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How silently, how silently, the wondrous Gift is giv’n;
So God imparts to human hearts the blessings of His Heav’n.eee

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Eric G. Howton

ehowton@yahoo.com

316.708.0926

UNIX System Administrator

• Jul 2000 to Present

Computer Sciences Corporation

Computer Scientist/Unix Lead

Contracted to Raytheon Systems from May 2007 to Present

Tasked with providing maximum uptime through hardware and software troubleshooting, research and integration of new monitoring products/testing and assisting the systems architect with the build-out of multi-million dollar refresh environments. Focus on leveraging F/OSS open-source solutions to save on expensive licensing fees through research, implementation and configuration. Install Solaris 10 Zones and multi-operating system VMware clients as a cost-effective virtual server alternative and strengthen security across multiple hardware platforms through the deployment of third-party tools and aggressive auditing. Further tasked with reporting Sarbanes-Oxley required activities..

Site Service Delivery Manager

Contracted to Ascension Health, from September 2005 to April 2007

IS Manager at the National Headquarters supporting the executive officers with a team of five while implementing our company’s best practices to create repeatable processes for maximum efficiency yet maintaining enough flexibility to respond to unique customer requests. Hiring and management of contractors as needed to augment staff and liaison to Project Managers in implementing new technologies site wide. Additionally, part of a rapid-deployment team responding to unique technical issues nationwide.

Computer Scientist

Contracted to United States Department of Agriculture, National Cartography and Geospatial Center, from October 2004 to September 2005
Preparing customer site for Production Operations; implementing real-time monitoring, creating redundancy, scheduling recurring security scans, and patching and hardening 40 Sun servers while creating initial start-up documentation and implementing web-based dissemination. NIS+ to LDAP migration.

Senior Member, Technical Staff

Contracted to Raytheon Systems from July 2000 to February 2002; February 2003 to October 2004

Responsible for installing, testing, troubleshooting, documenting, monitoring, and maintaining a multi-platform, midrange environment to include Sun Enterprise-class, SunFire-class, and Fujisu PrimePower servers, hardware, and operating systems (Solaris 2.6, 8, 9), and IBM RS/6000 H- and P-series servers (AIX 4.3.3, 5.2). Travel to customer site for System Administration augmentation and troubleshooting. Apache/Big Brother/Tomcat/HTML and light storage technologies (NetApp, Hitachi, EMC, SSA, Sun) experience.

Senior Member, Technical Staff

Contracted to Airbus Engineering from February 2002 to February 2003

Installed, tuned and administered Airbus’ debuted North American Engineering Operations remaining onsite as the sole UNIX administrator of 20 Sun servers supporting CADDS/CATIA in a High-Availability environment, and 65 Sun workstations, hardware, software and application interoperability as well as their NIS environment and Supercomputing needs on multiprocessor HP boxes running both HP/UX 10.20 and 11i. Responsible for quickly providing UNIX solutions in a highly fluid aerospace environment.

• Sep 1998 to Jul 2000
  Sprint Paranet, Dallas, Texas

Technical Solutions Consultant

Contracted to Raytheon Systems from December 1998 to July 2000

Supervised Raytheon’s Network Operations Center staff as onsite UNIX System Administrator for HP/UX and Sun Solaris systems. Responsible for creating and maintaining user accounts, backups, restores, and monitoring network connectivity. Strong customer interface as a liaison between Raytheon, Sprint, and CSC to include providing smooth transition between contracts. Attended HP/UX 11.0 System Administrator and Networking class I & II.

• Aug 1997 to Aug 1998
  Litton, PRC, Philadelphia, Pennsylvania

Associate Functional Applications Analyst

Travel to customer site to install and troubleshoot operating system and National level imagery-suite software on HP/UX UNIX based machines. Technical writer for course on same. Train U.S. Navy personnel on operating system, application, and backup/restore procedures. Remain on-call for Help Desk second-level support for deployed U.S. Navy ships handling operating system trouble tickets.

• Jul 1990 to Jul 1997
  United States Air Force

Mission Supervisor/Imagery Analyst

Exploited System 1, System 2, System 3, ASARS-II, Senior Gaze, and hardcopy imagery in a variety of arenas for different missions to include creating specially annotated airfield reference graphics for the national strategic response plan. (Offutt Air Force Base, Nebraska), supervising and exploiting all aspects of collection, interpretation, collation and transmission of time-critical target analysis for Pacific Air Force (Osan Air Base, Republic of Korea), generating tailored products, updating National targets databases and responding to ADHOC tasking and instructing on System 3 (Langley Air Force Base, Virginia), and responding to National tasking for United States Forces in England through first-phase imagery reporting and annotating photographs for battlefield commanders (Royal Air Force Molesworth, United Kingdom and Shierstein, Germany).

CLEARANCE: TS/SCI, SSBI 1996

APPOINTMENTS: Serving the City of Anna on the Technology Advisory Commission board by appointment of City Council since 2007

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Getting the most from lectures

The following links contain useful advice, strategies and activities which will assist you in getting the most from your lectures:shunmugaraja 

·                  Find out the purpose of lecture  courses-n- -1- 1

·                  Cope with a variety of lecture stylesshunmugaraja 

·                  Your attention spanshunmugaraja 

·                  Improve your note-taking  skills

 

1. Find out the purpose of lecture courses​  

The lecture is the main vehicle of information on many degree courses. When lecturers write a series of lectures they are setting out what they think are the important aspects of the subject. These views will influence recommended reading, essay topics and tutorial/seminar work. Lecture courses give a frame to your work on that aspect of the subject.

 Find out the following:shunmugaraja 

What reading is given to supplement the lectures?

·                  Has a pre-reading schedule been issued?

·                  Is a handout distributed before/after the lecture?

·                  Does a course booklet or compendium accompany the series of  lectures?

What is the role of the lecture?

·                  Is it to deliver the main body of information about the subject?

·                  Or is it to give background knowledge, with the main body of knowledge being presented elsewhere? (If so, find out where!)

What's the link between lectures and seminars, classes or tutorials?

·                  Perhaps issues raised in lectures are then gone over in seminars, classes or tutorials.

·                  Lectures and seminars may come closely in time.

·                  Seminars may move on from issues raised in lectures. (This can mean you won't get much from the seminar if you didn't successfully follow the lecture, or from the next lecture if the seminar gives important information.)

·                  The subject matter of certain lectures may not be related to any seminar work. (You have to get as much out of each as you can on the one hearing.)

When you have this information, both about your lectures and their relationship to other parts of your course, you will have a clearer idea of where you need to rely on your own skills to make the most of the lectures, and where you have departmental back-up to assist you.

2. Cope with a variety of lecture styles

Structured Lectures

Some lectures will be easy to follow and take notes from. For example:

·                  The lecturer announces the structure at the beginning. ('I am going to discuss X today, I shall make 4 main points and I shall give 3 illustrations of each').

·                  The lecturer reminds you frequently of the point s/he has reached in the talk.

·                  The lecturer gives 'signposts' to highlight structure. ('My next point...'; 'I shall now discuss...'; 'On the other hand...'; 'Finally...').

·                  The lecturer pauses between points to let you re-focus your attention and to let you catch up with notes.

·                  The lecturer does not digress from the main points.

·                  The lecturer makes sure that everyone is following.

·                  The lecturer illustrates the talk with handouts/ diagrams.

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Unstructured Lectures

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Some lectures will not be so clearly signposted. You will have to pull the structure together for yourself.

Listen for the 'signposting' words which underpin all linguistic accounts:

·                  Transition words/phrases that signal a new aspect ('secondly'; 'my next point is'; 'others have argued that'; 'turning now to'; 'on the other hand').

·                  Words/phrases that signa

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l an illustration ('an example of this'; 'this is seen when'; 'evidence for this is found').

·                  Words/phrases that signal a recap ('summarising what I have said'; 'what this amounts to is'; 'the position we have arrived at is').

·                  s

Your Notes

Mark your notes appropriately:

·                  Take a new line and number each new point.

·                  Give an 'e.g.' for illustrations.

·                  Write 'summary' to introduce a recapitulation.

Ensure your notes mark the path the lecturer is following.

When a lecturer digresses (perhaps to pursue a separate line of enquiry, perhaps in response to a question from someone in the audience) continue taking notes, but put this whole piece into brackets. That way you will know afterwards it was an aside from the main structure of the lecture.

Speaking Styles

 

Every lecturer has a personal speaking style. Get used to different lecturers' styles and adapt your note-taking strategies accordingly:

·                  If a lecturer tends to start slowly and then fit a lot of information in at the end, make sure you keep your concentration going for that final burst of intense note-taking.

·                  If a lecturer talks very quickly, try to develop your own shorthand (see Step 4) so that you can keep up.

·                  If a lecturer talks rather slowly, don't let your concentration drift - consciously remind yourself to keep focused on the topic.

·                  If you can't hear the lecturer speak, then you need to tell him/her!

 

3. Your attention span

The problem

Much research has been done on listeners' attention span. Here are some of the findings:

·                  Listeners' attention starts to drop after the first 15 minutes.

·                  Attention is affected by room temperature, stuffiness, time of day, extraneous noise.

·                  People differ in the rate of decline of attention span.

Attention can be helped by:

·                  short breaks to re-focus concentration

·                  being asked a question, or set a problem, which makes passive listeners into active thinkers

However:

·                  the overall drift is downwards

What you can do

When you realise your concentration is dropping:

·                  slightly change your position; or raise your head and look around; even close your eyes and relax for a very short time - actions like this will help to refresh and re-focus you.

 When you realise you've missed a bit of the lecture:

·                  write a reminder in your notes, and check with a fellow-student after the lecture.

As you listen to a lecture develop an awareness of its shape:

·                  when you recognise that what is coming up mainly fills out something already said make your notes shorter and less detailed so that you refresh your concentration for the next major point. (N.B. Check later with someone else just in case you did miss anything significant!)

During a concentration 'low':

·                  use all your writing abbreviation skills to get information down without much selection or processing. It isn't the best way to take notes, but at these points in the lecture it may be all you can manage.

Above all, when you hit a low concentration moment:

·                  recognise it for what it is; take restorative action; don't give up on the lecture!

 

4. Improve your note-taking skills

Taking notes from an oral delivery - a speech or a lecture - is a complex process. You can't write down everything that is said, so you have to process the information to extract the main features, write these down quickly enough to be able then to process the next pieces of information, write these down quickly enough...and so on.

Review and amplify your notes

It is important that you review your notes as soon after the lecture as you can. Research has shown that students who do this tend to retain more information for longer than students who do not. Speedy review will also enable you to clarify any cryptic or obscure parts in your notes, as you will be able to remember the lecture well enough to recall the information, or to compare notes with a colleague.

Some students find it helpful to re-write their lecture notes very soon after the lecture. This can help you to get your notes into a form that you know you will be able to make sense of later. Also, since lecturers often cover so much ground in lectures, you may find it necessary to amplify your notes with a more detailed account of information to which the lecturer made only passing reference.

Above all, don't just take lecture notes and file them away afterwards. They are part of the working documents for your course and as such will continue to be useful to you, both in the course you are studying and insofar as they shed light on later courses that you will be taking.

How to improve your listening skills

The problem about recalling the spoken word is that it passes by so quickly: unlike written material it cannot be read and re-read. So good recall of spoken material depends first on good 'listening skills'. If you have any doubts about your listening skills, try these two exercises using a tape recorder.

 

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