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Exam Code: VCS-252 Practice exam 2022 by Killexams.com team
Administration of Veritas Storage Foundation 6.0 for Unix
Veritas Administration basics
Killexams : Veritas Administration basics - BingNews https://killexams.com/pass4sure/exam-detail/VCS-252 Search results Killexams : Veritas Administration basics - BingNews https://killexams.com/pass4sure/exam-detail/VCS-252 https://killexams.com/exam_list/Veritas Killexams : VCS-278: Administration of Veritas NetBackup 8.1.2

VCS-278: Administration of Veritas NetBackup 8.1.2

Although each product varies in complexity and depth of technical knowledge, all certification exams target customers in an administrative role and cover core elements measuring technical knowledge against factors such as configuration, product administration, day-to-day monitoring, maintenance and basic troubleshooting (diagnosis and/or repair).

This program consists of technical exams at a product/version level that validate that the successful candidate has knowledge and skills necessary to configure and maintain NetBackup version 8.1.2.

Passing this exam will result in a Veritas Certified Specialist (VCS) certification and counts towards the requirements for a Veritas Certified Professional (VCP) certification in Data Protection.

Exam details

No. of Questions: 75 - 85
Exam Duration: 105 minutes
Passing Score: 65%
Languages: English
Exam Price: $225 USD (or your country’s currency equivalent)

Suggested preparation

Recommended courses:

Note: If you do not have prior experience with this product, it is recommended that you complete an in-person, classroom training or Virtual Academy virtual classroom training class in preparation for the VCS exam. Be aware that attending a training course does not certain passage of a certification exam.

Recommended preparation steps:

  1. Exam Preparation Guide (PDF): get and review the guide to understand the scope of syllabus covered in the certification exam and how they map to the key lessons and syllabus in the associated training course(s).
  2. Attend recommended training classes listed above.
  3. Gain hands-on experience with the product. 6-9 months experience administering NetBackup 8.1.x is recommended.
  4. Sample exam (PDF): Test yourself and your exam-taking skills using the trial exam.

In addition, you should be familiar with the following product documentation and web sites:

Recommended hands-on experience (real world or virtual):

  • Describe basic NetBackup architecture
  • Describe the functionality of NetBackup product features, options, transport modes, and advanced file system backup methods (e.g., Bare Metal Restore (BMR), NetBackup Vault, Enterprise Client, SAN Client, Cloud, OpsCenter, Database agents, virtual machine protection, Media Server and client-side Deduplication, OST, NetBackup Accelerator, Storage Lifecycle Policies, AIR, Replication Director, and NetBackup Access Control)
  • Configure core components of NetBackup including devices, storage units, volumes, and volume pools using the NetBackup Administration Console
  • Configure storage servers and disk pools including media server and client-side deduplication
  • Configure backup policy attributes, schedules, clients, and backup selection lists
  • Run and monitor backups, duplications, replications and restores
  • Monitor daily activity and availability of the NetBackup environment by analyzing reports and reviewing activity logs
  • Verify tape drive operation and maintain media rotation and availability
  • Manage and maintain disk storage devices
  • Troubleshoot or diagnose basic NetBackup issues
  • Access and install NetBackup release updates
  • Access NetBackup documentation and the online Knowledge Base
  • Configure a backup of the NetBackup catalog
  • Modify basic NetBackup behavior using host properties (e.g., jobs per client, general attributes, media overwrite)
  • Configure Storage Lifecycle Policies including AIR
  • Configure Protection Plans
Tue, 10 May 2022 22:17:00 -0500 en-CA text/html https://www.veritas.com/en/ca/services/education-services/certification/exams/vcs-278
Killexams : VCS-261: Administration of Veritas InfoScale Storage 7.3 for UNIX/Linux

VCS-261: Administration of Veritas InfoScale Storage 7.3 for UNIX/Linux

Although each product varies in complexity and depth of technical knowledge, the certification exams target end-users and cover core elements measuring technical knowledge against factors such as installation, configuration, deployment, management & administration, and basic troubleshooting.

This program consists of a technical exam at a product/version level that validates that the successful candidate has the knowledge and skills necessary to successfully administer Veritas InfoScale Storage 7.3 for UNIX/Linux

Passing this exam will result in a Veritas Certified Specialist (VCS) certification and counts towards the requirements for a Veritas Certified Professional (VCP) certification in Storage Management and High Availability for UNIX.

Exam details

# of Questions: 75 - 85
Exam Duration: 105 minutes
Passing Score: 70%
Languages: English
Exam Price: $225 USD (or your country’s currency equivalent)

Suggested preparation

Recommended Course:

Note: If you do not have prior experience with this product, it is recommended that you complete an in-person, classroom training or Virtual Academy virtual classroom training class in preparation for the VCS exam. Be aware that attending a training course does not certain passage of a certification exam.

Recommended preparation steps:

  1. Exam Preparation Guide (PDF): get and review the guide to understand the scope of syllabus covered in the certification exam and how they map to the key lessons and syllabus in the associated training course(s).
  2. Attend recommended training classes listed above.
  3. Gain hands-on experience with the product. Six to twelve months experience working with InfoScale Storage and Veritas Storage Foundation for UNIX/Linux in a production or lab environment is recommended.
  4. Sample exam (PDF): Test yourself and your exam-taking skills using the trial exam

In addition, you should be familiar with the following product documentation and web sites:

Recommended hands-on experience (real world or virtual):

  • Recommended knowledge of UNIX/Linux system and network administration.
  • Recommended knowledge of storage virtualization and high availability concepts.
  • Define the types, purpose and benefits of storage virtualization.
  • Identify the benefits of Veritas InfoScale Storage 7.3 for UNIX/Linux and Veritas InfoScale Operations Manager (VIOM).
  • Describe the functionality of Veritas InfoScale Storage 7.3 components and features.
  • Identify VxVM / VxFS / virtual storage objects and volume layouts.
  • Install and perform initial configuration of Veritas InfoScale Storage 7.3 for UNIX/Linux.
  • Describe the Veritas InfoScale Storage 7.3 user interfaces including Veritas InfoScale Operations Manager.
  • Configure and manage disks and disk groups.
  • Configure and manage VxVM volumes.
  • Create and administer VxFS file systems.
  • Define and describe the benefits of performing volume and file systems snapshots.
  • Define and describe the SmartIO feature.
  • Describe the concept and components specific to replicated volumes and file systems.
  • Describe how Veritas InfoScale Storage 7.3 supports thin provisioning including, but not limited to, the SmartMove feature.
  • Install and configure Veritas InfoScale Operations Manager (VIOM).
  • Perform basic troubleshooting of the above.
Tue, 10 May 2022 22:17:00 -0500 en-US text/html https://www.veritas.com/en/uk/services/education-services/certification/exams/vcs-261
Killexams : History: A Search for Relevance in the 21st Century

By Philip Afaha Protocol I bring you warm compliments from the staff and students of the Department of History and Diplomatic Studies, University of Abuja, and I want to thank the organizers of this event for inviting me to this great university.

The Veritas University is truly a bastion of scholarship. Your pedigree is known to history, yours, unlike other fledgling private universities in Nigeria, is grounded on an enviable catholic tradition.

History has it that the colonial authority was not too enthusiastic about education of her Nigerian colonies. Through a series of manipulations involving refusal of financial assistance or denial of approval to open a new school, the colonial administration ensured that education was provided in such a dosage that it would not bring about the end of colonialism.

It was in response to this scenario that the catholic mission, alongside other Christian missions, embarked on establishment of schools to fill the vacuum created by the British colonial policy on education. To historians, when the Veritas Catholic University came on board about a decade ago, there was a strong expectation that it will be a flagship of a non-governmental university in Nigeria.

I ‘am happy to observe that the dream citadel of scholarship in Abuja has been achieved. I want to sincerely congratulate the management, staff and students of this beautiful university for keeping your heads high. The greatest challenge of any history teacher is not teaching history itself but in articulating its relevance. It is in explaining its importance and convincing an audience or students who are struggling to situate themselves in an old story that occurred long before they were born that is the real meat of history as a branch of knowledge.

Thus when I got the invitation from the students historical society of Nigeria of this university to speak on the search for the relevance of history, I was choked with double feelings; the first was the excitement to communicate history as usual, and second feeling was a disturbing inner challenge to convince a young audience to keep learning an old craft. The question as to what makes history relevant in the 21st century is akin to one staring at a mirror and asking himself his own name. When I was a university student, I struggled to come to terms as to why I was offering History as a major. I would have loved to read law, accountancy, engineering or any other courses that promised instant job in the oil companies of the 90s but I was stuck with History.

I entertained queries after queries of “what will you do with History?”. I endured the sarcasms of my friends and relations over my choice of discipline throughout my university days. If you have experience such trauma ever since you arrived at this university, I have good news for you; enduring sarcasms is a first ritual of becoming a historian, and it is that which will provoke the best in you after your studies. By the time I returned from my national service I became one of the few to land a dream job with UACN, then the biggest conglomerate in Africa.

I have landed several other jobs ever since because I posses a rare skill – the skill of a historian. I tell this story because I suspect that the thrust of my presentation, History: A Search For Relevance In The 21st Century, may have been provoked by the kind of inner trauma I called the ritual of becoming a historian. However, when you are able to walk through those psychological bashings, you become mentally toughened to be the best and dominate your intellectual space.

You probe with pride, analyze and exercise command over logic and letters, and you become a respected member of the human society, you become their voice – that`s the audacity of history. A history degree doesn’t narrow your opportunities after graduation. Instead, the history major opens a world of possibilities for your future.

Federal government data show the variety of exciting career paths you can penetrate with your degree in history; currently we have the chief of army staff, the comptroller general of immigration, a Director of the central bank, a deputy inspector general of police, the comptroller of prison services, top diplomats and bureaucrats, prominent legislators, school administrators, and most recently the Director general of NYSC who possess the same history certificates you are here to pursue. I also have numerous of history graduates plying their trade in banks, international organizations, the media, multinational firms and in private businesses. With their hindsight of the past and capacity for critical thinking, historians are making waves all over the world and employers are increasingly searching for those who are trained to understand trends, who can reconstruct thoughts, who can relate current scenario with the past, and who can adequately capture in writing their daily experiences.

The closest illustration of this fact is when you walk in to any bank in Abuja, you observe that majority of the workforce neither read banking nor accounting. A history graduate is far ahead of others both in cognitive ability and analyzing capacity. The very discipline of history and study of history activates the hippocampus – the brain compartment responsible for processing memory and intelligence. Meaning Before we delve into its relevance, I will pretend you have forgotten the definition of history and as expected of every teacher, I will scramble a reminder here. History is the art and science of memory and memory is the wine of human knowledge. It facilitates memory and teaches people to remember, and to think critically.

We believe that history is central to knowledge as nothing is worth knowing if it cannot be remembered. History prides itself as the fulcrum on which basic knowledge evolves., and as the sayings go “History is about everything and everything is about history; “History orientates man, locates him in time and space” it asks questions about things done by man in time and space; it is rational, provides answers based on evidence and links the past with the present and the future. The most common definition of history and perhaps the one loved most by students is E H Carr submission that history is a continuous dialogue between the historian and his facts,… and between the present and the past. Mankind must therefore confront and accept the past in order to create a present and a future for itself.

The centrality of history in practical life cannot be overdramatized, as “All Knowledge is history”. That explains the study of history of everything, including man`s search for God. We cannot completely know God without history; every religion is anchored on history and faith. That is why the Holy Bible begins with Genesis- which is the history of creation and the relationship between God and man. Thus we have History of Religion, History of Science and Technology, Constitutional History; History of Volcanic eruptions and other human disasters; History of ideas, History of Philosophy and, of course, History of History. History is society`s collective memory, but sometimes, as Wole Soyinka puts it while criticizing those who expunged history from Nigerian school curriculum; “history is a burden and that is why most people avoid it”.

To Soyinka, the successive Nigerian leaders would not accommodate the revealing nature of history due to their despicable conducts while in power. He quipped angrily that “those who expunged such a discipline from our school should be expunged from history altogether.”(I disagree with the distinguished laureate here. History doesn’t discriminate). Nevertheless, such angst appear to rhyme with that of American philosopher George Santayana who submitted that “a country without memory is a country of madmen”. I hope, Mr. Vice Chancellor, you are making conscious effort to write down the history of Veritas University. I bet you`ve got a wonderful history to tell. Limitations However, it must be admitted that history has its limitations. It doesn’t offer a utopia for knowledge as some people would believe.

The paramount limitation of history becomes clearer when the very processes of historical reconstruction is appraised. Indeed, the historians’ task is as daunting as a puzzle. Unlike the scientist who can experiment directly with tangible objects, the historian is most times removed from the events under his investigation, and his facts are as contained in surviving records, and a large chunk of events were not recorded at all, and most records are either inaccessible or have been destroyed. Indeed, Gottschalk aptly summarized this lacuna when he remarked; “Only a part of what was observed in the past was remembered by those who observed it; only a part of what was remembered was recorded; only a part of what was recorded has survived; only a part of what has survived has come to the historian`s attention; only a part of what has come to their attention is credible; only a part of what is credible has been grasped; and only a part of what has been grasped can be expounded or narrated by the historian…..Before the past is set forth by the historian, it is likely to have gone through eight separate steps at each of which some of it has been lost; and there is no certain that what remains is the most important, the largest, the most valuable, the most representative, or the most enduring part.” Apart from the above shortcoming, the historian himself is a factor in the equation. Not only is the historian fallible and capable of error, but personal biases, political beliefs, economic status, religious persuasion, and idiosyncrasies can subtly and unconsciously influence the way historical sources are interpreted. Nevertheless, We don’t have to know much history to recognize that truly horrible events occurred in the past; we must therefore assume that there will be more horrors in the future unless we develop ways to prevent them.

Studying past horrors is perhaps the first step towards preventing future recurrences, because we can begin searching for effective means of prevention and mitigation. History offers us much encouragement in thinking that serious efforts to safeguard the future world from nightmares can be very worthwhile even if not a hundred percent effective. If we cannot completely prevent a disaster, perhaps we can deploy our lessons of history to reduce its likelihood and also the pain it causes. History is change, or a study of changes. It is a significant change in the related interconnectedness of the past, present and future. However, change in history is not only in magnitude e.g. wars, depression, and drought, but also in the weight of influence on the future. Thus if we agree that the future is a product of change(s), then it follows that history, the study of changes, is relevant to the 21st century. Relevance Now permit me to tell a little familiar story before I go into the relevance of history in the 21st century.

We enjoy history more when it is cast as stories. One of the fallouts of the 2019 general elections that have caught the nation gasping has been the debate of who a Nigerian citizen is. There are stories of a man from Sudan which has served an excellent comic relief all over the social media. Another, and indeed the ones that has found its way to the elections tribunal is the counter-petitions over Mohammadu Buhari`s school certificate and Atiku Abubakar`s claim to being a Nigerian citizen. The petitions questions the duo`s eligibility to contest for the office of the president as the electoral act stipulates the qualification for such office to include among other extremely simple and laughable things as citizenship by birth and a school testimonial. The twin saga has exposed Nigeria`s fault lines, which, like the incubus, has weighed down the country since the Europeans left. These fault lines manifested in the lost and found drama over Mr. president`s certificate which can be attributed to Nigeria`s poor records and data management on one hand, and the apparent ahistorical disposition of the 1999 constitution on the sensitive question of citizenship.

These fault lines could have been resolved if Nigeria paid attention to history. While history teaches us to safely keep and manage our records for future use, it also teaches us to always factor in the events of the past in maneuvering the present and the future. The current hullaballoo reveals that the writer of the 1999 constitution were ignorant of the 1961 plebiscite in the British Cameroun that automatically conveys on people like Atiku Abubakar Nigerian citizens by birth. It is sad that the highest judges and policy makers in the land are drifting into history amnesia; they have to be reminded of legal precedence by the public. When I was invited to speak on these issues by several media stations I had submitted for the umpteenth time that the nation is in dire need of her history if she is to swim through this murky period of her existence.

As a country we`ve been groping in the dark; we can’t power our homes and industries, we can’t provide water for our basic needs, we can’t construct roads to drive on, we can’t run an airline as a country, we can’t employ our graduates, we can’t count ourselves but depend on others for our population figures, we can’t defend, feed or even rule ourselves.

This list of our shortcomings and weaknesses as a country is overwhelming and we can only get around these issues if we start asking ourselves where we got it wrong, and how we can leverage on history to reclaim our glorious past. This realization puts pressure on the 21st century historians to do beyond research and writing, but to seek how to engage in shaping the present and the future. The days of docility are over. Historians can no longer sit back to reconstruct ancient history but to engage more in a dynamic world.

This mindset, apart from the imperative to make the discipline of history more marketable in the dark era when history was jettisoned by the Nigerian government, was responsible for the change in nomenclature and curriculum in most universities in Nigeria. Thus you have History and international relations in Veritas University, and History and Diplomatic Studies in my University of Abuja. It must be noted that international relations or Diplomacy component are not new strands of history,(they have always been there), but the rebranding was geared to re-emphasize the relevance of the discipline of history to the Nigerian audience and in the international system.

The real world is experiencing torrents of rapidly changing events and historians can no longer afford to think outside or behind the theatre, but within it in order to fully understand the new system that is evolving. A fortnight ago we facilitated the visitation of the President of the UN General Assembly, Maria Fernandez Espinosa to my university. During the interactive session history students distinguished themselves with deep and penetrating questions to the astonishment of the diplomat.

A 300 level history student Brenda Etta, dazed the diplomat by demanding to know any global initiative to rescue the boy child especially in a country like Nigeria where, unlike the girl-child interventions, are most traumatized and degraded as almajiris, child soldiers, school drop-outs and street hawkers. It was admitted by the top diplomat that if not for anything, her observation has deepened the conversation on gender mainstreaming. That visit of the ranking world leader and her interaction with history students is a loud validation of the relevance of history. Ranke and other positivist theorists argue that “the historian needs not only mere standard knowledge of how people do behave in different situation, but also a conception of how they ought to behave”.

Historians, in the 21st century must not only chronicle but are critical of societies in which they live; indeed, they are gadflies, questioning morality and ethical values of the people; they shake and bite them hard in order to electrify them from their moral decadence and slumber. The 21st century historians, especially Nigerian historians must, and always, not only reconstruct but question the status quo for a greater and deeper understanding of existing conditions in order to attain a better tomorrow. For example, G.M. Trevelyan, the historian found that during one practical examination at Oxford University, a candidate was requested to answer just two questions: “What is the Hebrew for the place of skull” and “Who founded the University College?”.

On pronouncing ‘Golgotha’ and ‘King Alfred’, he was declared a graduate of Hebrew and History. This criticism brought to the public domain the charade of exams at Oxford and Cambridge!, it was the strident voice of historians that brought about reforms in Cambridge and Oxford, and today, the two institutions are better off as sanctuaries of knowledge. The 21st century is an increasingly fluid, interconnected, and complex world. Science and technology allows for 24/7 access to information (including histories), constant social interaction, and easily created and shared digital content. It is the century of fast internet and computers, massive data and globalization.

The quantum of data available in the 21st century is overwhelming, and this leaves the craft of history with a herculean challenge of processing and objective interpretation. But how relevant is history and its study in this dynamic century?, the answer is simple; for us to really understand the fast changes we are seeing today and interpret them, we need to establish the interconnectivities between the receding past, the present and the rapidly emerging future. In both science and technology, every new invention or innovation is built on past inventions and theories, new developments are built on old ones, and new super structures are but improvements of the old ones. Apart from leveraging on memory to Strengthen or upgrade human experiences, History gives us insight into what can happen in the future. It can help us predict outcomes on current events, define our identities, give us a better understanding of different cultures, understand change, combat ignorance, open doors, and inform our work experiences.

There`s no occupation that doesn’t deploy history for its sophistication. No physician treats without a medical history, no jury passes judgment without a history of a case, no engineer or scientist sets to work without the spur of past theory or experiment, no responsible government (except those in Africa) initiates a policy or programme without first consulting her history or at least rely on the historical experiences of other countries. There`s no gainsaying the fact that most of the clatter and fury of the 21st century could be resolved if humankind listens to its history and if it is deployed to guide the conduct of governance. History is not only relevant in the 21st century; this century can’t survive without history.

Mr Vice Chancellor, staff and distinguished students, I want to conclude by stating the obvious; history is not just the fulcrum, indeed, there is no knowledge without history. Thank you. * Being the full text of a Public Lecture delivered by Dr. Philip Afaha, Head, Department of History and Diplomatic Studies, University of Abuja, at the Multi-Purpose Hall, The Veritas University, Abuja recently

Mon, 01 Aug 2022 12:00:00 -0500 en-US text/html https://www.thisdaylive.com/index.php/2019/06/21/history-a-search-for-relevance-in-the-21st-century/
Killexams : The Four Years of '58

September, 1954, was not a particularly important juncture in the history of Harvard University. Nor, for that matter, does June, 1958, bear any apparent epic significance for that institution. The only historical period that can be marked by these dates is that of the attendance of the Class of 1958 in Harvard College, and there is little evidence that any great effect can be traced to that circumstance.

But though these dates may be only signposts, they do include many things that did happen at Harvard, and not a few that will seem important when future Samuel Eliot Morisons take up their pens.

Prices of everything in the country have been going up, but the spectacular 56 per cent rise in tuition (it was $800 a year when '58 entered, went to $1,000 for the last two years and will rise to $1,250 next year) was as startling a leap as any. The increases were occasioned by a frantic haste to recoup for faculty salaries the comparative losses they had suffered since before the war, and in each year of '58's residence there was some sort of faculty salary increase, either direct or indirect.

The tuition increases did not pay for all these benefits, of course, and a $45 million gift from the Ford Foundation helped considerably, but it is easier to raise tuition than contributions, and it was made clear that the latest increase was not the last for the near future.

Two Types of Needs

But if tuition increases were the financial matters which touched the students most, it was clear to the Administration that they would not be sufficient to meet the long-range financial needs of the College. These needs were of two types: those caused by present overcrowding--the Houses held three persons for every two they had been built for--and those which would need to be met before the College could expand.

Expansion was a much-discussed subject in '58's sophomore year, with the Administration tacitly adopting the position that the College must take some part of the greatly increased ranks of College applicants of the next years. Some individuals, like Dean Bender, opposed this view, arguing the conflict between quality and quantity, and saying that Harvard's duty was to remain small and excellent.

Though the Administration never put any matter to a faculty vote, the President made it clear that the College would expand by fifteen to twenty per cent in the next twenty years, and said that it had been expanding at this rate for the last eighty without deteriorating. The argument ran that with more applicants, the College could take more without lowering its admissions standards.

Beginning of 'Program'

But when Bender talked of quality, he meant also matters like the Houses, the libraries, sizes of classes, and similar matters that would be injured by reckless growth. These needs were added to those caused by overcrowding (indeed in subsequent publicity a careful attempt was made to confuse them), and the College began to see what it needed in terms of buildings. The President's first public estimate was $40 million, which he announced in April of 1956.

Plans began to shape up over the summer, and by that fall the basic needs for the Program for Harvard College had been outlined. These included not only buildings and new physical facilities, but provisions for endowments of athletics and scholarships, and other requirements.

Announced in November, 1956, and detailed more fully in February, 1957, the Program for Harvard College sought $82.5 million for the College and for some needs in the Graduate School of Arts and Sciences. In the early publicity about the drive, the President insisted that it was intended not just to raise money for Harvard, but to demonstrate the needs of all American higher education. By giving to Harvard, it was practically argued, one supports all American colleges and universities.

To End Next June

The final results of this drive obviously cannot be foretold. The massive gifts ($3-5 million) do not seem to be coming through, and the recession is clearly not helping progress, but contributions seem to be moving along steadily, and next June, when the drive is scheduled for completion, should bring a cheerful result.

Once the Administration believed that it had found the solution to the problem of costs for improvements, it turned to some basic questions of educational policy, to determine what was going to be taught within the new walls.

Here the influence of Dean Bundy becomes strongest. His general idea has been that Harvard students are not working hard enough, and he has tried to devise ways of getting them to work harder and more efficiently. Of course, this has not been a one-man operation, and Bundy has worked through the Committee on Educational Policy, and spent much of this fall soliciting opinion from anyone who cared to give it.

Course reduction started very slowly, and though it has picked up some momentum while '58 has been able to take advantage of it, it is not a widely utilized program even now. Many departments have been very slow to push it, and the publicity on the idea was nonexistent. And further many students seemed very hesitant to accept the responsibility for studying where there would be no grade to reward them.

New Honors Proposals

But in this last year a broad new program began to form, Its underlying idea was that many more students were capable of Honors work than now elected it, and the program passed this May proposed to treat every student as an Honors candidate, at least until he failed to meet certain departmental standards.

The Natural Sciences excluded themselves from this system early, but it covered almost all the fields in the Social Sciences and the Humanities. Basically, it would require graded tutorial in the sophomore year, emphasize more indidvidual work and independent study, and establish more frequent departmental examinations.

The object--a heightened academic pace--dovetailed closely with another way for Harvard to help solve the problem which would be created by increased pressure for college admissions. This was the view that saw the Faculty of Arts and Sciences--both the College and the Graduate School--as an upper-level teachers' college, a Ph.D. mill to supply the nation's college instructors.

Expansion threatened a bigger, more impersonal College, and one way the Administration hoped to deal with this danger was by a strengthening of the House system. One method would be to reduce overcrowding, and figures like Elliott Perkins '23, Master of Lowell House, insisted that overcrowding should be reduced before College enrollments swelled. Another was to re-examine the basic amount of soul-searching about this issue.

Among the substantive changes in the operation of the House system were the House sections held in Winthrop, a new science "tutorial" in Kirkland, a senior thesis "forum" in Lowell, and, of course, the much talked-of "Ford money." "Ford money" meant an allotment of $1,400 last year and $2,400 this year, given to each House, to be used to promote the intellectual and cultural activity within the Houses. Some money was devoted to contests, small dinners, or even building renovations, and to inviting distinguished guests to live in the Houses for a time--some who came here were author John P. Marquand '15, poet Robert Frost '01, writer Edmund Wilson, poet Marianne Moore and British civil servant Sir C. P. Snow.

Constant Discussion

The reexamination continued, and certainly no definite answers were reached (the Houses often had trouble spending anywhere near all of their Ford money). But with an eighth House under construction and a ninth and tenth to come, it seemed clear that the discussion was far from concluded.

It would seem that these developments--along with the creation of the College Scholarship Service, and the growing interest in urban renewal around Cambridge--were the matters of University policy which had the clearest portents for the future.

To them might be added, speculatively, two more. One was this year's campaign for joint membership in Harvard-Radcliffe organizations, a plan to give Radcliffe student equality within Harvard organizations. After considerable delay and mutterings about Radcliffe's independence, whatever it is, the Annex acceded to these pressures and approved the change in policy. The long-term implications of this event were clouded, and while they might lead to nothing less trivial than a 'Cliffie president of the Lampoon, the change might turn out to be an important step toward the realization that Harvard College is coeducational, and that Radcliffe might as well give up.

The other matter is football. '58 had heard all sorts of rude things about Harvard football before it entered, and after UMass dumped the Crimson in 1954, is was ready to believe them. But then three big wins, over Princeton and Yale (13 to 9 in a thriller in a rainswept Stadium) in 1954, and over Princeton in 1955 made things look better. But that rainy, 7-6 victory over the Tigers was the last Big Three victory '58 would witness as undergraduates.

Just as '58 returned from its junior year Christmas vacation, one startling change was made as Lloyd Jordan's contract was bought up by the University. Nobody ever made it very explicit as to why Jordan was fired, but the two main interpretations were that he sounded off against Ivy code admissions regulations, and that his teams did not win. The University said he was fired as a "poor teacher," but did not define what a good teacher was.

After a two-month search, the University plucked John M. Yovicsin, the young (and successful) coach at Gettysburg, and hired him to replace Jordan. Yovicsin's first team was badly hobbled by injuries, yet won three games, gave Princeton a bad scare before bowing, 28 to 21, but just did not have enough for Yale. The result was a humiliating 54-0 beating in New Haven.

Yovicsin Popular

Yovicsin, himself a very attractive figure as a football coach, is still learning about this very complex University. As a coach, he would obviously like to have football players here, but he cannot want them as much as the alumni do, or he will conflict with Ivy standards. His job is football, and since this is the activity in the University that gets the most frequent public attention, he never has a chance to learn the job quietly and privately. His every move is in public. Yet, popular with his players and with undergraduates generally, Yovicsin seems to be adjusting to Harvard very well, and may fulfill the great predictions made for him by Dick Harlow, the old Crimson coach who recommended him for the post.

If these were the portentous events during '58's tenure, they were certainly not the only ones to create serious interest. Perhaps the first weighty matter that seemed pressing when this year's seniors came to Cambridge was the question of academic freedom and national security.

Most immediate to most undergraduates was the uproar over the appointment of J. Robert Oppenheimer '26 as William James Lecturer.

Oppenheimer spoke as scheduled, and despite an April snowstorm drew an overflow crowd to Sanders. Threatened student pickets failed to materialize and the series continued without incident and with dwindling attendance, as the theoretical physics of the lectures failed to excite large crowds for all eight lectures. Oppenheimer did, however, live in Adams House and met and talked with many undergraduates during his stay, creating at least as much interest in this way as the Veritas boys had in theirs.

The other "great issue" was the Memorial Church controversy this spring. While the terms of the dispute have been aired at practically excessive length, it is interesting to try to gauge the depth of feelings involved. This was as emotional an issue as has hit Harvard in '58's stay, and it seemed that the President seriously misjudged the depth of feeling on this explosive issue, both among Faculty and students. The issue that people were thinking about--the extent of the University's interest in and commitment to religion--was never really brought into the open.

Instead, a matter on which few had any difficulty in finally reaching an agreement--details as to the uses of Memorial Church--was argued, because this was the only matter that could be directly brought into the open. Whether there will be any clear tests of other issues seems doubtful, and the fact that the President is considerably more interested in religion than perhaps a majority of the other members of the University may not really become a subject for debate. The people who oppose his stand are not going to deny him the right to a personal opinion, and, as one rather pompously put it, "We haven't caught him in any overt act" to advance his religious ideas within the University. It is a question for the future as to whether the President's ideas lead in his mind to University policies that will be-4This visit to President Pusey in Massachusetts Hall by a group of prominent members of the Faculty clearly emphasized that the exact "religious controversy" involved a conflict much deeper than a short, hot squabble over the use of Memorial Church.

Tue, 08 May 2018 11:23:00 -0500 text/html https://www.thecrimson.com/article/1958/6/11/the-four-years-of-58-pseptember/
Killexams : Project Veritas Exposes Leftist Plan to Attack Inaugural Ball No result found, try new keyword!The Left’s anti-Trump hysteria just took a potentially deadly turn. An undercover investigation by Project Veritas has exposed the D.C. Anti-Fascist Coalition’s plans to attack the ... Thu, 21 Jul 2022 12:00:00 -0500 en-US text/html https://www.nationalreview.com/2017/01/trump-inaugural-ball-stink-bomb-attack-dc-anti-fascist-coalition-attack/ Killexams : Surprise! It’s Kind of Standard for Sexual-Assault Accusers to Face Scrutiny! No result found, try new keyword!Project Veritas seems to have been caught hiring a woman to falsely accuse Roy Moore of sexual assault to the Washington Post — presumably in order to prove how it’s just so easy to get away ... Tue, 28 Nov 2017 07:59:00 -0600 en-US text/html https://www.nationalreview.com/2017/11/project-veritas-james-okeefe-roy-moore-sting-backfires/ Killexams : Engineering and Management

The engineering and management program consists of 32 credit hours in engineering and management, 31 credit hours in mathematics and science, 18 credit hours in electrical science, and 18 credit hours in other courses. 3 credit hours are in free electives.

All courses are 3 credits unless noted.

Clarkson Common Experience

The following courses are required for all students, irrespective of their program of study. These courses are offered during the fall semester, with FY100 First-Year Seminar being required of only first-year students. Both FY100 and UNIV190 are typically taken during the fall semester of the first year at Clarkson.
FY100 First-Year Seminar (1 credit)
UNIV190 The Clarkson Seminar (3 credits)

Engineering and Management Core Requirements

Students are required to complete the following courses:

Engineering and Management

  • EM120 Team-based Design & Innovation 
  • EM121 Technological Entrepreneurship (2 credits)
  • EM205 Introduction to Financial & Managerial Accounting 
  • EM286 Organizational Behavior I
  • EM313 Professional Communication 
  • EM331 Operations & Supply Chain Management 
  • EM333 Elements of Operations Research 
  • EM380 Project Management 
  • EM451 Quality Management & Lean Enterprise 
  • EM432 Organizational Policy & Strategy
  • EM456 Process Engineering & Design

Professional Experience

Students are required to complete the following Professional Experience:
Internship, co-op, or directed research related to the student's professional goals

 

Math and Science Courses for Engineering and Management

Students must complete the following courses:

Mathematics/Statistics

  • MA131 Calculus I 
  • MA132 Calculus II 
  • MA231 Calculus III 
  • MA232 Elementary Differential Equations
  • STAT383 Probability & Statistics 

Chemistry/Physics

  • CM131 General Chemistry I (4 credits)
  • CM132 General Chemistry II (4 credits)
  • PH131 Physics I (4 credits)
  • PH132 Physics II (4 credits)

 

Engineering Science Courses for Engineering and Management

Students must complete the following courses:

  • ES220 Statics 
  • ES250 Electrical Science 
  • ES330 Fluid Mechanics 
  • ES340 Thermodynamics

Students must choose one of the following courses:

  • ES222 Strength of Materials
  • ES260 Materials Science & Engineering
  • EE264 Digital Design

Business Courses for Engineering and Management

Students must complete the following courses:

  • COMM217 Introduction to Public Speaking 
  • EC350 Economic Principles & Engineering Economics 
  • FN361 Financial Management
  • IS110 Introduction to Business Intelligence and Data Analytics
  • LW270 Law & Society 
  • MK320 Principles of Marketing 

Professional Elective

A professional elective in E&M is a 3-credit course (or equivalent) that predominantly covers engineering or engineering management knowledge. Examples of such courses include any sophomore-, junior- or senior-level course in engineering; any junior- or senior-level course in a topical knowledge area(s) in the Guide to the Engineering Management Body of Knowledge, 3rd edition, ASEM, 2013; or courses focused on information technology.

Knowledge Area/University Course Electives

Students will have at least 15 credit hours available to use toward Knowledge Area and/or University Course electives to satisfy the Clarkson Common Experience requirements.

Free Electives

Students will have approximately 3 credit hours available to use toward courses of their choice.

Thu, 20 Dec 2018 07:13:00 -0600 en text/html https://www.clarkson.edu/undergraduate/engineering-and-management
Killexams : Technical Architect

Location: Hybrid – Centurion and home office
Travel: International
Employment Type: Fixed Term
Formal Qualification: Matric (Grade 12) / Relevant IT degree / Diploma
Legal Requirements: Passed credit and criminal checks
S.A Citizen or valid work permit for S.A

Basic Function and Scope of Responsibilities: The Technical Architect will be responsible for technical architecture designs. The role begins with understanding business information needs and translating these into appropriate technical solutions by defining the security design, technical architecture and requirements to support business needs. This position requires a strong technical knowledge of hardware, operating systems, third party software architectures with their implications with IT security, ability to capture the key business needs, implementations and have hands on expertise to integrate security into business solutions. As a member of this team you will have the unique opportunity to identify, prioritize, and drive execution of technical and security architectures throughout the business. This is a great opportunity to make a strong impact across our organisation and support our customer base.

Required experience and Skills (compulsory):

  • 4 – 6 years’ work-related experience and skills (software design, development and infrastructure architecture)
  • RedHat Linux certified
  • Technical architecture (technical drawings and designs)
  • Oracle and other database technical experience, e.g. setup, backup’s, recovery, capacity management, upgrades, monitoring, tuning, replication, SQL scripts and security administration
  • Technical Network experience, e.g. troubleshooting
  • Technical Infrastructure experience
  • 3rd party Roadmap designs

Working knowledge of the following:

  • IBM MQ, e.g. performing upgrades, troubleshooting and running scripts
  • Core operating system RHEL (Red Hat Enterprise Linux) and Solaris, e.g. various tasks such as backups, upgrades and troubleshooting
  • Clustering and Cluster Software, e.g. understand principles of clustering and failover mechanisms such as hot/cold standby and be aware of cluster software such as veritas and oracle clustering with the respective benefits
  • JAVA, e.g. using JVM to analyse application usage of Heap and investigate potential memory leaks;
  • JBOSS EAP, Wildfly, e.g. troubleshooting
  • Apache or alternative Reverse Proxy, e.g. troubleshooting
  • Virtualization software (VMWare preferrable), e.g. create, maintain, backup, configure operate environment and guests
  • Modeling tools (EA / VISIO / UML)
  • Firewall, e.g. understanding of the corporate security infrastructure including the Firewalls for troubleshooting
  • Understanding of core Prime Financial Market Infrastructure (PFMI) importance
  • Understanding network flows and tiering of sensitive applications
  • Understand and be able to install third party software
  • Understand and be able to install the company software

Additional Specific Experience:

  • Clear communication between business and technical personnel (being able to explain something to non-technical personnel and/or clients)
  • On time and delivering according to requirements
  • Following instructions and procedures
  • Arranging architectural forums, actioning and follow through
  • SWF and TS interaction as well as collaboration
  • Perform audits on TS internal environments ensuring it matches the customers current and future environments
  • Perform audits on external environments ensuring it matches the roadmap and TAD specifications.
  • Provide guidance to TS from an installation, third party software and latest trends
  • Provide a bridge between technical installation team and business team (product knowledge and understanding preferable)
  • Sensitivity to various jurisdictions and legal frameworks

Specific Skills:

  • Must be a critical thinker, with strong problem-solving skills.
  • Planning and organising
  • Analysis
  • Communicate efficiently
  • Be proactive
  • Have a strong work ethic
  • Be persistent and dependable
  • Be flexible
  • Be able to work in teams
  • Be able to work on own initiative
  • Be detail-oriented
  • Be able to produce quality work
  • Have good time management skills
  • Be able to work with different technologies

Key Objectives:

  • Work with the software factory including business, development and architects and the customers to design the most cost/performance efficient IT and security architecture supporting the business needs, using modelling tools to create effective and easy to understand diagrams (UML / EA / VISIO).
  • Create architecture framework, Technical Architecture Design, implementation, and function of information security systems and their corresponding processes, metrics, and impact.
  • Hands on experience in installing DBMS (Oracle, MariaDB, PostgreSQL), Operating systems (RHEL and Solaris), Third party software (IBM MQ, JBoss, Reverse Proxies, Load balancers etc.), virtualisation software, Container platforms (Kubernetes and/or OpenShift).
  • Maintain the security of the company’s products throughout the product lifecycle.
  • Ability to audit IT systems for compliance to corporate standards and policies.
  • Experience with the following technologies; Data Loss Prevention, Vulnerability Management tools.
  • Data Classification and rights management technologies.
  • Ability to understand network infrastructure, hardware infrastructure, edge and internal firewalls, associated technologies to help implement use cases to support ongoing business needs.
  • Hands on experience with computer forensics tools, methodologies and root cause analysis review and reporting.
  • History of successful implementation of infrastructure.
  • Authored technical documentation such as architectures, process diagrams, procedures, policies, verification and validation documentation and integration diagrams, required.
  • Experience in preparing executive summary presentations.
  • Ability to work at level from initial concept to operational implementation.
  • Excellent written and verbal communication skills, interpersonal and collaborative skills, and the ability to communicate security related concepts to technical and nontechnical audiences.
  • Must exhibit excellent analytical skills, the ability to manage multiple projects under strict timelines, as well as the ability to work well in a demanding, dynamic environment and meet overall objectives.
  • Leading customer interactions and presentations at executive and Architectural level
  • Concepts and strategies involving third-party applications

Desired Skills:

  • Oracle
  • Networks
  • RHEL
  • Red Hat Linux
  • Solaris
  • Linux
  • Technical Drawing
  • Technical Architecture
  • Design
  • Database Administration
  • Script
  • SQL

Desired Work Experience:

Desired Qualification Level:

About The Employer:

International group, specialising in major financial system implementations in the central banking space (inter-bank transactional).

Employer & Job Benefits:

  • Provident Fund
  • Medical Aid

Learn more/Apply for this position

Thu, 04 Aug 2022 18:30:00 -0500 en-US text/html https://it-online.co.za/2022/08/05/technical-architect-7/
Killexams : Orbit Mehdipatnam

Orbit Mehdipatnam

About

Orbit Mehdipatnam professionally managed group with a significant presence since 1997, is a centre of excellence, focused on providing state - of - art infrastructure and wealth of experience in the field of Software Training, Digital Multimedia & English Language that helps aspirants realize their creative ideas. Orbit facilitates education and adoption of latest technologies which satisfies the requirements and expectations of the industry and also meets the specific needs of the student to complete with the best in the world. We offer Software related programs like Computer Basics, Programming in C, Programming in C++, with Data structures, Java Technologies, Microsoft Dot Net Technologies, Linux Operating system. Database concepts like Oracle 10G, Sql Server with Database Administration(DBA), Software Testing Tools with Manual Testing and we are expertise in providing Academic Projects/Live Projects/Mini Projects to all Engineering. For MCA students along with software we also provide training in Hardware & Networking and Network concepts like MCSE, and Linux Administration. We provide multimedia courses like Web Designing, Graphic Designing, 2D & 3D Animation with Traditional Cartoon Animation, VFX and Maya along with live projects. We also provide training on Spoken English, Advance English & Call Centre Training.
Sun, 05 Jun 2022 08:57:00 -0500 text/html https://www.siliconindia.com/training_institutes/Orbit-Mehdipatnam-Hyderabad-id-1607.html
Killexams : FP Answers: How good an investment are Canadian bank stocks right now?

canada-banks-new-0712

In an increasingly complex world, the Financial Post should be the first place you look for answers. Our FP Answers initiative puts readers in the driver’s seat: you submit questions and our reporters find answers not just for you, but for all our readers. Today, we answer questions from Don and David about bank stocks.

Q: What are the potential downsides and upsides for Canadian major bank stocks? — David 
Q: How good are bank stocks right now as an investment strategy? — Don 

FP Answers: Valuations on Canadian banks have come down since the beginning of 2022, with stocks that were trading 12 times forward earnings now closer to 10 times. While you might think that makes the sector a bargain, analysts say investors should remain cautious, as Canadian bank stocks could still have further to fall.

The S&P/TSX Bank Composite Index is down 11.2 per cent year to date, more than the 10.4 per cent decline in the TSX, as rising interest rates prove a headwind for Canadian banks.

Investors fear higher rates will lead to a slowdown in economic growth, or, as Royal Bank of Canada economists predicted last week, even a recession.

There is also the concern that rising rates will lead to higher credit losses as the costs to service loans rise for both households and businesses, said Nigel D’Souza, investment analyst with Veritas Investment Research.

Slowing economic growth and higher credit risk could drive earnings — and therefore, share prices — lower. According to Scotiabank research, investors should brace for a material slowing in banks’ revenue growth.

Another problem is there is usually a lag between a rise in interest rates and consumers and businesses becoming delinquent on their loans, so a significant increase in credit losses and delinquencies might not show up until 2023, D’Souza said.

In the 2008 financial crisis and 2016 energy crash, bank valuations and share prices didn’t hit bottom until credit losses peaked, suggesting that bank stocks today may have further to fall, he said.

The news, however, is not all bad. Rising interest rates mean the banks can earn more from the spread on what they pay for deposits and charge for loans, such as residential and commercial mortgages.

As well, bank stocks can be an appropriate long-term investment regardless of the current downside risks, said Jonathan Reuben, certified financial planner with Jonathon Ruben Professional Corporation. He anticipates they will continue to be low-to-medium risk while providing steady (dividend) income.

Despite the market uncertainty, Canadian bank stocks could still present a buying opportunity for investors who are willing to ride out short-term turbulence. If central banks stop raising interest rates — or even cut them to counter a recession — the sector could reach a bottom much sooner, D’Souza said.

• Email: rshelton@postmedia.com

Tue, 12 Jul 2022 01:07:00 -0500 en-US text/html https://finance.yahoo.com/news/fp-answers-good-investment-canadian-100041818.html?fr=sycsrp_catchall
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