda and the danger of ignorance and naivetà ©. Animal Farm is a novel with aRead MoreAnimal Farm By George Orwell1779 Words   |  8 Pagesbook named Animal Farm would be about something harmless, playful, or childish. The author George Orwell even subtitled the novella, â€Å"A Fairy Story.† However, Animal Farm carries a much deeper message than one might initially suppose. 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