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Exam 70 646 Windows Server 2008 Administrator 1st
Edition Zacker Digital Instant Download
Author(s): Zacker, Craig
ISBN(s): 9780470389102, 0470389109
Edition: 1
File Details: PDF, 15.96 MB
Year: 2009
Language: english
This page intentionally left blank
 Microsoft® Official Academic Course

Windows Server® 2008

Administrator (70-646)

Craig Zacker
 Credits
EXECUTIVE EDITOR John Kane
DIRECTOR OF MARKETING AND SALES Mitchell Beaton
MICROSOFT STRATEGIC RELATIONSHIPS MANAGER Merrick Van Dongen of Microsoft Learning
DEVELOPMENT AND PRODUCTION Custom Editorial Productions, Inc.
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PRODUCTION MANAGER Micheline Frederick
PRODUCTION EDITOR Kerry Weinstein
CREATIVE DIRECTOR Harry Nolan
COVER DESIGNER Jim O’Shea
TECHNOLOGY AND MEDIA Lauren Sapira/Elena Santa Maria

This book was set in Garamond by Aptara, Inc. and printed and bound by Bind Rite Graphics.
The covers were printed by Phoenix Color.

Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any
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The book expresses the author’s views and opinions. The information contained in this book is provided without
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 Foreword from the Publisher

Wiley’s publishing vision for the Microsoft Official Academic Course series is to provide
students and instructors with the skills and knowledge they need to use Microsoft technol-
ogy effectively in all aspects of their personal and professional lives. Quality instruction is
required to help both educators and students get the most from Microsoft’s software tools and
to become more productive. Thus our mission is to make our instructional programs trusted
educational companions for life.
To accomplish this mission, Wiley and Microsoft have partnered to develop the highest quality
educational programs for Information Workers, IT Professionals, and Developers. Materials
created by this partnership carry the brand name “Microsoft Official Academic Course,”
assuring instructors and students alike that the content of these textbooks is fully endorsed by
Microsoft, and that they provide the highest quality information and instruction on Microsoft
products. The Microsoft Official Academic Course textbooks are “Official” in still one more
way—they are the officially sanctioned courseware for Microsoft IT Academy members.
The Microsoft Official Academic Course series focuses on workforce development. These pro-
grams are aimed at those students seeking to enter the workforce, change jobs, or embark
on new careers as information workers, IT professionals, and developers. Microsoft Official
Academic Course programs address their needs by emphasizing authentic workplace scenarios
with an abundance of projects, exercises, cases, and assessments.
The Microsoft Official Academic Courses are mapped to Microsoft’s extensive research
and job-task analysis, the same research and analysis used to create the Microsoft Certified
Technology Specialist (MCTS) exam. The textbooks focus on real skills for real jobs. As stu-
dents work through the projects and exercises in the textbooks they enhance their level of
knowledge and their ability to apply the latest Microsoft technology to everyday tasks. These
students also gain resume-building credentials that can assist them in finding a job, keeping
their current job, or in furthering their education.
The concept of life-long learning is today an utmost necessity. Job roles, and even whole
job categories, are changing so quickly that none of us can stay competitive and productive
without continuously updating our skills and capabilities. The Microsoft Official Academic
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Today educational publishing requires attention to providing quality print and robust elec-
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 www.wiley.com/college/microsoft or
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 Preface

Welcome to the Microsoft Official Academic Course (MOAC) program for Microsoft Windows
Server 2008. MOAC represents the collaboration between Microsoft Learning and John Wiley
& Sons, Inc. publishing company. Microsoft and Wiley teamed up to produce a series of text-
books that deliver compelling and innovative teaching solutions to instructors and superior
learning experiences for students. Infused and informed by in-depth knowledge from the cre-
ators of Windows Server 2008, and crafted by a publisher known worldwide for the pedagogical
quality of its products, these textbooks maximize skills transfer in minimum time. Students are
challenged to reach their potential by using their new technical skills as highly productive
members of the workforce.
Because this knowledgebase comes directly from Microsoft, architect of the Windows Server
operating system and creator of the Microsoft Certified Technology Specialist and Microsoft
Certified Professional exams (www.microsoft.com/learning/mcp/mcts), you are sure to receive
the topical coverage that is most relevant to students’ personal and professional success.
Microsoft’s direct participation not only assures you that MOAC textbook content is accurate
and current; it also means that students will receive the best instruction possible to enable
their success on certification exams and in the workplace.

■ The Microsoft Official Academic Course Program

The Microsoft Official Academic Course series is a complete program for instructors and institu-
tions to prepare and deliver great courses on Microsoft software technologies. With MOAC,
we recognize that, because of the rapid pace of change in the technology and curriculum devel-
oped by Microsoft, there is an ongoing set of needs beyond classroom instruction tools for an
instructor to be ready to teach the course. The MOAC program endeavors to provide solutions
for all these needs in a systematic manner in order to ensure a successful and rewarding course
experience for both instructor and student—technical and curriculum training for instructor
readiness with new software releases; the software itself for student use at home for building
hands-on skills, assessment, and validation of skill development; and a great set of tools for
delivering instruction in the classroom and lab. All are important to the smooth delivery of an
interesting course on Microsoft software, and all are provided with the MOAC program. We
think about the model below as a gauge for ensuring that we completely support you in your
goal of teaching a great course. As you evaluate your instructional materials options, you may
wish to use the model for comparison purposes with available products.

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 Illustrated Book Tour

■ Pedagogical Features
The MOAC textbook for Windows Server 2008 Administrator is designed to cover all the
learning objectives for that MCTS exam, which is referred to as its “objective domain.” The
Microsoft Certified Information Technology Professional (MCITP) exam objectives are high-
lighted throughout the textbook. Many pedagogical features have been developed specifically
for Microsoft Official Academic Course programs.
Presenting the extensive procedural information and technical concepts woven throughout
the textbook raises challenges for the student and instructor alike. The Illustrated Book Tour
that follows provides a guide to the rich features contributing to Microsoft Official Academic
Course program’s pedagogical plan. Following is a list of key features in each lesson designed
to prepare students for success on the certification exams and in the workplace:
• Each lesson begins with an Objective Domain Matrix. More than a standard list of
learning objectives, the Domain Matrix correlates each software skill covered in the
lesson to the specific MCITP “objective domain.”
• Concise and frequent Step-by-Step instructions teach students new features and pro-
vide an opportunity for hands-on practice. Numbered steps give detailed, step-by-step
instructions to help students learn software skills. The steps also show results and
screen images to match what students should see on their computer screens.
• Illustrations: Screen images provide visual feedback as students work through the
exercises. The images reinforce key concepts, provide visual clues about the steps, and
allow students to check their progress.
• Key Terms: Important technical vocabulary is listed at the beginning of the lesson.
When these terms are used later in the lesson, they appear in bold italic type and are
defined. The Glossary contains all of the key terms and their definitions.
• Engaging point-of-use Reader aids, located throughout the lessons, tell students why
this topic is relevant (The Bottom Line), provide students with helpful hints (Take
Note), or show alternate ways to accomplish tasks (Another Way). Reader aids also
provide additional relevant or background information that adds value to the lesson.
• Certification Ready? features throughout the text signal students where a specific
certification objective is covered. They provide students with a chance to check their
understanding of that particular MCITP objective and, if necessary, review the section
of the lesson where it is covered. MOAC offers complete preparation for MCITP
certification.
• Knowledge Assessments provide three progressively more challenging lesson-ending
activities.

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 Illustrated Book Tour | ix

■ Lesson Features
JWCL089_ch04_124-159.indd Page 124 9/10/08 3:23:11 PM epg /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch04

4 L ESSO N Planning Application

Services
O B J E C T I V E D O M A I N M AT R I X

TECHNOLOGY SKILL OBJECTIVE DOMAIN OBJECTIVE DOMAIN NUMBER

Assigning Multiple Roles
Using Terminal Services
Plan application servers and services
Provision applications
1.4
4.1
Objective Domain Matrix

KEY TERMS
application servers Microsoft System Center Configuration Terminal Services client access
client-side caching Manager 2007 licenses (TS CALs)
copy-on-write data sharing Microsoft System Center Essentials 2007 thin client computing
hybrid virtualization
Hyper-V
Remote Desktop Connection
Remote Desktop Protocol (RDP)
TS Licensing server
virtual instance
Key Terms
hypervisor RemoteApp virtual machine manager (VMM)
Microsoft SoftGrid Application session virtual machines (VMs)
Virtualization Session ID virtualization

In Lessons 1, 2, and 3, you learned about the infrastructure roles that provide underlying
services to network clients. This lesson examines the application services that enable
clients to perform their jobs. In particular, this lesson examines:
•
•
The application server roles included in Windows Server 2008
Methods for deploying applications Lesson JWCL089_ch06_211-250.indd Page 234 9/13/08 4:06:43 AM user /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch06

• How to use Terminal Services to host applications

• How to virtualize application servers Objective 234 | Lesson 6

free space to new unallocated space on the disk. To shrink basic disk volumes and simple or
■ Deploying Application Servers spanned dynamic disk volumes, the system must meet the following requirements:
• The existing volume must not be full and must contain the specified amount of available
Organizations supply their employees with computers so that they can get work done, and free space for shrinking.
THE BOTTOM LINE
to accomplish this goal, the users need computer programs designed to aid them in the
performance of specific tasks. These programs are also known as applications. • The volume must not be a raw partition (one without a file system). Shrinking a raw
partition that contains data might destroy the data.
• You can shrink a volume only if you formatted it using the NTFS file system.
Architecturally, applications in the enterprise can take several forms, but all of these forms (You cannot shrink volumes using the FAT or FAT32 file systems.)
typically involve a server in some fashion, as follows:
• You cannot shrink striped, mirrored, or RAID-5 volumes.
• You should always defragment a volume before you attempt to shrink it.

124 ■ Deploying a Storage Area Network

The Bottom THE BOTTOM LINE

Storage area networks are typically high-end solutions, which enterprise networks use to
deploy large amounts of storage and make this storage available to other connected devices.

Line Reader RAID is a proven high availability technology that was first defined in 1988, but server-attached
RAID arrays are subject to scalability problems. You can install only so many drives into a single
Aid computer. Also, the terminated SCSI bus that was originally used for connections to external
drive arrays is limited to 16 devices and a maximum length of 25 yards.
At the highest level, a storage area network (SAN) is simply a network dedicated solely to
high-speed connections between servers and storage devices. Instead of installing disk drives
JWCL089_ch04_124-159.indd Page 133 9/10/08 3:23:14 PM epg /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch04 into servers or connecting them using a SCSI bus, a SAN consists of one or more drive arrays
equipped with network interface adapters, which you connect to your servers using standard
twisted pair or fiber optic network cables. A SAN-connected server, therefore, has a minimum
of two network adapters, one for the standard LAN connection, and one for the SAN, as
shown in Figure 6-15.
Planning Application Services | 133

Figure 6-15
Figure 4-8
A server connected to a
Selecting role services for the storage area network Server
Web Server (IIS) role
Drive
Array

Screen Workstation Server Drive

Images Drive
Array

Array
Workstation

Local Area Network Storage Area Network

Microsoft designed the Web server role services to support a wide variety of application devel-
opment environments and administration requirements. Unless you plan to run a large num-
ber of applications that require different development environments, you will not need all of
the role services that Web Server (IIS) role provides. In fact, Microsoft includes some of the
role services, particularly some of those in the Application Development category, primarily
to support legacy applications. If your organization is creating new applications for the server
deployment, then it makes sense to select a single development environment and install only
the role services needed to support those applications.
Informative Diagrams
USING THE UDDI SERVICES ROLE
Originally designed to be the basis for a worldwide directory of Internet sites and services,
it is now more common for large organizations to use Universal Description, Discovery, and
Integration (UDDI) as an internal catalog of their available Web services. Clients on the com-
pany intranet or a protected extranet can use a Web interface to access the catalog and search
for the services the company’s Web servers provide.
The UDDI Services role in Windows Server 2008 consists of the following role services:
• UDDI Services Database—Provides a central storage location for the UDDI catalog and
the service’s configuration settings
• UDDI Services Web Application—Implements a Web site with which users and applica-
tions can access the UDDI catalog to search for Web services on the network

USING THE APPLICATION SERVER ROLE

The Web Server (IIS) role provides a number of technologies that enable organizations to
develop and deploy their own custom applications, using IIS to handle incoming requests
from clients. The Application Server role is essentially a superset of the Web Server (IIS)
role that enables IIS to host Web services developed using environments such as Windows
NOTE: For early printings of the
Communication Foundation (WCF) and .NET Framework 3.0.
book, the screens are based on the
✚ MORE INFORMATION
Microsoft server applications, such as Exchange Server and SQL Server, do not require the Application Server role
for their own functions. However, custom applications that make use of the services provided by Exchange and
More Information Release To Manufacturing version
SQL Server might require the role.

Reader Aid of Windows Server 2008, which

was released in February 2008.

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x | Illustrated Book Tour
JWCL089_ch04_124-159.indd Page 127 9/10/08 3:23:12 PM epg /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch04

Planning Application Services | 127

Figure 4-4
Running a single role on a
server can often be a waste of
system resources

DHCP

CERTIFICATION READY?
To take full advantage of that DHCP server, a designer can assign other roles to it as well.
Plan application servers The number of roles a server can perform depends on the computer’s hardware configuration,
and services the hardware requirements of the role, and the size and scope of the enterprise. For example,
1.4 on a large enterprise network hosting 10,000 clients, a dedicated DHCP server would make
sense. However, in a small- to medium-sized enterprise, that DHCP server might also be able
to function as a DNS server and an Active Directory domain controller without overtaxing its
hardware, as shown in Figure 4-5.

Figure 4-5
Many servers can support
several roles simultaneously
Active
Directory

DNS

DHCP Another Way Reader Aid

JWCL089_ch06_211-250.indd Page 224 9/13/08 4:06:39 AM user /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch06

In fact, the computer might have the hardware capacity to function as a Web server also.
However, before adding that role, you must consider some other factors. Will the Web server
be hosting a low-volume intranet Web site or a high-traffic Internet site? A greater amount of 224 | Lesson 6
Web client traffic requires more resources.
With that consideration in mind, you might think it is a good idea to purchase the most To access the Disk Management Snap-in, use any of the following procedures:
powerful computer you can find, one with sufficient hardware resources to run all of the server ANOTHER WAY
roles the enterprise needs. For some organizations, this is a viable option, but distributing • From the Administrative Tools program group, select Computer Management, and then
server roles among several computers has several distinct advantages, including the following: You can also use the click the Disk Management node.
DiskPart.exe command • Click the Start button, right-click Computer, and then click Manage. When the Server
• Fault tolerance—A single server provides a single point of failure. If one computer prompt utility to per-
is performing all of the roles your enterprise needs to function, and that computer Manager console appears, expand the Storage node and select Disk Management.
form disk management • Open the Run dialog box and execute the compmgmt.msc file.
malfunctions, then you lose all of the services. Running multiple servers enables the tasks.
business to better tolerate a single failure. • Open a new MMC console and add the Disk Management snap-in.
• Resource allocation—The hardware resources needed by specific server roles can fluctuate
wildly, depending on a number of factors. A Web server, for example, might require more In the Disk Management snap-in, the two center panes, the Top view and the Bottom view,
server resources during periods of heavy incoming network traffic, which occur at certain display disk and volume information, respectively. Although Disk Management can display
times of the day. If the Web server’s peak utilization period happens to coincide with only two views at any one time, three views are available:
the peak utilization of the computer’s other roles, the server could become a bottleneck, • Disk List—As shown in Figure 6-3, this view provides a summary about the physical
forcing performance of all the roles to suffer. drives in the computer. This information includes the disk number; disk type, such as
• Availability—Distributing roles among several computers enables you to build high Basic or DVD; disk capacity; size of unallocated space; the status of the disk device, such
availability into your network design. For example, you might configure one computer as online, offline, or no media; the device type, such as SCSI or IDE; and the partition
style, such as MBR or GPT.

Figure 6-3
The Disk Management Disk List
and Graphical views

MCTS Certification Objective Alert

JWCL089_ch05_160-210.indd Page 178 9/10/08 3:24:33 PM epg /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch05

178 | Lesson 5

You can add as many targets to a folder as you need. Typically, administrators add multiple
targets to namespace folders to balance the server load and give users at different locations
local access to the folders. Adding multiple targets means that you will have identical copies
of the target on different servers. These duplicate targets must remain identical, so you will
later configure DFS Replication to keep them updated.
To add folders to a DFS namespace, use the following procedure. • Volume List—As shown in Figure 6-4, this view provides a more detailed summary of
all the drives on the computer. This information includes the volume name; the volume
layout, such as Simple, Spanned, Striped, or RAID-5; the disk type, such as Basic or
ADD FOLDERS TO A NAMESPACE
Dynamic; the file system in use, such as NTFS or CDFS; the hard disk status, such as
GET READY. Log on to Windows Server 2008 using an account with domain administrative Healthy, Failed, or Formatting; the disk capacity; the disk available free space; the
privileges. When the logon process is completed, close the Initial Configuration Tasks win- percentage of the hard disk that is free; whether the hard disk is fault tolerant; and the
dow and any other windows that appear.
1. Click Start, and then click Administrative Tools  DFS Management. The DFS
Hands-on disk overhead percentage.

Management console appears.

2. Right-click a namespace in the scope pane and, from the context menu, select
Practice
New Folder. The New Folder dialog box appears, as shown in Figure 5-22.

Figure 5-22
The New Folder dialog box

3. In the Name text box, key the name of the folder as you want it to appear in
the DFS virtual directory tree. Then, click OK. The new folder appears beneath the
namespace.
Because this folder has no target, it exists in the namespace only to build up the
virtual directory structure and cannot contain any files.
4. Right-click the folder you just created and, from the context menu, select New
Folder. The New Folder dialog box appears again.
5. In the Name text box, key the name of the folder you want to appear beneath
the first folder you created.
6. Click Add. The Add Folder Target dialog box appears, as shown in Figure 5-23.

Figure 5-23
The Add Folder Target dialog
box

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Planning Storage Solutions | 229

• Converts basic disk primary partitions and logical drives in the extended partition to
simple volumes
• Marks any free space in a basic disk extended partition as unallocated

Creating a Simple Volume

Technically speaking, you create partitions on basic disks and volumes on dynamic
disks. This is not just an arbitrary change in nomenclature. Converting a basic disk to a
dynamic disk actually creates one big partition, occupying all of the space on the disk.
The volumes you create on the dynamic disk are logical divisions within that single
partition.

Earlier versions of Windows use the correct terminology in the Disk Management snap-in.
The menus enable you to create partitions on basic disks and volumes on dynamic disks.
Windows Server 2008 uses the term volume for both disk types, and enables you to create
any of the available volume types, whether the disk is basic or dynamic. If the volume type
you select is not supported on a basic disk, the wizard converts it to a dynamic disk (with
Warning Reader Aid
your permission) as part of the volume creation process.
Despite the menus that refer to basic partitions as volumes, the traditional rules for basic
disks remain in effect. The New Simple Volume menu option on a basic disk creates up to
three primary partitions. When you create a fourth volume, the wizard actually creates an
extended partition and a logical drive of the size you specify. If there is any remaining space
on the disk, you can create additional logical drives in the extended partition.

WARNING When you use DiskPart.exe, a command line utility included with Windows Server 2008, to manage basic
disks, you can create four primary partitions or three primary partitions and one extended partition. The DiskPart.exe utility
contains a superset of the commands supported by the Disk Management snap-in. In other words, DiskPart can do everything
Disk Management can do, and more. However, while the Disk Management Snap-in prevents you from unintentionally
performing actions that might result in data loss, DiskPart has no safeties, and so does not prohibit you from performing such
actions. For this reason, Microsoft recommends that only advanced users use DiskPart and that they use it with due caution.

To create a new simple volume on a basic or dynamic disk, use the following procedure.

CREATE A NEW SIMPLE VOLUME X Ref Reader Aid

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GET READY. Log on to Windows Server 2008 using an account with Administrator privileges.
When the logon process is completed, close the Initial Configuration Tasks window and any
other windows that appear.
1. Open the Disk Management snap-in if necessary. Planning Storage Solutions | 233
2. In the Graphical View, right-click an unallocated area in the volume status column
for the disk on which you want to create a volume and, from the context menu,
6. Specify whether you want to assign a drive letter or path, and then click Next.
select New Simple Volume. The New Simple Volume Wizard appears. X REF
The Format Partition page appears.
See the “Create a New 7. Specify if or how you want to format the volume, and then click Next. The
Simple Volume” pro- Completing the New Simple Volume Wizard page appears.
cedure, in the preced- 8. Review the settings to confirm your options, and then click Finish. If any of the
ing section, for more disks you selected to create the volume are basic disks, a Disk Management message
information about the box appears, warning you that the volume creation process will convert the basic
options on the Assign disks to dynamic disks.
Drive Letter or Path and
Format Partition pages. 9. Click Yes. The wizard creates the volume according to your specifications.
CLOSE the Disk Management snap-in.
The commands that appear in a disk’s context menu depend on the number of disks installed
in the computer and the presence of unallocated space on them. For example, at least two disks
with unallocated space must be available to create a striped, spanned, or mirrored volume,
and at least three disks must be available to create a RAID-5 volume.

EXTENDING AND SHRINKING VOLUMES

To extend or shrink a volume, you simply right-click a volume and select Extend Volume or
Shrink Volume from the context menu or from the Action menu.
Windows Server 2008 extends existing volumes by expanding them into adjacent unallocated
TAKE NOTE
* space on the same disk. When you extend a simple volume across multiple disks, the simple
You must be a member volume becomes a spanned volume. You cannot extend striped volumes.
of the Backup Operator
or the Administrators To extend a volume on a basic disk, the system must meet the following requirements:
group to extend or • A volume of a basic disk must be either unformatted or formatted with the NTFS file
shrink any volume. system.
JWCL089_ch06_211-250.indd Page 212 9/13/08 4:06:37 AM user /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch06
• If you extend a volume that is actually a logical drive, the console first consumes the
contiguous free space remaining in the extended partition. If you attempt to extend
the logical drive beyond the confines of its extended partition, the extended partition
expands to any unallocated space left on the disk.
212 | Lesson 6 • You can extend logical drives, boot volumes, or system volumes only into contiguous
space, and only if the hard disk can be upgraded to a dynamic disk. The operating
There are a variety of storage technologies that are better suited for server use, and the process system will permit you to extend other types of basic volumes into noncontiguous space,
of designing a storage solution for a server depends on several factors, including the following: but will prompt you to convert the basic disk to a dynamic disk.
• The amount of storage the server needs To extend a volume on a dynamic disk, the system must meet these requirements:
• The number of users that will be accessing the server at the same time
• When extending a simple volume, you can use only the available space on the same disk,
• The sensitivity of the data to be stored on the server if the volume is to remain simple.
• The importance of the data to the organization • You can extend a simple volume across additional disks if it is not a system volume or a
boot volume. However, after you expand a simple volume to another disk, it is no longer
The following sections examine these factors and the technologies you can choose when creat- a simple volume; it becomes a spanned volume.
ing a plan for your network storage solutions.
• You can extend a simple or spanned volume if it does not have a file system (a raw
volume) or if you formatted it using the NTFS file system. (You cannot extend volumes
CERTIFICATION READY? How Many Servers Do I Need? using the FAT or FAT32 file systems.)
Plan storage • You cannot extend mirrored or RAID-5 volumes, although you can add a mirror to an
When is one big file server preferable to several smaller ones?
existing simple volume.
5.1
One of the most frequently asked questions when planning a server deployment is whether When shrinking volumes, the Disk Management console frees up space at the end of the
it is better to use one big server or several smaller ones. In Lesson 4, “Planning Application volume, relocating the existing volume’s files, if necessary. The console then converts that
Services,” you learned about the advantages and disadvantages of using one server to perform
several roles versus distributing the roles among several smaller servers, so you should now
have some idea of which arrangement would be better suited to your organization.
If you are considering one large server, or if your organization’s storage requirements are
extremely large, you must also consider the inherent storage limitations of Windows Server
2008, which are listed in Table 6-1.

Table 6-1
Windows Server 2008 Storage S TORAGE C HARACTERISTIC L IMITATION
Limitations
Maximum basic volume size 2 terabytes
Maximum dynamic volume size (simple and 2 terabytes Take Note Reader Aid
mirrored volumes)
Maximum dynamic volume size (spanned and 64 terabytes (2 terabytes per disk, with a
striped volumes) maximum of 32 disks)
Maximum dynamic volume size (RAID-5 volumes) 62 terabytes (2 terabytes per disk, with
a maximum of 32 disks, and 2 terabytes
reserved for parity information)
Maximum NTFS volume size 232 clusters minus 1 cluster (using the
default 4 kilobyte cluster size, the maxi- Easy-to-Read Tables
mum volume size is 16 terabytes minus
64 kilobytes; using the maximum 64
kilobyte cluster size, the maximum volume
size is 256 terabytes minus 64 kilobytes)
Maximum number of clusters on an NTFS volume 232 (4,294,967,296)
Maximum NTFS file size 244 bytes (16 terabytes) minus 64 kilobytes
Maximum number of files on an NTFS volume 232 minus 1 file (4,294,967,295)
Maximum number of volumes on a server Approximately 2,000 (1,000 dynamic
volumes and the rest basic)

The number of sites your enterprise network encompasses and the technologies you use
to provide network communication between those sites can also affect your plans. If, for

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xii | Illustrated Book Tour
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156 | Lesson 4

When a Terminal Services client accesses a RemoteApp application, the terminal server pro-
vides a separate operating environment for the application, just as when the client accesses
an entire desktop. If the client computer experiences a problem, the application continues to
run, because it has its own memory and other hardware resources. The same is true if one of
the other Terminal Services sessions on the server experiences a problem. Because the sessions
use separate environments, one can fail without affecting the others.

When two different client computers launch RemoteApp applications using the same
terminal server, the server creates two separate sessions, each with its own virtualized envi-
TAKE NOTE
* ronment. However, when a single client computer launches two RemoteApp applications
on the same terminal server, the server uses one session for both applications. Therefore, it
is possible for a fault in one application to affect the performance of the other.

With RemoteApp, as with any Terminal Services session, the application runs using the termi-
nal server’s hardware resources, so the virtualization is actually occurring on the server, not the
client. However, it is possible to virtualize applications in such a way that they run on the cli-
ent, not the server. To do this, you can use a product called Microsoft SoftGrid Application
Virtualization.
Microsoft SoftGrid Application Virtualization creates a customized virtualized environment
for an application that you can deploy to clients from a server, much as you do RemoteApp
applications, using terminal servers. The main difference between the two is that the server
actually transfers the virtual environment to the client, enabling the client to run the applica-
tion using its own hardware, without the need to perform an application installation.

S U M M A RY S K I L L M AT R I X

IN THIS LESSON YOU LEARNED :

• Applications in the enterprise can take several forms, including client-run applications, cli-
ent/server applications, and distributed applications.
• The number of roles a server can perform depends on the computer’s hardware configura-
tion, the hardware requirements of the role, and the size and scope of the enterprise.
• Distributing server roles among several computers has several distinct advantages, includ-
ing fault tolerance, ease of resource allocation, high availability, server scalability, security
configuration, dispersed network traffic, and simpler update management.
• Terminal Services works by running applications on a Windows Server 2008 server and
enabling desktop computers to operate those applications from a remote location. JWCL089_ch04_124-159.indd Page 159 9/10/08 3:23:22 PM epg
Review Questions /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch04

• To make the desktop or application appear on the client computer, the server transmits
data and instructions that enable the client to render the graphical interface on its display.
In return, to manipulate the applications running on the server, the client program trans-
mits the user’s keystrokes and mouse movements. Planning Application Services | 159
• Terminal Services implements the server, client, and protocol elements with the follow-
ing three components: Terminal Server, the Remote Desktop Connection client, and the Review Questions
Remote Desktop Protocol (RDP).
1. List five possible advantages to using Terminal Services to deploy applications to clients,
• Clients connecting to a Windows Server 2008 terminal server must have client access rather than running them on individual desktops.
licenses, in addition to any licenses needed for their operating system and applications.
Terminal Services provides a 120-day grace period, during which licenses are not necessary. 2. Explain the difference between the virtualization used in products such as Microsoft
Virtual Server and that used in Windows Server 2008’s Hyper-V.

■ Case Scenarios

Scenario 4-1: Deploying Terminal Services

Summary Skills Matrix Several months ago, Kathleen installed the Terminal Services role on one of her Windows
Server 2008 servers and has been using it to provide clients with access to a custom-designed
credit reporting application. This morning, she began receiving calls from users complaining
that they could no longer access their Terminal Services desktops. What is the most likely
cause of the problem, and what must Kathleen do to resolve it?

Scenario 4-2: Hosting Applications with Terminal Services

JWCL089_ch05_160-210.indd Page 208 9/10/08 3:24:44 PM epg /Volumes/102/JWCL089/work%0/indd%0/MOAC_Ch05 Your company is planning to open a second office in another city, and you are part of the
team that is designing the new network. The employees in the new office will be performing a
wide variety of tasks, and they need a large number of applications installed on their comput-
ers. Ralph, your IT director, is having trouble meeting his budget for the new network, due
to the high cost of the applications, processor, memory, and disk space resources the worksta-
208 | Lesson 5
tions will need to run the applications. He is also concerned about supporting and maintain-
ing the workstations because there will be no full-time IT personnel at the new site.

■ Knowledge Assessment You suggest using Terminal Services to host the applications. Ralph, however, knows nothing
about Terminal Services. Explain how using Terminal Services can resolve all of the network
design problems Ralph is experiencing.
Matching
Complete the following exercise by matching the terms with their corresponding definitions.
a. print device
b. hard quota
c. printer control language (PCL)
d. File Server Resource Manager (FSRM)
e. soft quota
f. Remote Differential Compression (RDC)
g. printer driver
h. Distributed File System (DFS)
i. target
j. printer
1. creates a virtual directory tree consisting of shared folders from multiple servers
2. enables administrators to create storage quotas and file screens
3. prevents users from consuming more than their allotted amount of storage
space
4. the software interface through which a computer communicates with a print
device
5. formats documents in preparation for printing
6. provides controls for the specific capabilities of a print device
7. hardware that produces hard copy documents
8. conserves network bandwidth by replicating only the data that has changed
9. warns users when they consume their allotted amount of storage space
10. an actual folder represented in the virtual DFS directory tree

Multiple Choice Case Scenarios

Select one or more correct answers for each of the following questions.
1. To which of the following elements does the File Services node in the Server Manager’s
scope pane provide access?
a. Share and Storage Management
b. Role Services
c. Reliability and Performance
d. WMI Control
2. Which of the following statements is true about the Distributed File System?
a. DFS is a virtual namespace technology that includes two components: DFS
Namespaces and DFS Replication. Knowledge Assessment
b. DFS exists as a directory tree that contains true copies of the shared folders on differ-
ent servers.
c. DFS cannot control the amount of traffic passing over WAN links.
Questions
d. DFS does not enable a network to tolerate a WAN link failure with a minimal loss of
productivity.

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 Conventions and Features
Used in This Book
This book uses particular fonts, symbols, and heading conventions to highlight important
information or to call your attention to special steps. For more information about the features
in each lesson, refer to the Illustrated Book Tour section.

C ONVENTION M EANING
FEAT
This icon indicates a new or greatly improved Windows
NE W

U RE feature in this version of the software.

This feature provides a brief summary of the material
THE BOTTOM LINE to be covered in the section that follows.
CLOSE Words in all capital letters and in a different font color than
the rest of the text indicate instructions for opening, saving,
or closing files or programs. They also point out items you
should check or actions you should take.
This feature signals the point in the text where a specific
CERTIFICATION READY?
certification objective is covered. It provides you with a
chance to check your understanding of that particular MCTS
objective and, if necessary, review the section of the lesson
where it is covered.
Reader aids appear in shaded boxes found in your text. Take
TAKE NOTE
* Note provides helpful hints related to particular tasks or topics.

ANOTHER WAY
Another Way provides an alternative procedure for accom-
plishing a particular task.
These notes provide pointers to information discussed
X REF elsewhere in the textbook or describe interesting features
of Windows Server 2008 that are not directly addressed in
the current topic or exercise.

Alt + Tab A plus sign (+) between two key names means that you
must press both keys at the same time. Keys that you are
instructed to press in an exercise will appear in the font
shown here.

A shared printer can be Key terms appear in bold italic.

used by many individuals
on a network.

Key My Name is. Any text you are asked to key appears in color.

Click OK. Any button on the screen you are supposed to click on or
select will also appear in color.

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 Instructor Support Program

The Microsoft Official Academic Course programs are accompanied by a rich array of resources
that incorporate the extensive textbook visuals to form a pedagogically cohesive package.
These resources provide all the materials instructors need to deploy and deliver their courses.
Resources available online for download include:
• The MSDN Academic Alliance is designed to provide the easiest and most inexpensive
developer tools, products, and technologies available to faculty and students in labs,
classrooms, and on student PCs. A free 3-year membership is available to qualified
MOAC adopters.
Note: Microsoft Windows Server 2008 can be downloaded from MSDN AA for use by
students in this course
• Windows Server 2008 Evaluation Software. DVDs containing an evaluation version of
Windows Server 2008 is bundled inside the back cover of this text.
• The Instructor’s Guide contains Solutions to all the textbook exercises as well as chapter
summaries and lecture notes. The Instructor’s Guide and Syllabi for various term lengths are
available from the Book Companion site (http://www.wiley.com/college/microsoft) and from
WileyPLUS.
• The Test Bank contains hundreds of questions in multiple-choice, true-false, short
answer, and essay formats and is available to download from the Instructor’s Book
Companion site (http://www.wiley.com/college/microsoft) and from WileyPLUS.
A complete answer key is provided.
• PowerPoint Presentations and Images. A complete set of PowerPoint presentations is
available on the Instructor’s Book Companion site (http://www.wiley.com/college/micro-
soft) and in WileyPLUS to enhance classroom presentations. Tailored to the text’s topical
coverage and Skills Matrix, these presentations are designed to convey key Windows Server
concepts addressed in the text.
All figures from the text are on the Instructor’s Book Companion site (http://www.
wiley.com/college/microsoft) and in WileyPLUS. You can incorporate them into your
PowerPoint presentations, or create your own overhead transparencies and handouts.
By using these visuals in class discussions, you can help focus students’ attention on key
elements of Windows Server and help them understand how to use it effectively in the
workplace.
• When it comes to improving the classroom experience, there is no better source of ideas
and inspiration than your fellow colleagues. The Wiley Faculty Network connects teachers
with technology, facilitates the exchange of best practices, and helps to enhance instruc-
tional efficiency and effectiveness. Faculty Network activities include technology training
and tutorials, virtual seminars, peer-to-peer exchanges of experiences and ideas, personal
consulting, and sharing of resources. For details visit www.WhereFacultyConnect.com.

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xvi | Instructor Support Program

WileyPLUS
Broad developments in education over the past decade have influenced the instructional
approach taken in the Microsoft Official Academic Course program. The way that students
learn, especially about new technologies, has changed dramatically in the Internet era. Electronic
learning materials and Internet-based instruction is now as much a part of classroom instruction
as printed textbooks. WileyPLUS provides the technology to create an environment where stu-
dents reach their full potential and experience academic success that will last them a lifetime!
WileyPLUS is a powerful and highly-integrated suite of teaching and learning resources
designed to bridge the gap between what happens in the classroom and what happens at home
and on the job. WileyPLUS provides instructors with the resources to teach their students new
technologies and guide them to reach their goals of getting ahead in the job market by having
the skills to become certified and advance in the workforce. For students, WileyPLUS pro-
vides the tools for study and practice that are available to them 24/7, wherever and whenever
they want to study. WileyPLUS includes a complete online version of the student textbook,
PowerPoint presentations, homework and practice assignments and quizzes, image galleries, test
bank questions, gradebook, and all the instructor resources in one easy-to-use Web site.
Organized around the everyday activities you and your students perform in the class,
WileyPLUS helps you:
• Prepare & Present outstanding class presentations using relevant PowerPoint slides and
other WileyPLUS materials—and you can easily upload and add your own.
• Create Assignments by choosing from questions organized by lesson, level of difficulty,
and source—and add your own questions. Students’ homework and quizzes are auto-
matically graded, and the results are recorded in your gradebook.
• Offer context-sensitive help to students, 24/7. When you assign homework or quiz-
zes, you decide if and when students get access to hints, solutions, or answers
where appropriate—or they can be linked to relevant sections of their complete, online
text for additional help whenever—and wherever they need it most.
• Track Student Progress: Analyze students’ results and assess their level of understanding
on an individual and class level using the WileyPLUS gradebook, or export data to your
own personal gradebook.
• Administer Your Course: WileyPLUS can easily be integrated with another course man-
agement system, gradebook, or other resources you are using in your class, providing you
with the flexibility to build your course, your way.
Please view our online demo at www.wiley.com/college/wileyplus. Here you will find additional
information about the features and benefits of WileyPLUS, how to request a “test drive” of
WileyPLUS for this title, and how to adopt it for class use.

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 Instructor Support Program | xvii

MSDN ACADEMIC ALLIANCE—FREE 3-YEAR MEMBERSHIP

AVAILABLE TO QUALIFIED ADOPTERS!
The Microsoft Developer Network Academic Alliance (MSDN AA) is designed to provide
the easiest and most inexpensive way for universities to make the latest Microsoft developer
tools, products, and technologies available in labs, classrooms, and on student PCs. MSDN
AA is an annual membership program for departments teaching Science, Technology,
Engineering, and Mathematics (STEM) courses. The membership provides a complete
solution to keep academic labs, faculty, and students on the leading edge of technology.
Software available in the MSDN AA program is provided at no charge to adopting
departments through the Wiley and Microsoft publishing partnership.
As a bonus to this free offer, faculty will be introduced to Microsoft’s Faculty
Connection and Academic Resource Center. It takes time and preparation to keep
students engaged while giving them a fundamental understanding of theory, and the
Microsoft Faculty Connection is designed to help STEM professors with this prepara-
tion by providing articles, curriculum, and tools that professors can use to engage and
inspire today’s technology students.
* Contact your Wiley rep for details.
For more information about the MSDN Academic Alliance program, go to:
http://msdn.microsoft.com/academic/
Note: Microsoft Windows Server 2008 can be downloaded from MSDN AA for use by
students in this course.

Important Web Addresses and Phone Numbers

To locate the Wiley Higher Education Rep in your area, go to the following Web address
and click on the “Who’s My Rep? ” link at the top of the page.
http://www.wiley.com/college
Or Call the MOAC Toll Free Number: 1 + (888) 764-7001 (U.S. & Canada only).
To learn more about becoming a Microsoft Certified Professional and exam availability, visit
www.microsoft.com/learning/mcp.

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 Student Support Program

Book Companion Web Site (www.wiley.com/college/microsoft)

The students’ book companion site for the MOAC series includes any resources, exercise files,
and Web links that will be used in conjunction with this course.

WileyPLUS
WileyPLUS is a powerful and highly-integrated suite of teaching and learning resources
designed to bridge the gap between what happens in the classroom and what happens at
home and on the job. For students, WileyPLUS provides the tools for study and practice
that are available 24/7, wherever and whenever they want to study. WileyPLUS includes a
complete online version of the student textbook, PowerPoint presentations, homework and
practice assignments and quizzes, image galleries, test bank questions, gradebook, and all the
instructor resources in one easy-to-use Web site.
WileyPLUS provides immediate feedback on student assignments and a wealth of support
materials. This powerful study tool will help your students develop their conceptual under-
standing of the class material and increase their ability to answer questions.
• A Study and Practice area links directly to text content, allowing students to review the
text while they study and answer.
• An Assignment area keeps all the work you want your students to complete in one
location, making it easy for them to stay on task. Students have access to a variety of
interactive self-assessment tools, as well as other resources for building their confidence
and understanding. In addition, all of the assignments and quizzes contain a link to the
relevant section of the multimedia book, providing students with context-sensitive help
that allows them to conquer obstacles as they arise.
• A Personal Gradebook for each student allows students to view their results from past
assignments at any time.

Please view our online demo at www.wiley.com/college/wileyplus. Here you will find addi-
tional information about the features and benefits of WileyPLUS, how to request a “test drive”
of WileyPLUS for this title, and how to adopt it for class use.

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xx | Student Support Program

Wiley Desktop Editions

Wiley MOAC Desktop Editions are innovative, electronic versions of printed textbooks.
Students buy the desktop version for 50% off the U.S. price of the printed text, and get the
added value of permanence and portability. Wiley Desktop Editions provide students with
numerous additional benefits that are not available with other e-text solutions.
Wiley Desktop Editions are NOT subscriptions; students download the Wiley Desktop Edition
to their computer desktops. Students own the content they buy to keep for as long as they want.
Once a Wiley Desktop Edition is downloaded to the computer desktop, students have instant
access to all of the content without being online. Students can also print out the sections they
prefer to read in hard copy. Students also have access to fully integrated resources within their
Wiley Desktop Edition. From highlighting their e-text to taking and sharing notes, students can
easily personalize their Wiley Desktop Edition as they are reading or following along in class.

Windows Server 2008 Evaluation Edition

All MOAC Windows Server 2008 textbooks are packaged with an evaluation edition of Windows
Server 2008 on the companion DVDs. Installing the Windows Server Evaluation Edition pro-
vides students with the state-of-the-art system software, enabling them to use a full version of
Windows Server 2008 for the course exercises. This also promotes the practice of learning by
doing, which can be the most effective way to acquire and remember new computing skills.
Evaluating Windows Server 2008 software does not require product activation or entering a
product key. The Windows Server 2008 Evaluation Edition provided with this textbook may
be installed without activation and evaluated for an initial 60 days. If you need more time
to evaluate Windows Server 2008, the 60-day evaluation period may be reset (or re-armed)
three times, extending the original 60-day evaluation period by up to 180 days for a total pos-
sible evaluation time of 240 days. After this time, you will need to uninstall the software or
upgrade to a fully licensed version of Windows Server 2008.

System Requirements
The following are estimated system requirements for Windows Server 2008. If your computer
has less than the minimum requirements, you will not be able to install this product correctly.
Actual requirements will vary based on your system configuration and the applications and
features you install.

PROCESSOR
TAKE NOTE
* Processor performance depends not only on the clock frequency of the processor, but also on
An Intel Itanium 2
the number of processor cores and the size of the processor cache. The following are the proces-
processor is required
sor requirements for this product:
for Windows Server
2008 for Itanium-Based • Minimum: 1 GHz (for x86 processors) or 1.4 GHz (for x64 processors)
Systems. • Recommended: 2 GHz or faster

RAM
The following are the RAM requirements for this product:
• Minimum: 512 MB
• Recommended: 2 GB or more
• Maximum (32-bit systems): 4 GB (for Windows Server 2008 Standard) or 64 GB (for
Windows Server 2008 Enterprise or Windows Server 2008 Datacenter)
• Maximum (64-bit systems): 32 GB (for Windows Server 2008 Standard) or 2 TB (for
Windows Server 2008 Enterprise, Windows Server 2008 Datacenter, or Windows Server
2008 for Itanium-Based Systems)

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 Student Support Program | xxi

Disk space requirements

TAKE NOTE
* The following are the approximate disk space requirements for the system partition. Itanium-
Computers with more based and x64-based operating systems will vary from these estimates. Additional disk space
than 16 GB of RAM will may be required if you install the system over a network. For more information, see http://www.
require more disk space microsoft.com/windowsserver2008.
for paging, hibernation, • Minimum: 10 GB
and dump files. • Recommended: 40 GB or more
• DVD-ROM drive
• Super VGA (800 x 600) or higher-resolution monitor
• Keyboard and Microsoft mouse (or other compatible pointing device)

Important Considerations for Active Directory Domain Controllers

The upgrade process from Windows Server 2003 to Windows Server 2008 requires free disk
space for the new operating system image, for the Setup process, and for any installed server roles.
For the domain controller role, the volume or volumes hosting the following resources also have
specific free disk space requirements:
• Application data (%AppData%)
• Program files (%ProgramFiles%)
• Users’ data (%SystemDrive%\Documents and Settings)
• Windows directory (%WinDir%)
The free space on the %WinDir% volume must be equal or greater than the current size
of the resources listed above and their subordinate folders when they are located on the
%WinDir% volume. By default, dcpromo places the Active Directory database and log files
under %Windir%—in this case, their size would be included in the free disk space require-
ments for the %Windir% folder.
However, if the Active Directory database is hosted outside of any of the folders above, then the
hosting volume or volumes must only contain additional free space equal to at least 10% of the
current database size or 250 MB, whichever is greater. Finally, the free space on the volume that
hosts the log files must be at least 50 MB.
A default installation of the Active Directory directory service in Windows Server 2003 has the
Active Directory database and log files under %WinDir%\NTDS. With this configuration, the
NTDS .DIT database file and all the log files are temporarily copied over to the quarantine loca-
tion and then copied back to their original location. This is why additional free space is required for
those resources. However, the SYSVOL directory, which is also under %WinDir% (%WinDir%\
SYSVOL), is moved and not copied. Therefore, it does not require any additional free space.
After the upgrade, the space that was reserved for the copied resources will be returned to the
WARNING Although you can file system.
reset the 60-day evaluation period,
you cannot extend it beyond 60
days at any time. When you reset Installing and Re-Arming Windows Server 2008
the current 60-day evaluation
period, you lose whatever time is Evaluating Windows Server 2008 software does not require product activation. The Windows
left on the previous 60-day evalua-
tion period. Therefore, to maximize Server 2008 Evaluation Edition may be installed without activation, and it may be evaluated for
the total evaluation time, wait until 60 days. Additionally, the 60-day evaluation period may be reset (re-armed) three times. This
close to the end of the current 60- action extends the original 60-day evaluation period by up to 180 days for a total possible evalu-
day evaluation period before you
reset the evaluation period. ation time of 240 days.

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xxii | Student Support Program

How To Install Windows Server 2008 Without Activating It

TAKE NOTE
*
After Windows Server 1. Run the Windows Server 2008 Setup program.
2008 is installed, the edi- 2. When you are prompted to enter a product key for activation, do not enter a key.
tion cannot be changed Click No when Setup asks you to confirm your selection.
without reinstalling it. 3. You may be prompted to select the edition of Windows Server 2008 that you want to
evaluate. Select the edition that you want to install.
4. When you are prompted, read the evaluation terms in the Microsoft Software License
Terms, and then accept the terms.
5. When the Windows Server 2008 Setup program is finished, your initial 60-day evalu-
ation period starts. To check the time that is left on your current evaluation period,
run the Slmgr.vbs script that is in the System32 folder. Use the -dli switch to run this
script. The slmgr.vbs -dli command displays the number of days that are left in the
current 60-day evaluation period.

How To Re-Arm the Evaluation Period

This section describes how to extend, or re-arm, the Windows Server 2008 evaluation period.
The evaluation period is also known as the “activation grace” period.
When the initial 60-day evaluation period nears its end, you can run the Slmgr.vbs script to
reset the evaluation period. To do this, follow these steps:
1. Click Start, and then click Command Prompt.
2. Type slmgr.vbs -dli, and then press ENTER to check the current status of your evalua-
tion period.
3. To reset the evaluation period, type slmgr.vbs –rearm, and then press ENTER.
4. Restart the computer.
This resets the evaluation period to 60 days.

How To Automate the Extension of the Evaluation Period

You may want to set up a process that automatically resets the evaluation period every 60 days.
One way to automate this process is by using the Task Scheduler. You can configure the Task
Scheduler to run the Slmgr.vbs script and to restart the server at a particular time. To do this,
follow these steps:
1. Click Start, point to Administrative Tools, and then click Task Scheduler.
2. Copy the following sample task to the server, and then save it as an .xml file. For example,
you can save the file as Extend.xml.
<?xml version=”1.0” encoding=”UTF-16”?> <Task version=”1.2”
xmlns=”http://schemas.microsoft.com/windows/2004/02/mit/task”>
<RegistrationInfo> <Date>2007-09-17T14:26:04.433</Date>
<Author>Microsoft Corporation</Author> </RegistrationInfo>
<Triggers> <TimeTrigger id=”18c4a453-d7aa-4647-916b-
af0c3ea16a6b”> <Repetition> <Interval>P59D</Interval>
<StopAtDurationEnd>false</StopAtDurationEnd> </Repetition>
<StartBoundary>2007-10-05T02:23:24</StartBoundary>
<EndBoundary>2008-09-17T14:23:24.777</EndBoundary>
<Enabled>true</Enabled> </TimeTrigger> </Triggers>
<Principals> <Principal id=”Author”>
<UserId>domain\alias</UserId>

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 Student Support Program | xxiii

<LogonType>Password</LogonType>
<RunLevel>HighestAvailable</RunLevel> </Principal>
</Principals> <Settings> <IdleSettings>
<Duration>PT10M</Duration> <WaitTimeout>PT1H</WaitTimeout>
<StopOnIdleEnd>true</StopOnIdleEnd>
<RestartOnIdle>false</RestartOnIdle> </IdleSettings>
<MultipleInstancesPolicy>IgnoreNew</MultipleInstancesPolicy>
<DisallowStartIfOnBatteries>true</DisallowStartIfOnBatteries>
<StopIfGoingOnBatteries>true</StopIfGoingOnBatteries>
<AllowHardTerminate>true</AllowHardTerminate>
<StartWhenAvailable>false</StartWhenAvailable>
<RunOnlyIfNetworkAvailable>false</RunOnlyIfNetworkAvailable>
<AllowStartOnDemand>true</AllowStartOnDemand>
<Enabled>true</Enabled> <Hidden>false</Hidden>
<RunOnlyIfIdle>false</RunOnlyIfIdle>
<WakeToRun>true</WakeToRun>
<ExecutionTimeLimit>P3D</ExecutionTimeLimit>
<DeleteExpiredTaskAfter>PT0S</DeleteExpiredTaskAfter>
<Priority>7</Priority> <RestartOnFailure>
<Interval>PT1M</Interval> <Count>3</Count>
</RestartOnFailure> </Settings> <Actions Context=”Author”>
<Exec> <Command>C:\Windows\System32\slmgr.vbs</Command>
<Arguments>-rearm</Arguments> </Exec> <Exec>
<Command>C:\Windows\System32\shutdown.exe</Command>
<Arguments>/r</Arguments> </Exec> </Actions> </Task>

3. In the sample task, change the value of the following “UserID” tag to contain your
domain and your alias:
<UserId>domain\alias</UserId>
4. In the Task Scheduler, click Import Task on the Action menu.
5. Click the sample task .xml file. For example, click Extend.xml.
6. Click Import.
7. Click the Triggers tab.
8. Click the One Time trigger, and then click Edit.
9. Change the start date of the task to a date just before the end of your current evalua-
tion period.
10. Click OK, and then exit the Task Scheduler.
The Task Scheduler will now run the evaluation reset operation on the date that you specified.

Preparing to Take the Microsoft Certified

Information Technology Professional (MCITP) Exam
The Microsoft Certified Information Technology Professional (MCITP) certifications enable
professionals to target specific technologies and to distinguish themselves by demonstrating
in-depth knowledge and expertise in their specialized technologies. Microsoft Certified
Information Technology Professionals are consistently capable of inplementing, building,
troubleshooting, and debugging a particular Microsoft Technology.
For organizations, the new generation of Microsoft certifications provides better skills verifica-
tion tools that help with assessing not only in-demand skills on Windows Server, but also the

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xxiv | Student Support Program

ability to quickly complete on-the-job tasks. Individuals will find it easier to identify and work
towards the certification credential that meets their personal and professional goals.
To learn more about becoming a Microsoft Certified Professional and exam availability, visit
www.microsoft.com/learning/mcp.

Microsoft Certifications for IT Professionals

The new Microsoft Certified Technology Specialist (MCTS) and Microsoft Certified IT
Professional (MCITP) credentials provide IT professionals with a simpler and more targeted
framework to showcase their technical skills in addition to the skills that are required for spe-
cific developer job roles.
The Microsoft Certified Database Administrator (MCDBA), Microsoft Certified Desktop
Support Technician (MCDST), Microsoft Certified System Administrator (MCSA), and
Microsoft Certified Systems Engineer (MCSE) credentials continue to provide IT professionals
who use Microsoft SQL Server 2000, Windows XP, and Windows Server 2003 with industry
recognition and validation of their IT skills and experience.

Microsoft Certified Technology Specialist

The new Microsoft Certified Tehnology Specialist (MCTS) credential highlights your skills
using a specific Microsoft technology. You can demonstrate your abilities as an IT professional
or developer with in-depth knowledge of the Microsoft technology that you use today or are
planning to deploy.
The MCTS certifications enable professionals to target specific technologies and to distinguish
themselves by demonstrating in-depth knowledge and expertise in their specialized technolo-
gies. Microsoft Certified Technology Specialists are consistently capable of implementing,
building, troubleshooting, and debugging a particular Microsoft technology.
You can learn more about the MCTS program at www.microsoft.com/learning/mcp/mcts.

Microsoft Certified IT Professional

The new Microsoft Certified IT Professional (MCITP) credential lets you highlight your
specific area of expertise. Now, you can easily distinguish yourself as an expert in database
administration, database development, business intelligence, or support.
By becoming certified, you demonstrate to employers that you have achieved a predictable level
of skill not only in the use of the Windows Server operating system, but with a comprehensive
set of Microsoft technologies. Employers often require certification either as a condition of
employment or as a condition of advancement within the company or other organization.
You can learn more about the MCITP program at www.microsoft.com/learning/mcp/mcitp.
The certification examinations are sponsored by Microsoft but administered through Microsoft’s
exam delivery partner Prometric.

Preparing to Take an Exam

Unless you are a very experienced user, you will need to use a test preparation course to
prepare to complete the test correctly and within the time allowed. The Microsoft Official
Academic Course series is designed to prepare you with a strong knowledge of all exam topics,
and with some additional review and practice on your own, you should feel confident in your
ability to pass the appropriate exam.

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 Student Support Program | xxv

After you decide which exam to take, review the list of objectives for the exam. You can easily
identify tasks that are included in the objective list by locating the Objective Domain Matrix
at the start of each lesson and the Certification Ready sidebars in the margin of the lessons in
this book.
To take the MCITP test, visit www.microsoft.com/learning/mcp/mcitp to locate your nearest
testing center. Then call the testing center directly to schedule your test. The amount of advance
notice you should provide will vary for different testing centers, and it typically depends on
the number of computers available at the testing center, the number of other testers who have
already been scheduled for the day on which you want to take the test, and the number of times
per week that the testing center offers MCITP testing. In general, you should call to schedule
your test at least two weeks prior to the date on which you want to take the test.
When you arrive at the testing center, you might be asked for proof of identity. A driver’s
license or passport is an acceptable form of identification. If you do not have either of these
items of documentation, call your testing center and ask what alternative forms of identifica-
tion will be accepted. If you are retaking a test, bring your MCITP identification number,
which will have been given to you when you previously took the test. If you have not prepaid
or if your organization has not already arranged to make payment for you, you will need to
pay the test-taking fee when you arrive.

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 Configuring Name Resolution and Additional Services | xxvii

About the Author

Craig Zacker is a writer, editor, and networker whose computing experience began in the
days of teletypes and paper tape. After making the move from minicomputers to PCs, he
worked as an administrator of Novell NetWare networks and as a PC support technician
while operating a freelance desktop publishing business. After earning a Master’s Degree in
English and American Literature from New York University, Craig worked extensively on
integrating Microsoft Windows operating systems into existing internetworks, supported
fleets of Windows workstations, and was employed as a technical writer, content provider, and
webmaster for the online services group of a large software company. Since devoting himself
to writing and editing full-time, Craig has authored or contributed to dozens of books on
networking topics, operating systems, and PC hardware, including the Microsoft Official
Academic Courses for Windows Vista Configuration Exam 70-620 and Windows Server 2008
Applications Infrastructure Configuration Exam 70-643. He has developed educational texts for
college courses, designed online training courses for the Web, and published articles with top
industry publications.

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| xxvii
This page intentionally left blank
 Acknowledgments

MOAC Instructor Advisory Board

We would like to thank our Instructor Advisory Board, an elite group of educators who has
assisted us every step of the way in building these products. Advisory Board members have
acted as our sounding board on key pedagogical and design decisions leading to the develop-
ment of these compelling and innovative textbooks for future Information Workers. Their
dedication to technology education is truly appreciated.

Charles DeSassure, Tarrant County College

Charles DeSassure is Department Chair and Instructor of Computer Science & Information
Technology at Tarrant County College Southeast Campus, Arlington, Texas. He has had
experience as a MIS Manager, system analyst, field technology analyst, LAN Administrator,
microcomputer specialist, and public school teacher in South Carolina. DeSassure has worked
in higher education for more than ten years and received the Excellence Award in Teaching
from the National Institute for Staff and Organizational Development (NISOD). He currently
serves on the Educational Testing Service (ETS) iSkills National Advisory Committee and
chaired the Tarrant County College District Student Assessment Committee. He has written
proposals and makes presentations at major educational conferences nationwide. DeSassure has
served as a textbook reviewer for John Wiley & Sons and Prentice Hall. He teaches courses in
information security, networking, distance learning, and computer literacy. DeSassure holds a
master’s degree in Computer Resources & Information Management from Webster University.

Kim Ehlert, Waukesha County Technical College

Kim Ehlert is the Microsoft Program Coordinator and a Network Specialist instructor at
Waukesha County Technical College, teaching the full range of MCSE and networking courses
for the past nine years. Prior to joining WCTC, Kim was a professor at the Milwaukee School of
Engineering for five years where she oversaw the Novell Academic Education and the Microsoft
IT Academy programs. She has a wide variety of industry experience including network design
and management for Johnson Controls, local city fire departments, police departments, large
church congregations, health departments, and accounting firms. Kim holds many industry certi-
fications including MCDST, MCSE, Security, Network, Server, MCT, and CNE.
Kim has a bachelor’s degree in Information Systems and a master’s degree in Business
Administration from the University of Wisconsin Milwaukee. When she is not busy teach-
ing, she enjoys spending time with her husband Gregg and their two children—Alex, 14, and
Courtney, 17.

Penny Gudgeon, Corinthian Colleges, Inc.

Penny Gudgeon is the Program Manager for IT curriculum at Corinthian Colleges, Inc.
Previously, she was responsible for computer programming and web curriculum for twenty-
seven campuses in Corinthian’s Canadian division, CDI College of Business, Technology and
Health Care. Penny joined CDI College in 1997 as a computer programming instructor at
one of the campuses outside of Toronto. Prior to joining CDI College, Penny taught produc-
tivity software at another Canadian college, the Academy of Learning, for four years. Penny
has experience in helping students achieve their goals through various learning models from
instructor-led to self-directed to online.

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| xxix
xxx | Acknowledgments

Before embarking on a career in education, Penny worked in the fields of advertising, market-
ing/sales, mechanical and electronic engineering technology, and computer programming. When
not working from her home office or indulging her passion for lifelong learning, Penny likes to
read mysteries, garden, and relax at home in Hamilton, Ontario, with her Shih-Tzu, Gracie.

Margaret Leary, Northern Virginia Community College

Margaret Leary is Professor of IST at Northern Virginia Community College, teaching
Networking and Network Security Courses for the past ten years. She is the co-Principal
Investigator on the CyberWATCH initiative, an NSF-funded regional consortium of higher
education institutions and businesses working together to increase the number of network
security personnel in the workforce. She also serves as a Senior Security Policy Manager and
Research Analyst at Nortel Government Solutions and holds a CISSP certification.
Margaret holds a B.S.B.A. and MBA/Technology Management from the University
of Phoenix, and is pursuing her Ph.D. in Organization and Management with an IT
Specialization at Capella University. Her dissertation is titled “Quantifying the Discoverability
of Identity Attributes in Internet-Based Public Records: Impact on Identity Theft and
Knowledge-based Authentication.” She has several other published articles in various govern-
ment and industry magazines, notably on identity management and network security.

Wen Liu, ITT Educational Services, Inc.

Wen Liu is Director of Corporate Curriculum Development at ITT Educational Services,
Inc. He joined the ITT corporate headquarters in 1998 as a Senior Network Analyst to
plan and deploy the corporate WAN infrastructure. A year later he assumed the position
of Corporate Curriculum Manager supervising the curriculum development of all IT pro-
grams. After he was promoted to the current position three years ago, he continued to man-
age the curriculum research and development for all the programs offered in the School of
Information Technology in addition to supervising the curriculum development in other areas
(such as Schools of Drafting and Design and Schools of Electronics Technology). Prior to his
employment with ITT Educational Services, Liu was a Telecommunications Analyst at the
state government of Indiana working on the state backbone project that provided Internet
and telecommunications services to the public users such as K-12 and higher education
institutions, government agencies, libraries, and healthcare facilities.
Wen Liu has an M.A. in Student Personnel Administration in Higher Education and an
M.S. in Information and Communications Sciences from Ball State University, Indiana.
He used to be the director of special projects on the board of directors of the Indiana
Telecommunications User Association, and used to serve on Course Technology’s IT Advisory
Board. He is currently a member of the IEEE and its Computer Society.

Jared Spencer, Westwood College Online

Jared Spencer has been the Lead Faculty for Networking at Westwood College Online since
2006. He began teaching in 2001 and has taught both on-ground and online for a variety of
institutions, including Robert Morris University and Point Park University. In addition to his
academic background, he has more than fifteen years of industry experience working for com-
panies including the Thomson Corporation and IBM.
Jared has a master’s degree in Internet Information Systems and is currently ABD and
pursuing his doctorate in Information Systems at Nova Southeastern University. He has
authored several papers that have been presented at conferences and appeared in publica-
tions such as the Journal of Internet Commerce and the Journal of Information Privacy
and Security (JIPC). He holds a number of industry certifications, including AIX (UNIX),
A, Network, Security, MCSA on Windows 2000, and MCSA on Windows 2003
Server.

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 Acknowledgments | xxxi

MOAC Windows Server Reviewers

We also thank the many reviewers who pored over the manuscript, providing invaluable feed-
back in the service of quality instructional materials.
Windows Server® 2008 Administrator Exam 70-646
Mark Babineau, CompuCollege — Moncton Campus
Brian Bordelon, Lantec Computer Training Center
John Crowley, Bucks County Community College
Fidelis Ngang, Houston Community College — Central Campus
Hermine Turner, Focus: HOPE
Bonnie Willy, Ivy Tech
Focus Group and Survey Participants
Finally, we thank the hundreds of instructors who participated in our focus groups and surveys
to ensure that the Microsoft Official Academic Courses best met the needs of our customers.
Jean Aguilar, Mt. Hood Community College Henry Bojack, Farmingdale State University
Konrad Akens, Zane State College Matthew Bowie, Luna Community College
Michael Albers, University of Memphis Julie Boyles, Portland Community College
Diana Anderson, Big Sandy Community & Karen Brandt, College of the Albemarle
Technical College Stephen Brown, College of San Mateo
Phyllis Anderson, Delaware County Jared Bruckner, Southern Adventist University
Community College Pam Brune, Chattanooga State Technical
Judith Andrews, Feather River College Community College
Damon Antos, American River College Sue Buchholz, Georgia Perimeter College
Bridget Archer, Oakton Community College Roberta Buczyna, Edison College
Linda Arnold, Harrisburg Area Community Angela Butler, Mississippi Gulf Coast
College–Lebanon Campus Community College
Neha Arya, Fullerton College Rebecca Byrd, Augusta Technical College
Mohammad Bajwa, Katharine Gibbs School– Kristen Callahan, Mercer County
New York Community College
Virginia Baker, University of Alaska Fairbanks Judy Cameron, Spokane Community College
Carla Bannick, Pima Community College Dianne Campbell, Athens Technical College
Rita Barkley, Northeast Alabama Community Gena Casas, Florida Community College at
College Jacksonville
Elsa Barr, Central Community College–Hastings Jesus Castrejon, Latin Technologies
Ronald W. Barry, Ventura County Gail Chambers, Southwest Tennessee
Community College District Community College
Elizabeth Bastedo, Central Carolina Jacques Chansavang, Indiana University–
Technical College Purdue University Fort Wayne
Karen Baston, Waubonsee Community College Nancy Chapko, Milwaukee Area Technical
Karen Bean, Blinn College College
Scott Beckstrand, Community College of Rebecca Chavez, Yavapai College
Southern Nevada Sanjiv Chopra, Thomas Nelson Community
Paulette Bell, Santa Rosa Junior College College
Liz Bennett, Southeast Technical Institute Greg Clements, Midland Lutheran College
Nancy Bermea, Olympic College Dayna Coker, Southwestern Oklahoma State
Lucy Betz, Milwaukee Area Technical College University–Sayre Campus
Meral Binbasioglu, Hofstra University Tamra Collins, Otero Junior College
Catherine Binder, Strayer University & Janet Conrey, Gavilan Community College
Katharine Gibbs School–Philadelphia Carol Cornforth, West Virginia Northern
Terrel Blair, El Centro College Community College
Ruth Blalock, Alamance Community College Gary Cotton, American River College
Beverly Bohner, Reading Area Community Edie Cox, Chattahoochee Technical College
College Rollie Cox, Madison Area Technical College
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xxxii | Acknowledgments

David Crawford, Northwestern Michigan Sandy Gabel, Vernon College

College Laura Galvan, Fayetteville Technical
J.K. Crowley, Victor Valley College Community College
Rosalyn Culver, Washtenaw Community Candace Garrod, Red Rocks Community
College College
Sharon Custer, Huntington University Sherrie Geitgey, Northwest State Community
Sandra Daniels, New River Community College College
Anila Das, Cedar Valley College Chris Gerig, Chattahoochee Technical College
Brad Davis, Santa Rosa Junior College Barb Gillespie, Cuyamaca College
Susan Davis, Green River Community College Jessica Gilmore, Highline Community College
Mark Dawdy, Lincoln Land Community Pamela Gilmore, Reedley College
College Debbie Glinert, Queensborough Community
Jennifer Day, Sinclair Community College College
Carol Deane, Eastern Idaho Technical College Steven Goldman, Polk Community College
Julie DeBuhr, Lewis-Clark State College Bettie Goodman, C.S. Mott Community
Janis DeHaven, Central Community College College
Drew Dekreon, University of Alaska–Anchorage Mike Grabill, Katharine Gibbs School–
Joy DePover, Central Lakes College Philadelphia
Salli DiBartolo, Brevard Community College Francis Green, Penn State University
Melissa Diegnau, Riverland Community Walter Griffin, Blinn College
College Fillmore Guinn, Odessa College
Al Dillard, Lansdale School of Business Helen Haasch, Milwaukee Area Technical
Marjorie Duffy, Cosumnes River College College
Sarah Dunn, Southwest Tennessee John Habal, Ventura College
Community College Joy Haerens, Chaffey College
Shahla Durany, Tarrant County College– Norman Hahn, Thomas Nelson Community
South Campus College
Kay Durden, University of Tennessee at Martin Kathy Hall, Alamance Community College
Dineen Ebert, St. Louis Community Teri Harbacheck, Boise State University
College–Meramec Linda Harper, Richland Community College
Donna Ehrhart, State University of New Maureen Harper, Indian Hills Community
York–Brockport College
Larry Elias, Montgomery County Steve Harris, Katharine Gibbs School–New
Community College York
Glenda Elser, New Mexico State University Robyn Hart, Fresno City College
at Alamogordo Darien Hartman, Boise State University
Angela Evangelinos, Monroe County Gina Hatcher, Tacoma Community College
Community College Winona T. Hatcher, Aiken Technical College
Angie Evans, Ivy Tech Community College BJ Hathaway, Northeast Wisconsin Tech
of Indiana College
Linda Farrington, Indian Hills Community Cynthia Hauki, West Hills College – Coalinga
College Mary L. Haynes, Wayne County
Dana Fladhammer, Phoenix College Community College
Richard Flores, Citrus College Marcie Hawkins, Zane State College
Connie Fox, Community and Technical Steve Hebrock, Ohio State University
College at Institute of Technology West Agricultural Technical Institute
Virginia University Sue Heistand, Iowa Central Community College
Wanda Freeman, Okefenokee Technical Heith Hennel, Valencia Community College
College Donna Hendricks, South Arkansas
Brenda Freeman, Augusta Technical College Community College
Susan Fry, Boise State University Judy Hendrix, Dyersburg State Community
Roger Fulk, Wright State University–Lake College
Campus Gloria Hensel, Matanuska-Susitna College
Sue Furnas, Collin County Community University of Alaska Anchorage
College District Gwendolyn Hester, Richland College
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 Acknowledgments | xxxiii

Tammarra Holmes, Laramie County Belva-Carole Lamb, Rogue Community College

Community College Betty Lambert, Des Moines Area
Dee Hobson, Richland College Community College
Keith Hoell, Katharine Gibbs School–New York Anita Lande, Cabrillo College
Pashia Hogan, Northeast State Technical Junnae Landry, Pratt Community College
Community College Karen Lankisch, UC Clermont
Susan Hoggard, Tulsa Community College David Lanzilla, Central Florida Community
Kathleen Holliman, Wallace Community College
College Selma Nora Laredo, Cerritos Community College
Chastity Honchul, Brown Mackie College/ Jennifer Larrabee, Chippewa Valley Technical
Wright State University College
Christie Hovey, Lincoln Land Community Debra Larson, Idaho State University
College Barb Lave, Portland Community College
Peggy Hughes, Allegany College of Maryland Audrey Lawrence, Tidewater Community
Sandra Hume, Chippewa Valley Technical College
College Deborah Layton, Eastern Oklahoma State
John Hutson, Aims Community College College
Celia Ing, Sacramento City College Larry LeBlanc, Owen Graduate School–
Joan Ivey, Lanier Technical College Vanderbilt University
Barbara Jaffari, College of the Redwoods Philip Lee, Nashville State Community College
Penny Jakes, University of Montana College Michael Lehrfeld, Brevard Community College
of Technology Vasant Limaye, Southwest Collegiate
Eduardo Jaramillo, Peninsula College Institute for the Deaf – Howard College
Barbara Jauken, Southeast Community College Anne C. Lewis, Edgecombe Community
Susan Jennings, Stephen F. Austin State College
University Stephen Linkin, Houston Community College
Leslie Jernberg, Eastern Idaho Technical College Peggy Linston, Athens Technical College
Linda Johns, Georgia Perimeter College Hugh Lofton, Moultrie Technical College
Brent Johnson, Okefenokee Technical College Donna Lohn, Lakeland Community College
Mary Johnson, Mt. San Antonio College Jackie Lou, Lake Tahoe Community College
Shirley Johnson, Trinidad State Junior Donna Love, Gaston College
College–Valley Campus Curt Lynch, Ozarks Technical Community
Sandra M. Jolley, Tarrant County College College
Teresa Jolly, South Georgia Technical College Sheilah Lynn, Florida Community College–
Dr. Deborah Jones, South Georgia Technical Jacksonville
College Pat R. Lyon, Tomball College
Margie Jones, Central Virginia Community Bill Madden, Bergen Community College
College Heather Madden, Delaware Technical &
Randall Jones, Marshall Community and Community College
Technical College Donna Madsen, Kirkwood Community College
Diane Karlsbraaten, Lake Region State College Jane Maringer-Cantu, Gavilan College
Teresa Keller, Ivy Tech Community College Suzanne Marks, Bellevue Community
of Indiana College
Charles Kemnitz, Pennsylvania College of Carol Martin, Louisiana State University–
Technology Alexandria
Sandra Kinghorn, Ventura College Cheryl Martucci, Diablo Valley College
Bill Klein, Katharine Gibbs School–Philadelphia Roberta Marvel, Eastern Wyoming College
Bea Knaapen, Fresno City College Tom Mason, Brookdale Community College
Kit Kofoed, Western Wyoming Community Mindy Mass, Santa Barbara City College
College Dixie Massaro, Irvine Valley College
Maria Kolatis, County College of Morris Rebekah May, Ashland Community
Barry Kolb, Ocean County College & Technical College
Karen Kuralt, University of Arkansas at Little Emma Mays-Reynolds, Dyersburg State
Rock Community College

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xxxiv | Acknowledgments

Timothy Mayes, Metropolitan State College Tim Paul, Montana State University–Great Falls
of Denver Joseph Perez, South Texas College
Reggie McCarthy, Central Lakes College Mike Peterson, Chemeketa Community
Matt McCaskill, Brevard Community College College
Kevin McFarlane, Front Range Community Dr. Karen R. Petitto, West Virginia Wesleyan
College College
Donna McGill, Yuba Community College Terry Pierce, Onandaga Community College
Terri McKeever, Ozarks Technical Ashlee Pieris, Raritan Valley Community College
Community College Jamie Pinchot, Thiel College
Patricia McMahon, South Suburban College Michelle Poertner, Northwestern Michigan
Sally McMillin, Katharine Gibbs School– College
Philadelphia Betty Posta, University of Toledo
Charles McNerney, Bergen Community College Deborah Powell, West Central Technical College
Lisa Mears, Palm Beach Community College Mark Pranger, Rogers State University
Imran Mehmood, ITT Technical Institute– Carolyn Rainey, Southeast Missouri State
King of Prussia Campus University
Virginia Melvin, Southwest Tennessee Linda Raskovich, Hibbing Community College
Community College Leslie Ratliff, Griffin Technical College
Jeanne Mercer, Texas State Technical College Mar-Sue Ratzke, Rio Hondo Community
Denise Merrell, Jefferson Community & College
Technical College Roxy Reissen, Southeastern Community College
Catherine Merrikin, Pearl River Community Silvio Reyes, Technical Career Institutes
College Patricia Rishavy, Anoka Technical College
Diane D. Mickey, Northern Virginia Jean Robbins, Southeast Technical Institute
Community College Carol Roberts, Eastern Maine Community
Darrelyn Miller, Grays Harbor College College and University of Maine
Sue Mitchell, Calhoun Community College Teresa Roberts, Wilson Technical
Jacquie Moldenhauer, Front Range Community College
Community College Vicki Robertson, Southwest Tennessee
Linda Motonaga, Los Angeles City College Community College
Sam Mryyan, Allen County Community Betty Rogge, Ohio State Agricultural
College Technical Institute
Cindy Murphy, Southeastern Community Lynne Rusley, Missouri Southern State
College University
Ryan Murphy, Sinclair Community College Claude Russo, Brevard Community College
Sharon E. Nastav, Johnson County Ginger Sabine, Northwestern Technical College
Community College Steven Sachs, Los Angeles Valley College
Christine Naylor, Kent State University Joanne Salas, Olympic College
Ashtabula Lloyd Sandmann, Pima Community
Haji Nazarian, Seattle Central Community College–Desert Vista Campus
College Beverly Santillo, Georgia Perimeter College
Nancy Noe, Linn-Benton Community College Theresa Savarese, San Diego City College
Jennie Noriega, San Joaquin Delta College Sharolyn Sayers, Milwaukee Area Technical
Linda Nutter, Peninsula College College
Thomas Omerza, Middle Bucks Institute of Judith Scheeren, Westmoreland County
Technology Community College
Edith Orozco, St. Philip’s College Adolph Scheiwe, Joliet Junior College
Dona Orr, Boise State University Marilyn Schmid, Asheville-Buncombe
Joanne Osgood, Chaffey College Technical Community College
Janice Owens, Kishwaukee College Janet Sebesy, Cuyahoga Community College
Tatyana Pashnyak, Bainbridge College Phyllis T. Shafer, Brookdale Community
John Partacz, College of DuPage College

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 Acknowledgments | xxxv

Ralph Shafer, Truckee Meadows Community Sylvia Unwin, Bellevue Community College
College Lilly Vigil, Colorado Mountain College
Anne Marie Shanley, County College of Sabrina Vincent, College of the Mainland
Morris Mary Vitrano, Palm Beach Community
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Exploring the Variety of Random
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inspected the controls of the mighty atomic piles.
Norris knew a good bit about those controls. He had been here many
times, and Petersen and the other technicians had liked to talk. The
trouble was, that right now his thoughts all seemed a little foggy.
"What we got to do," Kincaid said ponderously, "is change 'round the
atomic pile setup so it'll handle bismuth instead of uranium. Right?"
"Right!" Norris approved enthusiastically. "That's going right to the
heart of the problem, old pal!"
Kincaid seemed to blush in deprecation. "Oh, I jus' got an orderly
mind. First thing now, is to shift the uranium lattices out of the piles."
He laid his hands on several of the levers, one after another. There
was a low humming of machinery somewhere.
In the distant, towering structure, lattices loaded with uranium were
being mechanically withdrawn to the pits beneath. But there was
nothing happening here except on the panel of indicators.
Petersen came back to consciousness at that moment. Tied to a wall
stanchion, he stiffened and his eyes bugged at them.
"What are you two doing?" he cried. "You're cutting off the power by
pulling out those lattices!"
"Only temp'rarily," Norris assured him. "We'll shift empty lattices back
in, and then load the bismuth into them."
Petersen uttered a howl of agony. "You maniacs will wreck the whole
pile if you try a stunt like that! For heaven's sake, sober up and think
what you're doing!"
"We're tryin' to think," Kincaid said sternly. "But how can we
co'centrate, with you yelling at us?"
Petersen went from raging orders to agonized pleadings to tearful
entreaty. The two ignored him completely.
"Le's see, now," Kincaid said, blinking. "We'll leave in the Number
One uranium lattice after all. We'll need its neutrons to trigger the
expanding series of graphite and bismuth lattices."
"We'll need two uranium lattices," Doug Norris corrected thickly.
"One to trigger the first action, the other to pr'vide neutrons for the
continuous shuttle that'll run the bismuth's atomic number up from
eighty-three to ninety-four, right up through neptunium to plutonium."
"You're right," Kincaid agreed, hiccuping slightly. "I forgot 'bout that
second lattice for a minute. Mus' be because of all the noise in here."

Petersen was still producing that noise, indeed. He had become

louder and more frantic as he saw them shifting out the uranium
lattices and replacing them clumsily with empty lattice-frames.
"Ten thousand scientists have been working ever since Nineteen-
forty-five to find a way to use common elements instead of uranium
in a pile!" he choked. "They can't do it. But two drunken Proxy men
are going to try it!"
Norris hardly heard that stream of agonized accusation and entreaty,
as he helped Kincaid shift in the empty lattices. He was mildly sorry
that Petersen felt so disturbed. There was no reason for it. He and
Kincaid knew just what they were doing.
Or did they? For a moment, a dim doubt crossed Norris' foggy mind.
After all, he and Kincaid weren't physicists. Then he dismissed that
doubt. He was sure of what they were doing, wasn't he?
Kincaid sat down unsteadily when they had the lattices changed.
"I feel a li'l shaky. 'S emotional reaction from great scientific
achievement."
"Emotional reaction nothing—you're so plastered you're nearly out!"
raged Petersen.
Kincaid dignifiedly ignored that. "Switch on the loader and shoot the
ol' bismuth in there, Doug."
"Norris, don't do it!" begged Petersen hoarsely. "It means wrecking
the pile, and maybe blowing up the whole Station!"
Again, Doug Norris' dim doubt bothered him. But then again he
dismissed it. Everything was so beautifully clear in his mind. It had to
work.
He switched on the loader. The lead cylinder of bismuth slid away
into the tube that would carry it to the pile, where it would be
automatically loaded into the new empty lattices.
"You fools!" choked Petersen. "I hope they hang you both for this!
When that pile starts up, and blows—"
The operation of the great atomic pile was automatic from this point
on. Minutes later, a bell rang and indicators clicked on.
"First uranium lattice has triggered off," said Kincaid, and nodded,
pleased. "Now we'll get power—lotsa power."
"You'll get nothing but maybe an atomic explosion, in ten seconds!"
cried Petersen, his face deathly white.
Doug Norris suddenly felt his doubt rise again and this time it
overwhelmed him! All his former foggy confidence seemed to have
left him as they completed their operations.
He was suddenly aware of the mad and ghastly thing that he and
Kincaid had done. Why in heaven's name had they done it? What
crazy quirk in their minds had made them do it?
Kincaid too was suddenly looking pale and queer.
"Doug, maybe we shouldn't have tried it."
"Look at those meters!" yelled Petersen, in a wild voice.
The technician's eyes were protruding as he stared at the big bank
of ammeters that registered the output of the great turbines. The
needles were jumping across the dials with swiftly increasing
amperage.
"The pile is working!" yelled Petersen hoarsely. "That bismuth is
actually producing atomic power!"
Doug Norris suddenly felt cold sober, and a little sick. He sat down
shakily, and put his head in his hands.
Kincaid was staring blankly at the ammeters, while Petersen and
Thorpe seemed to have gone crazy with excitement. When Petersen
was untied, he grabbed Kincaid fiercely.
"How did you do it?" he cried. "Just what did you do to the pile?"
Kincaid stared at him blankly. "I don't know, now."
"You don't know?" Petersen almost screeched. "Man, you've
stumbled on what the scientists have been hunting all these years—
the hookup to use common elements in an atomic pile! You must
have had something figured out beforehand!"
"We didn't!" Norris denied weakly. "We got a little plastered, and got
this idea. We didn't know what we were doing."
Suddenly, Doug Norris stiffened. Remembrance that brought him
jumping unsteadily to his feet had come to him.
"You couldn't have done a thing like this by sheer crazy accident!"
Petersen was insisting. "You must have known how!"
"By heaven, I believe now that we did know what we were doing, in a
queer sort of way!" Norris exclaimed shakily. He grabbed Kincaid's
arm. "Mart, come with me! We're going back over to the Project!"
Petersen's dazed amazement was changing to exultation.
"Whatever you did, it's still working and looks like it'll work
indefinitely! And we can study the hookup and learn how to duplicate
it, even if we never completely understand it. You two maniacs are
going to be famous!"
But Norris had already led the stupefied Kincaid out of the room.

All the way back to the Proxy Project, Kincaid kept dazedly repeating
the same thing over and over.
"We must have been clear out of our heads to do a thing like that!
But how is it that we were able to do it right?"
"Haven't you suspected the answer to that yet?" cried Doug Norris.
"Don't you see why, as soon as our conscious minds were relaxed
by a few drinks, we automatically went and performed an operation
totally beyond present-day nuclear science? What happened to us
just before we had those drinks? What happened when our Proxies
met those Raddies down in the fissure?"
"The Raddies?" Kincaid repeated stupidly. "What could those brutes
have to do with this?"
"We thought they were only brutes, a low form of queer radioactive
life," Norris said. "But what if their weird minds are intelligent,
supremely intelligent? An intelligence that doesn't operate for
purposes or in ways like ours, but that's as high or higher than
ours?"
He almost dragged the stunned Kincaid into the deserted office, to
the control-boards of the Proxies at Base.
"Take over a Proxy and follow me," Norris ordered. "I've an idea that
if we go down in that fissure again, we can prove it."
"Prove what?" Kincaid asked, but mechanically obeyed and took
over a Proxy control.
Again, Norris and Kincaid guided their Proxies out of Base and
across the seared Mercury plain toward Fissure Four. Norris peered
down into the fissure as he advanced. Then as they glimpsed the
wrecked Proxies they had previously left there, they also glimpsed
glowing little clouds flowing rapidly toward them.
A Raddy lifted its glowing gaseous body to envelop the control-box
of Norris' Proxy. Again, as he stared into the thing's brilliant, pulsing
core, he felt his senses reel queerly. But this time, he knew beyond
any doubt what it was.
"Hypnosis!" he yelled to Kincaid. "Hypnosis operating through our
Proxies' eyes right back along the beam to our own eyes and brains!
I thought so!" His shout died away as his brain reeled under the
powerful hypnotic influence of the Raddy's pulsing, starlike core.
Hypnosis could operate by vision, everyone knew that. Nobody had
dreamed of hypnosis operating across space by means of a linking
television beam, but it was happening. For Doug Norris, resisting
now with new-found knowledge, just dimly sensed the powerful
hypnotic order the Raddy's pulsing brain was hurling into his own
mind.
"You will not send your crude machines down here again to disturb
our philosophical reveries!" the Raddy's hypnotic thought was sternly
ordering him. "There is no further need. When we read from your
minds that it was need for uranium for your primitive power plants
that motivated your intrusions here, we gave your brains the post-
hypnotic knowledge to improve those power plants so you would not
need to come here again. So go, and do not return!"
Under that powerful hypnotic command, both Norris and Kincaid
turned their Proxies and fled back up the fissure.
Not until they had reached Base again, not until they had ripped off
the television helmets, did Doug Norris feel that powerful hypnotic
command relax.
"It's as I suspected!" he cried. "It was the Raddies who put that
knowledge in our minds! Who would know nuclear science better
than they?"
Kincaid stared, his jaw dropping. "Then, to stop our bothering them,
they did that by post-hypnotic command working back along our own
Proxy-beams?"
"Yes!" cried Doug Norris. "Ironic, isn't it? They worked back along our
own beams and made Proxies out of us!"
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