Slices & Articles Get by the slice or add to your own ebook
|Bruce T. Blythe||Rothstein Publishing||ePub|
Introduction Now What Do You Do?
It is a normal Thursday morning – except that because it’s raining, you had to drop the kids at school, so you got to your desk late. Of your 66 e-mails, 14 are flagged “priority,” you have 12 voice mails – and you have to make a presentation to the top brass at 10:30 a.m. You are just settling in to go over your notes, when you hear a short burst of dull pops. So short and dull, that until the screaming begins, you don’t actually register the sounds.But you hear the second burst with heart-stopping clarity, and the third – and the shattering of plate glass, and the panicked screaming, and the commotion of chairs being kicked over and doors slammed, as people stumble for cover from the gunman who is terrorizing the place you work. Your instinct is to scream and hide, too. Except for one thing – you are the person who has been designated to manage crisis response. T See All Chapters
|Craig Hunt||O'Reilly Media||ePub|
Security is an integral part of network administration . Its not something that should be bolted on afterward, but rather it needs to be built into any properly designed and managed network, much as we build in reliability, maintainability, and performance. To help in the fulfillment of this goal, this book weaves in the appropriate security information within all topics. However, it is also important that network administrators understand the overall security framework on which the continuity of the Windows network lies, and how that fits within the organizations information security management process. In addition, advanced networking configuration is often predicated by security needs.
This chapter explores the following areas:
An organizations security administration framework, including the network administrators role in establishing that framework.
The underlying Windows security posture , including permissions and privileges, delegation of authority, role separation, centralized administration with Group Policy, and security templates.See All Chapters
|Kanold, Timothy D.||Solution Tree Press||ePub|
Source: NGA & CCSSO, 2010, pp. 6–8. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Used with permission.
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).See All Chapters
|Daniel N. Stern||Karnac Books||ePub|
ANYONE CONCERNED with human nature is drawn by curiosity to wonder about the subjective life of young infants. How do infants experience themselves and others? Is there a self to begin with, or an other, or some amalgam of both? How do they bring together separate sounds, movements, touches, sights, and feelings to form a whole person? Or is the whole grasped immediately? How do infants experience the social events of “being with” an other? How is “being with” someone remembered, or forgotten, or represented mentally? What might the experience of relatedness be like as development proceeds? In sum, what kind of interpersonal world or worlds does the infant create?
Posing these questions is something like wondering what the universe might have been like the first few hours after the big bang. The universe was created only once, way out there, while interpersonal worlds arc created, in here, every day in each new infant’s mind. Yet both events, at almost opposite frontiers, remain remote and inaccessible to our direct experience.See All Chapters
|Margaret J. Wheatley||Berrett-Koehler Publishers|
identity and change, 50, 93, 95, 100 and control, 47, 95 and emergence, 78, 87 and evolution, 62 and poetry, 12 and self, 46-64, 92 and systems, 50, 56-64, 82, 85, 100 importance of, 3, 14, 47, 54, 57-58,
62, 64, 85-86, 88, 100 images of the world, 1-3, 8, 49. See also worldviews, machine images. incentives, 63 incoherence, in organizations, 60, 63 individuals, relation to systems, 44,
67-68, 70-72, 78-79, 90 information and emergence, 78, 87 importance of, 25-26, 33, 38-39, 46,
49, 81-82, 84, 101 in systems, 86, 98, 101 inquiring organizations, 86, 102 insects. See termites, bees. institutionalization, as process, 57 integrity, and incoherence, 60 interdependence, 14, 18, 23, 44, 52,
102 intervention, in systems, 81, 98 isolation, 51, 52, 73
law, scientific, 48 leaders, role of, 44, 57, 67-68, 72-73, 97 leadership, 60, 63, 80 learning, 7, 26, 33, 80, 96
Lewontin, R. C., 18 life, irresistibility of, 29, 33, 91 lightbulbs, experiments with selforganization, 31 linking, as characteristic of life, 35, 53 local efforts, 32, 70-71 logic, of life, 13-14 loneliness, 44, 53 love, and organizations, 57, 62-63See All Chapters
Business & Economics