Linux distributions Essay Example | Topics and Well Written Essays - 2250 words

Linux distributions - Essay Example This not only takes enormous amount of expenditure as well as valuable human resources. Therefore, most companies opt for outsourcing and take benefit of readymade software packages. Linux based open source software packages as well as proprietary software are available to choose to suit the requirement. Each of them has their own merits and demerits, which should be analytically weighed before making a decision. Free software are either free of cost or their source codes are available in public domain. As far as an enterprise is concerned it has to train their employees as well as to get constant support from the software vendor. A good IT infrastructure always ensures high return over investments made in it. So the large companies do not care much about the cost involved rather consider its flexibility, reliability and a reliable support system. In this project we will be discussing about desktop and server edition of three LINUX based implementations, Red Hat, Ubuntu & Novell and the standard Windows based systems. Conclusively, we will attempt to recommend a certain package on the basis of the outcome of such discussion. While purchasing software for an enterprise operation, the preliminary aim is to assist its employees to automate and enhance the operations of the organisation with least chance for errors. In order to achieve the said goal, imparting adequate training to its employees or to hire trained professionals to apply the system for the optimum benefit of the organisation becomes inevitable. With a view to select appropriate software to suit the requirements, Red Hat, Ubuntu and Novell’s SUSE based OS are being taken into consideration. Indeed the training motivates the employees as well as raises their confidence in using the software to meet the requirements. RedHat: In terms of trained professionals and certified training program, Red hat tops other Linux distributions. RedHat training centers are spread across the globe and

Hitler's Pope Essay Example | Topics and Well Written Essays - 1750 words

Hitler's Pope - Essay Example John Cornwell made one of the first attempts to look deeper into the role which Catholic religious leaders played in the development and expansion of Nazism in Europe. His book about Eugenio Pacelli, the Catholic Pope during the World War II, was too sensational to be untrue. The author relied on the primary documents, to reveal the astonishing truth about the Pope, his attitudes toward Jews, and his role in the development of diplomatic ties between Nazi Germany and other European allies. Despite a wealth of historic information provided by Cornwell, his personal â€Å"negative† attitudes toward the Pope were too obvious to conceal and often compromised the need to be historically objective and unbiased. That the topic of Catholic religion during the times of Nazism had always been underresearched pushed John Cornwell to explore the subject in greater detail. His book was the product of his own analysis and the growing interest toward the issues of papacy in Nazi Germany. Cornwell acknowledged that in his book, he wanted to resolve the eternal conflict of beliefs about the Pope: â€Å"some historians were confident that Eugenio Pacelli shamed the Catholic Church by failing to denounce the Final Solution; others believed that the issue lacked historical evidence and proofs†.1 The topic was increasingly interesting to everyone who sought to feel the information void in the contemporary research about religion during the times of Nazism. Pope Eugenio Pacelli was an exemplary object of historical research, due to the significant role he played in church during the World War II and the number of mysteries that surrounded his personality during and after his religious triumph. The popularity of the Pope’s figure was difficult to underestimate – Cornwell wrote that his picture had been looking at him at every wall of every classroom.2 What else could a professional historian need to produce a sensation? – only an access to the secret documents

Freas and Geeks Media techniques Essay Example for Free

Freas and Geeks Media techniques Essay How Media Techniques Create Stereotypes in Freaks and Geeks Take a look again at high school stereotypes through the short lived television series from the late 90’s, Freaks and Geeks. Based on the pilot episode of Freaks and Geeks, media techniques are used effectively to depict the different stereotypes in high school. The camera shots movements are used adequately to show the power of the bullies and the weakness of the victims. For example, when Sam Weir is approached by Alan (the bully), at lunch, the camera is pointed upwards towards Alan’s face to make him seem bigger and scarier while the camera would be pointed down on Sam’s face making him seem smaller and inferior to Alan (Kasdan 1999). This example shows effective use of media techniques by using camera shots because the audience can easily depict the two different stereotypes, the bully and the geek. Another way that media techniques are used effectively is through the use of setting. For instance, the â€Å"freaks† of the show are shown hanging around the patio which is a dirty and worn down area separated from the field and other students (Kasdan 1999). This is a clear way for the audience to see the difference from the regular students and the â€Å"freaks† therefore making this media technique effective. These two techniques show how Freaks and Geeks uses media techniques effectively to illustrate the stereotypes one might see in high school. Using media techniques such as camera shots and setting effectively is a task that Freaks and Geeks has accomplished to portray different high school stereotypes. Works Cited â€Å"Pilot.† Freaks and Geeks: The Complete Series. Writ. Paul Feig. Dir. Jake Kasdan. DreamWorks, 1999. DVD.

Heroin Harm Reduction Strategies in the US

Heroin Harm Reduction Strategies in the US The Northern Kentucky (NKY) Independent Health Department represents four different counties in Kentucky: Boone, Campbell, Grant, and Kenton. This region is often referred to as District 8 and it is made up of 381,153 Kentuckians. In 2008, a startling 18% of individuals in the region were diagnosed with depression and 9.8 % of individuals were living below the poverty level. Yet, the most pressing issue in this district is the heroin epidemic and its association with HCV. According to the NKY Drug Strike Force, three of the four counties in District 8 are the most problematic in the Northern Kentucky Area Development District. Boone, Kenton, and Campbell counties represent 60% of Kentucky’s heroin prosecutions for trafficking and possession. Data shows between 2008 and 2012 the heroin court cases in these three counties increased from 257 cases to 1339; an alarming 500% surge. These alarming statistics influenced the NKIHD to partner with various organizations to form the NKCRHE. Although a comprehensive community wide plan is now under development through the Response Team, there are major political, social, and economic factors to consider before reducing and stopping the epidemic. Social Factors The Heroin Impact Response Team sees stigma is the primary reason for the silence associated with heroin in NKY. Stigma is defined as a mark of disgrace with a particular circumstance, quality or person. This mark can be alienating and oppressive to individuals and can lead to prejudice and discrimination. People with a history of drug use are highly stigmatized and often become outcasts in society. Some groups argue this stigma helps reduce the drug problem in communities because it shows society’s disapproval of drug use. However, this argument is flawed because it does not consider that stigma can lead to shame and can lead people to hide their unacceptable and undesirable behaviors. Hiding and silencing drug use not only leads to delays in seeking help, but also leads to barriers in recovery and reintegration into society. NKY is a prime example of silence resulting from stigma. Between 2010 and 2012, the number of heroin overdoses in NKY doubled from 31 to 61 and the rates of HCV were more than double Kentucky’s rate.Despite this alarming statistic, until October 2012, communities in NKY were silent about the epidemic. The map below shows NKY is rooted in a historically conservative state, and thus NKY’s social and cultural environment strongly reflect conservative ideologies. These ideologies promote the silence, because speaking out would constitute condemnation, it would depict the family-unit as inadequate, and the community as a hazardous waste land. Finally, families in NKY are speaking out about the epidemic. They are sharing their personal stories and those of their lost loved ones. Through advocacy and education, they are working to break down the barriers associated with the stigma of drug use. Yet stigma is a powerful barrier, and education and community participation may not be enough to reduce the social barriers associated with heroin use. An additional powerful approach may be to remove certain legislative and administrative restrictions that reinforce stigmatization. The removal of these restrictions can lead to drug-user harm reduction strategies and programs, which could be considered the first steps to stop the spread of HCV and the first steps to recovery. Political Factors One of the most effective harm reduction strategies to consider is sterile Needle and Syringe Programs (NSPs). In 2004, the World Health Organization (WHO) released a report on the effectiveness NSPs in which they confirmed studies in the report presented â€Å"a compelling case that NSPs substantially and cost effectively reduce the spread of HIV (and other infectious diseases) and do so without evidence of exacerbating injective drug use at either the individual or societal level† (World Health Organization, 2004). Not surprisingly, the CDC, the National Institute of Health (NIH) and most of the medical and scientific community are advocates of NSPs because the scientific data supports the efficacy of these programs. In addition, these types of programs are seen as the first steps to recovery because they provide abusers the opportunity to seek help and obtain necessary primary health care Although the federal government does not ban the use of NSP’s, since the late 1980’s federal funding for NSPs was prohibited in the United States. In 2009, President Barack Obama removed this ban and allowed states to use federal funds for Syringe Exchange Programs (SEPs). The ban, unfortunately, was reinstated in 2011 due to a change in the federal spending package for 2012. As a result of the political controversy, this type of harm reduction strategy will be difficult to promote in NKY because despite the scientific data, Kentucky legislation continues to prohibit the use of NSPs. The controversy arises from the common misconception that NSPs promote drug use, encourages abusers to stay addicted to drugs, and fosters criminal behavior. Others argue these types of programs are a costly waste because they do not stop addiction. Scientific data, however, shows both of these arguments are invalid. The efficacy of the programs is evident in various studies and the cost be nefit analysis’ shows that â€Å"a full-coverage program that exchanges all used syringes in the United States would cost approximately $423 million but avert 1.3 billion in medical care and treatment costs† The development of an exchange program is not explicitly prohibited in the Kentucky statutes, however the Kentucky Revised Statute 218A.500(3) addresses the prohibition of distribution of drug paraphernalia: â€Å" It is unlawful for any person to deliver, possess with intent to deliver, or manufacture with intent to deliver, drug paraphernalia, knowing, or under circumstances where one reasonably should know, that it will be used to plant, propagate, cultivate, grow, harvest, manufacture, compound†¦inject, ingest, inhale, or otherwise introduce into the human body a controlled substance†¦Ã¢â‚¬  (Kentucky Legislative Research Commission, 2010). In 1992, Dr. John Poundstone wrote a letter to the Kentucky Attorney General requesting an opinion on NSPs in the state of Kentucky. The Kentucky Attorney General advised urban-county health departments could be guilty of criminal offence and liability if they were to pursue development of a needle exchange program Economic Factors If successful in changing Kentucky legislation to allow harm reduction strategies such as SNP’s, the next issue NKY will encounter is the economical component. In 2005, the Substance Abuse and Mental Health Services Administration (SAMHSA) reported an estimated $1.9 billion was spent on mental health and substance abuse (MHSA) treatment in Kentucky which is approximately 1.5% of all the MHSA treatment in the United States (Substance Abuse and Mental Health Administration, 2012). However, the most pressing economic problem in NKY is the low federal and state funds distributed to the region for drug abuse and mental health; in fact, Northern Kentucky receives the lowest funds of the 14 regions in the state. Since federal funding cannot be used for NSPs the NKY region would be completely dependent on state and local funds. Yet, NKY receives only 8.16% of the state’s general funds for MHSA despite making up more than 10% of Kentucky’s general population. To make matters worse, NKY Health Department continuously faces budget cuts and the reduction in funds results in an uneven distribution of monies for various programs. In 2012-2013 the health department faced a 5% decrease in revenue due to cuts in state, federal and Medicaid funding; figure 1 shows this represented approximately $739,247. Figure 2 shows the decrease in revenue resulted in a 7% decrease in expenditures, approximately $1,050,043. These cuts make it difficult for the health department to address the heroin and communicable disease issues in a more robust manner. Notwithstanding these economic setbacks, the heroin and HCV epidemic has spiraled out of control and has become a monster that can only be tamed by organizations coming together to address the issue.

Allegory in Forsters The Other Side of the Hedge Essay -- Forster Oth

Allegory in Forster's The Other Side of the Hedge After reading the first few paragraphs, The Other Side of the Hedge, by E. M. Forster, seems to be nothing more than a story about a man walking down a long road. The narrator's decision to go through the hedge transforms the story into an allegory that is full of symbols representing Forster's view of the journey of life. The author develops the allegory through the use of several different symbols including the long road, the hedge and the water. The allegory is about man's life journey toward the ultimate goal of heaven. When the reader interprets the story on a literal level, it seems somewhat realistic, but he quickly senses a double meaning. In the story, the narrator travels on a long, dusty road that seems to have no end. He tells about the other people of the road, discussing the possessions that they attempt to carry with them. Some of these people abandon their journey, leaving their possessions behind to gather dust. The target of E.M. Forster's allegory is the transition from life on earth to life in heaven. Forster's many symbols in the story portray his view of life. One important symbol that Forster mentions several times is the long, dusty road. The seemingly endless road represents the long, difficult journey of life. The people in the story must travel on the road even though it never ends and leads them nowhere. At first, they carry as many possessions with them as possible, but they eventually leave them behind, as he journey becomes more difficult. The narrator says, "The road behind was strewn with the things we had all dropped." Eventually, the people of ... ... falls into the water, it cleanses his body physically, but it also cleanses his soul symbolically. His body is no longer covered with dust from his journey on the road. The water also causes the main character's pedometer to stop working. This further indicates that all links to the narrator's past life have been destroyed. He has moved on to a different stage in life, and there is no turning back. E.M. Forster's use of allegory and symbolism in The Other Side of the Hedge helps present his belief that the journey toward heaven is easier when one has fewer possessions and does good deeds for others. When the main character strays from the road, he begins a symbolic journey into heaven. The hedge strips him of his worldly possessions, while the water cleanses him spiritually, preparing him for the life to come.

Philosophy Of Literacy Instruction Essay -- Teaching Education School

Literacy Defined Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak. There are many components that make up literacy. In order to effectively teach students these components the teacher must model the concept for the students. As teachers, we can't expect or assume that the student already knows what we expect of them. Modeling gives students a basis of what to go by. Modeling is the first and most important step in order for the students to gain mastery of a concept. A teacher must also undergo guided practice with the students. A teacher should always provide as much guided practice that is needed. Students should never move on to independent practice until it is evident that they are ready. For example, I was teaching a guided reading lesson in my EDU 218 classroom, in which my peers were posing as students. The lesson involved the students to complete a story map on a book that they read. Although I knew that the students would be slightly familiar with a story map I still modeled the use of it for them. I modeled the use of the story map based on a book that I knew the students were familiar with. So when the students set out to complete the story map on their own they could recall and look back to the story map that I had modeled for them. It is also important to note that not all students grasp the material at the same time. One student could be ready for independent practice, as another may still need a vast amount of guided practice. There is no need to caution if students are not at the same level, unless of course if there is a real developmental delay. Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies. Phonemic Awareness is very important part of literacy. Phonemic awareness includes sounds of a word, the breakdown of words into sounds. It includes rhyming and alliteration, isolation, counting words in sentences, syllables and phonemes, blending words, segmenting, and manipulating. Pho... ...on my students work so that they know how they are progressing. I will always be sure to hit my instructional focus on the children?s strengths before working on an area of development with the children. I will teach to the objectives and I will teach to the standards. I will make sure that my lessons are hitting on as many standards as possible. Working With Children with Special Needs In my classroom I will make sure that the children with special needs are benefiting from instruction. I will pair this student up with someone who is capable of helping. The student will be getting my instruction as well as help from one of their peers. I will be aware that this student is a learner with special needs and I will teach this student at a level in which he/she is comfortable. I will make sure I am aware of everything that I can about this student?s special needs. I will be in a tight contact with the student and his/her parent/guardian so I can be aware that they are working with him/her at home. If this isn?t the case then I will pair this student up with another student after school, with myself, or with someone else that would be willing to give this student extra time.

British Imperialism in South East Asia

For along period, up to the late 20th century, many of the European nations had vast interest in many of the Asian and African countries. This made them to colonize these countries so as to get whatever they wanted. Almost all of the African and Asian countries became colonies of the western countries. The more a country was perceived to have got many resources, the higher the scramble for that country was. Britain is one of the countries that had majority colonies in both the African and the Asian continent. India happened to be just one of these colonies.The colonists come along with their way of doing things thus impacting on the natives' way of handling the same issues. In essence, most of the colonies wanted to see that they changed their colonies to behave in the manner that will be beneficial to them. In India, the British’s interest was experienced during the decline time of Mughal Empire (http://www. indianchild. com/history_of_india. htm para 8). It all started as me re commercial activities between the two nations. There was a breakup in the rule of the Mughal Empire which resulted to the rising of dispute among the princess.This was a great advantage to the British as they did step in to settle the dispute. In the process, the British Empire started gaining much influence (Martin, pp 213). During the first global war that was fought in Europe and North America for seven years, it saw the British and the French come into a big fight in which the British won. Many of the Indians were recruited in the well paying British army. In the end, it emerged that India became the key source for Britain’s raw material and a market for finished goods (Siegel & Kennedy pp 98). British Colonialism in IndiaWhen the British entered the Indian colony, they formed a society that was stratified having the Britons occupying the highest position in the society. In the Indian schools, it emerged that the language of communication was now English. Many scholars of the British rule in India have noted that despite the heavy presence of the Britons in India, their presence was insignificant. The British used the tactic of divide and rule very well, and more importantly the psychological indoctrination of the Indians who had undergone through the education system of the British.These were the people who became the model British subject. the British used the English-educated Indians to absorb values about what they wanted , and this played a significant role in helping the Britons loot most of what they wanted from India, in terms of physical wealth and labor (http://india_resource. tripod. com/britishedu. htm para 1). According to the Britons plan, they wanted to have a person who was Indian in blood and color, but with an English taste, language and intellect. It meant therefore that the Britons had to decide on what the Indians were going to learn in schools and the mode of learning.For the British to succeed in its mission, they did set t he learned Indians against their fellows by proclaiming that they were following a very bad tradition, and it was only the British’s tradition that was good. These intellects were used to stress the negative impact of the Indians tradition. The Indians were made to believe that they were conservative people who lacked national concept or history. On the other hand, the British were considered as modern and scientific oriented. â€Å"With their unique organizational skills and energetic zeal, they would raise India from the morass of casteism and religious bigotry.These and other such ideas were repeatedly filled in the minds of the young Indians who received instruction in the British schools,†(http://india_resource. tripod. com/britishedu. htm para 4). There was need to facilitate transport and communication between the colony and the colonials. Hence the colonials constructed the railway line to facilitate transportation of the troops, raw materials and finished good s. There was as well telegraph lines to ease communication. However, the Britons did not take any step to see that the Indians learnt the new technology (Webster pp 186).The Indian soldiers rebelled against the British in 1857 causing the British to tighten its rule against India (Martin, pp 213). the rebellion of the soldiers occurred when the British empire introduced new cartridges that required the soldiers to tear them apart using their teeth. The cartridges were lubricated using animal fat, and this offended especially the Muslims whom their religion did not allow them to use pork or its products, while the Hindus were against the use of cattle fat for greasing.The rebellion was put down in 1858, but already several of the Britons had been killed; males, females and children. There were establishment of schools and universities by the Americans and the Britons in India that provided an education system that advocated for a strong nationalist sentiment. â€Å"In 1885, they fou nded the Indian National Congress, which promoted a greater role for Indians in their country's government. The new organization also sought harmony among Indians of diverse religion and social groups†, (Martin pp 213).There are many other influences in the Indian cultures that can be directly linked to the British rule in India. For instance, the Indians were not known for using surnames. However, with the coming and the ruling of the Britons, the Indians adopted the use of surnames. As Kolhatkar argues, â€Å"Surnames were not in use in India in ancient times and almost till the end of the first millennium CE. Thousands of names are known from Sanskrit/Prakrit texts, rock-cut inscriptions, copper plates, coins etc. They are almost always single names†, (para 3).However, it is now an occasion that in India, you come across the name of the child alongside that of the parent. The use of the surname became as a mark of respect for the parent. It is because of the British rule that the use of the surname became advent. It could be argued that these was because of the fact that the Britons wanted to make the work of administration much easier by having a system that was â€Å"more clarity in identifying individuals and the facility of documentation and reading created by the widening use of the printing press.Thus came into being the current method of the individual's name, father's name and the surname,†(Kolhatkar para 6). Therefore, looking at the influence Britain had in India, it can be concluded that it is true to note that these influences spilled all over the world especially the other Britain’s colonies. The use of surname, the British system of education, trade and language are all over the world. Reference: Kolhatkar, A. Indian surnames and the British influence, 29 Jul 2004, Retrieved on 13th May 2008 from http://archiver. rootsweb. ancestry. com/th/read/INDIA/2004-07/1091137759Martin, P. Five Steps To A 5, ISBN: 0071437142; M cGraw-Hill Professional, 2004 History of India, 2004, Retrieved on 13th May 2008 http://www. indianchild. com/history_of_india. htm Siegel J & Kennedy P. Endgame: Britain, Russia and the Final Struggle for Central Asia, ISBN: 1850433712; I. B. Tauris, 2002 SOUTH ASIAN HISTORY; History of British Rule and Colonization in India, 2001 Retrieved on 13th May 2008 from http://india_resource. tripod. com/britishedu. htm Webster A. Gentlemen Capitalists: British Imperialism in South East Asia, 1770-1890, ISBN: 1860641717; I. B. Tauris, 1998