Hey everyone,
So petGRO has decided to finally upgrade their hardware, in the attempt to gain some added value from newer tech. More specifically petGro wishes to upgrade their desktop computers to either new Mac or PC models. My recommendation is to go with PCs as they are cheaper and much more versatile. Since these computers not being used for demanding purposes (such as 3D design), the best solution would be to have a PC that is fast and can multitask. For this purpose, Intels i5 chip should be used in coordination with about 8 gigs of DDR3-1600 ram. The desktop should also comprise of either AMD or nVidia mid-low range video card (depending on preference) and about a terabyte of memory (Solid State drives would allow for greater start up speeds and file transfers, but are expensive). Sound cards and optical drives can be pretty much anything depending on how much money there is to spend and what purpose they will be used for. In this situation it is probably best to go with a stock sound card and perhaps a bluray disk drive (who knows when they will be the norm ;) ) These components would offer a system that is fairly cheap, reliable, and perfect for the task at hand. Of course if money is no option then we can have more fun, but I'll save that for another day.
Thanks for reading,
Ryan Young
Monday, 22 October 2012
Wednesday, 3 October 2012
Power Outage
Hey everyone,
With the recent power outage at Carleton it has got me thinking that there must be some way to deal with this persistent and damaging event. I am certain that there are regulations in place that act to prevent disaster and financial loss, due to an unfortunate event, such as a power outage. The best source of disaster prevention, regarding a power outage, would be to have a series of back up systems in place to stop, or slow down, the loss of data or money. For example, the school could run multiple server stations, each with their own back up generators, which would allow the system to stay online until either the power is turned back on or the data within is safely transferred elsewhere. Another option is to have an offsite area of storage, in the case that these generators fail or the the system is somehow physically damaged then the backups would still be available. Having an offsite storage system would allow for protection even during a power outage as the storage site does not even need to be in the same energy grid. Regarding the labs, both these solutions are quite viable. For example, if there was a hot site in place (a separate and quipped lab) then the students would be able to move from the area where there are no generators to the site where the labs can temporarily be run. Also, if the information from the labs was on a cloud (that students were able to access from home) then they could follow the steps of the lab or go under TA remote assistance to learn how to do the task at hand.
Thanks for listening,
Ryan Young
With the recent power outage at Carleton it has got me thinking that there must be some way to deal with this persistent and damaging event. I am certain that there are regulations in place that act to prevent disaster and financial loss, due to an unfortunate event, such as a power outage. The best source of disaster prevention, regarding a power outage, would be to have a series of back up systems in place to stop, or slow down, the loss of data or money. For example, the school could run multiple server stations, each with their own back up generators, which would allow the system to stay online until either the power is turned back on or the data within is safely transferred elsewhere. Another option is to have an offsite area of storage, in the case that these generators fail or the the system is somehow physically damaged then the backups would still be available. Having an offsite storage system would allow for protection even during a power outage as the storage site does not even need to be in the same energy grid. Regarding the labs, both these solutions are quite viable. For example, if there was a hot site in place (a separate and quipped lab) then the students would be able to move from the area where there are no generators to the site where the labs can temporarily be run. Also, if the information from the labs was on a cloud (that students were able to access from home) then they could follow the steps of the lab or go under TA remote assistance to learn how to do the task at hand.
Thanks for listening,
Ryan Young
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