nyuuzyou/kompy huggingface dataset:
Segmented proportional circles

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Segmented proportional circles Pdf ko'rish
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Bog'liq Judith A. Tyner. Principles of map design. New York. „The Guilford Press”, 2010Segmented proportional circles. See Pie charts.
Selection. A generalization process. Selection involves choosing the information that will be
shown on the map.
Semimimetic symbols. Symbols that fall between pictorial and abstract. While not pictorial,
they give the “feel” of the object symbolized, such as a triangle to represent a mountain
peak.
Semiotics. The theory of signs and symbols.
Sequential color scheme. One that uses one or two hues with lightness steps to illustrate a
single variable.
Serif. The short cross lines found at the ends of the main strokes of letters in some typefaces.
Simplification. A generalization process. It involves elimination of unnecessary detail.
Simultaneous contrast. An effect that causes a color to appear tinged with the complement
of its surrounding color. A special case of simultaneous contrast called “induction”
causes adjacent colors on a scale to appear lighter next to darker colors and darker
next to lighter colors.
Slope. The inclination of a surface with respect to the horizontal.
Small circle. A circle on the earth’s surface whose plane does not pass through the earth’s
center. See also Great circle.
Smoothing. A generalization process that eliminates some detail of complex linear features,
such as coastlines.
Snowflake graph. Similar to a radar graph except the rays are joined to form a polygon.
Software. Programs and data files for a computer. Programs provide instructions to the com-
puter, data files provide information.
Sound maps. Maps that use sound as a symbol.
Source map. A map used as a base or source in compilation.
Spatial data. Information for geographic or spatial phenomena.
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Spatial phenomena - Tyner indb

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Tyner indb Pdf ko'rish
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Bog'liq Judith A. Tyner. Principles of map design. New York. „The Guilford Press”, 2010Spatial phenomena. Features in the real world that have a spatial component.
Spectral color scheme. A color scheme that uses the colors of the visible spectrum as steps.
Spheroid. A geometric figure describing the size and shape of the earth, the departures from
true sphericity being determined from measurements of the earth’s surface.
Standard parallel. A parallel on a conic projection that has no distortion. It is the line where
the assumed developable surface touches the generating globe.
Standard points and standard lines. Points and lines on a projection that have no distortion.
Star graph. See Snowflake graph.
Statistical surface. A conceptual three-dimensional surface formed by horizontal location on
the xy plane and statistical values in the vertical, z, dimension. See also z values.
Statute mile. A unit of distance used in the United States and Great Britain. It is equal to
5,280 feet or 1.609 kilometers.
Subtractive primaries. Three basic pigments from which other hues can be produced. The
subtractive primaries, magenta, cyan, and yellow, are used with printing inks and
paints. See also Additive primaries.
Symbol. A mark placed on a map that by convention, usage, or reference to a legend is under-
stood to represent a specific characteristic or feature.
Symbolization. The process of designing or selecting symbols for a map.
Tactile map. A map used by the visually impaired on which all symbols are raised and letter-
ing is in Braille.
Thematic map. A map that features a single distribution, concept, or relationship and for which
the base data serve only as a framework to locate the distribution being mapped.
Trivariate choropleth map. A choropleth map that shows three related variables.
Type. (1) The shape of the letter image. (2) The actual piece of metal or photographic image
from which the printed image is derived.
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Tyner indb - bet 171

248 Bibliography
Kraak, Manno-Jan, and Ormeling, Ferjan. (2003).
Cartography: Visualization of Geospatial
Data (2nd ed.). New York: Prentice Hall.
Krygier, John B. (1994). Sound and Geographic Visualization. In Alan M. MacEachren and
D. R. Fraser Taylor (Eds.),
Visualization in Modern Cartography (pp. 149–166). New
York: Pergamon.
Krygier, John, and Wood, Denis. (2005).
Making Maps: A Visual Guide to Map Design for
GIS. New York: Guilford Press.
Lillesand, Thomas M., Kiefer, Ralph W., and Chipman, Jonathan W. (2007).
Remote Sensing
and Image Interpretation (6th ed.). New York: Wiley.
Linford, Chris. (2004).
The Complete Guide to Digital Color: Creative Use of Color in the
Digital Arts. New York: Harper Collins.
MacEachren, Alan M. (1994a).
Some Truth with Maps: A Primer on Symbolization and
Design. Washington, DC: Association of American Geographers.
MacEachren, Alan M. (1994b). Visualization in Modern Cartography: Setting the Agenda. In
Alan M. MacEachren and D. R. Fraser Taylor (Eds.),
Visualization in Modern Cartog-
raphy (pp. 1–12). Oxford, UK: Elsevier.
MacEachren, Alan M. (1995).
How Maps Work: Representation, Visualization, and Design.
New York: Guilford Press.
MacEachren, Alan M., and DiBiase, David. (1993). Map Animation Comes of Age.
Ubique:
Notes from the American Geographical Society,
13(1), 1,7.
MacEachren, Alan M., and Taylor, D. R. Fraser. (Eds.). (1994).
Visualization in Modern
Cartography. New York: Pergamon.
McMaster, Robert B., and Shea, K. S. (1992).
Generalization in Digital Cartography. Resource
Publications in Geography. Washington, DC: Association of American Geographers.
Mitchell, Tyler. (2005).
Web Mapping Illustrated. Cambridge, MA: O’Reilly.
Mollering, Hal. (1976). The Potential Uses of a Computer Animated Film in the Analysis of
Geographical Patterns of Traffic Crashes.
Accident Analysis and Prevention,
8, 215–
227.
Monmonier, Mark. (1977).
Maps, Distortions, and Meaning. Washington, DC: Association
of American Geographers.
Monmonier, Mark. (1993).
Mapping It Out: Expository Cartography for the Humanities
and Social Sciences. Chicago: University of Chicago Press.
Monmonier, Mark. (1995).
Drawing the Line: Tales of Maps and Cartocontroversy. New
York: Holt.
Monmonier, Mark. (1996).
How to Lie with Maps (2nd ed.). Chicago: University of Chicago
Press.
Monmonier, Mark. (2004).
Rhumb Lines and Map Wars: A Social History of the Mercator
Archive the key - Part I design and Planning

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Part I design and Planning
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Archive the key. In this case, we only have one Key Recovery Agent, so we’ll leave Number of recovery key agents to use at the default of 1. Click Add… to add the KRA certificate to the CA.
3. Select the appropriate KRA Certificate, and click OK.
4. Click
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Web Server Disaster Recovery Plan

Greg Vogl Library Technology Services Updated 2006-03-16
Web Server Disaster Recovery Plan
The Web server Snook was moved to a new Dell PowerEdge 2850 server on March 13, 2006.
Also see previous migration plan (migration.html, includes detailed system administration notes)
Prepare a server (or create virtual hosts on an existing server such as Vulture)
Create partitions for /boot=0.5G, 3 /swap=2G each, and a volume group vg0=100G
Create logical volumes lv0=/=5G, lv1=/tmp=5G, lv2=/usr=5G, lv3=/home=3G, lv4=/var=10G, lv5=/var/www=10G, lv6=/usr/local/Content=20G
Install RedHat Enterprise Linux 4
Install and test important server applications
Files and mail: httpd 2.0.52 (Apache) , samba 3.0.10, sendmail 8.13.1, commvault
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Part I design and Planning - bet 13

OK to close the properties and commit the changes we’ve made to the CA.
5. When prompted to restart Certificate Services, click Yes.
Key archival is now enabled on the CA.
Additional information on the mechanics of Key Archival is available here: http://blogs.technet.com/pki/archive/2009/08/07/understanding-key-archival.aspx
Conclusion
And that’s it for this part of the series. Today, we configured the IIS server hosting our Web Enrollment pages to use SSL when serving the site. We also configured our CA with a Key Recovery Agent to enable Key Archival. Neither of these steps are required in order for the CA to issue certificates, but setting up the features properly will increase the usefulness of your PKI.
In the final segment in this series, I will cover Disaster Recovery Scenarios.
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Enabling Key Archival - Part I design and Planning

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Part I design and Planning
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Now that we actually have a Key Recovery Agent published in Active Directory (any KRA certificate issued by the CA is published to the CN=KRA container in Active Directory), we can proceed to enable Key Archival on the CA.
To enable Key Archival:
1. Open the Certificate Services MMC. Right-click on the name of the CA in the tree-view pane and then select Properties from the context menu.
2. Select the Recovery Agents tab, and select
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Internet Marketing As a Certified ePro, I have the training and knowledge to give your house maximum exposure on the internet. Your house will be made available for showings on the following websites and may include more at my discretion

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Internet Marketing As a Certified ePro, I have the training and knowledge to give your house maximum exposure on the internet. Your house will be made available for showings on the following websites and may include more at my discretion
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bet | 1/12 | Sana | 24.03.2021 | Hajmi | 427,5 Kb. | | #13434 |
Internet Marketing
As a Certified ePro, I have the training and knowledge to give your house maximum exposure on the internet. Your house will be made available for showings on the following websites and may include more at my discretion:
www.LoriWhitener.YourKWAgent.com
www.LoriWhitener.com
www.KWAlbuquerque.com
www.KW.com
www.SWMLS.com
www.Realtor.com
www.Craigslist.com
www.PostaHouse.com
www.ihomesmagazine.com
www.MyPlaceforHomes.com
www.HorseTalk.com
www.DomesticSale.com
www.Oodle.com
Please refer to the following pages for examples of what your listing will look like online.
Marketing should be Targeted
Towards Two Groups
The Public
And
The Realtors
Here’s how I Market to All....
Lori Whitener
Realtor, Associate Broker, ePro
(505) 239-8784 Cell
(505) 271-8200 Office
(505) 271-8217 Fax
Marketing to Other Agents is Important.
Below are just a few ways I market to other Realtors.
On line Custom Brochure is emailed to over 200 Keller Williams Agents in New Mexico.
Another On line Custom Brochure is emailed to over 300 Albuquerque and Santa Fe area Realtors.
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Bosh sahifa
Aloqalar
Bosh sahifa
Internet Marketing As a Certified ePro, I have the training and knowledge to give your house maximum exposure on the internet. Your house will be made available for showings on the following websites and may include more at my discretion
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Words for translating

Yakuniy savollari 1-kurs sirtqi talabalari uchun
WORDS FOR TRANSLATING
Morning, afternoon, night, beautiful, handsome, smart, flat, yesterday, today, tomorrow, fresh, food, awful, ugly, bread, meat, week, day, month, year, clock, city, village, cheap, expensive, sale, breakfast, dinner, lunch, like, alive, dead, swim, jump, sleep, chatty, clever, serious, calm, music, library, money, work, listen, film, cinema, friend, groupmate, lady, school, watch, restaurant, small, big, phone, old, open, close, jacket, sweater, drink, water, street, sofa, bed, milk, chocolate, strong, weak, shop, negative, positive, brilliant, respect, ideal, wife, husband, original, cheese, cake, nail, lip, balloon, stadium, start, finish, news, room, stapler.
2. Make sentences using WAS / WERE:
1. Jim / at home / last night. ……… Jim was at home last night
2. You / at school / on Monday. …………………………………………
3. David / here / yesterday. ………………………………………..
4. the cinema / open / on Sunday. ………………………………………..
5. Kate and Jane / late / yesterday. ………………………………………..
6. you / in the football team / last year. ………………………………………..
2. Fill in the blanks. Use WAS / WERE:
1. Mary and Susan …… were ……… ill yesterday.
2. The weather …………………….. very hot last Saturday.
3. The students …………………….. at the theater last night.
4. Betty …………………………….. in Germany last summer.
5. My brother and I …………………….. at the football stadium on Saturday.
6. …………………………. it cold yesterday?
2. Put these sentences into the PAST. Use past form of verb “ TO BE “:
Example: I’m at home. ….. I was at home………………………………
1. Jane and Michael are tired. ……………………………………………….
2. She’s in the park. ……………………………………………….
3. It’s a sunny day. ……………………………………………….
4. You’re late. .………………………………………………
5. They aren’t hungry. ……………………………………………….
6. We aren’t at work.
2. Make negative sentences using WAS / WERE:
1. Kevin / at my party. …… Kevin wasn’t at my party………...
2. Nick / in class yesterday. …………………………………………
3. It / warm / yesterday. …………………………………………
4. Tina and Jim / late. …………………………………………
5. Etty / on the bus. …………………………………………
6. We / at the match / yesterday. …………………………………………
2.Fill in the blanks with “AT / IN / ON” as in the example:
1. We always go on holiday ….. in ……. summer.
2. My mother usually goes shopping …………….. Friday morning.
3. I always do my homework ……………… the evening.
4. The circus usually comes to our town ………………. spring.
5. Sophia’s birthday is …………… May 16th .
6. I usually get up ……………….. seven o’clock.
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Linux Fundamentals Course specifications

Linux Fundamentals
Course specifications
Course number: 079 934
Software version number: (see hardware/software requirements)
Course length: 3 days
Hardware/software required to run this course
Software Requirements:
Most features discussed in the courseware are available for multiple distribution of Linux. Here are some suggestions for Linux distributions.
Caldera OpenLinux 2.2, 2.3 or higher
Debian GNU/Linux 2.1 or higher
Mandrake Linux 6.0, 6.1, 7.0 or higher
Red Hat Linux 6.0, 6.1 or higher
Slackware 4.0, 7.0 or higher
SuSE 6.1, 6.2, 6.3 or higher
TurboLinux 4.0, 6.0 or higher
Hardware Requirements:
One of the strengths of Linux is its ability to run efficiently on minimal hardware. It is possible to create a fully-functional server or workstation on a system such as a 386 25MHz/4MB RAM/80MB hard drive, but the ability of a student to explore and use all of the features available would be limited. For that reason, two specifications are listed here, a minimum set of hardware specifications, and a recommended specifications for installing Linux, running the X Window System, and performing the most common learning tasks.
Minimum Hardware:
CPU: Pentium P133 or similar
RAM: 16 MB
HD: 1.5GB free space for a complete Linux installation (any of the above distributions)
CDROM: 4x or faster
Video Card compatible with the X Window System (the SVGA X Server will work for most cards)
Network Card compatible with Linux
Internet connection (optional)
Keyboard and pointing device
Recommended Hardware:
CPU: Pentium PII 300, Celeron 300, AMD K6-2 300 or similar
RAM: 64 MB (32 will do for most learning environments)
HD: 1.5GB free space for a complete Linux installation (any of the above distributions)
CDROM: 4x or faster
Video Card compatible with the X Window System (the SVGA X Server will work for most cards)
Network Card compatible with Linux
Internet connection (optional)
Keyboard and pointing device
CD-ROM System Specifications:
The Interactive Learning CD-ROM that accompanies the courseware has been designed to run on the following configuration.
Processor: Pentium
Operating System: Windows 95, Windows 98, or Windows NT 4.0 with a minimum of Service Pack 3 and any necessary Y2K upgrades
Memory: 32 MB of RAM
Hard Disk: 50 MB of free space
Monitor: 256-color display or higher
CD Drive: 4x speed or greater
Sound: Sound card
Linux Software Included:
Red Hat 6.1 – i386.iso
TurboLinux Server Release 4.0
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L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h
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L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h
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FILESYSTEM AND STORAGE DEVICE MANAGEMENT

Contents in Detail
xv
Automatically Cleaning Up Logs with logrotate . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Remaining Stealthy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Removing Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Disabling Logging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
TEXT MANIPULATION - L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

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L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t hBog'liq linuxbasicsforhackers2
TEXT MANIPULATION
19
Viewing Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Finding the Head . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Finding the Tail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Numbering the Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Filtering Text with grep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Hacker Challenge: Using grep, nl, tail, and head . . . . . . . . . . . . . . . . . . . . . 23
Using sed to Find and Replace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Viewing Files with more and less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Controlling the Display with more . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Displaying and Filtering with less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3
ANALYZING AND MANAGING NETWORKS
29
Analyzing Networks with ifconfig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Checking Wireless Network Devices with iwconfig . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Changing Your Network Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Changing Your IP Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Changing Your Network Mask and Broadcast Address . . . . . . . . . . . . . . . . . 32
Spoofing Your MAC Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Assigning New IP Addresses from the DHCP Server . . . . . . . . . . . . . . . . . . . 32
Manipulating the Domain Name System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Examining DNS with dig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Changing Your DNS Server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Mapping Your Own IP Addresses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
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PROCESS MANAGEMENT - L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

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L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t hBog'liq linuxbasicsforhackers6
PROCESS MANAGEMENT
61
Viewing Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Filtering by Process Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Finding the Greediest Processes with top . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Managing Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Changing Process Priority with nice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Killing Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Running Processes in the Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Moving a Process to the Foreground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Scheduling Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
7
MANAGING USER ENVIRONMENT VARIABLES
71
Viewing and Modifying Environment Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Viewing All Environment Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Filtering for Particular Variables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Changing Variable Values for a Session . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Making Variable Value Changes Permanent . . . . . . . . . . . . . . . . . . . . . . . . . 74
Changing Your Shell Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Changing Your PATH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Adding to the PATH Variable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
How Not to Add to the PATH Variable . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Creating a User-Defined Variable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
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ADDING AND REMOVING SOFTWARE - L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

Contents in Detail
xiii
5
CONTROLLING FILE AND DIRECTORY PERMISSIONS
49
Different Types of Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Granting Permissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Granting Ownership to an Individual User . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Granting Ownership to a Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Checking Permissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Changing Permissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Changing Permissions with Decimal Notation . . . . . . . . . . . . . . . . . . . . . . . . 52
Changing Permissions with UGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Giving Root Execute Permission on a New Tool . . . . . . . . . . . . . . . . . . . . . . 55
Setting More Secure Default Permissions with Masks . . . . . . . . . . . . . . . . . . . . . . . . . 56
Special Permissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Granting Temporary Root Permissions with SUID . . . . . . . . . . . . . . . . . . . . . . 57
Granting the Root User’s Group Permissions SGID . . . . . . . . . . . . . . . . . . . . . 58
The Outmoded Sticky Bit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Special
Permissions,
Privilege Escalation, and the Hacker . . . . . . . . . . . . . . . 58
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Chapter 12
Editing the index.html File

124
Chapter 12
Editing the index.html File
Apache’s default web page is at /var/www/html/index.html. You can edit the
index.html file to serve up whatever information you want, so let’s create our
own. For this, you can use any text editor you please; I’ll be using Leafpad.
Open up /var/www/html/index.html and you should see something like
Listing 12-1.
"http://www.w3.org/TR/xhtm11/DTD/xhtm11-transitional.dtd">
u
Apache2 Debian Default Page: It works
Using and Abusing Services
125
If you want to learn hacking, Hackers-Arise.com
is the best place to learn hacking! |
xiv
Contents in Detail
8 - L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

|
L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t hBog'liq linuxbasicsforhackersxiv
Contents in Detail
8
BASH SCRIPTING
81
A Crash Course in Bash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Your First Script: “Hello, Hackers-Arise!” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Setting Execute Permissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Running HelloHackersArise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Adding Functionality with Variables and User Input . . . . . . . . . . . . . . . . . . . . 84
Your Very First Hacker Script: Scan for Open Ports . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Our Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
A Simple Scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Improving the MySQL Scanner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Common Built-in Bash Commands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
9
COMPRESSING AND ARCHIVING
93
What Is Compression? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Tarring Files Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Compressing Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Compressing with gzip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Compressing with bzip2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Compressing with compress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Creating Bit-by-Bit or Physical Copies of Storage Devices . . . . . . . . . . . . . . . . . . . . . . 98
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
|
| |
C O N T E N T S I N D E TA I L - L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

xii
Contents in Detail
Renaming a File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Removing a File . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Removing a Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Go Play Now! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
L in u X ba sics for h acke rs g e t t I n g s t a r t e d w I t h

L IN U X BA SICS
FOR H ACKE RS
L IN U X BA SICS
FOR H ACKE RS
G E T T I N G S T A R T E D W I T H
N E T W O R K I N G
,
S C R I P T I N G
, A N D
S E C U R I T Y
I N K A L I
O C C U P Y T H E W E B
SH
ELV
E I
N
:
CO
M
PU
TE
RS
/SEC
UR
ITY
$34.95
($45.95 CDN)
S T A R T H E R E .
H A C K E R ?
A S P I R I N G
S T A R T H E R E .
H A C K E R ?
A S P I R I N G
If you’re getting started along the exciting path of
hacking, cybersecurity, and pentesting,
Linux Basics
for Hackers
is an excellent first step. Using Kali Linux,
an advanced penetration testing distribution of Linux,
you’ll learn the basics of using the Linux operating
system and acquire the tools and techniques you’ll
need to take control of a Linux environment.
First, you’ll learn how to install Kali on a virtual machine
and get an introduction to basic Linux concepts. Next,
you’ll tackle broader Linux topics like manipulating text,
controlling file and directory permissions, and managing
user environment variables. You’ll then focus in on foun-
dational hacking concepts like security and anonymity
and learn scripting skills with bash and Python.
Practical tutorials and exercises throughout will reinforce
and test your skills as you learn how to:
• Cover your tracks by changing your network informa-
tion and manipulating the rsyslog logging utility
• Write a tool to scan for network connections, and
connect and listen to wireless networks
• Keep your internet activity stealthy using Tor, proxy
servers, VPNs, and encrypted email
• Write a bash script to scan open ports for potential
targets
• Use and abuse services like MySQL, Apache web
server, and OpenSSH
• Build your own hacking tools, such as a remote video
spy camera and a password cracker
Hacking is complex, and there is no single way in. Why
not start at the beginning with
Linux Basics for Hackers
?
|
Tadqiqotning predmeti - Microsoft Word Avtorefarat Buzrukov òóãðèñè

8
oʻquvchilarda fizikadan fanga oid kompetensiyalarni shakllantirishning metodik
modeli masalani tushunish, yechish, natijalarni tahlil qilishga tizimli tayyorlovchi
grafikli, geometrik, analitik-sintetik metodlarni oʻqituvchilarning innovatsion
faoliyatiga algoritmik munosabatda kiritish asosida takomillashtirilgan
umumiy oʻrta ta’lim maktabi oʻquvchilarida koʻp funksiyali fizik masalalarni
oson yechish va hayotda moddiy dunyoning umumiy qonuniyatlaridan foydalanish
koʻnikmalarini hamda induktiv va deduktiv xulosalar chiqarish qobiliyatlarini ijobiy
dinamikada rivojlantirishga qaratilgan nostandart muammoli vaziyatlarni individual
yoʻnaltirilgan oʻquv muhitida differensial adaptatsiyada qoʻllash asosida
takomillashtirilgan;
oʻquvchilarda
amaliy
va
ilmiy
xabardorlik
kompetensiyalarining
shakllanganligini baholash mezonlari amaliy va kognitiv yoʻnaltirilgan oʻquv
topshiriqlarini mustaqil ish va nazorat darslarida shaxsiy monitoringli munosabatda
qoʻllash asosida takomillashtirilgan.
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Tadqiqotning amaliy natijalari

Tadqiqotning amaliy natijalari quyidagilardan iborat:
fanlararo integratsiyani ta’minlash maqsadida oʻquvchilarda fizikadan masala
yechish asosida ilmiy xabardorlik kompetensiyasini shakllantirishga qaratilgan
“Fizikadan masalalar yechish” toʻgaragi oʻquv dasturi ishlab chiqilgan va amaliyotga
joriy etilgan;
fizikadan amaliy mashgʻulotlarida foydalanish uchun “Molekulyar fizikadan
masalalar toʻplami” nomli oʻquv qoʻllanma ishlab chiqilib, metodologik
yondashuvlar asosida oʻquv resurslaridan samarali foydalanish metodik tizimi
aniqlashtirilgan;
oʻquvchilarda fizikadan masalalar yechish kompetentligini shakllantirish modeli
ishlab chiqilgan va amaliyotga joriy etilgan;
pedagogik texnologiyalaridan foydalanib oʻquvchilarda fizikadan masalalar
yechish kompetentligini shakllantirish boʻyicha metodik tavsiyalar ishlab chiqilgan
va tajriba-sinov ishlarida amaliyotga tatbiq etilgan.
Tadqiqot natijalarining ishonchliligiishda qoʻllangan yondashuv va nazariy
ma’lumotlarning rasmiy manbalardan olinganligi, keltirilgan tahlillar va tajriba-sinov
ishlari samaradorligining matematik-statistik metodlar vositasida asoslanganligini,
xulosa, taklif va tavsiyalarning amaliyotga joriy etilganligini, olingan natijalarning
vakolatli tuzilmalar tomonidan tasdiqlangani bilan izohlanadi.
Tadqiqot natijalarining ilmiy va amaliy ahamiyati.Tadqiqot natijalarining
ilmiy ahamiyati dars va darsdan tashqari mashgʻulotlarda ta’lim texnologiyalaridan
foydalanib,
oʻquvchilarda
fizikadan
masalalar
yechish
kompetentligini
takomillashtirishga xizmat qiladigan didaktik vositalar va metodlarning ta’lim sifati
hamda samaradorligiga oid koʻrsatkichlar asosida tashkil etilganligi bilan izohlanadi.
Tadqiqot natijalarining amaliy ahamiyati masalalar yechish oʻquv materiallari
fanlararo integratsiyani ta’minlash asosida oʻquvchilarda fizikadan masalalar yechish
kompetentlikni shakllantirishga qaratilgan “Fizikadan masalalar yechish” toʻgaragi
oʻquv dasturi ishlab chiqilgan va amaliyotga joriy etilgan boʻlib innovatsiyalaridan
foydalanib oʻquvchilarda fizikadan masalalar yechish kompetentlikni shakllantirish
9
boʻyicha metodik tavsiyalar ishlab chiqilgan hamda pedagogik tajriba-sinov ishlari
natijalari sifati va samaradorligini oshirishga xizmat qilishi bilan belgilanadi.
Microsoft Word Avtorefarat Buzrukov òóãðèñè - bet 14

26
настоящее время актуальность этих проблем возрастает, а современные
требования родителей и учащихся в сфере образования требуют необходимости
наполнения образования новым содержанием инновационными способами.
Президент Республики Узбекистан Шавкат Мирзиёев в своем Послании
Олий Мажлису от 29 декабря 2020 года предложил следующее «Физику и
изучение иностранных языков в 2021 году, уделив особое внимание вопросам
совершенствования физики и свою методику обучения». ПФ-5712 от 29 апреля
2019 года Президента Республики Узбекистан “Об утверждении Концепции
развития системы народного образования Республики Узбекистан до 2030
года”, ПФ-60 от 28 января 2022 года «2022 - Указы о Стратегия развития нового
Узбекистана до 2026 г., 19 марта 2021 г. «Меры по повышению качества
образования и развитию научных исследований в области физики» Данная
диссертация в определенной степени работает в реализации задач,
определенных в Решениях УП-5032 и другие нормативные правовые
документы, связанные с данной деятельностью.
TERMIZ DAVLAT UNIVERSITETI

6
Oʻzbеkiston Rеspublikasi Prеzidеnti Shavkat Mirziyoyеv 2020-yil 29-dеkabrda
Oliy Majlisga Murojaatnomasida quyidagi “Fizika va uni oʻqitish mеtodikasini
takomillashtirish masalalariga alohida еtibor qaratib 2021-yilda fizika va chеt tillarini
oʻrganishni ustuvor yoʻnalish еtib bеlgilashni” taklif еtdilar. Oʻzbеkiston
Rеspublikasi Prеzidеntining 2019-yil 29-aprеldagi PF-5712-sonli “Oʻzbеkiston
Rеspublikasi Xalq ta’limi tizimini 2030-yilgacha rivojlantirish konsеpsiyasini
tasdiqlash toʻgʻrisida”gi, 2022-yil 28-yanvardagi PF-60-son “2022-2026-yillarga
moʻljallangan yangi Oʻzbеkistonning Taraqqiyot stratеgiyasi toʻgʻrisida”gi
farmonlari, 2021-yil 19-martdagi “Fizika sohasidagi ta’lim sifatini oshirish va ilmiy
tadqiqotlarni rivojlantirish chora-tadbirlari toʻgʻrisida”gi PQ-5032-son Qarorlari
hamda mazkur faoliyatga oid boshqa mе’yoriy-huquqiy hujjatlarda bеlgilangan
vazifalarni amalga oshirishda mazkur dissеrtatsiya ishi muayyan darajada xizmat
qiladi.
Tadqiqotning dissertatsiya bajarilgan oliy ta’lim muassasasining ilmiy-

|
Tadqiqotning dissertatsiya bajarilgan oliy ta’lim muassasasining ilmiy-Bog'liq 8530dde0-c348-4c39-9f95-a9d1e82eafacTadqiqotning dissertatsiya bajarilgan oliy ta’lim muassasasining ilmiy-
tadqiqot ishlari bilan bogʻliqligi. Dissertatsiya tadqiqoti Termiz davlat universiteti
ilmiy-tadqiqot ishlari rejasiga muvofiq “Fizika va astronomiya fanlarini oʻqitish
samaradorligini oshirishda virtual muhitni shakllantirish” (2018-2020 yy.)
mavzusidagi amaliy-tadqiqot loyihasi doirasida bajarilgan.
Tadqiqotning maqsadi. Umumiy oʻrta ta’lim maktab oʻquvchilarida fizikadan
masalalar yechish asosida fanga oid kompetensiyalarni shakllantirishga doir taklif va
tavsiyalar ishlab chiqish hamda uni oʻquv jarayoniga tatbiq etishdan iborat.
Tadqiqotning vazifalari:
oʻquvchilarda fizikadan turli tipdagi masalalar yechish orqali fanga oid
kompetensiyalarni
shakllantirishda
amaliy
va
laboratoriya
mashgʻulotlari
integratsiyasiga asoslangan eksperimental masalalarni produktivlik darajalarda
qoʻllash asosida ochib berish;
oʻquvchilarda fizikadan turli tipdagi masalalarni tanlash va yechish orqali fanga
oid kompetensiyalarni shakllantirish modelini ishlab chiqish va turli metodlarni
oʻqituvchilarni algoritmik munosabatda kiritish asosida takomillashtirish;
umumiy oʻrta ta’lim maktablari oʻquvchilarida masalalar oson yechish va
hayotda moddiy dunyoning umumiy qonuniyatlaridan foydalanish koʻnikmalarini
hamda induktiv va deduktiv xulosalar chiqarish qobiliyatlarini individual
yoʻnaltirilgan oʻquv muhitida qoʻllash asosida takomillashtirish;
oʻquvchilarda
amaliy
va
ilmiy
xabardorlik
kompetensiyalarining
shakllanganligini mustaqil ish va nazorat darslarda shaxsiy monitoringli munosabatda
qoʻllash asosida takomillashtirish.
Tadqiqotning ob’yekti umumiy oʻrta ta’lim maktab oʻquvchilariga fizikadan
masalalar yechish kompetentligini shakllantirish metodikasini takomillashtirish
jarayoni belgilanib, tajriba-sinov ishlariga Toshkent shahri Yangihayot tumani 8-;
Mirzo Ulugʻbek tumani 256-; Uchtepa tumani 296-; Surxondaryo viloyatining
Termiz shahridan 3-,9-; Qiziriq tumanidagi 6-; Fargʻona viloyatidagi Uchkoʻprik
tumani 14-, 28-, 30-; umumiy oʻrta ta’lim maktablaridan jami 608 nafar oʻquvchi jalb
etilgan.
|
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Tadqiqotning rеspublika fan va tеxnologiyalari rivojlanishining ustuvor

|
Tadqiqotning rеspublika fan va tеxnologiyalari rivojlanishining ustuvorBog'liq 8530dde0-c348-4c39-9f95-a9d1e82eafacTadqiqotning rеspublika fan va tеxnologiyalari rivojlanishining ustuvor
yoʻnalishlariga mosligi. Ushbu tadqiqot ishi rеspublika fan va tеxnologiyalarni
rivojlantirishning I. “Axborotlashgan jamiyat dеmokratik davlatni ijtimoiy, huquqiy,
iqtisodiy, madaniy, ma’naviy va ma’rifiy rivojlantirishda, innovatsion gʻoyalar
tizimini shakllantirish va ularni amalga oshirish yoʻllari” ustuvor yoʻnalishiga
muvofiq bajarilgan.
Muammoning oʻrganilganlik darajasi. Rеspublikamizda hozirga qadar
maktab oʻquvchilarining fanni oʻzlashtirishga oid ilmiy kompеtеnsiyalarni
shakllantirishga oid bir qator ilmiy-tadqiqot ishlari bajarilgan. Uzluksiz ta’lim
tizimiga kompеtеnsiyaviy yondashuvni joriy еtishning konsеptual va mеtodologik
asoslari M.Vaxobov, O.Musurmonova, M.Mirsoliyеva, Sh.Urakov, M.Pardayеvalar,
oʻquvchilarda krеativ faollik va krеativlikni rivojlantirishning didaktik imkoniyatlari
B.Mirzaaxmеdov, I.T.Chariyеv, Y.Maxmudov, M.Djorayеv, M.Qurbonov, J.Usarov,
K.Inoqov, D.Yakubjanova kabilar tomonidan tadqiq еtilgan.
Mustaqil
davlatlar
hamdoʻstligi
(MDH)
mamlakatlari
olimlaridan
S.Е.Kamеnеskiy,
N.V.Burеnkova, G.V.Еrofееva,
J.Poyya, Е.Zееr, A.M.Mеlеshina,
N.I.Sorokina,
A.V.Usova,
A.V.Xutorskiylar
va
pеdagog
profеssional
kompеtеntligining shakllanish shart-sharoitlari
N.V.Burеnkova
, V.Е.Lisеnkolarning
tadqiqot ishlarida oʻz ifodasini topgan.
Xorijlik olimlardan
Dе Cock M
, C.Boudrеau, W.Hutmachеr, B.H.Ross,
M.Rеddy,
M.H.Rahman, K.A.Stеwart
, J.Sandbеrglar tomonidan tomonidan
oʻquvchilar va kattalarda fizik-tеxnologik kompеtеnsiyalarni rivojlantirish,
tеxnologik kompеtеntlikni rivojlantirishda kollaborativ oʻqitish va loyihaviy
faoliyatga
oʻrgatishning
oʻrni, tеxnologik va
kasbiy
ta’lim
mazmunini
intеgrasiyalashning nazariy-mеtodologik jihatlari yoritib bеrilgan.
Yuqoridagi tadqiqot ishlarida oʻqitishning turli yoʻnalishlari oʻrganilgan
boʻlsada, umumiy oʻrta ta’lim maktab oʻquvchilarida masala yechish asosida fanga
oid kompetensiyalarni shakllantirish masalalari yetarlicha oʻrganilmaganligi yaqqol
koʻzga tashlanadi. Shuning uchun bu dissertatsiya “Umumiy oʻrta ta’lim maktab
oʻquvchilarida fizikadan masalalar yechish asosida fanga oid kompetensiyalarni
7
shakllantirish” mavzusi tanlab olindi.
|
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II boʻlim (II чaст, II part)

II boʻlim (II чaст, II part)
11.
Buzrukov T.O. Fizikadan masalalar yechish orqali oʻquvchilar
komponentligini rivojlantirish // Jamiyat va innovatsiyalar – Society and innovations
Special Issue – 02 (2022) / ISSN 2181-1415. B 7-12.
12.
Xujanov E.B. Buzrukov T.O. Fizikadan grafik
masalalar va ularning
yechish usullari “Zamonaviy fizika va astronomiyaning muammolari,
yechimlari,
oʻqitish uslublari” mavzusidagi ilmiy-amaliy anjuman. – T.: 2022. – B. 132-134.
13.
Buzrukov T.O. Fizika fanini oʻqitishning didaktik va metodik
tamoyillariga asoslanib kompetensiyalar mazmunini aks
ettirishning bosqichlari
//
In proceedings of “Actual problems in higher education in the era of globalization:
International scientific and practical conference” Series group Indonesia May-June
30.05.2023. – P. 8-10.
14.
Buzrukov
T.O.
Oʻquvchilarga
fizikadan
masalalarni
yechish
kompetentlikning
shakllantirish darajasi
//
In proceedings of “Actual problems in
higher education in the era of globalization: International
scientific and practical
conference” Series group Indonesia May-June 30.05.2023. – P. 11-14.
15.
Buzrukov T.O. Oʻquvchilarda fizikadan turli tipdagi masalalar yechish
kompetentlikni shakllantirishni takomillashtirish // In proceedings of “Role of Exact
and Natural Sciences During the Renaissance III” jointly
orginazed by Conference
Series group Indonesia May-June 30.05.2023. – P. 7-10.
Tadqiqot natijalarining joriy qilinishi

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Tadqiqot natijalarining joriy qilinishiBog'liq 8530dde0-c348-4c39-9f95-a9d1e82eafacTadqiqot natijalarining joriy qilinishi. Umumiy oʻrta ta’lim maktab
oʻquvchilarida masala yechish asosida fizikadan ilmiy xabardorlik kompetensiyasini
shakllantirish boʻyicha keltirilgan ilmiy metodik va amaliy takliflar asosida:
oʻquvchilarda fizikadan fanga oid kompetensiyalarni shakllantirishning metodik
modeli masalani tushunish, yechish, natijalarni tahlil qilishga tizimli tayyorlovchi
grafikli, geometrik, analitik-sintetik metodlarni oʻqituvchilarning innovatsion
faoliyatiga algoritmik munosabatda kiritishga oid tavsiyalardan Islom Karimov
nomidagi Toshkent davlat texnika universitetining F-OT-2021-497 “Fotoelektrik
issiqlik batareyalari asosida kogeneratsion qurilmalarini yaratishning ilmiy asoslarini
ishlab chiqish” (2019-2022 yy.) mavzusidagi grant loyihasini “Fotoelektrik issiqlik
batareyalarini fizik parametrlarini hisoblash” qismini bajarishda foydalanilgan (Islom
Karimov nomidagi Toshkent davlat texnika universitetining 2023-yil 1-martdagi
01/9-14-666-son dalolatnomasi). Natijada, fizikadan masala yechish mashgʻulotlarida
oʻquvchilarning Quyosh energiyasi manbalarining fizik parametrlarini oʻrganish,
fizik-texnik bilimlarga boʻlgan motivatsiyalarini oshirish hamda mustaqil fikrlash
qobiliyatlari rivojlantirilgan;
umumiy oʻrta ta’lim maktabi oʻquvchilarida koʻp funksiyali fizik masalalarni
oson yechish va hayotda moddiy dunyoning umumiy qonuniyatlaridan foydalanish
koʻnikmalarini hamda induktiv va deduktiv xulosalar chiqarish qobiliyatlarini ijobiy
dinamikada rivojlantirishga qaratilgan nostandart muammoli vaziyatlarni individual
yoʻnaltirilgan oʻquv muhitida differensial adaptatsiyada qoʻllashga doir tavsiyalari
Toshkent shahri Yangihayot tumani 8-; Mirzo Ulugʻbek tumani 256-; Uchtepa
tumani 296-; Surxondaryo viloyatining Termiz shahridan 3-,9-; Qiziriq tumanidagi 6-
; Fargʻona viloyatidagi Uchkoʻprik tumani 14-, 28-, 30-; umumta’lim maktablarida
foydalanilgan (Oʻzbekiston Respublikasi Maktabgacha va maktab ta’limi vazirligi
huzuridagi Respublika ta’lim markazining 2023-yil 10-maydagi 01/11-01/9-331-son
ma’lumotnomasi). Natijada, umumiy oʻrta ta’lim maktablarida fizika fani dars
mashgʻulotlari samaradorligini oshirishga erishilgan;
fizikadan
masalalar
yechish
asosida
oʻquvchilarning
fanga
oid
kompetensiyalarini
shakllantirishning
tashkiliy-metodik
aspektlari
dars
va
laboratoriya mashgʻulotlari integratsiyasiga asoslangan eksperimental masalalarni
qayta aloqali muhitda produktivlik darajalarda qoʻllashga oid tavsiyalaridan
Oʻzbekiston Milliy teleradiokompaniyasining “Ta’lim va taraqqiyot”, “Oʻzbekiston
yoshlari” nomli telekoʻrsatuvlarini tayyorlashda foydalanilgan (Oʻzbekiston MTRK
Toshkent shahri teleradiokompaniyasining 2023-yil 3-maydagi 04-36-383-son
ma’lumotnomasi). Natijada, oʻquvchilarning kreativligi, hamda masalalar yechish
asosida fanga oid kompetensiyalarini rivojlantirishga erishilgan.
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Gesamtprofil Guido Wölfle-Flecken

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Gesamtprofil Guido Wölfle-Flecken
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bet | 1/8 | Sana | 30.09.2020 | Hajmi | 55,06 Kb. | | #11812 |
Gesamtprofil
Guido Wölfle-Flecken
Familienstand
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Verheiratet
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Geburtsdatum
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05.06.1964
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Nation
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Deutsch
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Ausbildung
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Bürokaufmann
Verfahrensmechaniker
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EDV-Erfahrung seit
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1995
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Einsatzraum
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Bundesweit, Schweiz u. Österreich nach Absprache
bevorzugt Rhein-Main Gebiet
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Tätigkeitsschwerpunkte
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Projektleitung
Konzeption/Verfahrensanweisungen
IT Service Management gem. ITIL
Systemimplementation/-migration
MS Exchange / MS Active Directory
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Betriebssystemkenntnisse
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Microsoft
Windows 2000/2003 Server/Cluster
Windows NT 4.0 Server und Workstation
Windows NT 3.x Server und Workstation
MS Windows 95/98/ME/XP
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|
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Applikationen
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MS ADS 2000/2003
MS Exchange Server 4.0/5.0/5.5/2000/2003
MS ISA Server 2000
BlackBerry Enterprise Server 4.1 for MS Exchange
BlackBerry Enterprise Server 2.2 for Lotus Notes
MS Outlook 98/2000/XP/2003/2007
MS-Office Umgebung und Formulardesign
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Tools
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Remedy Action Request System
MS Projekt
MS Visio
MS Sharepoint Portal Server (SPS)
MS Windows Sharepoint Services (WSS)
MS Windows Software Update Server (WSUS)
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|
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Netzwerke
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Client / Server
MS Windows 2000/2003
MS Windows NT 4.0
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Datenbankkenntnisse
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Programmierkenntnisse
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VB Script und VB Script für MS Outlook
Windows Skripting Host
VBA Grundlagen
HTML Grundlagen
SQL Grundlagen
Grundlagen Datenbankdesign
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Spezialkenntnisse
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Foundation Certificate in IT Service Management (ITIL Foundations)
Microsoft Certified Systems Engineer (MCSE)
Microsoft Windows 95
Microsoft Windows NT
Microsoft TCP/IP
Microsoft Exchange
Siemens Nixdorf Informationssysteme
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Fremdsprachen
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Englisch
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