Comparison Between Centralized and Distributed DBMS

Comparison Between Centralized and Distributed DBMS 1- Comparison between centralized and distributed DBMS: There are many aspect that let us make a comparison between centralized and distributed DBMS: Database management system is any software that manages and controls the storage, the organization, security, retrieval and integral of data in a specific database, whereas DDBMS consist of a single database that is divided into many fragments. Each fragment is integrated on one or more computer and controlled by independent database (DBMS) (Connolly Begg, 2004). In centralized DBMS the data is distributed across the network computers, and the data is stored on many sites and under the management responsibility of DDBMS. But in the DBMS data is stored and controlled in a central site. Both of DDBMS and centralized DBMS provide the access to database using the same interface, but for this function centralized DBMS faces less complication than DDBMS. For distributing data over network we can use replication or fragmentation. The objective of replication and fragmentation is to make a transparency of this allocation to make the details of implementation hidden on users. In centralized DBMS is not need to make transparencies. In DDBMS design we can find three issues which are not in centralized DBMS design. These issues are: How to split the database to fragments, and fragments to replicate, and in which locate we can find these fragments. Consequently, centralized DBMS is less sophisticated than DDBMS because it not supports the organizational structure of todays widely distributed enterprises, and DDBMS more reactive and reliable (Blurtit, 2010). 2- Advantages of DDBMSs The DDBMS have many advantages over DBMS. We can gather them in the following points: Reflects organizational structure: We can distribute the data base over any organization offices which has distributed locations Improved shareability and local autonomy: Users can use the data of other sites, which mean the data can be near of the users who use it. Also by this way the data can be controlled by the user. Improved availability: Unlike centralized DBMS, the failure at one site or link of communication makes only some parts of system inaccessible, which means the entire system is still working. Improved reliability: The replication system make the data exist in many site. So this insures the possibility of accessing to this data if there is any failure happened. Improved performance: We can improve the accessing speed to data base if we use remote centralized database. Also, there may not be same conflict for CPU and using the services, like DBMS. Economics: For making the organization systems more cost-effective to obtain separate computers, DBMS allows us to create systems of smaller computer, its power equal the power of one large computer. Modular growth: This one refers to the flexibility of DDBMS, where we can add a new site without any affects on the operation of other sites. 3- Disadvantages Complexity: The features of DDBMS like replication, availability flexibility make the implementation of DDBMS more complex than centralized DBMS. Cost: The cost will increase due to the complexity in DDBMS than centralized DBMS. It requires the maintenance and additional hardware to create a network between the posts. Security: Unlike centralized system, access to data not only has to be secured, but the entire network also has to be made secure. Integrity control more difficult: In a DDBMS, the costs of processing and communication that we have to make to implement integrity constraints may be prohibitive. Lack of standards: Despite there is effective communication when we use DDBMS, There are no methodologies or tools to assist users convert a centralized DBMS into a distributed DBMS. Lack of experience: Unlike what we have with centralized DBMSs, still our experiences are lack in industry of DDBMS. Database design more complex: The design of DDMBS is more complex than centralized database, because the data fragmentation has to be implemented in this design, and also data replication, and fragments allocation to specific sites 4- Possibility of using the replication server: The replication is a mechanism enables the companies to provide their users accessing to current data at the time they need it (Connolly Begg, 2004). The DreamHome company can use the replication server to enhance the dealing with requirements, because if it want to make any updates to a replication object at one site are will be applied to their copies at all other sites. Furthermore, replication server enables the company users to replicate many objects, such as the tables and Functions and Procedures, Indexes, Views and Object Views, Packages and Package Bodies and so on (Urbano, 2003). Implementation of replication server can be useful. Because by it users can transfer data to any local site needs it. And the company can insure availability of data and applications at all the time. Companies can insure that important applications are available at all times. Also, replication server allows any user access to its data from distance (DCI, 1996). So that it is possible to use server of replication in this company. Finally the recommendations that we can give this company are Its better to implement DDBM to manage the data of this company. If this company use same operating system like Windows or Linux, it is better to integrate Homogeneous DDBMS, because, Its design is easier than heterogeneous DDBMS, as well as data managing, also It helps the company to add new sites to DDBMS. As well as It allows augmented performance by using the parallel processing capability of multiple sites (Edward, 2007). References Blurtit, d. (2010). Ask it answer it. Retrieved April 11, 2010, from blurtit: http://www.blurtit.com/q828920.html Connolly, T. M., Begg, C. E. (2004). Data base solution. A step by step guide to buildind database . England: Pearsoned. DCI, D. (1996). Replication, The Next Generation of Distributed Database Technology. Retrieved March 13, 2010, from DCIs Event Central: http://www.dciexpo.com/geos/replica2.htm Edward, C. ( 2007, Novamber 05). Distributed DBMS Concepts and Design. Retrieved March 13, 2010, from SJSU Department of Computer Science: http://www.cs.sjsu.edu/~lee/cs157b/fall2003/Edward_Chen_Chapter%2022.ppt. Urbano, R. (2003). Oracle Database Advanced Replication. Oracl.

Crepúsculo Essay -- Creative Writing Essays

Crepà ºsculo There is a word that I learned from Pablo Neruda: crepà ºsculo. It means twilight. I swim each night in the twilight of a hundred faces. These are the faces that I see through a silver mist. They are the faces that have found their way to that part of my brain where lost things are kept, neatly stacked, forever pressed behind frosted glass; forever just out of reach. . . . Joe’s face, from across my kitchen table, smiles his gentle smile at me. He sat with me in the kitchen for so long that night, watching as I sorted tiny beads into piles of reds and blues and glowing emerald greens. "What would you do," he said, smiling, if I just--" he gestured with his arms as though about to sweep his hands across the table, sending beads skittering to the floor. "If I just–whoosh." In remembering, we inject into our past a knowledge of the future; in this memory I know that Joe will die in a car crash in four months. Nights when his face appears I see him from across the bald, shimmering expanse of my kitchen table, dotted with gem-like piles of glass beads, and a burst of bright light explodes from his hands to mingle with my twilight sea. Whoosh. . . . I slid my items across the black belt, hand brushing across a sticky patch of dried lemonade. Wheat bread. Italian ices. Peaches. The checker paused, not sure just what to make of those peaches. They didn’t have a helpful little barcode on them, naturally. He was lost without the helpful little barcode. It was his first day. I smiled apologetically at the man behind me in line before realizing that he was not frowning out of impatience. He was staring at my face, my broken face with the blue and red bruise over my left cheekbone. The frown dissipated an... ...riage and children and a job he hates. He wears tattered bell-bottom Levi’s and oversized glasses with silver frames. I think of some of the Europe stories; a train wreck in Austria, a cabin in a Swiss valley: anecdotes experienced by someone I never knew, recounted by a man who wears Polo shirts and mopes when the weekend weather is bad. The horse is for his not-yet-born daughter–the first of two not-yet-born daughters. He plans to place it in her room, and one day soon he will rock her gently back and forth on the red-brown wooden saddle. He carefully tests his creation, and it makes a slow creaking sound on the asbestos tiled floor. A fleeting image punctuates the rocking of the horse, and he is standing in a cool valley in Switzerland, mountains all around him, mountains close enough to touch, yellow flowers by his feet, the cold pine air stabbing his lungs.

Super Essay

Writing an Essay See also: Super Tips – Differences between Essays, Reports and Journals Super Tips – Writing in an Appropriate Style Essays are usually written: †¢ to inform your reader about your position in relation to a particular issue †¢ to argue for change or recommend action †¢ to analyse problems and present solutions †¢ to present and evaluate research findings Writing an essay is an opportunity for you to develop new ideas and apply concepts and theories from your course. You’ll develop a thesis (or position) and use reasoning and evidence to support your point of view. A tertiary essay is similar to essays you’ve written at secondary school, particularly those written in your last couple of years at school. However, there are some differences you need to be aware of: †¢ Citing all the sources you use is extremely important. If you don’t, you’ll be guilty of plagiarism, which is taken very seriously by the University. You can find out how to cite your sources and write reference lists in the Learning Links – Referencing leaflet. Most essays will be longer than you’ve written at secondary school (most are between 1500 and 2500 words) and will be worth a large percentage of your semester’s marks. You’ll usually be expected to analyse issues at a deeper level than you did at secondary school. †¢ †¢ This resource has some useful hints on how to analyse your essay topic, plan and write your essay. Steps in the essay writing process Although no two writers work in the same way, there is a general system that many good writers follow. This system involves following the step-by-step process outlined below. Skim through the main points now, and when you need to write an essay, check out the extra information about each point. 1. Analyse the question – underline key words – put question into own words – look for hints on structure ‘Brainstorm’ the question – to take stock of what you already know 2. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 1 – to give you a focus for your reading – to give you the beginnings of a plan 3. Start your research – begin with general reading – look for potential ways to structure your essay – remember to record bibliographical details and page numbers of references as you go Plan the essay – write down the main points/arguments, preferably using a mind map – write any secondary points and their relationship to the main points Continue your research – this is focused research, where you seek further information about each of the main points/arguments Write! most people find it easier to concentrate on the body first, then the conclusion, followed by the introduction †¢ decide on a logical order for your points/arguments †¢ remember that each paragraph should contain one idea, which is stated in the topic †¢ sentence. Other sentences in the paragraph should explain, give evidence for and possibly give examples. †¢ concentrate on one point at a time, but in your final editing, make sure each paragraph is linked to the next †¢ expect to write several drafts †¢ don’t worry about spelling, grammar, sentence structure or finding the ‘right’ word until you’ve finalised the content of the essay. . 5. 6. Analysing the question Once you’ve selected your topic, you need to be sure you understand what it means before you begin any researching or reading. A common problem is to make a quick assumption that you know what it means and what’s expected of you. However, if you’re wrong, even if you write a great essay, you won’t get very high marks if it doesn’t do what the topic says it will do. Here are some strategies: †¢ Underline or highlight the key content words or phrases and direction words (such as discuss, evaluate, analyse, etc. and make sure you understand them. It’s easy to overlook the direction words, but if you just describe something when you’ve been asked to analyse it, your essay is likely to get fe w marks. Check here to make sure you know the meaning of each. Here’s an example of the process: Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 2 Essay topic: ‘Explain the double-binds that managers are faced with in hierarchical organisations. The key content words are: double-bind; manager; and hierarchical organisations. The direction word is explain. You probably think you already know what these words mean, but it pays to make sure you’re not overlooking some part of the meaning. For instance, if you really think about these words, you might come up with these definitions: Explain: to analyse, focusing on the ‘how’ and ‘why’ of a particular issue; to identify reasons, causes and effects; to go beyond describing and summarising. ouble-bind: a dilemma; an argument forcing an opponent to choose one of two equally bad alternatives a person conducting a business or institution; manager: a person controlli ng activities of a person/team hierarchical organisations: an organised system, or set of connected things or parts in some type of order such as order of importance. †¢ Re-write the topic in your own words. This is a useful way of checking whether you’ve really understood the question. For example, for the topic mentioned above, two possible ways of re-writing could be: ‘Analyse why and how the dilemmas come about that are faced by people who lead, guide and direct systems (organised with levels and ranks). Identify the causes and effects of these dilemmas. ’ ‘Analyse the causes and effects of dilemmas faced by persons leading, guiding and directing ranked systems. ’ †¢ Identify what concepts or ideas from your course apply to this topic (refer to your lecture or class notes and any other readings). Think about any controversies or arguments in relation to this topic (your lecturers or teachers will probably have referred to these). Write out a short statement giving your position on the topic. This may change after you’ve done some research and thought more about the topic, but if you do it at this stage it’s easier for you to keep focused. Write down relevant information about the topic. Make notes about the areas of the topic you need to research. †¢ †¢ †¢ †¢ Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 3 †¢ Write a possible outline of the essay. This is likely to change as you research the topic but it’s useful to think of the organisation of your essay even at this stage. Brainstorming the question Brainstorming is a useful process to find out what you already know about the essay topic. Get a large piece of paper and let your mind go – write down anything that comes to mind when you think of the essay topic. It’s important that you don’t stop to think about whether what you’re writing is relevant or not. The next step is to look at what you’ve written and look for the beginnings of a plan for your essay. At this stage you can cross out anything you don’t think is relevant and, of course, add other things you think of. Beginning your research Now you need to locate appropriate references. You need to first read widely to get an overview of the topic, problem, issue or debate, then narrow your reading down to a few specific authors or key issues. You should find reference material in the library, in resources or bibliographies from your teacher or lecturer, and on the Internet. A word of warning when using the Internet, however – check to see that the information comes from a reliable and reputable source. Remember, also, that the RMIT librarians can help you. Remember to make notes as you go, and to record all bibliographic information as soon as you make a note or photocopy. It can take weeks of backtracking to find out where you got that wonderful quote you need to use! When you feel confident that you’ve read enough material, you need to develop a thesis statement. This is your position in relation to the topic. It’s the driving force throughout your essay. Planning your essay An essay outline is like the skeleton of your argument. You can do this linearly (writing a list of main points with secondary points indented) or visually (for instance, drawing a mind map or other diagram). Whichever format you use, you’ll need to identify: †¢ the main point †¢ your supporting points or elaborations †¢ the evidence you’ll use to support each point. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 4 For an example of a linear and a mind map outline for an essay and the sample essay that was developed from them, check out the Learning Links – Sample Essay leaflet. Continuing your research This is the easy part of your research because you know what information you’re looking for. You’ve done your preliminary research and organised this information into an outline, and now your task is to find more information about each of the points on your outline. At this stage, as well as more information about points on your outline, you may find another point or two that you need to add. This is OK – just reorganise your essay outline. Writing your essay Finally, you can begin writing. You don’t have to write your essay in the same order that people read it. Sometimes you might find that writing the introduction first helps you to be clear about the content and intention of the essay. However, at other times you might find that it’s better to write in this order: †¢ †¢ †¢ Write the body first (because this is the most important part) then write the conclusion (so you can sum up while your main arguments are fresh in your mind) and finally write the introduction (because sometimes it’s difficult to write it until you’re clear about what it is you’re introducing). This is the stage when you need to think of the writing style. You need to write in an academic style (check out the Learning Links – Writing in an Appropriate Style leaflet) and you need to write clear paragraphs and sentences. Writing the body of the essay In the body of the essay, all the preparation you’ve done so far comes together. Follow the outline you’ve made already and write paragraphs with: †¢ †¢ †¢ Main Points Supporting Points Elaboration Main Point Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 5 Write down one of your main ideas, in sentence form. If your main idea is ‘private enterprise should not run public utilities', you might say this: The Longford Gas Inquiry revealed to the community the damaging consequences of private ownership of public enterprises. Supporting Point Next, write down each of your supporting points for that main idea, but leave four or five lines in between each point. One of your supporting points may be: Private companies are obliged to run their operations in an entirely different way to government. Elaboration You may find the visual outline useful here. In the space under each supporting point, write down some elaboration for that point. Elaboration can be further description, explanation, examples, support from research or discussion: When the main point of an operation is to make a profit, efficiency and safety can be the first to suffer. A private company is not answerable to the Victorian community in the same way that the government is. Public utilities remain a matter of political importance even when they are privatised. You flesh out your body paragraphs in this way, and use joining sentences and quotations. Once you have fleshed out each of your body paragraphs, one for each main point, you are ready to continue. For example: When the Kennett Liberal government came to power in 1992, it considered that part of its mandate was the privatisation of a number of public enterprises. The first utilities to be sold off were gas and electricity. Although Esso had always operated a gas plant at Longford, (near Sale in East Victoria) it had previously done so in partnership the government through the Victorian Gas and Fuel Corporation. Esso now ran the plant and supplied the gas through Vencorp, a private company that had replaced one of the delivery functions of the Gas and Fuel Corporation. On Thursday 24 September 1998 a series of explosions at the Esso Longford plant left two people dead and eight injured. The explosion left gas supplies at dangerously low levels, with the only gas available for consumers being what was left in the pipes. Victorians faced a crisis in terms of dwindling gas supplies and naturally enough turned to their government for leadership. Whilst the governments was able to invoke special powers to protect gas supplies, it was not in fact responsible for the continuing delivery of gas to consumers. In this paragraph, which would probably be the first body paragraph, we have introduced our main point of privatisation, and sub-points of how that particular example worked. We have fleshed it out with factual information surrounding the situation, and closed the paragraph with reference to the explosion at Longford. In the second body paragraph which follows this one we might include a description of the explosion and its aftermath, and possibly why and how it happened Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 6 Writing the introduction The introduction should be designed to attract the reader’s attention and give an idea of the essay’s focus. You need to set out clearly, concisely and forcefully your approach to, and interpretation of, the question as well as your point of view on it. You might wish to agree with part of the question but disagree with other parts. If so, make sure this is clear in your introduction. The introduction should also include a general broad outline of the more detailed arguments you will write about in the main body of your essay. Most introductions have information organised from the general (broad) to the specific (narrow). Introductions should include: * A general statement introducing the topic * A thesis statement expressing your point of view * A statement outlining the areas and perspectives to be discussed * An outline of the organisation of the topic (optional) * Any definitions necessary for the reader to understand the topic (but if there are many, or if they need explaining at length, it’s better to do this in the next paragraph) Writing the conclusion A good conclusion should draw the arguments together and reinforce points made in the body of the essay. There is more variation in the contents and organisation of a conclusion than there is in an introduction. However, there are some features many have in common. A conclusion should: †¢ †¢ †¢ †¢ †¢ †¢ remind the reader of the thesis of the essay provide a summary of the main points and arguments point to the significance of your findings point out the implications of the issues not simply restate the introduction. contain no new material (i. e. it should not introduce any new points). Check the instructions for formatting and style Learning Links Super Tips/writing an essay www. rmit. du. au/lsu February 2005 7 When you prepare your final draft, it’s important to follow all of the instructions you’ve been given. Some Departments, Schools and Faculties have a style guide for student writing, or sometimes you’re given a sheet at the beginning of the year with formatting and style instructions. If you haven’t been given any inform ation, ask your lecturer or teacher if they or the department have any style preferences. Here are some style and formatting questions you should find out: †¢ †¢ †¢ †¢ †¢ †¢ How big should the margins be? Is there an official cover sheet? What information (eg date, lecturer’s or teacher’s name, course number, etc) must you include? Should I double-space my lines? Should I put it in a folder or plastic sheet? What referencing style should I use? Check your writing This is the stage when you need to review, edit and proofread so you can improve the way you present your ideas. A good way to do it is to read your paper when it’s finished and then put it away for a couple of days. Read it again and answer these questions: †¢ †¢ †¢ Does it make sense? Is there a logical development of ideas? Do the sentences flow smoothly from one to another? If not, add some words to help connect them. Look at transition words you’ve used, such as therefore and however. If you’ve used the same transition words throughout your essay, check out some others you could use. Is your spelling, punctuation and grammar OK? Have you used the formatting requested by your lecturer or teacher? Have you used the referencing style expected by your lecturer or teacher? Have you checked your references list or bibliography to see that it is correctly formatted? †¢ †¢ †¢ †¢ Once you’ve checked your work, give it to someone else to read (preferably someone who isn’t familiar with your topic). Other people often pick up the simple mistakes or ‘typos’ such as writing and for an. When we read our own work, we often read what we think is there rather than what’s actually there. The final thing for you to do is to make sure you have another electronic copy as well as another printed copy just in case your essay goes astray. Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 8 These materials were produced by the RMIT Learning Skills Unit. For further information or comments please email judy. [email  protected] edu. au Learning Links Super Tips/writing an essay www. rmit. edu. au/lsu February 2005 9

Theodore Roosevelt The Hero Of The Spanish American War

Theodore Roosevelt originally came into the national spotlight as the hero of the Spanish-American War when he led a charge against the Spanish during the battle of San Juan Hill. However, a military background isn’t the only thing Roosevelt and Andrew Jackson have in common, they both believed that the president had a mandate from the people to lead. This led Roosevelt to increase the power of the executive office in very similar ways to Jackson. Roosevelt believed in a very strong executive and said, â€Å"The executive power was limited only by specific restrictions and prohibitions appearing in the Constitution or imposed by the Congress under its Constitutional powers.† (Roosevelt, p197). One of the great powers of the presidency not in the Constitution is the power to influence the American people, and Roosevelt used this in order to help pass the Hepburn Act of 1906. The Hepburn Act was an effort by Theodore Roosevelt to increase the power of the Interstate Commerce Commission, in order to regulate the railroad industry that was charging large corporations less than smaller shippers. The act was quickly passed through the House of Representatives, but faced serious competition in the Senate. Roosevelt went to the people to gather support for the bill. He traveled throughout the country campaigning for the bill. His campaigning was largely popular and covered by the press. When the Senate reconvened the bill was p asted with only three votes against. Roosevelt was able toShow MoreRelatedSpanish American War : The Spanish War720 Words   |  3 PagesSpanish-American War The Spanish-American War was in 1898. It was an issue between the United States and Spain. The war began in the Cuban struggle for independence from Spain, which began in February 1895. 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Theodore Roosevelt, the arrogant and egomaniacal president spoke out of ambition, whereas Woodrow Wilson, the more morally inclined leader spoke out of actual desire. Both had similar ideas, but their means of displaying them, and actually carrying through were different. Roosevelt was militaristic and felt war solved everything. Wilson was a pacifist and felt America should try to help their own people first before going to war. Roosevelt fought for the protection ofRead More John McCain: Modern Progressivism Essay655 Words   |  3 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Presidential hopeful John McCain seems to want to revive the Progressive Republican Party. With the elections around the corner, McCain’s campaign is off the ground. And the comparisons to former progressive president Theodore Roosevelt are endless. The divide between him and the other major Republican candidate, George W. Bush are increasingly obvious on most of the issues. nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;John McCain promises to expand andRead MoreTheodore Roosevelt : A Young Boy Teddy976 Words   |  4 Pages Theodore â€Å"Teddy† Roosevelt Jr was born on October 27, 1858 in New York City. His parents were Theodore â€Å"Thee† Roosevelt, Sr. and Martha Stewart Bulloch. He was the second born out of four children who included his older sister Anna, younger brother Elliott and younger sister named Corinne. Elliott was the father of the First Lady Anna Eleanor Roosevelt, wife of President Franklin Delano Roosevelt. As a young boy Teddy suffered from severe asthma, which had a huge impact on his body and health. RooseveltRead MoreThe Legacy Of Theodore Roosevelt1001 Words   |  5 Pagesbackground. Theodore roosevelt, I can honestly say was one of the the most influential and active presidents we ve ever been graced to have. Being the voice of the people, aided our country in environmental concerns, Excelling in foreign policies and winning the nobel peace prize. He had an incredibly fulfilling and prosperous life. Theodore Roosevelt was one of most dynamic Presidents in all of American history. Theodore Roosevelt Jr. was born on October 27, 1858, in New York City, to Theodore Roosevelt