Wisdom Essays - Bible, Solomon, Virtue, Old Testament, Philosophy

Wisdom Wisdom, in my opinion is ?The knowing of many things?. Wisdom is what all people should strive for during their entire life. For being wise is having the power of knowing and judging what is right and good, you have the power to discern what you should and should not do. You can look at situations in life and have the wisdom to know what you should do. Wisdom is the development of things learned in the past. Whether this is learned by experience or from the experience of others, it is a collection of knowledge. An example of someone with exceeding wisdom would be Solomon, when Solomon became king, God asked him what he wanted, and Solomon was quite smart when he asked for wisdom. God granted his desire for wisdom, and he became the most intelligent king that ever lived. His finances exceeded anything you could ever imagine. He had piles of silver at the end of the streets in the city because there was not enough storage for it all. He lived a long and very prosperous life, and ruled Israel with authority and he was very respected by all. Anything that he was faced with, he knew what to do, and when he didn't he knew where to find out from, he would turn to God and he would show him direction in what to do. So obviously I think it is very important to get all of the wisdom possible. So to sum up what I think wisdom is, it is learning from the past, and the present to know where to go in the future, it will help to give direction and help make important decisions. Creative Writing

The Sea Raiders Essays

The Sea Raiders Essays The Sea Raiders Paper The Sea Raiders Paper Essay Topic: Ray Bradbury Short Stories The sentence structure varies in the two different narratives. The author of The Sea Raiders, H. G. Wells, uses longer sentences overall than the author of The Fog Horn (Ray Bradbury). This is because The Sea Raiders was written in the Victorian era, unlike The Fog Horn, which is more modern from the nineteen seventies. Therefore H. G. Wells uses a lot of archaic language throughout the story, and this alters the sentence length. In The Fog Horn, Ray Bradbury uses short sentences in order to build up and keep suspense throughout a section of the story on page 91 when the writer is building up to the destruction of the tower, The tower shook. The fog horn cried; the monster cried, The fog horn and the monster roared, Quick). This syntax helps to create tension and to keep the readers attention throughout, with sentences such as McDunn seized my arm, and the tower fell. The writer of The Sea Raiders however, builds up to the pinnacle of the story (on page 425 when Hill is attacked by the monsters) with continued use of long and intricate sentences, and also with complex vocabulary, which slowly builds up and keeps tension and suspense throughout the passage. Various language devices are also used. In The Fog Horn, use of direct speech is frequent, and used mainly to answer questions asked by Johnny, and also any that the reader may ask. This is very effective because direct speech is intended to be spoken rather than narrated, and so it makes more of an impact when read out than if it were simply reported. Direct speech is also used in The Sea Raiders, for example on page 424 when the boatman shouts, help here! Alliteration of the h sound is another device which draws attention to this speech because it is so hard-hitting. In my opinion The Fog Horn includes three main characters The monster, Johnny, and McDunn. Johnny is the narrator: he explains the scenes in the story to the reader, and he also describes all that can be seen in each of these scenes. McDunn voices some of the direct speech in this narrative, but we do not always see what he is thinking in great detail. Johnny does not go into detail about how he feels at any point in the story, and I feel that this is done deliberately by the author to draw attention away from these two characters and onto their surroundings, and also onto the monster and its emergence. In my opinion McDunn is almost like a father figure in this passage taking Johnny under his wing and looking after him as his apprentice; teaching him about the lighthouse as a father might teach his son. He also tells Johnny all he knows about the monster, in order to prepare him for the moment when it appears. Carrying through the biblical theme that has been set in this passage with the use of capital letters (Voice) and other devices, McDunn comes across as almost god-like. He is seemingly omniscient, and appears to know everything that is going on. He also knows everything about the monster. McDunn understands the monsters emotions because he empathises with it, as he remains out at sea in his lighthouse, totally isolated and alone just like the monster. We know that McDunn is often cut off from humanity because he becomes so lonely that he even fabricates stories to pass the time, for instance his story on page 87 (I made up that story). As McDunn does not freely express his feelings and opinions frequently in the narrative, the only way that we can understand what he feels and thinks is through Johnnys character, and we get an insight into the philosophical nature of McDunn. As the story progresses we start to become somewhat closely associated with Johnny, as we relate to him because the lighthouse, the monster and McDunn are all connected and are all seemingly together as one in the story. Johnny is the outsider to the situation, and can be likened to the reader whilst they read the passage. The story is written in the first person narrative, and we figuratively become Johnny throughout the story because we are an outsider to all that is happening. This makes the story more personal because we can relate Johnnys point of view. In The Sea Raiders, we have a birds eye view of the story, and are not as involved, as H. G. Wells has written the narrative in the first person. The Sea Raiders was written in the Victorian era, and at this time many things were unknown to science a common preoccupation of the Victorians was discovery, and it was a time of great exploration. The society and history in which the story was written is reflected in the narrative Mr Fison and the other men went out into the sea in their boat to try and discover more about the monsters, just as many Victorians were travelling the world to discover new things at the time that this story was written. Mr Fison and his team are keen to find out more about these monsters because they are unknown to science and society. In this way the men in the story are symbolic of the male status in society at the time that H. G. Wells wrote The Sea-Raiders.

The Influence of Teachers Words and Actions

The Influence of Teachers' Words and Actions Teachers can have a huge influence on their students.  This goes much deeper than the lessons they teach. You only have to reflect on your own time in school to realize how positive or negative experiences can stick with you for the rest of your life. Educators need to remember that they hold great power over students in their hands. Words Can Uplift By encouraging a struggling student and explaining how she can be successful, a teacher  can change that student’s career. A perfect example of this happened to my niece. She had moved recently and began attending a new school in ninth grade. She struggled through most of her first semester, earning D’s and F’s. However, she had one teacher who saw that she was smart and just needed some extra help. Amazingly, this teacher spoke to her only once. He explained that the difference between earning an F or a C would require just a bit of extra effort on her part. He promised that if she spent just 15 minutes a day on homework, she would see a huge improvement. Most importantly, he told her that he knew she could do it. The effect was like flicking a switch. She became a straight-A student and to this day loves learning and reading. Words Can Harm By contrast, teachers can make subtle comments intended to be positive but are actually hurtful. For example, one of my best friends in school took  AP classes. She always earned B’s and never stood out in class. However, when she took her AP English test, she scored a 5, the highest possible mark. She also earned 4’s on two other AP exams. When she returned to school after the summer break, one of her teachers saw her in the hall and told her that she was shocked that my friend had earned such a high score. The teacher even told my friend that she had underestimated her. While at first my friend was delighted with the praise, she said that after some reflection, she was annoyed that her teacher didn’t see how hard she had worked or that she excelled in AP English. Years later, my friend now an adult says she still feels hurt when she thinks about the incident. This teacher likely only meant to praise my friend, but this faint praise led to hurt feelings decades after this brief hallway discussion. The Donkey Something as simple as role-playing can bruise a students ego, sometimes for life. For example, one of my students spoke of a former teacher she really liked and admired. Yet, she recalled a lesson he presented that really upset her. The class was discussing the barter system. The teacher gave each student a role: One student was a farmer and the other was the farmer’s wheat. The farmer then traded his wheat to another farmer in exchange for a donkey. My students role was to be the farmer’s donkey. She knew that the teacher simply picked kids at random and assigned them roles. Yet, she said that for years after the lesson, she always felt that the teacher had picked her as a donkey because she was overweight and ugly. Words Stick With Students The example illustrates that a teachers words can really stick with students for their entire lives. I know that I have tried to be more careful with what I tell students each day. I’m not perfect, but I hope that I am more thoughtful and less damaging to my students in the long run.

Parking Economics Essay Example | Topics and Well Written Essays - 500 words

Parking Economics - Essay Example Legal barriers restrict competition through methods such as patents or copyrights, public franchise and government licenses (Duffy 119). Price discrimination and a single price markets are the two main price strategies utilized in monopolies. For most monopolies, low prices facilitate larger output; therefore, single price strategy is efficient in determining output and price. Single price monopoly involves selling its entire output unit at similar prices to all customers. This strategy builds on the flux in demand for goods. In an elastic environment, single price monopoly works best by increasing the production of a unit and reducing the selling price thereby, increasing marginal revenue that translates to profits. However, in a rigid demand market setting, fall of price in the output translates to decrease in total revenue. In such markets, monopolies reduce the number of units produced and increase the price of each unit. This will decrease the total cost but increase the income profits (Duffy 120). In a perfect competition market, equilibrium occurs when the demand is equal to supply in regard to unit quantity and price. On the other hand, equilibrium in a single price monopoly markets occurs when the marginal revenue and the marginal cost are equal. Monopoly equilibrium relies on a higher price smaller output strategy. Perfect market competition is more efficient than a monopoly market because the marginal social benefits and the marginal social costs are equal. This equilibrium describes the maximization of consumer surplus and producer surplus hence production of efficient output. Firms that run a monopoly are not able to get maximum outputs from the available inputs. In summary, marginal social benefit exceeds marginal social cost leading to dead weight loss. However, this discrepancy can be averted through rent seeking which is the process of redirecting the surplus from a

Why Media Ownership and Diversity Matters Essay

Why Media Ownership and Diversity Matters - Essay Example Why Media Ownership and Diversity Matters? By writing this letter, it is my firm belief that you will take a leading role in advocating for issues pertaining media ownership and diversity. From the onset, it is vital to highlight that various legislations and court rulings have rolled  the gains made in the ownership of media in the country with the issue of ownership concentrated on certain key elements while women and the minorities face challenges in media ownership. Simultaneously, it is evident that employment of women and the minority in the media industry experiences little progress despite the country’s efforts in engaging the minorities and women in various fields due to affirmative action. Undeniably, there is a persistent lack of women and minority representation in the management of media houses and broadcast companies, which consequently narrows the economic and professional opportunities in one of the most influential industries in the country. The issue does not only occur in management. However, watch ing prime time news in the media depicts minorities in a bad light. For example, the scenes that the media subjects their viewers to involve Latinos invading the borders of this nation while the black community in America is painted as criminals with handcuffs on them following incidents of crime and consequent arrest by law enforcement agencies. Indeed, this depiction of minorities paints a gloomy picture on the country’s media. On the other hand, women also face widespread underrepresentation on prime time news. In line with this, a study held by 4th Estate during the 2012 presidential poll in America observed that there were seven times as many quotes from men than from women in the country’s main TV news programs newspapers. To make matters worse, the country’s media focused more on men than on women even in instances whereby the news focused on issues related to women. Consequently, this is an indication that there is the presence of widespread exclusion of women and minorities in the country’s media, which leads to the stories of these vital groups remaining largely untold. Research studies indicate of the effectiveness of news coverage in impacting on public opinions based on various approaches such as agenda-setting and framing (Avery and Peffley 134). In line with this, setting an agenda determines the issues that media and broadcasting houses discuss in order to influence public opinion. On the other hand, framing involves the communication of content by a media or broadcasting house to the public. Consequently, it is essential to point out that the framing of the content and agenda-setting influences the way that the public in the country will perceive issues that are political, social, and economical in nature. Based on this, it is evident that the failure to involve the minorities and women in management and employment in media has failed to ensure the presence of an agenda that sets to debate issues that affect them an d how to solve these issues. For this reason, the country continues to debate on minority issues that are not conclusive since the people responsible for setting the agenda for discussion are not fully involved by the media. On the other hand, their involvement in setting the agenda might not be effective since their issues will not be solved effectively based on the evidence that

The Spiritual Autobiography Essay Example for Free

The Spiritual Autobiography Essay One of the fascinating characteristics of Japanese religion is the syncretism of its traditional religions, foremost of which are Zen Buddhism and Shinto. In Journey In Search of the Way: The Spiritual Autobiography of Satomi Myodo, Satomi gives a mesmerizing look into the spirituality of Japan, through the eyes of what seems at first an unlikely witness. Satomi’s experiences are untypical for a Japanese woman in the Meiji era, considering that she was the only daughter of her parents. Petty (2004) argues that by being an only child, Satomi received her parents’ whole investment of expectations and dreams, a burden of responsibility in any society. Thus she was subjected to experiences that a village girl at that time would normally not have, such as her education in Tokyo, her subsequent unwed pregnancy or her arrangement as a Kageki actress. Her unique encounters as both a Shinto miko and a Zen nun are an insight to the mixture of the two religions in modern Japan. When Satomi first engaged in ascetic practices, she was doing it to prepare herself to become a miko. Initially, she was not satisfied with her experience, rather describing herself afterwards as no better off than she was before. This purification process is not unique to the Shinto religion, but her struggles can be classified as more of a shamanistic nature reflecting her encounters with the kami. Satomi continued to engage in an ascetic lifestyle afterwards, in her discovery of Zen. According to Nixon (2000) â€Å"At this point Satomi’s asceticism is less severe, and she consciously relates it to her practice of meditation, but it serves a similar function – i. e. , one of deliberately frustrating a lower level structure of dependency, in order that the dynamisms of a higher level of personality might emerge, as indeed they do with her first kensho experience. † (par. 14). Although she found true enlightenment and spiritual invigoration in the practice of Zen, her initial experience in purifying the spirit with Shinto has given her prior introduction to the life she will lead as a Zen nun. Additionally, Satomi’s failures and accomplishments in her role as a woman in the Meiji-era society gave her the character and persistence needed in her pursuit of satori. By practicing zazen, Satomi found great peace and joy, something she was searching for since the very beginning. It can be argued, however, that her Shinto preparation was a stepping stone towards finding enlightenment. Her first kensho experience, at fifty-nine years old came late in life, and her dedication towards this experience made her a model of achievement in any religious path. Zen and Shinto were at the time of Satomi separated, with Shinto following the Kannagara no michi tradition that was used in pre-war Japan to instill a nationalistic spirit on the Japanese. From the start however, the influence of Buddhism on Shinto is apparent and the best example would be the description of Kannagara no michi as teaching a primal state of natural and spontaneous harmony with the kami, to which one might return by abandoning human desire and artificiality. This incorporation of beliefs is characteristic of the faith of modern Japanese people today, which take Shinto and Buddhist teachings as part of the culture and spirituality of Japan. Satomi’s account is clear and vivid, giving justice to the setting and context of her life’s story. The Journey In Search of the Way: The Spiritual Autobiography of Satomi Myodo is a very good reading on the religions of Japan, and especially in relation to the role given to women. R E F E R E N C E Nixon, Laurence. (2000). A Dabrowskian Analysis of a Japanese Buddhist Nun [Electronic Version]. The Dabrowski Newsletter, 6(2). Petty, Genevieve. (2004). A Wild Woman in Buddhism: A Critique of the Life of Satomi Myodo. Retrieved April 7, 2007, from http://poeme. memory-motel. net/academic/satomi. pdf

Tragic heros :: essays research papers

TRAGIC HEROS â€Å"A tragic hero is a character who is not eminently good and just, yet whose misfortune is brought about not by vice and depravity, but by some error or frailty†¦Ã¢â‚¬  This is a quote by Aristotle. This quote means a tragic hero isn’t well known for being fair, but isn’t brought down by being bad and unfair, they are brought down by their own flaws. This is true because some tragic hero’s aren’t fair at all but don’t get punished for it. They get punished by their own flaws. Two examples of these tragic heroes’s come from â€Å"Antigone† by Sophocles, and also â€Å" The Tragedy Of Julius Caesar† by William Shakespeare. A tragic hero from â€Å"Antigone† is Creon. Creon is very stubborn. Creon says it will be illegal to bury Polynices. Antigone, Polynices’ sister, buries him. Creon, the king, punishes Antigone because what Polynices did was not right and he didn’t deserve to be buried. Antigone was confined to a tomb, in this tomb, she took her own life. Haimon, Creon’s son, didn’t like this because he was Antigone’s Cousin and fiancà ©e. Haimon killed himself. Eurydice, Creon’s wife, heard how it was Creon’s fault that their son is dead, so she killed herself. Now Creon is all alone. He ended up like this because of his stubborn attitude. He was to stubborn to bury Polynices, and it caused this chain of events, proving he is a tragic hero. Another tragic hero is Julius Caesar from â€Å"The Tragedy Of Julius Caesar† by William Shakespeare. Julius Caesar is a tragic hero because he is stubborn, and thinks he is untouchable because he is so popular. Brutus, Julius’s close friend, was talked into stopping Julius Caesar from gaining absolute power. Cassius, the man who convinced Brutus to stop Caesar, was gathering more conspirators so they could assassinate Caesar. Julius Caesar’s wife gave him a warning about some bad happening, and so did the fortuneteller, and so did the people who sacrifice animals. Caesar didn’t listen and went to the Capitol with Brutus and the conspirators. Tragic heros :: essays research papers TRAGIC HEROS â€Å"A tragic hero is a character who is not eminently good and just, yet whose misfortune is brought about not by vice and depravity, but by some error or frailty†¦Ã¢â‚¬  This is a quote by Aristotle. This quote means a tragic hero isn’t well known for being fair, but isn’t brought down by being bad and unfair, they are brought down by their own flaws. This is true because some tragic hero’s aren’t fair at all but don’t get punished for it. They get punished by their own flaws. Two examples of these tragic heroes’s come from â€Å"Antigone† by Sophocles, and also â€Å" The Tragedy Of Julius Caesar† by William Shakespeare. A tragic hero from â€Å"Antigone† is Creon. Creon is very stubborn. Creon says it will be illegal to bury Polynices. Antigone, Polynices’ sister, buries him. Creon, the king, punishes Antigone because what Polynices did was not right and he didn’t deserve to be buried. Antigone was confined to a tomb, in this tomb, she took her own life. Haimon, Creon’s son, didn’t like this because he was Antigone’s Cousin and fiancà ©e. Haimon killed himself. Eurydice, Creon’s wife, heard how it was Creon’s fault that their son is dead, so she killed herself. Now Creon is all alone. He ended up like this because of his stubborn attitude. He was to stubborn to bury Polynices, and it caused this chain of events, proving he is a tragic hero. Another tragic hero is Julius Caesar from â€Å"The Tragedy Of Julius Caesar† by William Shakespeare. Julius Caesar is a tragic hero because he is stubborn, and thinks he is untouchable because he is so popular. Brutus, Julius’s close friend, was talked into stopping Julius Caesar from gaining absolute power. Cassius, the man who convinced Brutus to stop Caesar, was gathering more conspirators so they could assassinate Caesar. Julius Caesar’s wife gave him a warning about some bad happening, and so did the fortuneteller, and so did the people who sacrifice animals. Caesar didn’t listen and went to the Capitol with Brutus and the conspirators.

Citizens United: the Death Knell of Democracy Essay

In 2010, the Supreme Court of the United States ruled on the Federal Elections Commission v. Citizens United, a case that will have drastic effects on our political system. Large corporations and labor unions will now have unprecedented influence over America’s national, state, and local elections. If Congress does not overturn the Supreme Court ruling on Citizens United then, as a result, the decision has the potential to lead to political corruption, the increase of voter apathy, and the drowning out of third party ideas. Soon our country’s political system will no longer work for the good of its citizens, but rather be beholden to whomever has the most money to contribute. The Supreme Court decision on the Citizens United case is one of the most devastating court decisions in our country’s history, but many people know little to nothing about the landmark case. Citizens United is a conservative non-profit organization, and in 2008 they attempted to violate federal campaign laws by distributing a documentary critical of Sen. Hillary Clinton. The law Citizens Untied violated was the part of the Bipartisan Campaign Reform Act that prohibits, â€Å"Broadcast advertisements mentioning a candidate within 30 days before a primary or 60 days before a general election† (par. 19). As a result, the Federal Election Commission blocked the film and Citizens United sued on the grounds that it violated their first amendment right to free speech; however, Citizens United lost the case in Federal Court, but they appealed and the case went before the Supreme Court. The question proposed before the court was whether Citizens United should have been allowed to show the Clinton documentary. According to Adam Liptak, a political columnist for The New York Times, â€Å"Instead, the court addressed the questions it proposed to the parties in June when it set down the case for an unusual second argument in September, those of whether Austin and McConnell should be overruled† (par. 26). The court ruled 5-4 that Citizens United had the right to show the Clinton film, but in the process they also overturned Austin and McConnell, two cases that had previously banned corporate and union contributions to political campaigns . Justice Anthony Kennedy wrote in the majority opinion, â€Å"By definition, an independent expenditure is political speech presented to the electorate that is not coordinated with a candidate† (par. 17). Justice Kennedy’s opinion equates money to free speech as long as the money is not directly given to a candidate’s campaign. Justice Kennedy went on to state that, â€Å"Political speech is indispensable to decision making in a democracy, and this is no less true because the speech comes from a corporation rather than an individual† (par. 20). Justice Kennedy believes that corporations are entitled to the same rights as human beings. The Supreme Court’s decision on Citizens United has now enabled corporations and unions to pour exorbitant amounts of money into America’s electoral landscape. First, endless negative campaign advertisements bombarded Americans for nearly two years before the presidential election, and a vast amount were paid for by Super PACs. These immense political action committees are a direct byproduct of the Citizens United decision, and are funded by corporations, wealthy individuals, and labor unions. There are no laws limiting how much one can donate to these Super PACs, and they are allowed to spend millions of dollars towards the victory or defeat of a candidate. As long as Super PACs do not directly contribute to a candidate’s campaign, they are allowed to spend as much money as they please. Most of the advertisements sponsored by Super PACs mirror the views of the candidate they support. One realizes that Super PACs cannot contribute fiscally to a candidate; however, that candidate directly benefits from the millions of dollars spent on political ads by a Super PAC. Second, with the seemingly endless amounts of money Super PACs can raise, they possess a vast amount of political influence. Super PACs have the potential to cause political corruption on a level not seen since the Water Gate Scandal during the Nixon administration. For example, Super PACs can use their political war chests to defeat nearly any candidate that does not support their agenda by flooding every media source with scathing attack ads. As a result, politicians will feel compelled to vote in favor of the bills that would benefit the donors of a Super PAC. Politicians will be extremely reluctant to go up against a Super PAC that has an almost endless supply of money that could be used to support a challenger. It may only be a prediction for the future, but many Americans already believe Super PACs will cause corruption. For example, a survey of 1,015 adults conducted by the Brennan Center For Justice discovered, â€Å"69% of respondents agreed that new rules that let corporat ions, unions and people give unlimited money to Super PACs will lead to corruption† (par. 7). The American public is noticing the effects of the Super PACs and they foresee a bleak political future. Third, voter apathy is on the rise and Super PACs are the main contributor; for example, a survey of 1,015 adults by the Brennan Center For Justice found, â€Å"One in four Americans — 26% — say that they are less likely to vote because big donors to Super PACs have so much more influence over elected officials than average Americans† (par. 14). The Brennan Centers survey shows that a significant amount of Americans believe that their vote is worthless. Supreme Court Justice John Paul Stevens wrote in the minority opinion for FEC v. Citizens United, â€Å"A democracy cannot function effectively when its constituents believe laws are being bought and sold† (qtd. in Dionne, par. 7). Justice Stevens believes the unlimited amount of money labor unions, the wealthy, and corporations can spend on political campaigns in order to meet their own agendas will cau se Americans to lose trust in their government, and when our government loses the trust of its citizens our democracy will dissolve only to be replaced by an authoritarian state. Fourth, Citizens United will officially end the third party system, but the most tragic will be the end of third party ideas. Some of the most important legislation in our country’s history started out as third party ideas. For example, abolition of slavery, child labor laws, workers compensation, direct election of Senators, global warming, and women’s suffrage were once the basis of the third party political platform. Super PACs have the resources to pay exorbitant amounts to spread their messages through advertisements, but third parties do not possess the resources to fiscally compete with them. Super PACs have the fiscal ability to monopolize every media source in order to drown any ideas that do not coincide with their own. The first amendment protects the right to communicate one’s opinion and ideas, but the Supreme Court has stripped that right away from our third party system. It is abundantly clear that the Citizens United decision has unleashed a scourge on the American political landscape in the form of Super PACs. As a result, our federal representatives must pass a constitutional amendment overturning the Citizens United decision, and pass new campaign finance legislation requiring campaigns to only be funded by the government. The benefit of having campaigns paid for by the government is every candidate will get the same amount of money, and politicians will no longer have to feel beholden to wealthy donors and corporate interests, but rather work for the good of their constituents. In conclusion, our country has been through many crises and it has always overcame them. One has to believe that our government will make the right decision and overturn the Citizens United decision, thus restoring our trust in government by taking the power away from the labor unions, millionaires, and corporations, and putting the power back where it rightfully belongs with the American people.

Ccna

LAN Switching and Wireless CCNA Exploration Labs and Study Guide LAN Switching and Wireless, CCNA Exploration Companion Guide LAN Switching and Wireless, CCNA Exploration Labs and Study Guide is designed to help you learn about and apply your knowledge of the LAN switching and wireless topics from Version 4 of the Cisco ® Networking Academy ® CCNA ® Exploration curriculum. Each chapter contains a Study Guide section and a Labs and Activities section. ISBN-10: 1-58713-207-9 ISBN-13: 978-158713-207-0 Study GuideThe dozens of exercises in this book help you learn the concepts and configurations crucial to your success as a CCNA exam candidate. Each chapter is slightly different and includes matching, multiple-choice, fill-in-the-blank, and open-ended questions designed to help you  ¦ Review vocabulary  ¦ Strengthen troubleshooting skills  ¦ Boost configuration skills  ¦ Reinforce concepts  ¦ Research topics Packet Tracer Activities—This icon identifies exercises i nterspersed throughout the Study Guide section where you can practice or visualize a specific task using Packet Tracer, a powerful network simulation program developed by Cisco.Packet Tracer Activity Labs and Activities The Labs and Activities sections begin with a Command Reference table and include all the online curriculum labs to ensure that you have mastered the practical skills needed to succeed in this course. Hands-On Labs—This icon identifies the hands-on labs created for each chapter. Work through all the Basic, Challenge, and Troubleshooting labs as provided to gain a deep understanding of CCNA knowledge and skills to ultimately succeed on the CCNA Certification Exam. Packet Tracer Companion—This icon identifies the companion activities that correspond to each hands-on lab.You use Packet Tracer to complete a simulation of the hands-on lab. Packet Tracer Companion Companion CD-ROM The CD-ROM provides all the Packet Tracer Activity, Packet Tracer Companion, an d Packet Tracer Challenge files that are referenced throughout the book as indicated by the icons. These files work with Packet Tracer v4. 1 software, which is available through the Academy Connection website. Ask your instructor for access to the Packet Tracer software. This book is part of the Cisco Networking Academy Series from Cisco Press ®. Books in this series support and complement theCisco Networking Academy curriculum. ciscopress. com Packet Tracer Skills Integration Challenge—Each chapter concludes with a culminating activity called the Packet Tracer Skills Integration Challenge. These challenging activities require you to pull together several skills learned from the chapter— as well as previous chapters and courses—to successfully complete one comprehensive exercise. Packet Tracer Challenge Allan Johnson works full time developing curriculum for Cisco Networking Academy. Allan also is a part-time instructor at Del Mar College in Corpus Christi, Te xas.LAN Switching and Wireless CCNA Exploration Labs and Study Guide Use this book with: ISBN-13: 978-1-58713-202-5 ISBN-10: 1-58713-202-8 90000 9 781587 132025 Cisco Press L AN Switching and Wireless CCNA Exploration Labs and Study Guide Allan Johnson 00_2028_fm. qxp ii 4/3/08 5:08 PM Page ii LAN Switching and Wireless, CCNA Exploration Labs and Study Guide LAN Switching and Wireless CCNA Exploration Labs and Study Guide Allan Johnson Copyright © 2008 Cisco Systems, Inc. Publisher Paul Boger Associate Publisher Dave Dusthimer Cisco Representative Anthony Wolfenden Published by: Cisco Press 00 East 96th Street Indianapolis, IN 46240 USA Cisco Press Program Manager Jeff Brady All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the publisher, except for the inclusion of brief quotations in a review. Production Manager Patrick Kanouse Printed in the United States of America Senior Project Editor Tonya Simpson First Printing April 2008 Library of Congress Cataloging-in-Publication Data:Johnson, Allan, 1962LAN switching and wireless : CCNA exploration labs and study guide / Allan Johnson. p. cm. ISBN-13: 978-1-58713-202-5 (pbk. ) ISBN-10: 1-58713-202-8 (pbk. ) 1. Wireless LANs—Examinations—Study guides. 2. Packet switching—Examinations—Study guides. 3. Telecommunications engineers—Certification—Examinations—Study guides. 4. Routing (Computer network management)—Examinations—Study guides. 5. Telecommunication—Switching systems Examinations—Study guides. I. Title. TK5105. 78. J64 2008 004. 6'8—dc22 2008014858 ISBN-13: 978-1-58713-202-5 ISBN-10: 1-58713-202-8 Executive Editor Mary Beth RayDevelopment Editor Andrew Cupp Copy Editor Bill McManus Technical Editors Bruce R. Gottwig Khalid Rubay i Tara Skibar Linda C. Watson Editorial Assistant Vanessa Evans Book and Cover Designer Louisa Adair Composition Mark Shirar Proofreader Leslie Joseph 00_2028_fm. qxp 4/3/08 5:08 PM Page xvii xvii Introduction The Cisco Networking Academy is a comprehensive e-learning program that provides students with Internet technology skills. A Networking Academy delivers web-based content, online assessment, student performance tracking, and hands-on labs to prepare students for industry-standard certifications.The CCNA curriculum includes four courses oriented around the topics on the Cisco Certified Network Associate (CCNA) certification. LAN Switching and Wireless, CCNA Exploration Labs and Study Guide is a supplement to your classroom and laboratory experience with the Cisco Networking Academy. In order to be successful on the exam and achieve your CCNA certification, you should do everything in your power to arm yourself with a variety of tools and training materials to support your learn ing efforts. This Labs and Study Guide is just such a collection of tools.Used to its fullest extent, it will help you gain the knowledge and practice the skills associated with the content area of the CCNA Exploration LAN Switching and Wireless course. Specifically, this book will help you work on these main areas:  ¦ LAN design principles and concepts  ¦ Ethernet operation with switches  ¦ Basic switch configuration and security  ¦ VLAN concepts and configuration  ¦ VTP concepts and configuration  ¦ STP, RSTP, and rapid PVST+ concepts and configuration  ¦ Inter-VLAN routing concepts and configuration  ¦ LAN wireless concepts and security issues LAN wireless configuration using Linksys WRT300N routers  ¦ Troubleshooting LAN switching and wireless configurations Labs and Study Guides similar to this one are also available for the other three courses: Network Fundamentals, CCNA Exploration Labs and Study Guide, Routing Protocols and Concepts, CCNA Exploration Labs a nd Study Guide, and Accessing the WAN, CCNA Exploration Labs and Study Guide. Audience for This Book This book’s main audience is anyone taking the CCNA Exploration LAN Switching and Wireless course of the Cisco Networking Academy curriculum.Many Academies use this book as a required tool in the course, while other Academies recommend the Labs and Study Guides as an additional source of study and practice materials. The secondary audiences for this book include people taking CCNA-related classes from professional training organizations. This book can also be used for college- and university-level networking courses, as well as anyone wanting to gain a detailed understanding of basic switching and wireless technologies. 00_2028_fm. qxp xviii 4/3/08 5:08 PM Page xviii LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Goals and MethodsThe most important goal of this book is to help you pass the CCNA exam (640-802). Passing this foundation exam means that you not only have the required knowledge of the technologies covered by the exam, but that you can plan, design, implement, operate, and troubleshoot these technologies. In other words, these exams are rigorously application based. You can view the exam topics any time at http://www. cisco. com/go/certifications. The topics are divided into eight categories:  ¦ Describe how a network works  ¦ Configure, verify, and troubleshoot a switch with VLANs and inter-switch communications  ¦Implement an IP addressing scheme and IP services to meet network requirements in a medium-sized enterprise branch office network  ¦ Configure, verify, and troubleshoot basic router operation and routing on Cisco devices  ¦ Explain and select the appropriate administrative tasks required for a WLAN  ¦ Identify security threats to a network and describe general methods to mitigate those threats  ¦ Implement, verify, and troubleshoot NAT and ACLs in a medium-sized enterprise branch office network  ¦ Implement and verify WAN links The LAN Switching and Wireless course focuses on the second, fifth, and sixth bullets.The Study Guide portion of each chapter offers exercises that help you learn the LAN switching and wireless concepts as well as the configurations crucial to your success as a CCNA exam candidate. Each chapter is slightly different and includes some or all of the following types of exercises:  ¦  ¦ Skill-building activities and scenarios  ¦ Configuration scenarios  ¦ Concept questions  ¦ Packet Tracer Activity Vocabulary matching and completion Internet research In the configuration chapters, you’ll find many Packet Tracer Activities that work with the Cisco Packet Tracer tool.Packet Tracer allows you to create networks, visualize how packets flow in the network, and use basic testing tools to determine whether the network would work. When you see this icon, you can use Packet Tracer with the listed file to perform a task suggested in this book. The a ctivity files are available in this book’s CD-ROM; Packet Tracer software, however, is available through the Academy Connection website. Ask your instructor for access to Packet Tracer. The Labs and Activities portion of each chapter includes a Command Reference table, all the online Curriculum Labs, and a Packet Tracer Skills Integration Challenge Activity.The Curriculum Labs are divided into three categories:  ¦ Basic: The Basic Labs are procedural in nature and assume you have no experience configuring the technologies that are the topic of the lab.  ¦ Challenge: The Challenge Labs are implementation in nature and assume you have a firm enough grasp on the technologies to â€Å"go it alone. † These labs often only give you a general requirement that you must implement fully without the details of each small step. In other words, you must use the knowledge and skills you gained in the chapter text, activities, and Basic Lab to successfully complete the Challenge Labs.Avoid the temptation to work through 00_2028_fm. qxp 4/3/08 5:08 PM Page xix xix the Challenge Lab by flipping back through the Basic Lab when you are not sure of a command. Do not try to short-circuit your CCNA training. You need a deep understanding CCNA knowledge and skills to ultimately be successful on the CCNA exam.  ¦ Troubleshooting: The Troubleshooting Labs will ask you to fix a broken network. These labs include corrupted scripts you purposefully load onto the routers. Then you use troubleshooting techniques to isolate problems and implement a solution.By the end of the lab, you should have a functional network with full end-to-end connectivity. Packet Tracer Companion Most of the hands-on labs include Packet Tracer Companion Activities where you can use Packet Tracer to complete a simulation of the lab. Packet Tracer Challenge Each chapter also includes a culminating activity called the Packet Tracer Skills Integration Challenge. These activities require you to pul l together several skills learned from the chapter— and from previous chapters and courses—to successfully complete one comprehensive exercise. A Word About Packet TracerPacket Tracer is a self-paced, visual, interactive teaching and learning tool developed by Cisco. Lab activities are an important part of networking education. However, lab equipment can be a scarce resource. Packet Tracer provides a visual simulation of equipment and network processes to offset the challenge of limited equipment. Students can spend as much time as they like completing standard lab exercises through Packet Tracer, and have the option to work from home. Although Packet Tracer is not a substitute for real equipment, it allows students to practice using a command-line interface.This â€Å"e-doing† capability is a fundamental component of learning how to configure routers and switches from the command line. Packet Tracer v4. x is available only to Cisco Networking Academies through the Academy Connection website. How This Book Is Organized Because the content of LAN Switching and Wireless, CCNA Exploration Companion Guide and the online curriculum is sequential, you should work through this Labs and Study Guide in order beginning with Chapter 1. The book covers the major topic headings in the same sequence as the online curriculum for the CCNA Exploration LAN Switching and Wireless course.This book has seven chapters, with the same numbers and names as the online course chapters. If necessary, a chapter uses a single topology for the exercises in the Study Guide portion. The single topology per chapter allows for better continuity and easier understanding of switching commands, operations, and outputs. However, the topology is different from the one used in the online curriculum and the Companion Guide. A different topology affords you the opportunity to practice your knowledge and skills without just simply recording the information you find in the text.  ¦ Chapter 1, â€Å"LAN Design†: The exercises in the Study Guide portion focus on LAN design concepts, including vocabulary and the three-layer hierarchical model. The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 2, â€Å"Basic Switch Concepts and Configuration†: The exercises in the Study Guide portion help you understand basic Ethernet and switching concepts, including building the MAC address table and collision and broadcast domains. Then, the Packet Tracer exercises 00_2028_fm. qxp xx 4/3/08 5:08 PMPage xx LAN Switching and Wireless, CCNA Exploration Labs and Study Guide cover, in detail, how to configure a switch, including basic switch management and configuring switch security. The Labs and Activities portion includes two Basic Labs, a Challenge Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 3, â€Å"VLANs†: The exercises in the Study Guide portion focus on the concepts of VLANs, including benefits of VLANs and types of VLANs. The exercises then cover VLAN trunking concepts before moving into a section devoted to a VLAN and trunk configuration Packet Tracer exercise.The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 4, â€Å"VTP†: The exercises in the Study Guide portion are devoted to VTP concepts and configuration, including vocabulary, VTP modes, an Internet research exercise, and a VTP Packet Tracer exercise. The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦Chapter 5, â€Å"STP†: The exercises in the Study Guide portion focus on the concept of redundant LAN topologies, using STP and its variants to stop loops, and the commands to manipulate root bridge elections. The Labs and Activities portion of the chapter includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 6, â€Å"Inter-VLAN Routing†: This short chapter focuses on how to configure interVLAN routing, including two Packet Tracer exercises.The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 7, â€Å"Basic Wireless Concepts and Configuration†: The exercises in the Study Guide portion begin with wireless LAN concepts, including standards, operation, and security. The exercises then cover wireless configuration for LAN access using a Linksys WRT300N, including a Packet Tracer exercise. The Labs and Activities portion of the chapter includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.About the CD-ROM Packet Tr acer Activity The CD-ROM included with this book has all the Packet Tracer Activity, Packet Tracer Companion, and Packet Tracer Challenge files that are referenced throughout the book, indicated by the Packet Tracer Activity, Packet Tracer Companion, and Packet Tracer Challenge icons. Packet Tracer Companion Updates to these files can be obtained from the website for this book at http://www. ciscopress. com/title/1587132028. The files will be updated to cover any subsequent releases of Packet Tracer. Packet Tracer Challenge About the Cisco Press Website for This BookCisco Press may provide additional content that can be accessed by registering your individual book at the Ciscopress. com website. Becoming a member and registering is free, and you then gain access to exclusive deals on other resources from Cisco Press. To register this book, go to www. ciscopress. com/bookstore/register. asp and log into your account or create a free account if you do not have one already. Then enter the ISBN located on the back cover of this book. After you register the book, it will appear on your Account page under Registered Products and you can access any online material from there. 6_2028_ch06. qxp 4/3/08 5:10 PM Page 239 CHAPTER 6 Inter-VL AN Routing Now that you have a network with many different VLANs, the next question is, â€Å"How do you permit devices on separate VLANs to communicate? † The exercises in this chapter review the concepts of inter-VLAN routing and how it is used to permit devices on separate VLANs to communicate. The Study Guide portion of this chapter uses a combination of fill-in-the-blank, open-ended question, and Packet Tracer exercises to test your knowledge of inter-VLAN routing concepts and configurations.The Labs and Activities portion of this chapter includes all the online curriculum labs to ensure that you have mastered the hands-on skills needed to understand inter-VLAN routing concepts and configuration. As you work through this cha pter, use Chapter 6 in LAN Switching and Wireless, CCNA Exploration Companion Guide or use the corresponding Chapter 6 in the Exploration LAN Switching and Wireless online curriculum for assistance. 06_2028_ch06. qxp 240 4/3/08 5:10 PM Page 240 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Study Guide Inter-VLAN RoutingThe exercise in this section covers what inter-VLAN routing is and some of the different ways to accomplish inter-VLAN routing on a network. Inter-VLAN Routing Concepts Exercise Introducing Inter-VLAN Routing Define inter-VLAN routing: Briefly explain traditional inter-VLAN routing: Briefly explain â€Å"router-on-a-stick† inter-VLAN routing: What are subinterfaces? Interfaces and Subinterfaces In Figure 6-1, PC1 and PC3 need connectivity between each other. However, each is on a different VLAN. Assume S1 is already configured for traditional inter-VLAN routing. In Figure 6-1, connect S1 and R1 and label the interfaces.Then record the comman ds to configure R1 with traditional interVLAN routing. Use the first available IP addresses in each VLAN for the router interfaces. Figure 6-1 Traditional Inter-VLAN Routing Configuration R1 S1 10. 10. 10. 10 VLAN 10 PC1 VLAN 10: 10. 10. 10. 0/24 VLAN 30: 10. 10. 30. 0/24 PC3 10. 10. 30. 10 VLAN 30 06_2028_ch06. qxp 4/3/08 5:10 PM Page 241 Chapter 6: Inter-VLAN Routing 241 In the following lines, record the commands to configure R1 with traditional inter-VLAN routing: In Figure 6-2, PC1 and PC3 need connectivity between each other. However, each is on a different VLAN.Assume S1 is already configured for router-on-a-stick inter-VLAN routing. In Figure 6-2, connect S1 and R1 and label the interfaces. Then record the commands to configure R1 with router-on-astick inter-VLAN routing. Use the first available IP addresses in each VLAN for the router interfaces. Figure 6-2 Router-on-a-Stick Inter-VLAN Routing Configuration R1 S1 10. 10. 10. 10 VLAN 10 PC1 VLAN 10: 10. 10. 10. 0/24 VLAN 30: 10. 10. 30. 0/24 PC3 10. 10. 30. 10 VLAN 30 In the following lines, record the commands to configure R1 with router-on-a-stick inter-VLAN routing:Complete Table 6-1, which compares the characteristics of configuring traditional inter-VLAN routing with router-on-a-stick inter-VLAN routing. Table 6-1 Comparing Traditional and Router-on-a-Stick Inter-VLAN Routing Characteristics Characteristic Traditional Router-on-a-Stick Physical interfaces Bandwidth Switch port configuration continues 06_2028_ch06. qxp 242 4/3/08 5:10 PM Page 242 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Table 6-1 Comparing Traditional and Router-on-a-Stick Inter-VLAN Routing Characteristics continued Characteristic Traditional Router-on-a-Stick ExpensePhysical complexity Configuring Inter-VLAN Routing The exercises in this section cover how to configure inter-VLAN routing and review the commands to configure a switch to support inter-VLAN routing. Inter-VLAN Routing Configuration Exercise F igure 6-3 shows two topologies. One topology is using traditional inter-VLAN routing and the other topology is using router-on-a-stick inter-VLAN routing. The addressing for both topologies is shown in Table 6-2. For this exercise, you will not configure a separate management or native VLAN. Figure 6-3 Inter-VLAN Routing Configuration Topology Traditional Inter-VLAN Routing Router-on-a-Stick† Inter-VLAN Routing R1 R2 Fa0/0 Fa0/1 Fa0/0 Fa0/1 Fa0/2 Fa0/1 S1 Fa0/6 PC1 Fa0/6 VLAN 10: 192. 168. 10. 0/24 VLAN 20: 192. 168. 20. 0/24 192. 168. 10. 10 VLAN 10 Table 6-2 S2 Fa0/11 PC2 192. 168. 20. 10 VLAN 20 PC3 Fa0/11 VLAN 30: 192. 168. 30. 0/24 VLAN 40: 192. 168. 40. 0/24 192. 168. 30. 10 VLAN 30 PC4 192. 168. 40. 10 VLAN 40 Addressing Table for Inter-VLAN Routing Configuration Exercise Device Interface IP Address Subnet Mask Default Gateway R1 Fa0/0 192. 168. 10. 1 255. 255. 255. 0 — Fa0/1 192. 168. 20. 1 255. 255. 255. 0 — PC1 NIC 192. 168. 10. 10 255. 255. 255. 0 192. 168. 10. 1 PC2 NIC 192. 168. 0. 10 255. 255. 255. 0 192. 168. 20. 10 R2 Fa0/0. 30 192. 168. 30. 1 255. 255. 255. 0 — Fa0/0. 40 192. 168. 40. 1 255. 255. 255. 0 — PC3 NIC 192. 168. 30. 10 255. 255. 255. 0 192. 168. 30. 1 PC4 NIC 192. 168. 40. 10 255. 255. 255. 0 192. 168. 40. 1 06_2028_ch06. qxp 4/3/08 5:10 PM Page 243 Chapter 6: Inter-VLAN Routing 243 Enter the commands, including the router prompt, to configure R1 for traditional inter-VLAN routing: Enter the commands, including the switch prompt, to configure S1 to forward VLAN traffic. Assume the VLANs are already created in the VLAN database. However, VLANs have not yet been assigned to any ports.Enter the commands, including the router prompt, to configure R2 for router-on-a-stick inter-VLAN routing: Enter the commands, including the switch prompt, to configure S2 to forward VLAN traffic. Assume the VLANs are already created in the VLAN database. However, VLANs have not yet been assigned to any ports. 06_2028_ch0 6. qxp 244 4/3/08 5:10 PM Page 244 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Packet Tracer Activity Packet Tracer Exercise 6-1: Inter-VLAN Configuration Now you are ready to use Packet Tracer to apply your answers to the â€Å"Inter-VLAN Routing Configuration Exercise. Open file LSG03-0601. pka on the CD-ROM that accompanies this book to perform this exercise using Packet Tracer. Note: The following instructions are also contained within the Packet Tracer Exercise. Learning Objectives Upon completion of this Packet Tracer Exercise, you will be able to  ¦ Configure traditional inter-VLAN routing  ¦ Configure router-on-a-stick inter-VLAN routing  ¦ Verify connectivity  ¦ Save the Packet Tracer file Scenario In this exercise, you will practice configuring both traditional and router-on-a-stick inter-VLAN routing. The routers and switches have a basic configuration.The passwords are cisco for user EXEC mode and class for privileged EXEC mode. Use your an swers from the â€Å"Inter-VLAN Routing Configuration Exercise† to complete the tasks. Task 1: Configure Traditional Inter-VLAN Routing Step 1. Configure R1 for traditional inter-VLAN routing. Step 2. Configure S1 to forward VLAN traffic. Step 3. Your completion percentage should be 53 percent. If not, click Check Results to see which required components are not yet completed. Task 2: Configure Router-on-a-Stick Inter-VLAN Routing Step 1. Configure R2 for router-on-a-stick inter-VLAN routing. Step 2.Configure S2 to forward VLAN traffic. Step 3. Your completion percentage should be 100 percent. If not, click Check Results to see which required components are not yet completed. Task 3: Verify Connectivity PC1 should be able to ping PC2. PC3 should be able to ping PC4. Alternatively, you can click Check Results and then the Connectivity Tests tab. The status of both connectivity tests should be listed as â€Å"Correct. † Task 4: Save the Packet Tracer File Save your Packe t Tracer file as LSG03-0601-end. pka. 06_2028_ch06. qxp 4/3/08 5:10 PM Page 245 Chapter 6: Inter-VLAN Routing 245 Troubleshooting Inter-VLAN RoutingThe exercises in this section explore common issues and troubleshooting methods to identify and correct problems in inter-VLAN routing implementations. Common Errors and Troubleshooting Tools Exercise Using the examples shown in the chapter, list at least six common errors in the inter-VLAN routing implementations. Switch Configuration Issues:  ¦  ¦  ¦ Router Configuration Issues:  ¦  ¦ IP Addressing Issues:  ¦  ¦  ¦ What are some useful commands you can use to isolate problems in an inter-VLAN routing network? Switch IOS Commands:  ¦  ¦ Router IOS Commands:  ¦  ¦ PC Commands:  ¦ Packet Tracer ActivityPacket Tracer Exercise 6-2: Troubleshooting Inter-VLAN Routing Now you are ready to use Packet Tracer to apply your knowledge of troubleshooting techniques. Open file LSG03-0602. pka on the CD-ROM that accompanies this book to perform this exercise using Packet Tracer. Note: The following instructions are also contained within the Packet Tracer Exercise. 06_2028_ch06. qxp 246 4/3/08 5:10 PM Page 246 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Learning Objectives Upon completion of this Packet Tracer Exercise, you will be able to  ¦ Test connectivity between the PCs and the router Gather data on the problems  ¦ Implement solutions and test connectivity Scenario In this exercise, you will practice troubleshooting both traditional and router-on-a-stick inter-VLAN routing. The routers, switches, and PCs are already configured and are using the IP addresses listed in Table 6-2. You cannot access the routers or switches directly. Instead, you must use the available console connections through the PCs. The passwords are cisco for user EXEC mode and class for privileged EXEC mode. Use connectivity tests and show commands to discover problems and troubleshoot the networks.The exercise is complete when you achieve 100 percent and the two PCs on each network can ping each other. Task 1: Configure Traditional Inter-VLAN Routing The following tests should be successful at the conclusion of this activity:  ¦ PC1 can ping R1.  ¦ PC2 can ping R1.  ¦ PC1 can ping PC2.  ¦ PC3 can ping R2.  ¦ PC4 can ping R2.  ¦ PC3 can ping PC4. Each of these tests should fail on the first attempt. Task 2: Gather Data on the Problems Step 1. Verify the configuration on the PCs. Are the following configurations for each PC correct?  ¦  ¦ Subnet mask  ¦ Step 2. IP address Default gatewayVerify the configuration on the switches. Are the configurations on the switches correct? Be sure to verify the following:  ¦ Ports assigned to the correct VLANs  ¦ Ports configured for the correct mode  ¦ Ports connected to the correct device 06_2028_ch06. qxp 4/3/08 5:10 PM Page 247 Chapter 6: Inter-VLAN Routing Step 3. 247 Verify the configuration on the routers. Are the configurations on the routers correct? Be sure to verify the following:  ¦  ¦ Interface status  ¦ Step 4. IP addresses Encapsulation and VLAN assignment Document the problems and suggest solutions. What are the reasons connectivity failed between the PCs?What are the solutions? There could be more than one problem and more than one solution. All solutions must conform to the topology diagram in Figure 6-3 and the addressing in Table 6-2. List the problems, if any, and the solutions for the PCs: List the problems, if any, and the solutions for the switches: List the problems, if any, and the solutions for routers: Task 3: Implement the Solution and Test Connectivity Step 1. Make changes according to the suggested solutions in Task 2. Note: If you make changes to the switch configuration, you should make the changes in Realtime mode rather than Simulation mode.This is necessary so that the switch port will proceed to the forwarding state. Step 2. Test connectivity between PCs an d R1. If you change any IP configurations, you should create new pings because the prior pings use the old IP address:  ¦ PC1 should be able to ping R1.  ¦ PC2 should be able to ping R1. 06_2028_ch06. qxp 248 4/3/08 5:10 PM Page 248 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide  ¦ PC1 should be able to ping PC2.  ¦ PC3 should be able to ping R2.  ¦ PC4 should be able to ping R2.  ¦ PC3 should be able to ping PC4. If any pings fail, return to Task 2 to continue troubleshooting.Step 3. Check results. Your completion percentage should be 100 percent. If not, return to Step 1 and continue to implement your suggested solutions. You will not be able to click Check Results and see which required components are not yet completed. However, you can click Check Results and then the Connectivity Tests tab. The status of all six connectivity tests should be listed as â€Å"Correct. † Task 4: Save the Packet Tracer File Save your Packet Tracer file as LSG03- 0602-end. pka. 06_2028_ch06. qxp 4/3/08 5:10 PM Page 249 Chapter 6: Inter-VLAN Routing 249 Labs and Activities Command ReferenceIn Table 6-3, record the command, including the correct prompt, that fits the description. Fill in any blanks with the appropriate missing information. Table 6-3 Commands for Inter-VLAN Routing Configuration Command Description Creates a subinterface numbered 10 on the router for Fa0/0 Specifies IEEE 801. 1Q as the VLAN tagging method for VLAN 10 on this subinterface Lab 6-1: Basic Inter-VLAN Routing (6. 4. 1) Learning Objectives Upon completion of this lab, you will be able to  ¦ Cable a network according to the topology diagram in Figure 6-4  ¦ Clear configurations and reload a switch and a router to the default state Perform basic configuration tasks on a switched LAN and router  ¦ Configure VLANs and VLAN Trunking Protocol (VTP) on all switches  ¦ Demonstrate and explain the impact of Layer 3 boundaries imposed by creating VLANs  ¦ Configure a router to support 802. 1Q trunking on a Fast Ethernet interface  ¦ Configure a router with subinterfaces corresponding to the configured VLANs  ¦ Demonstrate and explain inter-VLAN routing 06_2028_ch06. qxp 250 4/3/08 5:10 PM Page 250 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Figure 6-4 shows the topology diagram for this lab. Figure 6-4 Topology Diagram for Lab 6-1F0/0 R1 WEB/TFTP Server 172. 17. 50. 254 F0/1 F0/1 F0/2 S3 F0/4 F0/5 F0/1 F0/2 F0/3 S1 F0/3 F0/1 F0/2 F0/3 F0/4 F0/4 S2 F0/11 F0/6 F0/18 PC1 172. 17. 10. 21 VLAN 10 PC2 172. 17. 20. 22 VLAN 20 PC3 172. 17. 30. 23 VLAN 30 Table 6-4 shows the addressing scheme used in this lab. Table 6-4 Addressing Table for Lab 6-1 Device Interface IP Address Subnet Mask Default Gateway R1 Fa0/0 172. 17. 50. 1 255. 255. 255. 0 — Fa0/1. 1 172. 17. 1. 1 255. 255. 255. 0 — Fa0/1. 10 172. 17. 10. 1 255. 255. 255. 0 — Fa0/1. 20 172. 17. 20. 1 255. 255. 255. 0 — Fa0/1. 30 172. 17. 30. 1 25 5. 255. 255. 0 — Fa0/1. 99 172. 17. 9. 1 255. 255. 255. 0 — S1 VLAN 99 172. 17. 99. 11 255. 255. 255. 0 172. 17. 99. 1 S2 VLAN 99 172. 17. 99. 12 255. 255. 255. 0 172. 17. 99. 1 S3 VLAN 99 172. 17. 99. 13 255. 255. 255. 0 172. 17. 99. 1 PC1 NIC 172. 17. 10. 21 255. 255. 255. 0 172. 17. 10. 1 PC2 NIC 172. 17. 20. 22 255. 255. 255. 0 172. 17. 20. 1 PC3 NIC 172. 17. 30. 23 255. 255. 255. 0 172. 17. 30. 1 Web server NIC 172. 17. 50. 254 255. 255. 255. 0 172. 17. 50. 1 06_2028_ch06. qxp 4/3/08 5:10 PM Page 251 Chapter 6: Inter-VLAN Routing 251 Table 6-5 shows the port assignments used in this lab. Table 6-5 Port Assignments for S2 PortsAssignment Network Fa0/1–0/4 802. 1Q Trunks (Native VLAN 99) 172. 17. 99. 0 /24 Fa0/5–0/10 VLAN 30—Guest (Default) 172. 17. 30. 0 /24 Fa0/11–0/17 VLAN 10—Faculty/Staff 172. 17. 10. 0 /24 Fa0/18–0/24 VLAN 20—Students 172. 17. 20. 0 /24 Task 1: Prepare the Network Step 1. Cable a network that is similar to the one shown in Figure 6-4. You can use any current switch in your lab as long as it has the required interfaces shown in Figure 6-4 and supports 802. 1Q encapsulation. The router you choose must support inter-VLAN routing. The output shown in this lab is based on Cisco 2960 switches and an 1841 router.Other switch or router models may produce different output. Set up console connections to all three switches. Step 2. Clear any existing configurations on the switches. Clear NVRAM, delete the vlan. dat file, and reload the switches. Refer to â€Å"Lab 2-1: Basic Switch Configuration (2. 5. 1)† if necessary for the procedure. After the reload is complete, use the show vlan command to confirm that only default VLANs exist and that all ports are assigned to VLAN 1. S1#show vlan VLAN Name Status Ports —— ——————————————— ———— - ——————————————1 default active Fa0/1, Fa0/2, Fa0/3, Fa0/4 Fa0/5, Fa0/6, Fa0/7, Fa0/8Fa0/9, Fa0/10, Fa0/11, Fa0/12 Fa0/13, Fa0/14, Fa0/15,Fa0/16 Fa0/17, Fa0/18, Fa0/19,Fa0/20 Fa0/21, Fa0/22, Fa0/23,Fa0/24 Gig1/1, Gig1/2 1002 fddi-default active 1003 token-ring-default active 1004 fddinet-default active 1005 trnet-default active 06_2028_ch06. qxp 252 4/3/08 5:10 PM Page 252 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Step 3. Disable all ports on the switches using the shutdown command. Ensure that the initial switch port states are inactive by disabling all ports. Use the interface range command to simplify this task. Commands for S1 are shown here: S1(config)#interface range fa0/1-24S1(config-if-range)#shutdown S1(config-if-range)#interface range gi0/1-2 S1(config-if-range)#shutdown Step 4. Reenable the active user ports on S2 in access mode: S2(config)#interface fa0/6 S2(config-if)#switchport mode access S2(config-if)#no shutdown S2(config-if)#interface fa0/11 S2(config-if)#switchport mode access S2(config-if)#no shutdown S2(config-if)#interface fa0/18 S2(config-if)#switchport mode access S2(config-if)#no shutdown Task 2: Perform Basic Switch Configurations Configure the S1, S2, and S3 switches according to the addressing table and the following guidelines:  ¦Configure the switch hostname.  ¦ Disable DNS lookup.  ¦ Configure an enable secret password of class.  ¦ Configure a password of cisco for the console connections.  ¦ Configure a password of cisco for vty connections.  ¦ Configure the default gateway on each switch. Only the commands for S1 are shown here: Switch;gt;enable Switch#configure terminal Enter configuration commands, one per line. End with CNTL/Z. Switch(config)#hostname S1 S1(config)#enable secret class S1(config)#no ip domain-lookup S1(config)#ip default-gateway 172. 17. 99. 1 S1(config)#line console 0 S1(conf ig-line)#password ciscoS1(config-line)#login S1(config-line)#line vty 0 15 S1(config-line)#password cisco S1(config-line)#login S1(config-line)

Chapter 18 Compare and Contrast The telephone is s Essays

Chapter 18 Compare and Contrast The telephone is s Essays Chapter 18 Compare and Contrast The telephone is something that can connect people who are opposite of the world in a matter of seconds. It helps loved ones keep in touch when they have to be apart and is the cornerstone of all international communication. Needless to say it ' s a pretty big part of everyday life and for many people even the most mundane tasks would be impossible without it. Which is why reading about the first ever patented telephone in this chapter defiantly peaked my interest. I mean without the first telephone no advancements would have followed and that would mean no Snapchat or Twitter, which would be a sad loss indeed. Therefore comparing the invention of the first ever telephone to that of the first mobile phone seemed to be a good pick for this compare and contrast. The first ever patented telephone was brought to us by Alexander Graham Bell in 1876, which naturally secured him a place in the history books. Nearly a century later o n April 3, 1973 , Martin Cooper succeed in placing the first ever call from a portable mobile phone , also a completely new feat. Both these versions of the telephone had their similarities but quite a few variations as well, not surprising, they were made in completely different eras after all. Contrary to belief Bell was not the first one to make the phone, he was just the first one to capitalize on it by securing a patent. Much like how Cooper wasn ' t the only person working on the portable mobile phone at the time. He was just the first one to get it to work. The first call he made on his new invention was actually to his rival lab that was also working on their own version of a portable mobile. Now I ' m not sure about the rival lab ' s model but Cooper ' s mobile phone was basically a brick. W eig hing 2.5 pounds, it was 9 inches long and 5 inches deep , and f eatur ed about 20 minutes of battery life . Funny to think of how much the idea and design of today ' s modern cellular phone may have been totally different if someone else had beat Cooper. Then again the same can be said for Bell and his invention, although technically phones today are modeled more after Thomas Edison ' s early idea than Bell ' s original. Though I must admit the goal of all the inventors who were on the same path as these two was undeniably the same. To produce an invention that would make distance communication easier and get it out to the public as soon as they could. That being said it still took time to get these inventions out and for them to be used in the society once they were finished, although the original telephone didn ' t take quite as long. By the year 1880 fifty-thousand phones were in use, there was even one in the White House. Then by 1900 that number had gone up to 1.35 million, quite a feat and these numbers would only keep rising as the years went on. Cooper ' s invention on the other hand didn't do that well on the market since the price, $3,500, was quite a good chunk of money in 1983. Due to the expense most people were unable to afford the luxury of the mobile phone or even the plan itself. That being said it wasn't as if talking on the first telephone was all that cheap, a long distance call was $9 for the first five minutes after all. Not exactly the best bang for your buck, but they were still working out all the kinks that early on I suppose. The early telephone changed the way people lived, it made communicating with people miles of way in mere minutes possible. Before this the only options for distance communication were sending telegrams or letters, which defiantly had their drawbacks. The same can be said for the creation of the portable phone, while not at first, as it would defiantly have an effect on

Answering Question Number One

However, as competition intensified, the company thinkers decided to overhaul the system and to go for more profit. This re-invention of the company was successful but only for a time. The atmosphere changed and soon the company found itself wondering where to start again.   Go Ahead Enterprises evolved from a manufacturing organization into a marketing one. This made the significant over-turn of the company, which sadly, was an unforeseen suicidal path. The company reduced its number of employees and moved to the city where it could market toys. It has stopped manufacturing its own metal toys. It sold its manufacturing plant. This decision was a critical one since the company never realized its important resource- the plant itself. Having a manufacturing plant is one key for sustainability.   Plus, the company is sure that each metal toy manufactured is at its best. Quality is assured. The demands or orders for the products can be handled easily since Go Ahead Enterprises supervises its own operation. Selling the manufacturing plant was an unwise move. Losing a great deal number of people is also critical since they are the company’s best asset. Letting go of competent and trained staff or employees is a loss to the company, too. People are one great resource that brings additional investments and profit. However, cutting knowledgeable and skilled employees off from the company may also result to downfall. The company’s big bosses’ decision to source instead of manufacturing its own metal toys became a major disappointment in the long run. Go Ahead Enterprises created a niche for itself in the market. Changing the position of that niche affects the company. What Go Ahead Enterprises did was to create another niche for itself by turning into a marketing company. It used to produce metal toys under its brand name.   But since the big bosses decided to make a complete overhaul, the company lost its niche as the manufacturer of metal toys. The company leaders’ decision was enough to ruin the company unintentionally.   On organisational level, they have induced the change. What they failed to see is the long-term effect of that decision. They saw profits coming in like never before. But an initial success is not a guarantee of future sustainability and growth. The company leaders never saw that right and noble decisions may sometime lead to a bitter path.   They should have seen the consequences first before jumping to conclusion and endanger the company’s growth, position in the market and quality of products. On the other hand, environmental factors do play a big part. Globalization floods the market with cheap products. This resulted to steeping competition and fight for consumers’ favor. Globalization made the market more diversified with more choices and alternatives. The consumers are left confused, bewildered and happy. The consumers are happy because influx of goods means affordability. They get to choose the products which suit their purse. Yet, cheap goods are sometimes made of inferior quality. Satisfaction is still an issue. There are consumers who still opt to buy branded products even if it is priced higher than the usual ones. Better to spend much than to be sorry, so they say. Go Ahead Enterprises banked on globalisation and joined the bandwagon to keep itself on top of the game. It imitated other companies which are also changing their company’s course to accommodate changes. The environmental change brought by globalization has transformed, but not necessarily improved Go Ahead Enterprises. Losing the company’s niche, its manufacturing plant and its key people brought the company lower than what it used to be. Go Ahead should have maintained its manufacturing and strengthened its niche in the market. The leaders should have come up with more strategies rather than adopting a strategic plan, which in the end, brought more harm than profit. The company must focus on its vision and keep the main thing â€Å"the main thing† (Hybels 2002). In this case, Go Ahead Enterprises’ fate will be on its feet again if it will re-align its strength, assets, priorities, and focus on the main thing. It may not be money or profit but company reputation and sustainability. List of References Hybels, B. 2002, Courageous Leadership, Zondervan Publishing, Michigan. Answering Question Number One However, as competition intensified, the company thinkers decided to overhaul the system and to go for more profit. This re-invention of the company was successful but only for a time. The atmosphere changed and soon the company found itself wondering where to start again.   Go Ahead Enterprises evolved from a manufacturing organization into a marketing one. This made the significant over-turn of the company, which sadly, was an unforeseen suicidal path. The company reduced its number of employees and moved to the city where it could market toys. It has stopped manufacturing its own metal toys. It sold its manufacturing plant. This decision was a critical one since the company never realized its important resource- the plant itself. Having a manufacturing plant is one key for sustainability.   Plus, the company is sure that each metal toy manufactured is at its best. Quality is assured. The demands or orders for the products can be handled easily since Go Ahead Enterprises supervises its own operation. Selling the manufacturing plant was an unwise move. Losing a great deal number of people is also critical since they are the company’s best asset. Letting go of competent and trained staff or employees is a loss to the company, too. People are one great resource that brings additional investments and profit. However, cutting knowledgeable and skilled employees off from the company may also result to downfall. The company’s big bosses’ decision to source instead of manufacturing its own metal toys became a major disappointment in the long run. Go Ahead Enterprises created a niche for itself in the market. Changing the position of that niche affects the company. What Go Ahead Enterprises did was to create another niche for itself by turning into a marketing company. It used to produce metal toys under its brand name.   But since the big bosses decided to make a complete overhaul, the company lost its niche as the manufacturer of metal toys. The company leaders’ decision was enough to ruin the company unintentionally.   On organisational level, they have induced the change. What they failed to see is the long-term effect of that decision. They saw profits coming in like never before. But an initial success is not a guarantee of future sustainability and growth. The company leaders never saw that right and noble decisions may sometime lead to a bitter path.   They should have seen the consequences first before jumping to conclusion and endanger the company’s growth, position in the market and quality of products. On the other hand, environmental factors do play a big part. Globalization floods the market with cheap products. This resulted to steeping competition and fight for consumers’ favor. Globalization made the market more diversified with more choices and alternatives. The consumers are left confused, bewildered and happy. The consumers are happy because influx of goods means affordability. They get to choose the products which suit their purse. Yet, cheap goods are sometimes made of inferior quality. Satisfaction is still an issue. There are consumers who still opt to buy branded products even if it is priced higher than the usual ones. Better to spend much than to be sorry, so they say. Go Ahead Enterprises banked on globalisation and joined the bandwagon to keep itself on top of the game. It imitated other companies which are also changing their company’s course to accommodate changes. The environmental change brought by globalization has transformed, but not necessarily improved Go Ahead Enterprises. Losing the company’s niche, its manufacturing plant and its key people brought the company lower than what it used to be. Go Ahead should have maintained its manufacturing and strengthened its niche in the market. The leaders should have come up with more strategies rather than adopting a strategic plan, which in the end, brought more harm than profit. The company must focus on its vision and keep the main thing â€Å"the main thing† (Hybels 2002). In this case, Go Ahead Enterprises’ fate will be on its feet again if it will re-align its strength, assets, priorities, and focus on the main thing. It may not be money or profit but company reputation and sustainability. List of References Hybels, B. 2002, Courageous Leadership, Zondervan Publishing, Michigan.

Employment law paper Essay Example | Topics and Well Written Essays - 500 words

Employment law paper - Essay Example This is simply because any act of a supervisor can be construed to be the act of an employer, especially when an employee is impacted on a job benefit. In cases where the employee is not impacted in tangible terms, here the employers can limit the liability under the following defense: a) The employer has been noted to exercise reasonable care for the prevention of any form of harassment, and b) The employee has not taken complete advantage of any preventive measures that have been provided by the employers. The EEOC General Counsel explains that the cases that involve the English only rule or any restrictive language policies and any language discrimination are given first importance for the commission. As per the EEOC, employers cannot and must not target the workers based on discrimination based on fears, stereotypes or even fear of the language or country of origin. Based on the Title VII, Sears has clearly violated the law, as it clearly explains, no employment discrimination based on any factor like race, age, color, sex, national origin or even religion is allowed. In this case Mary has been fired from the company for speaking in Spanish on the sales floor with a co-worker. This is clearly a violation of the law and clearly shows discrimination against the employees. The fact that the employees are allowed to talk in Spanish with the customers however not with the coworkers, is a clear discrimination. Mary could have been given a warning however, not fired as it is not ethical an d completely violates the Title VII and the EEOC rules. The Bona Fide Occupational Qualifications allows the employers to make discrimination and permits them to employers of American Airlines to discriminate and to make the pilots and flight attendants to work on religious holidays as well. This however is not fair and it is important to understand, when companies prefer to have a diversified work force, it is