Vietnam Internet Data Center Report - 9450 Words

First Draft Bien Nguyen (nguyenngocbien@yahoo.com; +84 95 888 8910) A MARKET STUDY ON INTERNET DATA CENTER IN VIETNAM Bien N. Nguyen nguyenngocbien@yahoo.com +84 95 888 8910 First Draft TABLE OF CONTENTS 1. 2. Bien Nguyen (nguyenngocbien@yahoo.com; +84 95 888 8910) Executive Summary ......................................................................................................................... 3 Research Methodology and Report Objectives ................................................................................. 3 2.1 2.2 Methodology ............................................................................................................................ 3 Objectives†¦show more content†¦26 HANEL ........................................................................................................................... 26 TDT.............................................................................................................................. 27 NETSOFT ...................................................................................................................... 27 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 First Draft 4.3.6 4.3.7 4.4 Bien Nguyen (nguyenngocbien@yahoo.com; +84 95 888 8910) HTNET ........................................................................................................................... 27 VTIC............................................................................................................................... 27 Enterprise Owned Data Centres [? Are there any] .................................................................. 27 Sacombank .................................................................................................................... 27 VinaData ........................................................................................................................ 27 4.4.1 4.4.2 4.5 Carrier Neutral Data Centres .................................................................................................. 28 CMC TelecomShow MoreRelatedVietnam Internet Data Center Report9450 Words   |  38 PagesBien Nguyen (nguyenngocbien@yahoo.com; +84 95 888 8910) A MARKET STUDY ON INTERNET DATA CENTER IN VIETNAM Bien N. Nguyen nguyenngocbien@yahoo.com +84 95 888 8910 First Draft TABLE OF CONTENTS 1. 2. Bien Nguyen (nguyenngocbien@yahoo.com; +84 95 888 8910) Executive Summary ......................................................................................................................... 3 Research Methodology and Report Objectives ............................................................Read MoreEssay about Technology Used on the Military Battlefield596 Words   |  3 PagesTwo of the major areas include communications, and battlefield management systems. All of these systems are just parts of the military’s tactical internet. The Key factor on the battlefield is communications. Excellent communication is necessary to keep all units working in unison, both on the front lines and in tactical command and control centers in the rear element. The United States Military and ITT A/CD developed the Single Channel Ground and Airborne Radio System (SINCGARS) family. InRead MoreHomelessness Among Veterans of the U.S. Military Essay1247 Words   |  5 Pagesthe homeless population. The question â€Å"Why?† begs an answer. Forty years have passed since the Vietnam Conflict ended and homeless veterans became a representative image in American society. Surprisingly, it appears there are no studies on the factors contributing to homelessness among veterans using recent data. The most recent collection of such data was in a 1984 – 1988 study called The National Vietnam Veterans Readjustment Study (NVVRS). The purpose of the study was â€Å"to determine their mentalRead MorePromotional Activities Coordin ation Project : Sample Resume Essay1689 Words   |  7 Pageshaonguyen3090@hotmail.com To: marketing@ttnq.com.au, sales@ttnq.com.au, finance@ttnq.com.au, salesrep@ttnqvn.com, support@ttnqvn.com, ads@ttnqvn.com Cc: ceo@ttnq.com.au Subject: Report of TTNQ’s international market promotion activities Dear all, Please note that at TTNQ we will be targeting the international markets of Vietnam. All of you will take the participation of this promotional activity. 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By looking at its current strategies that Nike adopt and its appropriateness, this report will provide you a better understanding on how consumer see Nike and challenges that Nike Inc. faces. With the report, there are various recommendationsRead MoreMedia Bias And The Media1365 Words   |  6 PagesMedia Bias In today’s society, remaining connected and knowledgeable of current events and the newest trends is vital to staying ahead in business, education, and social standing. This information is supplied to everyone through the internet, newspapers, television, and radio. One can tune into stations such as CNN, NBC, Fox News, Al-Jazeera, and many others (â€Å"SQs of Media Outlets†). In order to meet the needs of viewers, readers, and listeners, the ideal media system would contain accurate, quick

Notes on Aryl Halides Free Essays

3/22/2012 ARYL HALIDES 2. displacement reactions of diazonium salts ARYL HALIDES General formula: Ar–X where X = F, Cl, Br or I Examples Structure: ? C-X bonds are shorter and stronger Bond C-Cl C-Br Ar-X 1. 69 AÂ ° 1. We will write a custom essay sample on Notes on Aryl Halides or any similar topic only for you Order Now 86 AÂ ° R-X 1. 77 1. 91 ? Dipole moments are unusually small. Bond C-Cl Preparation: 1. electrophilic aromatic substitution – useful only if one product is obtained C-Br Ar-X 1. 7 D 1. 7 D R-X 2. 10 D 2. 15 D ? Dipole moments may cancel out depending on the geometry of the molecule. 1 3/22/2012 PHYSICAL PROPERTIES: ? Boiling points – similar to those of alkyl halides; same trends ? Melting point – Among disubstituted aryl dihalides, para isomer has unusually high MP; ~70 – 100 Â °C higher than ortho and meta isomers ? Solubility behavior – insoluble in water; soluble in nonpolar organic solvents – para isomer is less soluble than ortho or meta in any given solvent ? can be readily purified by recrystallization Consider: REACTIONS: 1. Electrophilic aromatic substitution (EAS) – recall directing power (o, p director) but ring is deactivated toward EAS. 2. Nucleophilic Aromatic Substitution (NAS or SNAr) ipso substitution ? an atom or group other than H is replaced in the reaction Reaction Mechanisms For NAS: A. BIMOLECULAR DISPLACEMENT: addition-elimination mechanism; occurs under mild conditions ***the aromatic ring must contain strongly electron – withdrawing or electron – attracting groups 2 3/22/2012 Observations: 1. Element effect (Bunnett): Aryl halides do not show much difference in reactivities toward NAS via bimolecular displacement. 2. Aryl fluorides are most reactive. II. Addition – fast removal of the halogen as X- is not the rate determining step . B. The Benzyne Mechanism: Elimination-addition mechanism – occurs under forcing or vigorous conditions Evidence for the benzyne mechanism: 1. scrambling of the label – reaction mechanism: 2. benzyne cannot form if both ortho positions are occupied by other groups 3 3/22/2012 D. Wurtz-Fittig Reaction 3. O-bromoanisole and m-bromoanisole give th e same product under the reaction conditions. ANALYSIS: 1. Chemical tests: Test Reagent Br2/CCl4 KMnO4 AgNO3 Result (-) (-) (-) OTHER REACTIONS OF ARYL HALIDES 1. Metallation Reactions for aryl halides without reactive groups Grignard Reaction: 2. IR Spectroscopy C-X absorptions lie in the fingerprint region ? not useful for analysis 1000 – 1350 cm-1 C – F str. 750 – 850 cm-1 C – Cl str. 500 – 680 cm-1 C – Br str. 200 – 500 cm-1 C – I str. Important peak frequencies 1500, 1600 cm-1 3000 – 3100 cm-1 aromatic C – C str. aromatic C – H str. Reaction with Lithium Metal: Transmetallation – most successful with ArBr and ArI 4 How to cite Notes on Aryl Halides, Essay examples

When Teasing Becomes Bullying free essay sample

Young children who gain knowledge of these coping skills at an early age may be better equipped for more considerable social challenges and conflicts in their preteen and teenage years. When Teasing Becomes Bullying Almost every child will tease. However, it is not always as innocent as it seems. Words and phrases can cause serious mental damage to a young child. According to Froschl (2006), teasing becomes bullying when it is monotonous and/or when there is a conscious objective to hurt another child. Bullying comprises an assortment of behaviors, all of which result in a disproportion of control among children. It can be (1) Verbal: making threats, name-calling. (2) Psychological: excluding children, spreading rumors. (3) Physical: hitting, pushing, and taking a childs possessions. With females, bullying is often subtle and roundabout. According to Simmons (2006), instead of snatching a toy from another child, a young female might say, Give me that toy or I wont be your friend anymore. We will write a custom essay sample on When Teasing Becomes Bullying or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Older females can be mean without saying a word: by telling other females not to be friends with a particular female, giving her the silent treatment, rolling their eyes in class, or making rude noises. Sometimes, says Simmons, females make a hurtful remark and then pretend they didnt mean it by saying just kidding. Males, on the other hand, tend to be more physical. Males push each other or take someones sneaker and put it in the garbage. However, unlike females, males do not hold grudges. One male can do something really mean to another male and then later the same day they will be pals again, according to Froschl (2006). Bullying behavior is ubiquitous throughout the world and it cuts across socio-economic, acial/ethnic and cultural lines. Researchers estimate that 20 to 30 percent of school-age children are involved in bullying incidents, as either perpetrators or victims, according to James Garbarino (2007). Bullying can initiate as early as preschool and strengthen during transitional stages, such as starting school in first grade or going into middle school. Bullying is a learned behavior. Most children learn bullying from older children, from adults, and from television. Fo r example, why are you always late and or why cant you act your age? If children experience put-downs, physical punishment at home and/or in school, and emotional and psychological abuse go uncontested, they believe this behavior is acceptable. It is a known fact that bullies like to feel in control. They are insensitive to the feelings of others and defiant toward adults. If your child is the victim of a bully, they may suffer physically and emotionally, and their schoolwork will likely show it. Victims of bullying often have trouble concentrating, says Simmons (2006). Grades drop because, instead of listening to the teacher, they are wondering what they did wrong and whether anyone will sit with them at lunch. If bullying persists, they may be afraid to go to school. Problems with low self-esteem and depression can last into adulthood and interfere with personal and professional lives. Teasing and bullying produce a classroom ambiance that affects childrens aptitude to gain knowledge and teachers capability to educate, says Froschl (2006). Children who are not directly involved can be distraught. Children who see bullying can be as traumatized as the victims because they fear becoming victims themselves. They feel guilty for not doing something to help, according to James Garbarino (2007). Successful intervention programs have been created to decrease bullying and/or aggressive behavior in schools. According to 4 Girls Health, (2008) researchers found that bullying and/or aggressive behavior is expected to occur in schools where there is a lack of adult supervision during breaks, where teachers and students are unresponsive to or accept bullying and/or aggressive behavior, and where rules against bullying are not consistently enforced. While approaches to eliminate individual bullying and/or aggressive behavior are not often effective, when there is a school-wide commitment to end bullying and/or aggressive behavior, it can be reduced by up to 50%, according to Ravoira (1999). One approach that has been effective focuses on changing the school and the classroom environment by doing the following. (1) Raising awareness about bullying and/or aggressive behavior. (2) Increasing teacher and parent involvement and supervision, forming clear rules and strong social norms against bullying and/or aggressive behavior. 3) Providing support and protection for all students. This approach comprise teachers, principals, students, and everyone associated with the school, including janitors, cafeteria workers, and crossing guards. Adults become aware of the extent of bullying at the school, and they involve themselves in changing the situation, rather than looking the other way. References 4 Girls Health. (2008) Retrieved February 5, 2009, from http:// www. 4girls. gov. Froschl, M. , Mullin-Rindler, N. Sprung, B. (2006). Anti-Bullying and Teasing Book: For Preschool Classrooms. Farmington Hills, Michigan: Gryphon House. Garbarino, James. (2007). Bullies to Buddies. Retrieved February 13, 2009, from http://www. bullies2buddies. com. Ravoira, LaWanda. (1999). National Girls’ Caucus. Retrieved February 5, 2009, from http:// www. hardygirlshealthywomen. org. Simmons, Rachel. (2006). Odd Girl Out: The Hidden Culture of Aggression in Girls. Fort Washington, PA: Harvest Books.

Preamble to the U.S. Constitution

Preamble to the U.S. Constitution The Preamble to the U.S. Constitution summarizes the Founding Fathers’ intention to create a federal government dedicated to ensuring that â€Å"We the People† always live in a safe, peaceful, healthy, well-defended- and most of all- free nation.  Ã‚  The preamble states: â€Å"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.† As the Founders intended, the Preamble has no force in law. It grants no powers to the federal or state governments, nor does it limit the scope of future government actions. As a result, the Preamble has never been cited by any federal court, including the U.S. Supreme Court, in deciding cases dealing with constitutional issues. Also known as the â€Å"Enacting Clause,† the Preamble did not become a part of the Constitution until the final few days of the Constitutional Convention after Gouverneur Morris, who had also signed the Articles of Confederation, pressed for its inclusion. Before it was drafted, the Preamble had not been proposed or discussed on the floor of the convention. The first version of the preamble did not refer to, â€Å"We the People of the United States†¦Ã¢â‚¬  Instead, it referred to the people of the individual states. The word â€Å"people† did not appear, and the phrase â€Å"the United States† was followed by a listing of the states as they appeared on the map from north to south. However, the Framers changed to the final version when they realized that the Constitution would go into effect as soon as nine states gave their approval, whether any of the remaining states had ratified it or not. The Value of the Preamble The Preamble explains why we have and need the Constitution. It also gives us the best summary we will ever have of what the Founders were considering as they hashed out the basics of the three branches of government. In his highly acclaimed book, Commentaries on the Constitution of the United States, Justice Joseph Story wrote of the Preamble, â€Å"its true office is to expound the nature and extent and application of the powers actually conferred by the Constitution.† In addition, no less noted authority on the Constitution than Alexander Hamilton himself, in Federalist No. 84, stated that the Preamble gives us â€Å"a better recognition of popular rights than volumes of those aphorisms which make the principal figure in several of our State bills of rights, and which would sound much better in a treatise of ethics than in a constitution of government.† James Madison, one of the leading architects of the Constitution, may have put it best when he wrote in The Federalist No. 49: [T]he people are the only legitimate fountain of power, and it is from them that the constitutional charter, under which the several branches of government hold their power, is derived . . . . Understand the Preamble, Understand the Constitution Each phrase in the Preamble helps explain the purpose of the Constitution as envisioned by the Framers. ‘We the People’ This well-known key phrase means that the Constitution incorporates the visions of all Americans and that the rights and freedoms bestowed by the document belong to all citizens of the United States of America. ‘In order to form a more perfect union’ The phrase recognizes that the old government based on the Articles of Confederation was extremely inflexible and limited in scope, making it hard for the government to respond to the changing needs of the people over time.   ‘Establish justice’ The lack of a system of justice ensuring fair and equal treatment of the people had been the primary reason for the Declaration of Independence and the American Revolution against England. The Framers wanted to ensure a fair and equal system of justice for all Americans. ‘Insure domestic tranquility’ The Constitutional Convention was held shortly after Shays’ Rebellion, a bloody uprising of farmers in Massachusetts against the state caused by the monetary debt crisis at the end of the Revolutionary War. In this phrase, the Framers were responding to fears that the new government would be unable to keep peace within the nation’s borders. ‘Provide for the common defense’ The Framers were acutely aware that the new nation remained extremely vulnerable to attacks by foreign nations and that no individual state had the power to repel such attacks. Thus, the need for a unified, coordinated effort to defend the nation would always be a vital function of the U.S. federal government. ‘Promote the general welfare’ The Framers also recognized that the general well-being of the American citizens would be another key responsibility of the federal government. ‘Secure the blessings of liberty to ourselves and our posterity’ The phrase confirms the Framer’s vision that the very purpose of the Constitution is to protect the nation’s blood-earned rights for liberty, justice, and freedom from a tyrannical government. ‘Ordain and establish this Constitution for the United States of America’ Simply stated, the Constitution and the government it embodies are created by the people, and that it is the people who give America its power. The Preamble in Court While the Preamble has no legal standing, the courts have used it in trying to interpret the meaning and intent of various sections of the Constitution as they apply to modern legal situations. In this way, courts have found the Preamble useful in determining the â€Å"spirit† of the Constitution. Whose Government is it and What is it For? The Preamble contains what may be the most important three words in our nation’s history: â€Å"We the People.† Those three words, along with the brief balance of the Preamble, establish the very basis of our system of â€Å"federalism,† under which the states and central government are granted both shared and exclusive powers, but only with the approval of â€Å"We the people.† Compare the Constitution’s Preamble to its counterpart in the Constitution’s predecessor, the Articles of Confederation. In that compact, the states alone formed â€Å"a firm league of friendship, for their common defense, the security of their liberties, and their mutual and general welfare† and agreed to protect each other â€Å"against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretence whatever.† Clearly, the Preamble sets the Constitution apart from the Articles of Confederation as being an agreement among the people, rather than the states, and placing an emphasis on rights and freedoms above the military protection of the individual states.

Objects in English Grammar

Objects in English Grammar In English grammar, an object is a  noun, a noun phrase, or a pronoun that is affected by the action of a verb. Objects give our language detail and texture by allowing the creation of complex sentences.  Prepositions also have objects. Types of Objects Objects can function three ways within a sentence. The first two are  easy to spot because they follow the verb: Direct objects  are the results of action. A subject does something, and the product is the object itself. For example, consider this sentence: Marie wrote a poem. In this case, the  noun poem follows the transitive verb wrote and completes the meaning of the sentence.Indirect objects  receive or respond to the outcome of an action. Consider this example: Marie sent me an email. The pronoun me  comes after the verb sent and before the noun email, which is the direct object in this sentence. The indirect object always goes before the direct object.Objects of a preposition  are nouns and pronouns in a phrase that modifies the meaning of a verb. For instance:  Marie lives in a dorm. In this sentence, the noun dorm follows the preposition in. Together, they form a prepositional phrase. Objects can function in active and passive voice. A noun that serves as a direct object in the active voice becomes the subject when the sentence is rewritten in the passive  voice. For example: Active: Bob purchased a new grill.Passive: A new grill was purchased by Bob. This characteristic, called passivization, is what makes objects unique. Not sure if a word is an object? Try converting it from active to passive voice; if you can, the word is an object. Direct Objects Direct objects identify what or who receives the action of a transitive verb in a clause or sentence.  When pronouns function as direct objects, they customarily take the form of the objective case (me, us, him, her, them, whom, and whomever). Consider the following sentences, taken from Charlottes Web, by E.B. White: She closed the  carton  carefully. First she kissed her  father, then she kissed her  mother. Then she opened the  lid  again, lifted the  pig  out, and held  it  against her  cheek. Theres only one subject in this passage, yet there are six direct objects (carton, father, mother, lid, pig, it), five nouns and a pronoun. Gerunds (verbs ending in ing that act as nouns) sometimes also serve as direct objects. For example: Jim enjoys gardening on the weekends.   My mother included reading and baking in her list of hobbies. Indirect Objects Nouns and pronouns also function as indirect objects. These objects are the beneficiaries or recipients of the action in a sentence. Indirect objects answer the questions to/for whom and to/for what.  For example: My aunt opened her purse and gave the man a quarter. It was his birthday so Mom had  baked Bob  a  chocolate cake. In the first example, the man is given a coin. The quarter is a direct object and it benefits the man, an indirect object. In the second example, the cake is the direct object and it benefits Bob, the indirect object. Prepositions and Verbs Objects that pair with prepositions function differently from direct and indirect objects, which follow verbs. These nouns and verbs reference a preposition and modify the action of the larger sentence. For example: Girls are playing basketball around a utility  pole  with a metal hoop bolted to  it. He sat in the basement of the building, among the boxes, reading a book on his break.   In the first example, the prepositional objects are pole and hoop. in the second example, the prepositional objects are basement, building, boxes, and break. Like direct objects, prepositional  objects receive the action of the subject in the sentences yet need a preposition for the sentence to make sense. Spotting prepositions is important because if you use the wrong one, it can confuse readers. Consider how odd the second sentence would sound if it began, He sat on the basement...   Transitive verbs also require an object for them to make sense. There are three kinds of transitive verbs. Monotransitive verbs have a direct object, whereas ditransitive verbs have a direct object and an indirect object. Complex-transitive verbs have a direct object and an object attribute. For example: Monotransitive: Bob bought a car. (The direct object is car.)Ditransitive: Bob gave me the keys to his new car. (The indirect object is me; the direct object is keys.)Complex-transitive: I heard  him shouting. (The direct object is him; the object attribute is shouting.) Intransitive verbs, on the other hand, do not need an object in order to complete their meaning. Sources Woods, Geraldine. Using Pronouns as Direct and Indirect Objects. Dummies.com. Staff editors. Pronoun Case. Cliffsnotes.com. Staff editors. Direct and Indirect Object Pronouns. University of Wisconsin-Madison.

Citizen Kane Essay Example | Topics and Well Written Essays - 1000 words

Citizen Kane - Essay Example The key aspect of Kane's character contribution to the tragedy plot lies in his character flaw. This is of pivotal significance in the plot propagation as it triggers the cause and effect set of events that will evoke pity and fear in the audience. Kane’s tragic flaw lies in his failure to grow and mature into a responsible man. The elements of his flaw are embodied in his failure to manipulate his charm and panache to materialise into something feasible in his quest for happiness. His flaw is also heightened in his selfishness reflected in his insatiable desire for women. He collects wives, possessions and animals in his pleasure dome but never gets the satisfaction that he longs for. The protagonist character flaw is one fundamental of the Aristotelian philosophy of tragedy.This aspect on Kane is well enunciated by Peter J Pullicino ( Critically Appraise Citizen Kane as Cinema:2008 ). â€Å"Even a cursory summary of the fragments leads us to an imposing list of contradictio ns: Kane is the dashing hero and a grotesque tyrant, an idealist and a cynic, and egotist and a defender of the common man, a child who never grew up, and a man who never had a childhood†¦".

Practical Guide to Environmental Management Essay

Practical Guide to Environmental Management - Essay Example The concept of environmental corporate responsibility is one that is first defined in this book as one that has to be set within the internal and external environment. The author notes that sustainable development with environmental responsibility will not be effective unless policies and internal settings take place. The focus is to change the performance within a company specifically by developing policies and implementing regulations with the environmental practices in the work area. The policies include changing the use of environmental resources as well as monitoring and managing the different environmental needs. The author also states that the policies and implementation within the workforce should directly impact the stakeholders and the external environment, specifically by allowing the corporate responsibility to be seen by stakeholders who can then support the trends and direct action taken (Friedman, 80). The author doesn’t only focus on environmental issues such as saving in resources. It is also noted that corporate responsibility should incorporate changes in the process of creating products, examining the management of a certain area and enhancing the system used for better safety and environment. The environmental issues then become directly linked to the corporate culture and the ability to enhance what is being done within a corporation. The responsibility of management is to implement the policies for environmental changes and to be credible for both environmental damage and enhancement that is within the corporate culture. The suggestions that the author makes are to create policies and to implement these at various levels.