The Objectives Of Cisco Networking

The Objectives Of Cisco Networking Welcome to the Cisco Networking Academy program! This is the first of four courses designed to provide classroom and laboratory experience in current and emerging networking technology, and to help prepare for certification as a Cisco Certified Network Associate (CCNA). This curriculum presents a comprehensive overview of networking; from fundamentals to advanced applications and services. It is based on the top-down approach to networking that is popular in many colleges and universities. The course emphasizes concepts and skills required to design networks, while providing opportunities for practical application and hands-on experience by teaching students how to install, operate, and maintain networks. II. ADVISORY PREREQUISITE CIS 120, CIS 190, A+ Certification, or one year industry experience. III. COURSE GOALS AND OBJECTIVES This course introduces the architecture, structure, functions, components, and models of the Internet and other computer networks. It uses the OSI and TCP layered models to examine the nature and roles of protocols and services at the application, network, data link, and physical layers. The principles and structure of IP addressing and fundamentals of Ethernet concepts, media, and operations are introduced to provide a foundation for the curriculum. Labs use a model Internet to allow students to analyze real data without affecting production networks. Packet Tracer (PT) activities help students analyze protocol and network operation and build small networks in a simulated environment. At the end of the course, students build simple LAN topologies by applying basic principles of cabling; performing basic configurations of network devices, including routers and switches; and implementing IP addressing schemes. By the end of the course, students will achieve the following objectives: Given a LAN/WAN configuration scenario, students will be able to: Describe the basic concepts of how data networks and the Internet support business communications and everyday activities. (a, b) Describe the basic networking processes used to communicate across Local Area Networks, Wide Area Networks and the Internet. (a,b) Operate basic networking devices and services used to support communications across an Internetwork. (c,d) Describe the layers of communications in data networks using the 7-Layer OSI and the 4-LayerTCP/IP models. (a,b) Describe the role of protocols in data networks. (a,b) Describe the importance of addressing and naming schemes at the following OSI Data Link, Network and Application layers. (a,b) Describe the protocols and services provided by the Application layer in the OSI and TCP/IP models. (a,b,d) Describe the functions and features of the Transport layer protocols and services. (a, b) Describe the functions and features of the Network layer protocols and services. (a,b) Describe the fundamental concepts of routing that occur when a packet is forwarded from its source to its destination across multiple networks. (a,b) Design, calculate, and apply subnet masks and IP addresses to meet network design requirements. (c,d) Describe the operation of the OSI Data link layer protocols by explaining how data link frames communicate between networking devices. (a,b) Describe how the OSI Physical layer protocols and services transfer data bits across data networks. (a,b) Describe fundamental Ethernet concepts such as media, services, and operation. (a,b) Apply basic cabling techniques to connect various types of networking devices to meet prescribed network design topologies. (c,d) Build a simple Ethernet network using routers, switches, and network hosts. (c,d) Establish local and remote terminal connections to Cisco Networking devices using Terminal Emulation programs. (c,d) Use Cisco CLI commands to configure and verify basic router and switch operation. (c,d) Analyze the operations and features of common Application layer protocols such as HTTP, DNS, DHCP, SMTP, Telnet, and FTP.(a,b,d) Use common network utilities to verify local area network operation and analyze data traffic. (c,d) Method of Evaluation (Measuring Student Learning Outcomes with Representative Assignments) Chapter exams that measure each students ability to define and appropriately use networking technology concepts and terminology to describe networking processes, protocols, functions and features. Comprehensive final exam that measures each students ability to synthesize and apply course concepts to a variety of networking scenarios. Comprehensive skills exam that measures each students ability to practically apply network, design, configuration and hardware connectivity techniques to LAN environments. Lab exercises that require students to apply course concepts and skills in order to implement LAN solutions, compute IPv4 network addressing to network problems defined by the instructor, and connect and configure LAN devices. IV. TEXT, MATERIALS AND ONLINE WEBSITE Cisco Network Academy Website: http://cisco.netacad.net Instructors Website: http://www.cuyamaca.net/cis/cisco Blackboard: http://bb.gcccd.edu/webapps/login/ Network Fundamentals course: Network Fundamentals, CCNA Exploration Companion Guide ISBN-10: 1-58713-208-7, ISBN-13: 9781587132087, Publication Date: October 2007 Network Fundamentals, CCNA Exploration Labs and Study Guide ISBN-10: 1-58713-203-6, ISBN-13: 9781587132032, Publication Date: October 2007 Recommended Texts (not required) Not required as you are encouraged to print all of the assigned labs directly from the assignments listed in Blackboard. Materials Removable media (thumb drive, floppy) A sectioned three-ring binder with paper for note taking V. COURSE SPECIFICS Attendance This Self-paced open entry-open exit program requires students to complete a minimum of 48 classroom hours in the presence of an Instructor to meet academic standards. Self-paced education places additional responsibility on the student for success. Irregular attendance and lack of participation are key factors in determining poor student performance. The greater the amount of time and effort applied by the student, the greater the opportunity for success, rapid advancement of knowledge, and advancement through the program. Students will be expected to manage their attendance with the goal of completing at least one Cisco Semester during a Cuyamaca College Semester. Higher goals of completion are very possible and will be supported. If you have questions about recommended progress rates, please ask the instructor for guidance. Dropping the Class It is your responsibility to withdraw from class. All students who are enrolled at the end of the course must be given a letter grade. Students who stop attending and do not officially withdraw will be receiving an F. See the IMPORTANT DATES section below for drop deadlines. A W cannot be awarded after the Last day to drop CIS 201 deadline. Assignments Assignments for the class are divided into the following groups: Reading Assignments (Cisco Netacad or textbook) The material for this course is available on the Web. The reading assignments should be completed before the beginning of class. Most students will spend and average of ten hours per week reading the material. Some chapters may take more than one reading to understand. Students are responsible for all terms and concepts in the chapters covered. On-Line Module Exams (Cisco Netacad) All exams are administered online, and enabled only after the topic has been completed. There are ten (10) online module exams and a comprehensive final exam. Module exams can be taken at any location (home, work, school) but may not be repeated. The comprehensive final must be taken at school during normal class hours. Subnetting Practice tests (Blackboard: Assignments: Chapter Folders) Subnetting is one of the most important skills to acquire in the first semester of Cisco. Subnetting is also a skill that requires a lot of practice to master. There will be short subnetting practice test in Blackboard for each chapter. Students may take each practice test up to 2 times with the highest score used for final grading. Students are responsible for seeking additional help from an Instructor or Tutor if their test result is not satisfactory Labs and Packet Tracer Activities (Blackboard: Assignments: Chapter Folders) The hands-on labs are an important part of the Academy. Students may work together in small groups. Content for the skills-based final will be directly drawn from lab assignments, worksheets, and other course material so understanding lab assignments is an important part of passing the course. You are encouraged to complete as many additional labs as you wish as well as working all of the interactive labs found in the curriculum. Labs and Packet Tracer Activities submitted after the corresponding module exam has been attempted will not be graded. Additionally, Labs and Packet Tracer activities submitted more than two weeks after the corresponding Chapter lecture has been presented will not be graded. Contact the instructor of record to arrange any adjustments regarding Lab and Packet Tracer deadlines prior to deadline date. Skills-Based Final, On-Line Student Survey, On-Line Final Exam (Cisco Netacad) A skills-based final and an on-line final exam will be administered the end of the course. The online final exam will be comprehensive and all students must pass the online final and the skills-based final to pass the course (both Skills Based final, and Online final require 60% or above for passing), to be eligible for CCNA2. All labs, on-line chapter tests, and the skills-based final must be completed before you may take the online comprehensive final exam. The online comprehensive final may be repeated once for scores below 60% on the first attempt, however, the average score between the two attempts will be used in final grade calculations for grades submitted to Cuyamaca. Due to the number of students and the resources required for the skills based final, students will be required to schedule a time to take their skills based final. A sign-up matrix will be posted 1 week prior to the skills based finals. Cisco requires that the CCNA 1 on-line survey is completed before receiving a grade in the course. Incomplete grades are not allowed. Grades will be assigned as follows: Domain % Points Grade INSTRUCTIONAL FACILITIES Online Chapter Exams 10 93.4 100 A Classroom Subnetting Worksheets Tests 15 90.0 93.3 A- Laboratory Labs and Packet Tracer Activity 25 86.7 89.9 B+ Personal computer for each student Final Exam (comprehensive Skills Based) 25 83.4 86.6 B Appropriate course software Practice Final 5 80.0 83.3 B- Final Exam (Comprehensive Online) 20 76.7 79.9 C+ 70.0 76.6 C 60.0 60.9 D F IMPORTANT DATES Please refer to the appropriate official Cuyamaca College document to insure compliance with any College deadline. Spring 2010 Semester January 25, 2010 to June 1, 2020 February 5 Last Day to Receive a Refund for Semester-Length Classes February 12 15 Holiday (Presidents Day Weekend Friday, Lincoln Day Monday, Washington Day) March 29 April 2 Spring Recess April 23 Last Day to Drop Semester-Length Classes MAY 13 10:00 pm All Labs, Packet Tracer activities, and Subnetting practice tests due MAY 20 10:00 pm All Skills Based Finals must be completed MAY 25, 26, 27 Comprehensive Online Final Examination Days Must be completed by 10:00 pm May 27 Spring 2010 CIS 201 Schedule Week CCNA 1 8 week Schedule Chapter Reading 16 Week Schedule Chapter Reading Labs Packet tracers due (Thursdays 10pm) Additional topics 1 8 Week schedule 16 Week schedule Binary and Introduction 2 1 2 1 Binary Conversion Addition 3 3 4 2 Binary Combinations 4 5 6 3 1 2 1 Network Addressing 5 7 8 4 3 4 2 Subnetting 6 9 10 5 5 6 3 Subnetting 7 11 6 7 8 4 Subnetting 8 7 9 10 5 Subnetting 9 8 11 6 VLSM 10 9 7 VLSM 11 10 8 VLSM 12 11 9 VLSM 13 10 VLSM 14 All Assignments Due 11 15 Skills Based Finals 16 Online Finals

Literary Analysis of Araby Essay

The setting of Araby is described within the first three small paragraphs; it conveys very vivid imagery as you would see it in the eyes of a young boy, noticing details of colors and textures of his surroundings. You soon get a sense of the narrator’s simple minded thinking as he is only a young boy. Going into the adolescent years, the narrator experiences new emotions and finds himself an immense love interest in his friend’s sister who lives down the street. As he spends much of his time admiring him from a far, he finally speaks with her. After speaking with her he is filled with so much excitement that he finds the things had once found exciting are now boring and unsatisfying, the narrator tells us, â€Å"I watched my master’s face pass from amiability to sternness; he hoped I was not beginning to idle. I could not call my wandering thoughts together. I had hardly any patience with the serious work of life which, now that it stood between me and my desire , seemed to me child’s play, ugly monotonous child’s play.†(42). This portrays the future struggles he will encounter as he starts to lose his innocence through experience. In the third paragraph is quite noticeable of how innocent the narrator actually is. As he develops a crush on his friend’s sister, even though he has never spoken a word to her, but admires her from afar, â€Å"we watched her from our shadow peer up and down the street.†(40). The only contact he had with her is when his group of friends would go up to her doorstep as she was waiting for her younger brother, â€Å"We waited to see whether she would remain or go in and, if she remained, we left our shadow and walked up to Mangan’s steps resignedly. She was waiting for us, her figure defined by the light from the half-opened door. Her brother always teased her before he obeyed, and I stood by the railings looking at her.†(40). But he was completely infatuated with her as he cannot help but describe the way she looked, â€Å"Her dress swung as she moved her body, and the soft rope of her hair tossed from side to side.†(40). Every morning he would watch out of his front window waiting for her to leave for school. The moment she walked out her door, he was filled with joy and quickly gathered his things. He would follow her on his way to school like a lost, innocent, little puppy not letting her out of his site. He would do this every day, still not saying a word to her but maybe a couple simple mumblings, and yet he was madly in love with her.(40) He could not shake her from his head, in the oddest of places he would be picturing her in his head. He even says, â€Å"Her name sprang to my lips at moments in strange prayers and praises which I myself did not understand.†(41). And that, â€Å"My eyes were often full of tears (I could not tell why) and at times a flood from my heart seemed to pour itself out into my bosom.†(41) In this line it is portrayed that he does not realize or understand the enormity of these new feelings he was having for this girl. His innocence is prevents him from kn owing what this attraction for this girl means. At last this girl of his dreams finally starts a conversation with him. She asks him if he would be going to the Araby, which is grand bazaar, and explains how she wants to go so badly, but she cannot due to prior obligations. Flabbergasted that she was talking to him, he did not know what to say. As she explained that she could not go, he quickly says, â€Å"’If I go,’ I said, ‘I will bring you something.’†(42). He says this in hopes that buying her a gift from the bazaar will make her interested in him. After talking to her he was filled to the brim with excitement, he has trouble sleeping because he cannot clear his mind of her and could not think of anything else but her. He tries to pass the following days quickly, despised doing school work, he even says, â€Å". . . her image came between me and the page I strove to read.†(42). As the day grew closer his excitement grew as well, for things now seemed dull, the author says, â€Å"I answered few questions in class. I watched my master’s face pass from amiability to sternness; he hoped I was not beginning to idle. I could not call my wandering thoughts together. I had hardly any patience with the serious work of life which, now that it stood between me and my desire, seemed to me child’s play, ugly monotonous child’s play.†(42). The excitement in him is so extreme that he finds that he is completely aloof and jaded of the classroom. The only thing he thinks about is this girl and going to the bazaar. His thoughts make him blind to anything that is in front of him. Again his naà ¯ve innocence keeps him from seeing beyond his narrow minded path and looking outward beyond his own thoughts and doings. Not thinking ahead, when he said, â€Å"’If I go,’ I said, ‘I will bring you something.’†(42), he did not realize that he had no money and had to ask permission if he may go to the bazaar. When he returned home that same night he asked his aunt for permission to go, she was shocked that he had asked, but agreed to it. The morning of his planned trip to the bazaar, he reminds his uncle that he is going to the bazaar and he needed money for the gift and the train fair. His uncle replied in a muttered and snappy tone, â€Å"’Yes, boy, I know.’†(42). As the narrator returned home from school for supper, his uncle had not yet arrived. The narrator waited and waited trying to pass the time until his uncle returned until his aunt said, â€Å"’I’m afraid you may put off your bazaar for this night of Our Lord.’†(43), but then, â€Å"At nine o’clock I heard my uncle’s latchkey in the hall door. I heard him talking to himself and heard the hallstand rocking when it had received the weight of his overcoat. I could interpret these signs. When he was midway through his dinner I asked him to give me the money to go to the bazaar. He had forgotten.†(43-44). After some pestering at his uncle from his aunt, the narrator was given the money. When he had finally arrived at the bazaar it was mostly closed for the train had taken up quite some time. The only stall that he sees open has â€Å"porcelain vases and flowered tea-sets†(45), which has nothing of interest to him, the vendor sees him and crudely asks him if he needed anything, he kindly denies. As he looked upon the many items and as the lights are being shut off above him, he turns and walks away. As he is now standing in complete darkness for the last light had now been shut off, standing in the complete darkness he has an epiphany. He realizes that he has been thoughtless to believe that the girl would be attracted to him. He will always be thwarted in his path in life. He sees the Araby as what it really is, just a gaudy place to sell things. There is nothing glamorous or even appealing about it. He realizes that he had set himself up for disappointment. As the narrator is pained and frustrated as stated in the last line of the story, â€Å"Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger.†(46). We feel the narrator’s frustration begin to build as he has to wait for his uncle, and then the tardiness arriving at the bazaar which in turn leads to not buy anything for nothing of interest is open anymore, his dream is broken. With all of this falling apart so quickly, he soon realizes that he had been blinded and fooled himself into this idea that this elaborate scheme of buying a gift for this girl will make her like him. He is blinded by his innocence and unfortunately losses his innocence through experiencing all of these struggles to try and satisfy these new feelings of his only to realize his struggles were worthless. Also because we do not find out the name of the friend’s sister, this makes the idea of her so much more distant and unreachable. We view her much like the narrator does, as a far and mysterious person who we don’t know much about. When the narrator’s dreams of pleasing her were crushed, the whole situation made sense in the end; he, after all, did not know much about her.

Employee and Payroll System

Rwanda Tourism University College PROJECT PROPOSAL Project title: EMPLOYEE AND PAYROLL SYSTEM Done by: MAHORO Hisham BITG/0053/10/E Tel: +250788801653 Employee and Payroll System Introduction Employee and Payroll System, this project is made in the Microsoft Visual Basic 6. 0. This project keeps the record of employees working in the company. A user can add, delete or update the record of one or more employees. This project also calculate   the   salary   of   employees   and   store them in a database. Description This is Employee and Payroll System software.In this software all the records of the employee is stored. Admin has the right to edit and delete the employee information. The employees can view their personal information,   salary details, and their leave details. this software is user friendly. This software can be used for those companies where they have lot of employees. here u will find all types of coding like coding for insert, delete, to view. Even u fi nd queries like selecting the data from more than 2 tables. so u will get lot of help from this project. All about Employee and Payroll System:The first form in the project is welcome form. After it we write coding of above mention form which is define below:- 1. Coding for add record for Employee. 2. Coding for delete the record from . 3. Coding for editing the record from the data base. 4. Coding for view the record form. 5. Coding for the advance view record form. 6. Coding for the salary information form. 7. Coding for the salary input form. 8. Coding for the delete salary form. 9. Coding for some button such as exit, cancel, ok   next, previous and find   button.This project keeps the record of employees working in the company. A user can add, delete or update the record of one or more employees. This project also calculates the salary of employees and stores them in a database. So we define the coding of every from, one thing which is I forgot to tell you that we make a El even form in this project which is mention below:- * Welcome Form * Login Form * Main Form * Add New Record Form * Delete Record Form * Edit Record Form * View Record Form * Advance View Record * Salary Information Form * Edit Salary Form * Delete Salary Form

Example of a Formal Report

A formal report is a document that provides a clear information of the topic, related problems, and offers effective solutions that can be further used in order to achieve the desired results (Report writing: Formal. Academic skills office 1). Example of a formal report has to be well-structured, logically organized, and easily understood (The formal report 3). Appropriate solutions have to be offered in order to achieve a more profound understanding of the existing problem. In present time, a significant number of companies and workers experience the outcomes of the stress at the workplace. The outcomes of stress may be either negative or positive, however, in this report, the negative one will be considered (Dishinger, Howard, Kiagler, Seabrooke Tucker 31). Taking into consideration that different people may have different reactions to the stress they face and perceive it as a negative or positive impact, the assignment of the management of the company is to achieve a balanced result out of the applied stress. Negative stress is a major disease in the workplace, and it may debilitate the workers and be expensive for the employers. Managers have to identify the level of suffering from the applied negative stress and start to use various programs as a defense from the stress. The programs can limit the influence provided by stress on the results of work achieved by the employees. The appropriate measures have to be applied in order to reduce the stress in the workplace. First of all, the negative outcomes of stress on the workers and the approaches they use in order to control the stress of the workers have to be considered. The value of the study lies in the potential ability of the employees to control their stress and to learn how to manage stress in the workplace. It would be possible to enable employees to take appropriate action directed at managing stress by identifying the negative outcomes. The management of the company will benefit out of the stress reduction measures as well. Stress is an effect of some wrong actions. Of course, it can be used in order to awake the workforce, to motivate the employees, and to make them more active, however even in this case, it may have negative outcomes. The employees have to be motivated, but too much control or management may have a negative impact. The managers of the company should follow simple guidelines in order to reduce stress of the workers: do not violate the rights of the workers; act according to the regulations adopted by the authorities of the company; express the desire to cooperate with the employees and value their opinion; motivate them not just by the system of punishment, but also by the rewards; avoid stressful situations, and be able to solve the problems that occur in the working environment. On the basis of the obtained results, the most widespread reasons for the stress faced by the employees were problems with the authorities of the company, and wrong solution of the occurred problems. Thus, the employees have to be valued, heard, and motivated in order to reduce the stress faced by them in the workplace. Stress reduction will reduce workforce shortening, decrees the effectiveness and productiveness of the employees, and motivate them to contribute more to the development of the company. Besides, it can also improve the environment in the workforce. The offered solutions can be used either in practice or as a foundation for the further researches. Works cited Report writing: Formal. Academic skills office. University of New England. 2016. Print. Dishinger, C., Howard, N. Kiagler B., Seabrooke, S. Tucker, D. Southwest Texas State University, Houghton Mifflin Company. 2002. Print. The formal report. The University of Minnesota. 2016. Print.