Forest as a Shelter

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In Nathaniel Hawthorne's The Scarlet Letter, life was centered around a rigid Puritan society in which one was unable to reveal his or her innermost thoughts and secrets. Every human being needs the opportunity to express how he or she truly feels; otherwise the emotions are bottled up until they become unpredictable. Unfortunately, Puritan society did not permit this kind of expression, thus characters had to seek alternate means to relieve their personal anguishes and desires. Where the characters relieve their personal anguishes and desires in the forest. The forest was a type of shelter for members of society in need of refuge from daily Puritan life. The forest was precisely the escape route from strict mandates of law and religion, to retreat where men, as well as women, can open up and be themselves. In the forest was where Reverend Dimmesdale openly acknowledges Hester Prynne and his undying love for her. The forest was also where Hester could do the same for Dimmesdale. Finally, the forest was where the two of them could openly engage in conversation without being preoccupied with the restrictions that Puritan society places on them. The reason why Hester and Dimmesdale could not speak freely in public was because they committed adultery. So, they talk about their affair and their undying love for each other in the deep, dark portions of the forest to have more privacy.

The forest itself was the very incarnation of freedom. Nobody watches in the woods to report misconduct, thus it was here that people may do as they wish. To independent spirits such as Hester Prynne's, the wilderness beckons her "Throw off the shackles of law and religion. What good have they done anyway? Look at you, a young and vibrant woman, grown old before time. And no wonder, hemmed in, as you, on every side by prohibitions. Why, you can hardly walk without tripping over one commandment or another. Come to me, and be master less" (p.186). Truly, Hester takes advantage of this when Reverend Dimmesdale appears. She openly talks to him about subjects, which would never be mentioned in any other place other than the forest. Hester tells Dimmesdale, "What we did . . .she reminds him, had a consecration of its own. We felt it so! We said to each other!"(p.186). This statement shocked Dimmesdale, and he tells Hester to hush, but he eventually realizes that he was in an environment where he could freely express his emotions. Yet here in the forest they can throw away all reluctance and finally be themselves under the umbrella of security which exists.

Yet, in the forest Hester and Dimmesdale are able to have intimate conversation and worrying about what society would think is ignored while in the forest. If Dimmesadale tried to comfort Hester the towns' people might suspect something that is why they run to the woods to speak to each other freely. Dimmesdale tells Hester Be thou strong for me. Advise me what to do (p.187). This statement by Dimmesdale was a cry for help finally admitting he cannot go through this dilemma by himself. With this plea comes an interesting role-reversal between Dimmesdale and Hester. When Dimmesdale asks for help, he was no longer sustaining the certainty that he was above Hester. He was finally admitting that she was an equal, or maybe even that she was above him. Because Dimmesdale is a reverend he is of higher class than Hester, which is one reason that Puritans will not accept these emotional displays because the society is so socially oriented.

Hester Prynne, assuming a new a position of power, gives an earnest, moving speech to Dimmesdale. The expression of her words cannot be over emphasized, and it is a resemblance to one of Dimmesdale's sermons. Hester tells Dimmesdale "Begin all anew! . . . Preach! Write! Act!" (p.188). Not only does this speech resemble one of his sermons but also the questions, which she asks him such as "Whither leads yonder forest-track? Backward to the settlement, thou sayest! Yea; but onward, too! Deeper it foes, and deeper into the wilderness . . . until some few miles hence, the yellow leave will show no vestige of the white man's tread" (p.187). Hester has had to live with the sin, and Dimmesdale was able to use Hester as his scapegoat so the town people would not find out he was the man who she had committed adultery with. Hester gives this speech because she needs to get out what she truly feels inside and what place better to express herself then the forest.

Puritan society could be harsh and could tear apart one's inner self. Dimmesdale and Hester are good examples of this, but Hester was able to live with what she did with her head held high where as it is eating Dimmesdale up everyday that goes by. Also, the forest was created to give the characters a place to escape and convey their true feelings, values, and sentiments. It was here that thoughts and ideas of the characters flowed as continually as the babbling brook, and the emotion was as uncultivated as the forest itself. There are no chains in the natural world, because it was just that, natural.

Please note that this sample paper on Forest as a Shelter is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Forest as a Shelter, we are here to assist you. Your cheap custom college paper on Forest as a Shelter will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment from and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Recruitment Process

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RECRUITMENT PROCESS

"The purpose of a recruitment function are patently straight forward to seek out, evaluate, obtain commitment from, place, and orient new employees to fill positions required for the successful conduct of the work of an organization."

By Roger H. Hawk.

What is purpose of the three integrated hiring procedures, recruitment, selection, and placement? From personnel point of view, management is trying to do far more than merely to fill current vacancies. If this were all that needed to be done, the simplest formula would be vacancy-requisition-fill. But such an oversimplified hiring process would not promote the larger aim of building effective teamwork by achieving a balance between personnel mobility and organizational health. In order to advance this purpose, certain policy decisions have validity for all organizations, despite specific differences in their product or service.

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PERSONNEL PLANNING, RECRUITMENT, AND PLACEMENT

In simplest terms manpower planning, recruitment and placement involves placing the right person on the right job. Specifically, it involves planning personnel requirements; building up a pool of acceptable candidates; interviewing and testing them to select the most promising ones checking their backgrounds; and hiring, training, and orienting them.

Planning, recruitment and placement are crucial functions. Managers carry out many other functions like organizing, planning and controlling; but it is safe to say that unless you hire the right people, the right plans, organization charts and control systems won't do you much good.

THE STEPS IN PLANNING, RECRUITMENT AND PLACEMENT

We can conveniently assume that planning, recruitment and placement involves six steps and the order of these is as follows

1. Job Analysis The first step is to determine what each job entails and what traits and skills are required to successfully perform it.

. Personal Planning and Recruitment This involves forecasting which positions will be open, planning how and by whom they will be filled and recruiting a pool of candidates. This is the most important step. If there are many candidates then you can select the best one out. But if there are just two then there is "have it or leave it ".

. Obtain application blank information The next step is usually to have candidates fill out application blanks. These provide basic information like name, address, previous work experience and education.

4. Interview the candidate Managers use many techniques to screen out and select the best candidates. But virtually all candidates rely on direct, face-to-face interview with the candidate.

5. Test the Candidate Many employers also test their job candidates to further determine his or her potential to do the job. Then as you approach the point where a hiring decision is to be made you will want to check the background and reference of each candidate.

6. Orient/Train The final step involves hiring the candidate and orienting/training them.

POLICY DECISIONS IN RECRUITING AND HIRING THE DISADVANTAGED

The problem of the really disadvantaged persists and presents policy decisions for employers on a number of questions

· Should an active effort be made to seek out the disadvantaged in their home areas (often the urban ghettos), rather than expecting them to come to the employment office looking for work?

· Will extra effort be required from management if recruitment of minority group members brings them into a community where local prejudice creates difficulty in housing, education and recreation for the new employee and his family?

· Should adjustments be made in normal hiring standards (such as the requirements of a high school diploma)?

· If so, should special pre requirements and on the job training be supplied?

· Can it be said that some employment tests are culturally biased or otherwise inapplicable to disadvantaged persons? What changes if any, are needed?

· Will special follow-up be necessary or desirable for disadvantaged job applicants?

· Will special supervisory qualities and skills be needed to induct and supervise these new employees, and if so, what are they?

· Since there are additional costs in recruiting, hiring, and training disadvantaged persons, should a government subsidy be made available to induce employers to hire them?

In our opinion, all these questions should be answered in the affirmative by mangers concerned with the special implications of leaving disadvantaged minorities out of productive private employment. The alternative is some form of guaranteed income maintenance or subsidized public service employment, both of which may still may necessary for some of this group.

For most of the organization's manpower needs, the recruitment, selection, and placement processes that are widely used are adequate.

SOURCES

The following are the sources from where future employees can be recruited

INTERNAL RECRUITMENT

The decision making process regarding where, when, and how to implement recruitment activities, initial consideration should be given to a company's current employees, especially for filling jobs above the entry level. If external recruitment efforts are undertaken without considering the desires, capabilities, and potential of the present employees, a firm may incur both short and long run costs. In the short run, morale may degenerate; in the long run, firms with a reputation for consistent neglect of in-house talent may find it difficult to attract new employees and to retain experienced ones. This is why soundly conceived action plans and management succession plans are so important.

One of the thorniest issues confronting internal recruitment is the reluctance of managers to grant permission for the sub-ordinate to be interviewed for potential transfer or promotion. As one reviewer put it, "Most supervisors are about as reluctant to release a current employee as they are to make a cut in pay." In order for managers to overcome this aversion, promotion- from within policies must receive strong top management support, coupled with a company philosophy that permits employees to consider available opportunities within the organization.

Among the channels available for internal recruitment, the most popular ones are Succession plans, Job posting, employee referral, and temporary worker pools.

EXTERNAL SOURCES

External sources are used for the lower entry job. And they are also frequently used for other types as well. They are quite numerous and varied in character. The more common outside sources of personnel are following

1. Advertising

. Employment agencies, both public and private

. Recommendation of present employees

4. Schools and colleges

5. Labor Unions

6. Casual Applicants by letter and at the gate

MISCELLANEOUS SOURCES

The following are part of comprehensive recruitment program

1. Special scouts who are sent to distant parts of the country to encourage labor migration.

. Penal institutions. Some firms utilize this source as matter of policy.

. Inter-company rotation in industries of a seasonal nature. Labor may move from company to company according to the season.

4. Mobile employment trailers. A mobile employment office makes the company more accessible to prospective applicants. This is of value in places and time of scarcity.

5. Fraternal organizations, lodges and churches are sometimes of value.

6. Other business organizations constitute a source either through ethical contacts or labor pirating.

FORECASTING

Manpower planning has been defined as " an effort to anticipate future business and environmental demands on the organization and to meet the manpower requirements dictated by these conditions." It is the process through which the employer plans for the openings that inevitably develop in the organization. As such, it basically involves forecasting the demand for and supply of manpower, and developing specific manpower plans (for instance concerning who to train and how many people to recruit for). Not all mangers engage in manpower planning, of course. The other alternative is to wait for the opening to develop and to try to fill it as best as possible. Most managers probably use this approach, and it is probably effective enough for small organizations. But for larger firms (and for managers who want to avoid last minute scurrying and mistakes), some forecasting and planning are worthwhile.

FACTORS IN FORECASTING MANPOWER REQUIREMENTS.

· Projected turnover (as a result of resignations or terminations).

· Quality and nature of your employees (in relation to what you see as the changing needs of your organization).

· Decisions to upgrade the quality of products or services, or enter into new markets, etc. these have implications for the nature and abilities of employees; ask, for example, whether the skills of current employees are compatible with the new products your company will be producing.

· Technological and administrative changes resulting in increased efficiencies increased efficiency (in terms of output per man-hour) could reduce manpower needs

· The financial resources available; a larger allows you to hire more people and pay higher wages. Conversely, a projected " budget crunch" could mean fewer positions to recruit for and lower salary offers.

For forecasting we can use computers, which use different custom made or general soft wares to predict future requirements. Mathematical modeling can also be used.

THE OTHER SIDE OF RECRUITMENT JOB SEARCH

"According to the mating theory of Recruitment- in which the organization searches for suitable candidates as candidates search for organizations."

Research shows that 70 percent land a job through personal contacts, 15 percent through placement agencies, 10 percent through direct mailing and only 5 % through published job openings.

According to management consultants and executive recruiters the following are some of the key things not to do when looking for a job

· Don't panic A search takes time, even for well qualified middle and upper level managers. Seven months to a year is not unusual. Be prepared to wait it out.

· Don't be bitter Bitterness makes it harder to begin search; it also turns off potential employers.

· Don't kid yourself Do a thorough self-appraisal of your strengths and weaknesses, your likes and dislikes about jobs and organizations. Decide if you want to change field and don't delay the search for too long.

· Don't drift Develop a plan, target companies, and go for them relentlessly. Realize that your job is to find a new job. Cast a wide net; consider industries other than your own.

· Don't be lazy The heart of a good job hunt is research. Use reference books, public filings, and annual reports when drawing up a list of target companies. If negotiations get serious, talk to a range of insiders and knowledgeable outsiders to learn about politics and practices.

· Don't be shy or overeager Since personal contacts are the most effective means to land a job, pull out all the stops to get the word out that you are available. At the same time resist the temptation to accept the first job that comes along. Unless that job is absolutely right for you, continue your search.

· Don't ignore your family Some executives are embarrassed and don't tell their families that what's going on. A better approach is to bring the family into the process and deal with issues honestly.

· Don't lie Experts are unanimous on this point. Don't lie and don't stretch a point either on resume or in interviews. Be willing to address failures as well as strengths. Discuss openly and fully what went wrong at the old job.

· Don't jump the gun on salary always let the potential employee bring this subject up first. But once it surfaces, thoroughly explore all aspects of your future compensation and benefits package.

Those who have been through the trauma of job loss and the challenge of finding a job often describe the entire process as a wrenching, stressful one. Avoiding the mistakes shown above can ensure that finding a new job need not take any longer than necessary.

PROBLEMS FACED IN THE RECRUITMENT PROCESS

Anyone who talks to enough recent job applicants about the recruitment process will hear stories of alleged abuses. A woman from the Midwest flies east at her own expense to be interviewed for a position at a community college; when she arrives, she is told that the position has already been filled. A young scholar with several years teaching experience is invited to interview at another institution; only after she arrives is she told that she is expected to give a lecture and that the open position is at a rank lower than the one she presently holds. A number of doctoral candidates are given interviews with a prestigious department at an MLA convention; to their dismay, they learn that each interview is only five minutes long. A woman receives a phone call soliciting her application for a position; when she calls a week later to find out if her credentials arrived safely, she is told that the position was filled before they were received. A young man is offered a two-year position by telephone; he accepts and subsequently declines another offer only to discover later that the contract is really for only one year. An established scholar responds to an advertisement seeking someone in her sub-field; when she receives no answer to her application, she calls and is told that the chairperson never responds to applications and that he has changed the job description anyway. Job seekers, female and male, minority and white, apply for positions; they are told that they are well qualified but that someone of the opposite sex or a different racial/ethnic group must fill the vacancy.

Obviously, all of the stories we hear are not entirely true. Honest misunderstandings are always possible, particularly when information is transmitted over the telephone or in conversation. A discouraged job applicant, having only a limited perspective on the recruitment process, may perceive discrimination or other illegalities where none exists. Nevertheless, not all of the stories of abuses and mistreatment are attributable to errors on the part of the candidates; some of them do result from lack of sensitivity, inattention to detail, or overt violation of affirmative action procedures on the part of people responsible for the recruitment.

Equal opportunity

In essence, requires that the individual be judged on his or her own merits with respect to the open position; all other considerations are irrelevant. Specifically, federal laws and regulations prohibit discrimination on the basis of race, religion, color, sex, national origin, ancestry, age, physical or mental handicap, veterans or marital status. Thus, an employer who states that a particular position may be filled only by a woman or only by a man is breaking the law.

SOME TIPS ON AVOIDING PROBLEMS IN THE RECRUITMENT PROCESS

Recruitment advertisements should be as precise as possible. They should indicate the qualifications for the position in terms of education level, experience, and, where appropriate, sub-field. A carefully worded vacancy notice should eliminate a number of unnecessary applications from individuals who are, in fact, not qualified.

Once applications are received, a committee rather than an individual should evaluate them carefully, preferably. Applicants should be judged on their merits, not solely on the institutions they attended.

Except in emergency situations, positions should not be filled without a proper search.

Applicants should not be invited to interview unless they are under serious consideration

They should likewise be informed of the salary and fringe benefits. To the extent possible, all candidates should be given similar interviews so that they may be evaluated on equal grounds.

Job candidates feel less dehumanized in the recruitment process if they have some response. They would prefer individualized letters. Those interviewed, however, should receive personal letters notifying them once the decision has been made.

Many of the complaints of deception or discrimination in employment practices result from misunderstandings of verbal commitments. The applicant should not assume that an offer has been made until receiving a written confirmation. It is a wise precaution to follow up on telephone or other oral discussions with correspondence reiterating any verbal agreement relating to interview expenses, terms and conditions of employment, or other matters that might easily be misunderstood.

SUMMARY

Recruitment begins with a clear statement of objectives, based on the types of knowledge, skills, abilities, and other characteristics that an organization needs. Objectives are also based on consideration of the gender and ethnic group representation of the work force, relative to that of the surrounding labor force. Finally, a recruitment policy must spell out clearly an organization's intentions to evaluate and screen candidates without regard to factors such as race, gender, age or disability, where those characteristics are unrelated to a person's ability to do a job successfully. The actual process of recruitment begins with the specification of human resource requirements numbers, skills mix, levels, and the time frame within such needs must be met.

Recruiting may involve internal, external, or both kinds of labor markets. Internal recruitment often relies on succession plans, job posting, employee referrals or temporary worker pools. Many external recruitment sources are also available. These sources are university relations, executive search firms, employment agencies, and recruitment advertising. In managing and controlling recruitment operations, consider calculating the cost of operations and analyzing the performance of each recruitment source, since the number of hires who actually perform their jobs successfully determines recruitment success.

REFERENCES

1. www.hallman.com

. Personnel Management (second edition) by Gary Dessler.

. Personnel Administration by Paul Pigors and Charles A. Myers.

4. Managing Human Resources (fifth edition) by Wayne F. Cascio.

5. Management of Human Resources by Paul Pigors, F.T Malm and Charles A. Myers.

6. Increasing Office Productivity by Earl P. Strong.

7. Personnel Management by K.C. Lawrence.

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America's Great War

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Running Head: America's Great War

America's Great War

Arber Kokoneshi

Florida Metropolitan University

College papers on America's Great War

The events of July and early August 1914 are a classic case of "one thing led to another"- otherwise known as the treaty alliance system.

The explosive that was World War One had been long in the stockpiling; the spark was the assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian throne, in Sarajevo on June 28, 1914. Ferdinand's death at the hand of the Black Hand, a Serbian secret society, set in train a mindlessly mechanical series of events that culminated in the world's first global war. Austria-Hungary's reaction to the death of their heir was three weeks in coming. Arguing that the Serbian government was implicated in the machinations of the Black Hand, the Austria-Hungarians opted to take the opportunity to stamp its authority upon the Serbians, crushing the nationalist movements there and cementing Austria-Hungary's influence in the Balkans.

It did so by issuing an ultimatum to Serbia, which in extent of its demand that the assassins be brought to justice effectively nullified Serbia's sovereignty. Austria-Hungary's expectations were that Serbia would reject the remarkably severe terms of the ultimatum, thereby giving her pretext for launching a limited war against Serbia.

Austria-Hungary unsatisfied with Serbia's response to her ultimatum declared war on Serbia on July 28, 1914. Russia bounded by treaty with Serbia, announced mobilization of its vast army in defense, a slow process that would take around six weeks to complete.

Germany, allied to Austria-Hungary by treaty, viewed the Russian mobilization as an act of war against Austria-Hungary, and after scant warning declared war on Russia on 1 August.

France, bound by treaty to Russia, responded by announcing war against Germany and, by extension, on Austria-Hungary on August 3rd. Germany promptly responded by invading neutral Belgium so as to reach Paris by the shortest possible route.

Britain allied to France by a more loosely worded treaty, which placed a "moral obligation" upon her to defend France, declared war against Germany on August 4th. Her reason for entering the conflict lay in another direction: she was obligated to defend the neutral Belgium by the terms of a 75-year old treaty. With Germany's invasion of Belgium on August 4th, and the Belgian's King appeal to Britain for assistance, Britain committed herself to Belgium's defense later that day. Like France, she was by extension also at war with Austria-Hungary (Duffy, 2000).

During the early phase of the war, the Americans exhibited a wide range of attitudes and a broad sense of detachments from events in Europe. The fact that millions of Americans had significant ties to one or another of the warring nations complicated public response to the war. More than one-third of Euro-American population of the country was either foreign born or had at least one parent who had been. Some retained citizenship in their native land, and many cared deeply about the fate of their mother country. Historical memory of the role of French in American Revolution prompted pro-Allied feelings, as did a sense of common culture and common institutions with Great Britain. But then there were ten million German-Americans, many with family members in the Fatherland and many of who supported openly the Fatherland's cause. Millions of Americans of Irish descent regarded England as a tyrant and, indirectly, Germany as possible means of national liberation. Sicilians, Piedmontese, and others from Italian Peninsula often had only a vague sense of Italian national identity but followed the war news intently after Italy joint the Allies in April 1915. Millions of former residents of the Austria-Hungarian and Russian empires had experienced little but deprivation and discrimination in their countries of origin. Jews from the Russian empire detested the czar, and Poles and Czechs hoped for an end to imperial rule and the creation of the new national states. These broad categorizations masked powerful crosscurrent of difference, dissent, and perspective. It was possible to love German culture while hating German authoritarianism and militarism, to cherish English literature while abhorring English snobbery and arrogance, to be Irish and without wishing for British humiliation. (Kennedy, & Bailey 1986)

At the start of hostilities, official American opinion was confused and uncertain with respect to the legal and economic implications of the war, but in the fall of 1914, the U.S government made critical decisions that directed its course over the next three years (Zieger, 2000). President Wilson issued the routine neutrality proclamation, and urged his countrymen to be neutral in both thought and deed. But Wilson could not even take is own advice, for as a lifelong admirer of British civilization, he was at heart pro-Ally. Most Americans, too, sympathized strongly with Britain and her allies. Ties of ethnic and cultural heritage, as well as commerce, bound the republic to Great Britain, while Anglo-American diplomatic relations has risen to a new level of friendliness.

Germany's assault on "poor little Belgium" whose neutrality she and other powers had guaranteed in 1839, confirmed the image of German aggression, especially after the Chancellor himself dismissed the neutrality treaty as a mere "scrap of paper".

Allied propagandists skillfully drenched the United States with news of "Hunnish" savagery, while avoiding mention of the rapes and atrocities committed by their own soldiers. Quite a number of the stories of German "atrocities" were deliberate falsehoods, like the tales of a "crucified Canadian" a "corpse factory" where Germans supposedly converted human bodies in soap, Belgian babies with their hands amputated, and Belgian maidens with their breasts slashed off. The most effective British propaganda, however, was based on facts, like the brutal German execution of English nurse Edith Cavell and the sinking of Lusitania. Especially as the war dragged on, the feeling deepened that Britain was "fighting our fight." But the great majority still hoped to stay out of the horrible war.

The Germans in any case had built up their vast war machine with adequate stockpiles of military supplies, knowing well that, in the face of a British blockade, they probably could not import armaments from abroad. The sea-controlling allies had amassed a less formidable stockpiles, partly because they knew that they could count on supplementary arms from neutrals, including the United States. A stoppage of American munitions would have been a signal victory for the Germans, a stunning defeat for the Allies.

German and Austrian secret agents resorted to violence. Two German attaches in Washington as well as the Austria-Hungary ambassador were implicated in such underhanded schemes and forced to leave the country in 1915.

In the hand German plotting backfired badly. In August 1915, Dr. Albert, a key German agent, absent-mindedly left his briefcase in a New York elevator car. It was promptly picked up by an agent of secret services, and some of the documents relating to industrial sabotage were published in the newspapers. The American was again filled with images of German spies –men with short-cropped square heads and rolls of fat on the backs of their bull necks. Thus American opinion, already ill disposed, was further turned against the Kaiser and his Fatherland.

US diplomatic relations with Britain, in spite of America's pro Ally bias, were not all-smooth sailing. The naval blockade, which was still Britain most offensive weapon, was bound to bruise American shippers. By heavily mining the North Sea and forcing neutral ships off the high seas into ports for close inspections, Britain went beyond the rules of the offshore blockade sanctioning by internationals law. The British also arbitrarily redefined contraband to include foodstuffs, cotton, and other items not hitherto regarded as directly useful in waging war. These annoying British practices violated American traditions, especially freedom of the seas.

Germans at the other hand posed a clear threat to the United Sates. Berlin officials declared that they would try not to sink neutral shipping, but they conceded that mistakes would probably occur. Outraged by the U-boat menace, President Wilson ringingly warned Germany that she would be held to "strict accountability" for any attacks on American's vessels and citizens.

While such debates run on, German U-boats began their deadly work. From February to early May 1915, they sank about ninety ships of various kinds in the war zones. But the submarine issue became acute when the passengers liner Lusitania was torpedoed and sunk off the coast of Ireland on May 7, 1915, with the loss of 1198 lives, including 128 Americans. The Lusitiana was carrying 4200 cases of small ammunition, a fact the Germans used to justify the sinking. But the United States was swept by a wave of shock and anger at this act of "mass murder" and "piracy." The New York Nation branded the deed as for which "a Hun would blush, a Turk be ashamed." Yet Wilson, sticking to his verbal guns, made some diplomatic progress.

After another British liner, the Arabic, was sunk in August 1915, with the loss of two American lives, Berlin reluctantly agreed not to sink unarmed and unresisting passenger ships without warning. This pledge appeared to be violated in March 1916, when a French passenger steamer, the Sussex, was torpedoed. The infuriated Wilson informed the Germans that unless they renounce the inhuman practice of sinking merchantmen without warning he would break diplomatic relations- an almost certain prelude to war. Germany reluctantly accepted Wilson's Sussex ultimatum, thereby agreeing not to sink passenger ships without proper warning. But Berlin attached a long string to its Sussex pledge: America would have to persuade the allies to respect international law in their unlawful blockade. By accepting the pledge but ignoring the string, Wilson won another temporary, though precarious, diplomatic victory- precarious because Germany could pull the string whenever she chose, and the President would have to sever relations.

Why were the American people finally dragged into the conflagration, despite their two and one-half years of determination to stay out?

The German U-boat was undoubtedly the reason. In a figurative sense, America's war declaration bore the well-known trademark, "Made in Germany." Take away the submarine and the United States might have stayed out. Choosing the right foe was not difficult. British and other Allies restriction on America commerce were galling but endurable; claims for damages could be collected later. But Germany resorted to the mass killing of civilians; and there was no adequate monetary recompense for taking life. One Boston newspaper luridly concluded that while the Allies were a "gang of thieves," the Germans were a "gang of murderers." Many Americans were so deeply disturbed by the U-boat, and by its threat to freedom of the seas, that at the outset they proposed to fight a limited-liability war. They would pull out as soon as the Germans agreed to respect America's rights on the high seas. But in the pointing the finger of accusation solely at the blood-splattered submarine, the American people overlooked their own share of responsibility. Undeniably, the United States was in some degree to blame for inviting these ruthless reprisals. The Germans found it easier to resort to their last desperate throw of the dice because of America's seemingly unfriendly policies. She was sending munitions in vast quantities to their foes; she was advancing credits for such purchases; and she was acquiescing in the "unusual" British blockade that slowly starving the Fatherland, all the awhile condemning the German counter-blockade.

Once the "overt" acts came, the Americans people accepted the verdict of war with considerable enthusiasm. At heart they were pro-Ally. They were bound closely to the British and French by profitable golden threads, which were in danger by being cut off by ruthless German tactics.

Fear of Germany's militaristic and monarchical threat to democracy was a clincher. Many Americans assumed that if the Kaiser won the war he would dash across the Atlantic, with millions of spike-helmeted soldier. Hunnish "slitters of babies' throats" would brush inside the Monroe Doctrine, and than crush precious liberties under Prussian boot heel. Even if there would not be German immediate assault, the triumph of the Kaiser would badly upset the long-established European balance of power. The United States would then, as many apprehensive Americans believed, be placed in ultimate jeopardy.

Danger of a future attack, either directly or by way of Latin America, appears to have been graver than those of an immediate invasion. Naval and military difficulties hampering a German assault were immense. But countless Americans accepted such an attack as an alarming possibility. They preferred to fight in 1917, when they had European allies afloat, than to wait until they might have to face a wrath of the German militarist alone.

As the crisis developed early in 1917, America's entrance to war became inevitable. Desperate German's militarist, with confidence in their U-boats, had concluded that they had more to gain than to lose by making the United States an open enemy. Certain defeat was too high a price for them to pay for America's continued "neutrality." (Kennedy, & Bailey, 1986)

The Allies demanded the restoration of Belgium, Serbia, and Montenegro; the evacuation of the invaded territories in France, Russia, and Rumania; the restitution of "provinces formerly torn from the Allies by force"; the "liberation" of Italians, Slavs, and Rumanians. The German Supreme High Command regarded these aims as no less than the intention to dismember and dishonor Germany and its allies. Germany has been deliberately vague in its response to Reichstag and public support for the retention of the territories already won by the German armies, and for starving England into submission.

At a conference called by the Kaiser in the castle of Pless on January 10,1917, Field Marshall von Holtzendorff brushed aside the prophetic warnings of Chancellor Bethmann-Hollweg that unrestricted warfare would inevitable add America to the list of Germany' enemies, reviving their confidence; that German-American citizens would not revolt; that America ships and troops would actually reach Europe. Disdaining the pessimism of Bethmann the Cassandra, Admiral Holtzendorff assured the Kaiser: "I guarantee on my word as a naval officer that no American would set foot on the continent!" This convinced the Kaiser and on January 31, 1917, the German government announced that begging on February 1, its submarines would sink without warning all ships, including neutrals after a brief period of grace, which were sighted within a broad zone around Great Britain, France, Italy and the eastern Mediterranean. One American vessel a week would be allowed to sail to and from England by a specific route.

President Wilson's response was to sever diplomatic relations with Germany on February 3. Since the Kaiser's government had already discounted the probability of America's entry into the war, the new foreign minister, Zimmermann, wanted to distract and pin down the United States by embroiling it in further conflict with Mexico, and by making America fear a Japanese volte face and attack.

On March 1, the Americans were outraged by the publication of the notorious Zimmermann Telegram, which had been intercepted by British naval intelligence and divulged to President Wilson. In his cable Zimmermann had instructed the German minister in Mexico City, Heinrich von Eckhardt, to propose to the president of Mexico a German-Mexico alliance, and to promise German support in a Mexican reconquest of Texas, New Mexico, and Arizona. Mexico was to persuade Japan to change sides in the war from the Allies to the Central Powers. After the provocation with Zimmermann Telegram war with Germany was all but inevitable.

The unrestricted submarine warfare was now waged with deadly efficiency against British and neutral shipping. By the end of the war, the U-boats sank 5708 Allied and neutral ships, including about half of the United Kingdom's total cargo fleet. Until in became belligerent and adopted the convoy system to which England belatedly resorted, America had its share of ships losses. The German submarines sank the American vessels Houstonic, Lyman M. Law, Algonquin, City of Memphis, Illinois, Vigilancia, and Healdton in the months of February and March 1917. By now most Americans felt provoked beyond endurance. On April 2 President Wilson read a war message to a joint of session of Congress. After impassionate and often a bitter debate, the American declaration of war on Germany was adopted on April 6, by vote 82 to 6 in Senate, and 373 to 50 in House of Representatives. Contrary to the contemptuous predictions of the Kaiser's military advisors, two million American troops and vast quantities of supplies were transported in vigilantly guarded convoys to Europe, and Germany's fate was thereby sealed by November 11, 1918. (King, 1972)

The American people were not duped into war by profit-seeking connivers. They were not dragged in, as later charged, by Wall Street bankers, propagandists, sloganeers, weaponeers, and munitioneers. Although loans for the Allies were not inexhaustible, the munitions makers were already reaping obscene profits, unhampered by gornment restrictions and wartime excess-profits taxes. Their unpublished slogan might well have been "Neutrality Forever"(Kennedy, & Bailey, 1986)

References Page

Kennedy, M. David. , & Bailey, A. Thomas. (1986). The American Pageant. Brief Edition, Volume II. The Great War.

King. Jere, Clemens. (1972). The First World War

Zieger, H. Robert. (2000). America's Great War.

Duffy, Michael. (2000). The Causes of World War I. (online). http://www.firstworldwar.com/origins/causes.htm

Please note that this sample paper on America's Great War is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on America's Great War, we are here to assist you. Your custom paper on America's Great War will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Literacy

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Literacy

Writing is used as a method of communication. In order to communicate with others their must be a connection between the reader and the writer. I learned how to achieve this connection by appealing to how the reader might feel. My personal development of my essays is highly influenced by my ninth grade teacher, Mrs. McKeller. Mrs. McKeller taught me that without gaining a reader's respect, my own viewpoints are underappreciated and disregarded. Since receiving her advice I am a more confident writer.

When I was in ninth grade I was so non expressive. I did not write with a lot of confidence, so my papers lacked a part of my personality. I remember one incident where I had to write an autobiography about myself and briefly mention someone that had an impact on my life. I was horrified by the words "autobiography" because I hated to talk about myself. I am an extremely analytical writer so this task was very hard for me. For once in my life I was finally analyzing myself. Writing about myself showed me that it is okay to talk about sadness and heartache and the pressure that life brings. Sometimes, I guess it is okay to just relax and let people in to know the real me.

Although I overcame the fear of writing with expression, Mrs. McKeller helped me realize that "Hey Danielle, everyone does not have to agree with what you write about." She would always tell me that because I would get a little offended by people's reactions to my writings. Fortunately, Mrs. McKeller taught me that it is the writer's responsibility to persuade the reader into a new point of view. This persuasion has to take place my making a bond between the writer and the audience.

A bond between an audience and writer is an essential element of a well-written paper. The first goal of my writing is to grab a reader's attention. Readers do not want to be bored. For example, most people enjoy reading something because it appeals to them, but when a topic is introduced in a dull manner, the reader immediately loses interest. However, once that attention is grabbed, the audience tunes in. Whether or not the audience disagrees is irrelevant. The audience should understand the content before making any opinions. My purpose is to let the audience know exactly where I stand on a topic and deliver the topic in the most interesting way that I can.

Appealing to a reader's own personal attitude toward a subject, however, involves an entirely different approach. Instead of writing in a way that I feel information should be received, I give the reader some alternatives. For instance, "Hot pink is a prettier color than dark blue" is my own opinion, but if I say " Hot pink appears to stand out more than dark blue" it gives more possibilities for the reader to think about and explore. Possibility is my main objective of writing. I want the reader to want to change something that they disagree with.

Besides writing to appeal to others persuasively, I generally like to write with open-mindedness. My English teacher told me that the world was full of new ideas, people, and places, so I had to step outside of everything that I knew in order to appeal to others. Her words of advice have proven to be true thus far and have definitely affected me today.

Today, I write with more confidence, pride, self-awareness, and dignity. My awareness shows through my organization. I used to jot down ideas but now I actually plan my paper step by step. Starting from the traditional introduction, I write every sentence with the idea of clear content. I want people to understand what I write about. I want a reader to be able to follow my ideas without being misled or confused by tangled sentences.

When developing my ideas, I subcategorize at least three main pints of interest. For instance, I always write a topic sentence and give at least three supporting details. However, my details are sometimes expanded on so much that I have to break them up into individual paragraphs. After the paragraphs are divided I can elaborate more on one central idea.

Besides structural content, I check for mistakes in grammar. Punctuaton, sentence structure, and spelling are key factors of an effective essay. Another factor of my writing style is getting other's viewpoints and opinions of my essay. After writing an essay I have always let others edit and make revisions. This process of revision and editing lets me know what areas need improvement. In other words, I definitely need a

4

rough draft. My ideas do not flow very easily; therefore I have to carefully plan them out first.

Thus, writing plays an important role in my life. Over the years I have greatly matured and so has my writing. Therefore, I will continue t grow from my strengths and build on my weaknesses so that I can become a better writer in the future.

raft. My ideas do not flow very easily; therefore I have carefully plan them out first.

Thus, writing plays an important role in my life. Over the years I have greatly matured and so has my writing. Therefore, I will continue to grow from my strengths and build on my weaknesses so that I can become a better writer in the future.

Please note that this sample paper on Literacy is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Literacy, we are here to assist you. Your cheap custom college paper on Literacy will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Multi User Operating Systems

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1. Introduction

The aim of this report is discuss or describe the following-

· Main features of a Multi User Operating System

· Different types of Multi User Operating System

Online writing services offer help on Multi User Operating Systems

· Physical components of a Multi User Operating System

· Software components of a Multi User Operating System

I have done extensive research on the Internet, from Class Notes from the Lecturer and in Articles/Books to get the information required for this report. All references will be listed in the Appendix (No 6) at the end of this report.

. Define a multi user operating system

An Operating system is a computer program which runs each time a computer is switched on. Its purpose is to manage the resources of the system and to allocate resources to processes. A multi user operating system supports two or more users simultaneously. It must be able to schedule all its processes so that each process gets some attention paid to it by the processor or is able to access a peripheral device. The scheduler is responsible for allocating resources to processes. It allows users to manage computer resources, run programs and communicate with other computer systems.

The aim of a Multi User Operating System is to allow all the users the impression that they are working on their own personal computer, even if they are working within a large system, it aims to keep each user apart, for example giving them their own folders and directories, etc.

Principle features are

· Multi-tasking (performs or more tasks apparently simultaneously).

Multi-tasking is allowing a user to perform more than one computer task (such as the operation of an application program) at a time. The operating system is able to keep track of where you are in these tasks and go from one to the other without losing information. Multi-tasking makes it possible to print one document while creating another, or to perform lengthy computations in the background while working on something else on the screen.

Two tasks cannot use the same area of computer memory, nor use the same input device (keyboard, disk drive) or the same output device (printer, tape backup) at the same time.

Say you have 4 programs multitasking, all running simultaneously and each performing its own task. In addition, you may have an anti-virus program running in the background. Then there's the date and time clock on your screen. Inside the computer, its memory is straining, and the CPU is frantically working at breakneck speed, sending out millions of instructions each second, receiving and storing information on the hard drive, while a fan tries to keep it from overheating. It gives the concept of storing multiple tasks in memory and switching between them in such a manner as to give the illusion that the tasks are being carried out simultaneously. Another form of multitasking is switching from one program to another, but only one program at a time actually runs. The other runs in the background, and only runs when you return to it.

Co-operative Multi-tasking is the process currently controlling the CPU and must offer control to other processes; all programs must cooperate for it to work. If one program does not cooperate, it can hog the CPU. It lets the programs decide when they wish to let other tasks run. This method is not good since it lets one process monopolise the CPU and never let other processes run.

Pre-emptive multitasking forces applications to share the CPU whether they want to or not. It moves the control of the CPU to the OS, letting each process run for a given amount of time (a time slice) and then switching to another task. This method prevents one process from taking complete control of the system and thereby making it seem as if it is crashed.

· Resource Sharing (shares physical resources such as CPU, memory, backing store, peripherals, software, etc amongst a number of different applications). There are more users than resources, so everybody shares for example printers.

· Background Processing (running a process at a later time i.e. batch processing). A batch job is a program that is assigned to the computer to run without further user interaction. An example of one is a printing request. Batch jobs are said to run in the background and interactive programs run in the foreground. Interactive programs are given priority over batch programs, which run during the time intervals when the interactive programs are waiting for user requests.

Three main types of multi user operating system

· Multiprocessor ( or more CPU's share the same resources and service the same work).

A computer can use a network to share peripheral devices for example a printer or disk files. Operating systems can run multiple programs at once, interleaving them. Programs are required to specify in advance what resources they needed so that they could avoid conflicts with other programs running at the same time. Some operating systems offer dynamic allocation of resources. Programs can request further allocations of resources after they begin running. Multiprocessor system can save money, by sharing power supplies, housings, and peripherals. They can execute programs more quickly and can have increased reliability. More advantages are that they can have computational speed up, SIMD Single Instruction, Multiple Data - All processors execute the same instruction,

MIMD Multiple Instruction, Multiple Data - Independent processing streams which is

more versatile than SIMD and share memory.

· Time sliced (switches from one process to another on a timed basis)

There may be many users making simultaneous requests on the computer system. Normally the number of physical processors in the system is fewer than the number of threads that might be run in parallel. Most systems support time slicing, also known as pre-emptive multitasking, in order to get around this problem. In a system that is time sliced, threads run for a short while, and are then pre-empted; that is, a hardware timer fires which causes the operating system to re-evaluate which threads should be run, potentially stopping execution on currently running threads and running other threads which have not be executed recently. This allows even single processor machines to run multiple threads.

Round Robin

The scheduler is the component of the OS, which is responsible for the assignment of CPU time to tasks. The scheduler assigns the same amount of time to each task that is ready in a ring - all tasks have the same priority. This is slightly problematic, since one often wishes certain tasks to be put in the background (e.g. printing) while others get more CPU time (like games). Therefore a priority system must be implemented.

Scheduling

If you assign each task a priority class and assign CPU time to each class corresponding to its priority and then within each class you obtain a very efficient scheduling architecture. In either system a task may be suspended prematurely if a hardware interrupt occurs, especially if a higher priority task was waiting for this event and has therefore become more runnable. The scheduling algorithm used by the scheduler determines which task will run next.

· Distributed (number of system interconnected on a communications network number of processes linked together within one building/geographical area (LAN)).

If computer programming and data that computers work on are spread out over more than one computer, it is usually over a network. Some large and small enterprises over time are moving (distributing) applications and data to where they can operate most efficiently in the enterprise, to some mix of desktop workstations, local area network servers, regional servers, Web servers, and other servers. A popular trend has been client/server computing which is simply the view that a client computer can provide certain capabilities for a user and request others from other computers that provide services for the clients. Heterogeneous systems don't share memory or the clock (fault tolerance).

. Types of multi user operating systems available

· Unix

Is a popular multi-user, multi tasking operating system. Unix has separate primary command line interfaces. In Unix a command line interface is known as a shell. Some graphical interfaces exist as well, such as Motif and Gnome. Each user is given their own account and password. Security is paramount.

Due to its portability, flexibility, and power, UNIX has become the leading operating system for workstations.

· Linux

Is a freely distributable open source operating system that runs on a number of hardware platforms. Linux is free and because it runs on many platforms, including PCs and Macintoshes, Linux has become an extremely popular alternative to proprietary operating systems.

· Can access DOS/Windows/NT file systems

· Compatibility with any version of UNIX

· X is an open standard

· Many Windows programs run under UNIX

· Scripts written on Linux will run almost always unchanged on another version and visa-versa

· Backups are compatible between different distributions of Linux and versions of UNIX, as well as other Systems (except NT).

· NT

· Access to any UNIX file systems is extremely limited

· NT GUI is closed, proprietary

· No UNIX programs run under NT

· Batch scripts written on NT are not necessarily compatible with those on Win5, WFW or DOS

· NTBACKUP only works on NT and often the tapes cannot be moved from one machine to another, especially if they are different manufacturers.

Linux works to standards that are established by groups of competiting companies. Although they are competitors, they realize the need for standards. Microsoft does not have standards in the true sense they are generally proprietary.

An NT script might be considered portable since it will work on any other NT machine, but only NT. However, it is missing many of the basic tools that make UNIX/Linux scripting so powerful.

4. Main hardware components of a multi user operating system

· Processor (e.g. ALU, CU) Is the logic circuitry that responds to and processes the basic instructions that drive a computer.

CPU (central processing unit) is an older term for the processor. The CPU in a computer contains the logic circuitry that performs the instructions of a computers programs. It has the system clock rate which equals the rate of an electronic pulse used to synchronize processing which is measured in MHZ (megahertz (1 mhz = 1 million cycles per second)). The Bus width is the amount of data the CPU can transmit at a time to main memory and to input and output devices. An 8-bit bus moves 8 bits of data at a time. Bus widths can be 8, 16, , 64, or 18. The word size is the amount of data the CPU can process at one time. An 8-bit processor can manipulate 8 bits at a time. Processors can be 8-bit, 16-bit, -bit, or 64-bit.

ALU Arithmetic Logic Unit - Is the part of a computer processor that carries out arithmetic and logic operations on the operands in computer instruction words. The ALU has direct input and output access to the processor controller, main memory (random access memory or RAM in a personal computer), and input/output devices. Inputs and outputs flow along a bus.

Control Unit - Is the part of the computer that controls the Fetch Execute Cycle. It takes numerous cycles to do even a simple addition of two numbers.

The Fetch Execute Cycle

The computer can only do one thing at a time. Each action must be broken down into the most basic steps. One round of steps from getting an instruction back to getting the next instruction is called the Fetch Execute Cycle.

Fetch - get an instruction from Main Memory

Decode - translate it into computer commands

Execute - actually process the command

Store write the result to Main Memory

· Memory (e.g. RAM, ROM, Virtual Memory) - Is the electronic holding place for instructions and data that your computers microprocessor can reach quickly. When your computer is in normal operation, its memory usually contains the main parts of the operating system and some or all of the application programs and related data that are being used.

RAM (Random Access Memory) main memory. Volatile memory that is erased when power is turned off.

ROM (Read Only Memory) memory which cannot be changed. Contains the minimum instructions to start the computer. It cannot be changed by the user and contains the minimum instructions the computer needs to get started, called booting.

Virtual memory - Memory must be managed also by the operating system. All those rotating turns of CPU use leave data waiting around in buffers. Care must be taken not to lose data!! One way to help out the traffic jam is to use virtual memory. This includes disk space as part of main memory. While it is slower to put data on a hard disk, it increases the amount of data that can be held in memory at one time.

· Data storage devices (e.g. Floppy Disks, Hard Disk) - Computer storage is the holding of data in an electromagnetic form for access by a computer processor. Primary storage is data in random access memory (RAM) and other built-in devices. Secondary storage is data on hard disk, tapes, and other external devices.

Floppy disk used for storing data. 5¼ (This type of floppy is generally capable of storing between 100K and 1.MB (megabytes) of data) and ½ (Despite their small size, microfloppies have a larger storage capacity than their cousins -- from 400K to 1.4MB of data. The most common sizes for PCs are 70K and 1.44MB) sizes exist with the smaller size dominating now. It is portable. Floppy disks are slower to access than hard disks and have less storage capacity, but they are much less expensive.

Hard disk - Is what controls the motion of the hard disks, which contain the data. Usually located within the computer case. Hard disks hold more data and are faster than floppy disks. A hard disk, for example, can store anywhere from 10 megabytes to several gigabytes, whereas most floppies have a maximum storage capacity of 1.4 megabytes.

· Terminals, Input devices (e.g. Mouse, Keyboard) A terminal is a keyboard and computer screen. Also called display terminal or video display terminal (VDT).

Input device - Any operation, program, or device that transfers data from a computer and stores it.

Mouse - an input device consisting of or more buttons with a rolling ball underneath. The cursor on the screen actually follows the motion of the mouse ball.

Keyboard - An input device with keys for letters of the alphabet, numbers and various symbols.

· Output devices (e.g. Monitor, Printer) - Describes any operation, program, or device that transfers data to a computer and displays or prints it out for example.

Monitor - device which displays computer output. It is a display screen. The term monitor generally implies graphics capabilities.

Printer A device that prints text or illustrations on paper. There are many different types of printers. There are several types of printer some of which are Dot Matrix which creates characters by striking pins against an ink ribbon., Ink-jet which Sprays ink at a sheet of paper. Ink-jet printers produce high-quality text and graphics and Laser which uses the same technology as copy machines. Laser printers produce very high quality text and graphics.

5. Main software components of a multi user operating system

· Kernel - interfaces directly with hardware, first level interrupt handler, process scheduler, inter-process communication. The kernel is responsible for managing resources, memory management, process and task management, disk management and is always present in main memory.

The kernel has 5 layers which are the User Interface, File System, Input/Output, Memory Management and Kernel.

· Device handlers - part of Operating System which services the requests on the device request queue. Device Handler is a common interface used by applications to send output to printers and other output devices. The Device Handler stores all device information in a central area where it can be referenced from all associated accounts. A device can include CD ROMS, Floppy disks, display monitors, etc. A device driver is a program that controls a particular type of device that is attached to your computer.

· Spoolers (Simultaneous Peripheral Output On Line) process of performing the computing process and providing output at the same time, non-shareable, multi-programming. It is a program, which produces output at a rate greater that the output devices can handle.

· User interface - link between user and all inner workings of the software and hardware, e.g. Command Line Interface (CLI) or Graphical User Interface (GUI). The GUI has allowed computers to become more accessible and easier to use. CLIs left much to be desired in the way of easy of use, and ease of learning. CLIs are a very inefficient way (for most individuals) to utilize computing power. One disadvantage to CLIs is that the only method the user has of interfacing with the computer is the keyboard. GUI systems have many advantages over their CLI counterparts. The graphical nature of such systems, along with the ability to accept input from sources other than the keyboard, eliminated the need to memorize complicated keystrokes. Users can simply point and click the commands they desire, never needing to memorize actions, because the commands are all visible right on the screen.

6. Bibliography

Class notes from Lecturer.

www.whatis.com

http//pp.wrox.com/articles/

http//www.linux-tutorial.info

http//www.pdcl.eng.wayne.edu/training/Multitasking/Multitasking.html

http//hjem.getnet.dk/rune_moeller_barnkob/multitasking.html

Please note that this sample paper on Multi User Operating Systems is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Multi User Operating Systems, we are here to assist you. Your persuasive essay on Multi User Operating Systems will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!