Human Trafficking The Violation Of Human Rights

Human Trafficking What is the most basic of all human needs? One might answer food, water, and shelter. What is the most basic of all human rights? It should go without saying that the most basic of all human rights is freedom or personal liberty rather than bondage or slavery. If being free rather than in bondage is a human right, why is it that so many are held in bondage against their will? United Nations According to the United Nations website, Human Trafficking is defined as: The recruitment, transportation, transfer, harbouring or receipt of persons, by means of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or†¦show more content†¦The Means involves threat or use of force, coercion, abduction, fraud, deception, abuse of power or vulnerability, or giving payments or benefits to a person in control of the victim. The Purpose is for the purpose of exploitation, which includes exploiting the prostitution of others, sexual exploitation, forced labour, slavery or similar practices and the removal of organs. Much time, effort, reporting, and research on the subject has provided valuable insights into trafficking patterns, however there still remains a lack of quantitative information regarding the scope and hard numbers of people affected by h uman trafficking around the world. This is due to the nature of the crime and its hidden element. The UNODC helps States to draft laws and to create comprehensive national anti-trafficking strategies and it also offers assistance with resources to implement them. Participating States receive specialized training assistance to help develop cross-border cooperation when it comes to investigations and prosecutions. According to the UNODC, the adoption in 2000 by the United Nations General Assembly of the Protocol to Prevent, Suppress and Punish Trafficking In Persons, Especially Women and Children marked a significant milestone in international efforts to stop the trade in people. A vast majority of States have since signed and ratified the Protocol. However, at this time very fewShow MoreRelatedHuman Trafficking And Human Rights Violations846 Words   |  4 PagesHuman trafficking is one of today’s egregious human rights violations. Traffickers focus on the most vulnerable mem bers of society, preying mostly on women, and children, yet men are also trafficked in high numbers. Trafficking of a person refers to the, â€Å"illegal trade of a human being for sexual exploitation or forced labor through abduction, force, threat, or fraud† (UNOC 2015). Human trafficking can come in many forms such as, sex exploitation, forced labour, as well as forced donor-ship. TheRead MoreHuman Trafficking Is A Serious Violation Of Human Rights1639 Words   |  7 Pagesâ€Å"Human trafficking involves the recruitment, transportation, harbouring and/ or exercising control, direction or influence over the movements of a person in order to exploit that person, typically through sexual exploitation or forced labour† (Public Safety Canada, 2015). It is also called a modern form of slavery. According to one estimate about 2.4million people around the globe are trafficked annually (Golbya, Sian Hsiang-Te Zacharias, 2015). In Canada alone, currently, 56 human traffick ing casesRead MoreHuman Trafficking- The Escalating Global Violation of Human Rights1355 Words   |  6 PagesHuman Trafficking- The Escalating Global Violation of Human Rights Human Trafficking is a serious Global matter that violates a multitude of the Human Rights articles outline in The Universal Declarations of Human Rights. Thousands of individuals are subjects of Human Trafficking every year; the perpetrators of this crime do not discriminate, targeting men, women, the young and the old all over the world. Human Trafficking is indeed a Global issue, occurring in nearly every country on the planetRead MoreHuman Trafficking Is A Serious Crime And An Unrefined Violation Of Human Rights1578 Words   |  7 PagesTrafficking in human beings is a serious crime and an unrefined violation of human rights. It is often linked to organized crime and is one of the most profitable criminal activities worldwide (Access to European Union Law, 2014). There are many different forms of human trafficking, and they progress with changing socioeconomic circumstances. It targets women and men, girls and boys in vulnerable positions (Trafficking in Human Beings, 2013). Th e International Labor Organization in June of 2012 coveringRead MoreHuman Trafficking Is A Grave Crime And A Serious Violation Of Human Rights1555 Words   |  7 PagesHumana Trafficking Introduction Human trafficking refers to the practice of recruiting, transferring, transporting, receiving, or harboring people through the use of force, threat, or other forms of abduction, coercion, deception, fraud, as well as abuse of power or vulnerability position (Segrave 2). Human trafficking is a grave crime and a serious violation of human rights as it involves a broad range of human exploitations, including forced labor, sexual exploitation, slavery practices, as wellRead MoreHuman Trafficking : A Serious Crime And A Direct Violation Of Human Rights1138 Words   |  5 PagesIntelligence Question: How human trafficking is currently impacted by increased law enforcement coverage at the southwest border aimed at reducing illegal alien smuggling into the country? Summary: Human trafficking is a serious crime and a direct violation of human rights. It can be defined as an illegal trade of human beings in which they are treated as possessions to be controlled for labor intensive work like slavery, or exploited by being forced into prostitution. Every year, millions of peopleRead MoreHuman Trafficking And Slavery : A Violation Of The Universal Declaration Of Human Rights3225 Words   |  13 PagesGlobal Overview Human Trafficking and Slavery universally happens in the world when individuals are placed or maintained in and exploitive situation for economic gain. Women, men and children are trafficked for a range of different purposes; forced and exploitative labour in factories, farms and private households, sexual exploitation, and forced marriage. Trafficking can happen to all people if the circumstances are right. Human trafficking and slavery is in direct violation of the Universal DeclarationRead MoreWomens Rights Violation: Human Trafficking in Indonesia Essay1814 Words   |  8 PagesHuman trafficking is a global human rights issue, where women are the biggest target. Human trafficking is defined as the transport of a person through force, threat or abduction to then bind the person to its employee or for exploitation reasons. The term exploitation includes: prostitution, other sexual exploitations, slavery, forced labour, servitude and the removal of organs (United Nations Convention Against Transnational Organized Crime, 2000). This essay is focusing on women’s rights, by lookingRead MoreSex Trafficking Is As Serious Crime And An Act Of Violation Of Human Rights2056 Words   |  9 Pages Sex Trafficking in Minors Umar Cheema CUNY- John Jay Human trafficking the modern day slavery; is as serious crime and an act of violation of human rights. The United Nations (UN) defines human trafficking as; the recruitment, transportation, transfer, harboring or receipt of persons, by means of threat or use of force or other forms of coercion, abduction, fraud, deception, the abuse of power or a position of vulnerability or the giving or receiving of payments or benefits toRead MoreSex Trafficking : A Serious Crime And A Grave Violation Of Human Rights1876 Words   |  8 Pages Human trafficking is â€Å"a serious crime and a grave violation of human rights† according to the United Nations Office on Drugs and Crime (What is Human Trafficking - UNODC). Sex trafficking is also recognized as the sexual exploitation of human rights, especially those of women and children (UNODC). Sex trafficking and sex work are major issues within feminist debates with differing opinions. Due to its underground and discreet nature, it is difficult to determine how prevalent it is and what different

What Can Affect Attitude and Behavior Essay - 2168 Words

What can affect attitude and behavior? Outline I. Family life. a. Divorce and attitude b. Family values c. Modeling adults II. Friendships. a. Friends and behavior. b. Peer pressure. c. Positive friendships. III. Surroundings. a. Home setting. b. Importance of education. c. Environment. IV. Economic Status. a. Career. b. Poverty vs. Middleclass. c. Improving your economic status. A person’s attitude and behavior can be influenced and changed by family, friends, surroundings and economic status. Poverty has negative influences over attitude and behavior, a persons friends can have positive or negative influences over them, and family time and good values can†¦show more content†¦If a child is friends with peers that have been taught and live by the same values, they are more likely to stick to those values than if they are around those that have been taught or that live by different values. An example of this would be if a child is taught by their parents beginning at a young age that sex before marriage is discouraged (Jago, E., 1999). If as a teen they begin to associate with those who believe that sex before marriage is fine, they are more likely to also begin to feel that sex prior to marriage is okay. In Beverly Fagot’s study of preschool children she determined that boys actively discourage feminine behaviors and encourage masc uline behaviors during play (Theories of Gender, n.d.). A child’s behavior and attitude can also be influenced by their home setting. It is often thought that parents and adults influence children’s gender-related behaviors; however, it seems that sex segregation is largely stimulated by the children themselves (Theories of Gender, n.d.). This is most likely because of the different play styles of boys and girls. Boys tend to be more aggressive and assertive and prefer hierarchical group interaction; whereas, girls seem to prefer egalitarian dyadic interaction (Theories of Gender, n.d.). This type of sex-segregation can begin as early as three years of age. Even though parents may not influence their child’sShow MoreRelatedPERSONALITY, ATTITUDES AND JOB PERFORMANCE1021 Words   |  5 PagesBU105 W15 Section 7 Management Principles Dwayne Payne March 29, 2015 Miller-Motte College Online Programs I will be writing my paper on personality, attitudes, and job performance. This subject(s) caught my eye because I am currently working in a job (field) where I deal with people every day. We all have different personalities and attitudes and we all have to learn how to deal with them if we are going to manage or work in these types of environments. Also, we have to be satisfied with our jobsRead MoreHow Children Being Bullied Can Not Only Affect Them1021 Words   |  5 PagesWhen one thinks of bullying, they usually associated it with the phrase, â€Å"Sticks and stones may break my bones, but words will never hurt me† those â€Å"sticks and stones† may not only just break those bones, but can undoubtedly leave a lasting impact on a person and make those hateful words and actions hurt that much more to a point that the person would not know how to deal with them. Bullying has become a problematic issue in today’s society, especially where school age children is concerned. BulliesRead MoreSocilization622 Words   |  3 Pagesone’s attitude, Affects- emotions, Behaviors-actions, Cognitions- thoughts, the ABC’s of attitude (Carter amp; Seifert, 2016, Chapter 16). When our emotions, actions and thoughts are not working together it can be difficult. Finding out more about our behavior will help us learn more about our attitude. The self-perception theory says that we are not fully aware of our attitudes. Most of the time with infer our attitudes based on our behavior. It is the opposite in fact, our behavior affects our attitudeRead MoreOrganizational Behavior, Science, The Real World And You866 Words   |  4 PagesThis paper reflects upon the ideas and themes of the first four chapters of the book: Organizational behavior, Science, the real world and you. It takes us step by step through the conceptual ideas of each chapter and how these concepts are applicable in the real world. The first chapter introduces us to the basics of organizational behavior and the challenges that individuals face in today’s competitive world. An organization is an integration of people, structure and technology to meet an objectiveRead MoreThe Betari Box-Linking Attitude and Behavior1002 Words   |  5 PagesThe Betari Box Linking Attitude and Behavior Also known as Betaris Box, Betaris Box, and the Cycle of Conflict The impact of attitude and behavior on each other is a closed loop.  © iStockphoto/MikeRickword Natashas boss mistrusted her. This wasnt because she was incompetent – rather, it seemed to be a matter of principle for him. He spent most of the day watching people to make sure they did their work correctly. He watched the clock to ensure that everyones lunch hour was exactly oneRead MoreIndividual Behaviour Research Paper983 Words   |  4 Pages3rd lecture Individual Behavior Prof. Dr. Robert J. Zaugg robert.zaugg@unifr.ch Individual Behavior Learning Objectives †¢ †¢ †¢ †¢ †¢ Explain the nature of the individual-organization relationship Define personality and describe personality attributes that affect behavior in organizations Discuss individual attitudes in organizations and how they affect behavior Describe basic perceptual processes and the role of attributions in organizations Explain how workplace behaviors can directly or indirectlyRead MoreOrganizational Behavior And Human Behavior1217 Words   |  5 PagesOrganizational behavior studies the impact of groups, individuals, and structures have on the personal human behavior within many organizations. There is many different definitions of organizational behavior, but they are all relatively the same in all cases. â€Å"Organizational behavior studies organizations from multiple viewpoints, including behavior within the organization and in relation to other organizations (Boundless.com).† This is not just the study on one organization, but the study withinRead MoreAttitude Formation1356 Word s   |  6 PagesAttitude Formation Lawanda Thomas Walden University Attitude Formation The field of social psychology focuses on understanding the behavior of an individual and seeks to include the aspects of external and internal influences that impact behavior. Not only is ones behavior impacted by emotions, behavior is also impacted by how an individual perceives a situation and acceptance to engage in that situation (Fiske, 2010). Hogg and Cooper (2007) argue social psychologists note individuals viewRead MoreA Brief Note On Environmental Psychology Research Methods Essay713 Words   |  3 Pagesstudy conducted by Megan J. Bissing-Olsoni, Aarti Iyer, Kelly S. Fielding and Hannes Zacher, a survey/diary design was used to examine the relationship of pro-environmental behavior, employees daily affect, pro-environmental attitude, daily task-related pro-environmental behavior, and daily proactive pro-environmental behavior. There were 56 participants in the study and they were all employed in small businesses. The surveys were done twice daily, after the initial ba seline survey was conductedRead MoreThe Structure Of Attitudes Through The Abc Model1124 Words   |  5 Pagesthat people’s attitudes define whether they have a successful, bright, happy future. Most people can agree that this is the case, but people must ask themselves why and what really makes up a person’s attitude. In past years, attitude was recognized as one of the most important psychological experiences of human beings. Over time, the significance of attitudes has increased specifically in understanding how people come to be who they are. This paper will discuss the structure of attitudes through the

Australian Tax And Transfer System

Question: Discuss about theAustralian Tax And Transfer System. Answer: Introduction: There is Federal Government in Australia. Hence, all matters related to taxes and transfers are handled by different levels of the government. All the national, state and local levels of the government are linked with each other and considered as a single tax transfer system that has several components. An Australian citizen needs to contact with the Australian tax-transfer system, the state tax-transfer system and also the one at the local level to get his work done. Also, any business in Australia needs to interact with the government at multiple levels of the different states and local governments, along with the national tax-transfer system. It has been seen that the national Australian tax transfer system works with four elements of tax- personal income tax, taxes levied on goods and services, transfers like cash payments and superannuation. Whereas on the state level we can see that the tax transfer system is more restricted and contains property and indirect taxes. The tax transfer system has its effect on both businesses and individuals residing in Australia. There are a number of taxes present in Australia presently at the national, state and local levels of the government. The tax-transfer system of Australia is present at all levels of the government and the entire structure of the tax system is too complex and complicated at delivering multiple objectives. There are quite a few multiple policy objects that Australian tax-transfer system is trying to achieve in the years to come in order to enhance their social and economic outcomes. Some of the policy objects are as follows: Introducing transformations in personal lives, businesses and commerce with the help of advance technology like communications and electronics. Urban amenity and affordable houses for people. Better understanding between the ecosystems and humans both locally and globally. Reduction in certain tax bases and increase in the cost of health and dependency. Multiple Policy Tax and Transfer System of Australia Generally Australians choices are very independent who likes to make choices about investing in education, how much money to be spend on what goods and services and how much money needs to be saved and to be invested. Now the Australian tax transfer system would have an impact on these choices through many channels. If we see the Federal system of government then we can notice that transfers and taxes are managed by several levels of government. All the State and local government systems are inter-linked and can be considered as one tax-transfer system with multiple components. Individuals interact with the tax transfer systems which reside with the State and local government. For individuals it is still manageable but for company and persons doing business it is a bit difficult. Since a company is doing business across several States and they tend to interact with multiple state tax systems and even many local governments in addition the Australian Government system. This shows that there is so much conflict and confusion between the State, Local and Central Government regarding the tax transfer system All the tax laws are interlinked and so when a company is dealing in transactions with several States then many a times there is a conflict between the laws. In such cases Court needs to intervene and solve the case. (Treasurygovau, 2016) The role of Australian Government is much greater than the State and local government. Many a times they overlap each other since taxes and transfers handled by them differ. But if one can see the tax and transfer laws in Canada, both the Federal Government and States deals with same or similar taxes and transfers. But unfortunately same is not followed in Australia, due to which so many complications and confusions have been created.(Anueduau, 2016) Now we will know how the Australian government handles taxes. Australian Government deals with four elements of the tax transfer system which are Superannuation, personal income tax, taxes on goods and services and transfers. These taxes are mainly dealt by individuals and they also interact with company tax as well. But when it comes on the State side then individuals generally deals with more restricted transfer system and a wide range of indirect and property taxes. If an individual is working in a company then company will also deduct tax if the income is more than the tax limit. Most of the tax which is collected by the government is paid by companies. Companies are also liable to pay fringe benefit tax and superannuation guarantee payments for their employees. Apart from this company also deals with the tax transfer system for their own right like payment of GST tax, payroll tax, and various other taxes which are levied on the company. Hence by this it can be concluded that com panies which are operating in more than one State needs to deal with multiple Australian and State government tax systems.(Victoriaacnz, 2016) Current Australian Tax system is Overburdened As we have seen in the above paragraph the current tax system is very complicated and over-burdened. Taxes and transfers followed by both the Federal Government are not same or similar. The big problem lies is with the Central Government, so many types of taxes are involved that it becomes difficult for the company to do any business over Australia.(Aifsgovau, 2016) If any outside company wants to do any business in Australia then it would get confused with the tax system followed. Instead of doing business in Australia they would rather start a new business in any other country where tax system is much better placed. Australias tax level is relatively lower than most of the OECD countries. The tax level is below than the OECD average and even below than the countries like Canada and New Zealand. Even in the case of transfer system, Australia has a mixed transfer system of private and public support for retirement. Apart from this it also has the system of both voluntary and compulso ry superannuation which are generally funded by employees, employers and also by the persons who are self-employed.(Bettertaxgovau, 2016) If we see the retirement income process of Australia, then it is also a very complicated and a lengthy process. It has a three pillar retirement income system where the first pillar is a tested age pension which is treated as a universal minimum income safety net. While the second pillar includes compulsory contributory scheme which is only based on employee earnings. And lastly the third pillar includes tax advantaged voluntary saving which is generally derived through superannuation funds.(Sagovau, 2016) Future of Australian Tax System to Overcome the Current Tax Systems Shortcomings As we have seen above that the current tax and transfer system is very complex and complicated, it has become necessary to change the entire tax and transfer system of Australia. To have an ideal tax system it needs to have some features which are discussed below:(Taxreview.treasury.gov.au, 2016) Taxes should be broadly based which should have few concessions and exemptions: Complexity generally endangers both compliance and administrative costs. Concessions also encourage rent seeking which should be lobbied for any further carve outs from the base created by the government. If the base itself is very narrow then it would create small and heavily affected constituencies.(Conversation, 2016) Narrow bases also mean that the tax rates are higher than expected and so efficiency costs increase more than proportionately with the rate. But if broad base is there then it definitely minimize these costs. Complexity even breeds complexity since it tends to avoid opportunities prompt anti-avoidance provisions. Direct taxes should be used which is much preferred than the indirect tax system. The reason behind it is that these indirect taxes distorts resource allocation and even harms productivity.(Pc.gov.au, 2016) Even the focus of direct taxes would be on the immobile factors of production. While indirect taxes focus was mainly on the mobile factors that is the reason so many complexities and complications were there. Immobile factors of production are like labour income taxed very heavily, economic rents from land and even capital incomes taxed heavily. At present there is dire need for the Australian government to take charge of the tax and transfer system and rationalise it in such a manner that it is enabled to overcome all the present shortcomings. Some of the factors to be taken into consideration by the Australian government are as follows:-(Taxreview.treasury.gov.au, 2016) There are way too many taxes at present in Australia that is just overburdening the system. The tax-transfer system is beginning to fall apart due to this overburdening of multiple policy goals. Taxes should be narrowed down to four bases- personal income, private consumption, business income and economic rents derived from land other natural resources. (Alrc.gov.au, 2016) Attention is to be paid to the long-term growth of Australia that determines the living standards of its citizens. More practical and neutral taxes are to be introduced, better work incentives to be introduced and introduction of expenditure tax at business level. Personal income tax being the largest source of income for the country it is to be made more simplified, transparent and equitable in nature. All allowances, transfer payments and pensions are to be made free of taxes. The transfer system of Australia is to be work supportive, focused on alleviation of poverty, fair and adequate, and sustainable in nature. There should be good coordination between the tax and transfer systems of Australia. Land tax is to be broad based to make it efficient. Rent-based taxes are more encouraging for the private sector. Rate scale of land taxes are to be based on value per square metre of land. Tax on superannuation needs to be abolished. Accommodation services and care facilities for the aged are to be separated. Transfer taxes on property are to be replaced by annual land tax. Housing is to be made affordable for all the citizens of Australia. The administration and policy making taxation system is to be responsive, understandable and more open to the tax payers. State taxes that are inefficient in nature are to be removed and replaced with cash flow taxes of low rates. Now is the time to bring about changes in the tax and transfer architecture of Australia that is deeply overburdened with all the multiple demands and policy goals. There is dire need to rationalise the tax-transfer system of Australia at present day. (Choicecomau, 2016) Conclusion Hence it can be concluded that the entire tax system of Australian needs to be changed to have a transparency in the tax and transfer system. It should follow the system which is followed in Canada. Both Central and State government taxes should be similar to avoid any complexity. References Aifsgovau.2016.Aifsgovau.[Online].[26 August 2016].Available from: https://aifs.gov.au/sites/default/files/publication-documents/changing_the_australia_taxation_system_towards_a_family_income_guarantee_submission_to_the_exonomic_planning_advisory_council.pdf Alrc.gov.au. (2016). Complexity of the tax transfer system | ALRC. [online] Available at: https://www.alrc.gov.au/publications/7-income-tax/complexity-tax-transfer-system [Accessed 26 August 2016]. Anueduau.2016.Anueduau.[Online].[26 August 2016].Available from: https://taxpolicy.crawford.anu.edu.au/files/uploads/taxstudies_crawford_anu_edu_au/2015-05/ttpi_chapter3.pdf Bettertaxgovau.2016.Bettertaxgovau.[Online].[26 August 2016].Available from: https://bettertax.gov.au/files/2015/06/Scott_Bernie.pdf Choicecomau.2016.Choicecomau.[Online].[26 August 2016].Available from: https://www.choice.com.au/money/budget/federal-budget/articles/most-australians-worried-about-2015-federal-budget-210415 Pc.gov.au. (2016). Tax and Transfer Incidence in Australia - Productivity Commission. [online] Available at: https://www.pc.gov.au/research/completed/tax-and-transfer-incidence [Accessed 26 August 2016]. Sagovau.2016.Sagovau.[Online].[26 August 2016].Available from: https://assets.yoursay.sa.gov.au/production/2015/06/18/00_03_49_35_Name_withheld.pdf Taxreview.treasury.gov.au. (2016). Architecture of Australia's tax and transfer system. [online] Available at: https://taxreview.treasury.gov.au/content/Paper.aspx?doc=html/publications/papers/report/section_2-01.htm [Accessed 26 August 2016]. Taxreview.treasury.gov.au. (2016). Part 1: Overview - Chapter 1: The need for reform - Australia's Future Tax System: Final Report. [online] Available at: https://taxreview.treasury.gov.au/content/FinalReport.aspx?doc=html/publications/papers/Final_Report_Part_1/chapter_1.htm [Accessed 26 August 2016]. The Conversation. (2016). Ideas for Australia: Five ideas to help fix Australia's tax system. [online] Available at: https://theconversation.com/ideas-for-australia-five-ideas-to-help-fix-australias-tax-system-56272 [Accessed 26 August 2016]. Treasurygovau.2016.Treasurygovau.[Online].[26 August 2016].Available from: https://www.taxreview.treasury.gov.au/content/Paper.aspx?doc=html/publications/papers/report/section_2-01.htm Victoriaacnz.2016.Victoriaacnz.[Online].[26 August 2016].Available from: https://www.victoria.ac.nz/sacl/centres-and-institutes/cagtr/pdf/smith.pdf

Roommate Drama free essay sample

As part of your housing application at most colleges, you have to fill out a roommate survey that contains the basic questions: Are you a smoker? Are you a drinker? Are you neat or are you messy? I checked the appropriate boxes and sat back in my chair with a very relaxed feeling. All signs of this survey pointed to the likelihood that I was going to get a roommate whose answers matched up with mine. Worrying about whether I would get a bad roommate or not was no longer on my to-do list before school started. Move in day came and I was so excited to meet my roommate. I had seen pictures of her on Facebook and we had been emailing back and forth about what we should each bring for our dorm room. We had a lot to plan, since we had our own kitchen and bathroom, however we did not have separate bedrooms so our beds were about ten feet away from each other. We will write a custom essay sample on Roommate Drama or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I have had my own room since I was born. Having never shared a room with any siblings before, I had no idea how sharing a room with another college girl would be. My roommate was very nice. We got along great and were a lot alike. But, that was only for the first couple months of school. After semester break ended, we came back in January to a nice cleaned room. We were excited to start our final semester of freshman year and ready for our new classes to start that following Monday. This is where problems arose. Turns out my roommate had made a ton of friends from across the state over break. Little did I know that all those â€Å"friends† she met, would soon be taking over my room and start spending nights at our place. I was locked out of my room many times, so I would have to sit outside the door in the hallway until she came and told me it was safe for me to come in, of course after the guy left our room. I would find empty beer cans thrown behind our dressers and have our room smelling like alcohol mixed with the after scent of puke on our carpet that was not cleaned. We had a different boy in our room every weekend. It even happe ned the weekend my parents came up to visit me. I set my alarm for 8:00 am that Saturday morning just to make sure the guy was awake and would leave the room. I tried talking to her and telling her how I felt about having different boys in here at nights and how it was somewhat uncomfortable, but that did nothing. It was like she did not even listen to me. The problems got so bad that I turned to my Resident Advisor. Unfortunately, my RA was a party hopper and didn’t really care too much about it. If I wanted this solved, I would have to learn how to give and take with my roommate and her â€Å"habits†. I often went to the library if I needed to study since there was too much going on in my room. On weekends, I would go visit my friends at a nearby college and have a great drama free weekend with them. The issues reoccurred throughout the rest of the school year. We did not even talk for the last two weeks of school, including move out day. I packed all my stuff, got it all cleaned out, and had my dad come and help me pack all my stuff into the car. I left with one look back at my side of the room, and without a word to my roommate sitting on the other side. As of today, I have not talked to her once since those couple weeks before school stopped. After semester break, my room was no longer considered â€Å"my room†. It was no longer a place I could do some nice and peaceful studying, or where I could have a good night sleep. We all want to have good roommate experiences so here are some tips on how you can solve your roommate issues if you have any: 1. Talk to each other about your daily routine the first day you move in so you know how each other like to live in their room. 2. If a problem arises, talk to your roommate about it. If you don’t talk about it, nothing will change. Confront her and tell her how you really feel about it and see if you both can come up with a fair and equal solution. 3. If talking to her doesn’t work, go talk to your RA. That is what they are there for. Tell her the problems you are having and why it is bothering you. 4. See if you can spend as little time in your room as possible when your roommate is there. If you are trying to study, go study with a friend in her dorm or at the library. If someone spends the weekend, go visit home or another family member. Better yet, see if one of your friends at a college near you would like a visitor for the weekend. That way you can still enjoy the weekend without having drama attached. 5. If none of these works, contact your housing director immediately. Tell them all the problems, steps you have tried to fix them and that you would like to move into either a different dorm or different building. You can also have your parents be contacted in case you need their permission. 6. Remember, there is always a way to fix the problems. You might have to put in a little effort, but there is always a way.

102 Week 4 Journal Response Professor Ramos Blog

102 Week 4 Journal Response Locate an article, news report, or social media post to respond to. You can also respond to any of the articles or topics discussed in the class. First, summarize what the post is saying and what you understand them to be arguing. Second, respond to the article with what we have been learning in class. Point out fallacies if you see them. Evaluate the argument they are making. Explain any bias you see in the post. Point out unsupported claims. If you agree, help them better support their argument. If you disagree, explain why. Notice the use of Ethos, Logos, and Pathos Make sure your journal response is at least 250 words long. Comment below with a link and your response.

Should You Take the New SAT or Old SAT An Expert Guide

Should You Take the New SAT or Old SAT An Expert Guide SAT / ACT Prep Online Guides and Tips You might have heard over the last year that a new version of the SAT is coming out in spring of 2016. You might have a choice between taking the current old SAT or the new SAT depending on when you time your test. You're probably wondering, "when should I take the SAT?" Well, here's our definitive guide. Note: The old SAT is no longer available. If you took the previous version and aren't sure whether to take the new one, check out our guides to deciding, depending on whether you got ahigh scoreor a low one. Year Graduating High School Which SAT You Should Take 2016 or before Old (current) SAT for sure 2017 Old SAT recommended 2018 New SAT recommended 2019 or later New SAT for sure You Should DefinitelyTake the Old SAT If... You are a high school student graduating 2016, 2015, or 2014. (Remember that the old SAT is mandatory until March 2016, so if you're graduating in 2014 or 2015, you won't even have a choice.) If you're graduating in 2016, then March or later of senior year is generally way too late to take the SAT for most college admissions. Even if you're considering a late senior year test date, there are lots of reasons not to the reasons are much the same as for the class of 2017 but even more urgent. You Should Try to Take the Old SAT If... You're a high school student graduating in 2017. The reasons the Class of 2017 should take the old SAT are not obvious at first glance, but are clear if you think hard about it. After all, the last time you might have to take the old SAT is January 2016, which might be the last time the old SAT is given. That's the middle of junior year a little too early? I don't think so. Those in the Class of 2017 taking the SAT should definitely read this guide specifically written for that year to see which SAT they should take. You Should Tryto Take the New SAT If... You plan to graduate high school in 2018. The decision is easier for you than the class of 2017. January 2016, the purported last day the old SAT will be given, is only in the middle of your sophomore year.You'll get better and smarter as you age, and you don't want to be pinned down by a score you get while you're so young. Most of the concerns for the class one year before yours won't apply to you: by the time you take the SAT mid-junior year, the new test will have been out for a year, so everyone will know what it looks like by then, and how to prep for it. You won't have to wait too long to take the new SAT, and you'll have many shots at it. How should you prepare then? Just as the Class of 2017 should sway a bit earlier to catch the old SAT safely, you should sway a bit later to catch the new SAT safely. Plan to start prepping in January of 2017. The new SAT will have been out for about a year and prep strategies will be quite mature by then. Take your first SAT in March 2017, and you'll have quite a few more shots at it if you don't like your score. You Should DefinitelyTake the New SAT... If you plan to graduate high school in 2019 or afterwards. Unless you plan to take your final SAT freshman year, which is strongly discouraged, since your skills still have a lot of room to grow. What's Next? Class of 2017 Special Guide: Current SAT or Revised SAT? A Breakdown of the New SAT: An Expert Guide Why the New SAT Won't Revolutionize the Test Start Improving Your SAT Score Today:

Three Cups of Tea by Greg Mortenson and David Oliver Relin Essay

Three Cups of Tea by Greg Mortenson and David Oliver Relin - Essay Example He promises to come back and build a school for the girls (Mortenson 8). The novel reports that villagers and girls are not opposed to seeing their daughters getting the better education. This is because they understand that the key to bringing a positive change to the Muslim religion. This is the reason why they are receptive to Mortenson’s idea of building schools for the Muslim girls. For instance, girls like Tahira, Shakeela, and Jahan who might have played a very little role in their village were it that they had no education, soon became triggers for change in their villages after attending CAI school built for them by Mortenson (Mortenson and Relin 16). In the end, these girls ended up improving the quality of health care, educate women and change the attitudes women. We get to understand that educated girls, unlike the boys who tend to migrate to the city to look for jobs, remain in the villages, thus share the rewards of their education with people around them. Mortenson also understands that the best way to turn these Muslim people from the terrorist act is through education. However, a certain conservative declares Fatwa to frustrate Mortenson’s efforts, with the aim of preventing building schools in the region (Mortenson and Relin 18). The novel reveals that all of Mortenson’s village protagonists are Muslims. However, they lack the authority to arbitrate directly on Mortenson’s behalf. Instead, they opt to petition the â€Å"supreme leader† of the Shia based in northern Pakistan, who immediately declares fatwa inconsistent with Islam. He also offers full support to Mortenson’s project. The conservative leader, in this case, is a representation of those who still leave in the past. These are male chauvinist who does not see any good in women or girls for that matter. For instance, they see that in case a girl gets educated, this will empower them to challenge the men in the society.  Ã‚  

Globalization Essay Example | Topics and Well Written Essays - 500 words - 18

Globalization - Essay Example In the recent past, globalization has been given impetus by a number of forces such as the rapid changes in communications (â€Å"Globalization†); the birth of new and sophisticated means of communication such as the telephone, and computer technology such as the internet and email has speeded up the process of globalization. With these new and efficient ways of communication, information, ideas and knowledge can be transmitted everywhere within seconds and this has led to increased connectivity and interdependence, thus globalization. Increased communication at international level has resulted to cross-cultural interactions between people and societies in general; it is now possible to transact business across the globe thus giving rise to what is now referred to as a global economy. The rapid changes in transportation have also been another factor that has led to increased globalization in the modern times (Pettinger); new and efficient means of transportation such as the airplanes, steamer ships, and electric trains among others have increased global connection and interrelatedness. It is now easier for people, goods, and ideas to move across national borders than it was before due to the increased ease in global transportation; in this regard, the whole world has been reduced into a global village due to the interconnectivity. Because of the increased ease of transportation, multinational corporations can now manufacture their goods and products in other countries and sell them across national borders. The increased connectivity and interrelatedness of global economies due to globalization has resulted to a number of effects, both positive and negative; for instance, multinational interactions have led to increased business opportunities and a global common market that is self-sustaining (â€Å"Effects of Globalization†). Multinational corporations can transact businesses

The Model Devil Essay Example for Free

The Model Devil Essay Humanity views Satan in different forms, having various ideas of his being. Each race and religion has different faces of what Satan is. However, the world universally associates him with one concept: evil. Lucifer – his alternative name – has been depicted in religious teachings, in films, in literature, and in music throughout the years. All of these depictions give him life, thus giving humanity a solid picture of what is evil. The face of evil has been portrayed in two of the most prominent works of literature. Christopher Marlowe’s Doctor Faustus has Mephistophilis as the main character for the devil. It was followed by John Milton’s Paradise Lost which gave a detailed account of Satan’s background. These two literary works shared notable descriptions of the devil and became the basis of most people on how hell and Lucifer was viewed. Doctor Faustus referred to the German academician, Faust, who sold his soul to Lucifer in exchange for power and knowledge. One of Lucifer’s trusted follower, Mephistophilis was summoned by the doctor’s practice of necromancy. Faust spent the remaining twenty four years of his life doing deeds that will acquire him power through Mephistophilis’ assistance. The doctor questioned about the world by having debates with the servant of Lucifer. The devil also acted as a guardian to the doctor to make sure that he will follow the oath. The devil was portrayed in Marlowe’s work as the messenger of Lucifer. He generously shared with Faustus the truths of hell and willingly participated with Faust’s debates. From their first meeting Mephistophilis transformed into a Franciscan friar because Faust was unable to bear the devil’s original appearance. I charge thee to return, and change thy shape; Thou art too ugly to attend on me: Go, and return an old Franciscan friar; That holy shape becomes a devil best. (Marlowe) It was more convenient interacting with the devil after Faustus asked Mephistophilis to change its hideous form. Mephistophilis can be symbolized as an Angel of Death during his companionship with Faust’s last twenty four years. The devil aided Faustus in fulfilling every worldly desire. On the other hand, he watched the doctor closely to make sure that every move will only be faithful to the oath with Lucifer. The devil was with him until the very last day he lived on earth. In the course of the story, some scenes may have given an impression that Mephistophilis was portrayed in a friendly manner with some of the conversation with Faust. O, Faustus, leave these frivolous demands, Which strike a terror to my fainting soul! (Marlowe) Mephistophilis have been helping Faust because of the duty that was bestowed on him. On the other hand, the words that the devil uttered had an impression of allegiance with the doctor. The very moment that Dr. Faustus repented by the end of the story, that was the time that Mephistophilis had taken his life. The devil may have become a servant of Faust however; its loyalty still remained with Lucifer. Mephistophilis was able to claim Faust’s soul and the devil made sure the pact will be accomplished. This literary work of Marlowe became a model for the depiction of evil specifically in poetry. John Milton came out with an epic entitled Paradise Lost that has a brief similarity with Marlowe’s character. Milton’s work offered what the Catholic bible has forgotten to explain. He related a detailed account of Satan’s origin and how the formation of evil and hell came about. The dearest angel of God had begun to take pride into him and desired to be as powerful as the Almighty. Satan gathered all the other angels who shared the same view or who were persuaded by him, until a battle erupted in heaven. Defeated by God, all of the rebels were thrown out of heaven and fell into a burning lake. From this event, Satan took the role as the leader and started formulating strategies to defeat God. More than can be in Heaven, we now return To claim our just inheritance of old, †¦Whether of open war or covert guile, We now debate. Who can advise may speak. (Milton Book II)   The beginnings of Satan’s kingdom inflicted an inner conflict for the fallen angel. The defeat made him realized more of God’s superior power. The debates of whether to wage war or not, posed his hesitations of seeing his chances of winning but shortly, his pride and narcissism earned his confidence. To battle Heaven directly, he knew that the chances were slim but he was able to find a possible target to fight God. In Book II of Milton’s Paradise Lost, Satan was informed of the new world being built by God. †¦There is a place (If ancient and prophetic fame in Heaven Err not)—another World, the happy seat Of some new race, called Man, about this time To be created like to us, though less In power and excellence, but favoured more Of him who rules above; (book II) He found the new world as a vulnerable environment. Satan saw the vision inside him that if this world will be destroyed, he can persuade man to join his forces to fight God.   This particular work of Milton showed an evolution of an important character in humanity. Satan was given an established identity by relating his origin. The rest of Paradise Lost narrated the fallen angel’s quest for the downfall of man. When he succeeded with his plans with Adam Eve, he was able to create his own kingdom called Pandemonium. This place, in the eyes of the readers, became the physical location of hell. The depiction of these two characters has made a striking impact on how people of today view evil. Mephistophilis and Satan shared attributes that made them identifiable with the concept of evil. Somehow, these fictional devils became real in the eyes of the people. Marlowe and Milton were able to create a solid image of the devil that prompted society to view evil according to what the authors made. From the two literary works, the concept of hell was the first aspect that was discussed. Mephistophilis and Satan both narrated that hell cannot be found in a physical territory. Hell was viewed as a state of mind. A torture that cannot be determine unless it is felt. Within the bowels of these elements, Where we are tortur’d and remain for ever: Hell hath no limits, nor is circumscrib’d In one self-place; but where we are is hell, And where hell is, there must we ever be: †¦Ay, think so still, till experience change thy mind. (Marlowe) The Hell within him; for within him Hell He brings, and round about him, nor from Hell One step, no more than from himself, can fly By change of place: Now conscience wakes despair. (Milton Book IV) The above citations from both books pertain to the same views of the two devils regarding the concept of hell. It can be said that this particular notion of hell suggested that to see hell is to be emotionally tormented. The devils both interacted closely with humans with the intent of man’s destruction.   It was seen from both literature that man was seen as a weapon to battle God. Man as God’s creation was made vulnerable to temptations. This was used by the devil to lure man to commit sin and to disobey God. Both of the devils’ pursuit to lure man into disobedience was accompanied in the form of disguise. The transformation of Mephistophilis into a friar can symbolize Faustus’ desire to mock religion. Faustus was portrayed as a highly ambitious man who excelled in all academic areas and disregard religious laws. As Mephistophilis changed, this helped Faustus to interact with the devil without feeling intimidated and even gaining a sort of camaraderie in some of their outtakes. MEPHIST. †¦Here, take this book, peruse it well: The iterating of these lines brings gold; †¦Pronounce this thrice devoutly to thyself, And men in harness shall appear to thee, Ready to execute what thou commandst. FAUSTUS. Thanks, Mephistophilis, for this sweet book: This will I keep as chary as my life. (Marlowe) On the other hand, Satan changed into a serpent to blend with the nature of Adam and Eve’s habitat. It was easier for him to tempt Eve in the form of a creature that was made by God as well. God created the world and placed Adam and Eve in paradise, where animals were created to aid the couple in taking care of the land. The serpent being part of that creation, posed no threat to Eve. From Milton’s Book IX, it was easy for Satan to tempt Eve in the form of a serpent to serve as evidence that the beast did not die after eating the fruit. Thus, it made his lie more convincing. Whose rigid threats of Death; ye shall not Die: How should ye? by the Fruit? it gives you Life To Knowledge, By the Threatner, look on mee, Mee who have touchd and tasted, yet both live, †¦Shall that be shut to Man, which to the Beast Is open? or will God incense his ire For such a petty Trespass, and not praise Rather your dauntless virtue. (Book IX) In the course of events from both literary works, Mephistophilis and Satan shortly expressed a desire to re-experience the joy of heaven. Why, this is hell, nor am I out of it: Thinkst thou that I, that saw the face of God, And tasted the eternal joys of heaven, Am not tormented with ten thousand hells,   In being deprivd of everlasting bliss? (Marlowe) Mephistophilis described to Faust that heaven is an eternal joy. The devil was completely aware that by being damned together with Lucifer, it entailed a never ending unhappiness of the spirit. Me miserable! which way shall I fly Infinite wrath, and infinite despair? Which way I fly is Hell; myself am Hell; And, in the lowest deep, a lower deep   Still threatening to devour me opens wide, To which the Hell I suffer seems a Heaven. O, then, at last relent: Is there no place Left for repentance, none for pardon left? None left but by submission; (Milton Book IV) On the other hand, Satan shortly reflected of his previous stature from heaven. It can be considered that the particular text above gave a shadow of regret from Satan’s rebellious action. This desire of wanting to go back to heaven was depicted in the two literatures very briefly. In the end, both devils were overpowered by their decision to do evil deeds and battle God. Mephistophilis and Satan were associated in the same concept of evil. However, both of them were shaped and portrayed differently in the development of each story. They differed in creating impact and affecting changes in the flow of events. Christopher Marlowe’s Doctor Faustus already had an existing concept of evil where his characters and plot revolved around it. But it was Paradise Lost by John Milton who related the origin of evil. Taking that into account, it can be seen why Satan was portrayed as a political leader and Mephistophilis as Lucifer’s messenger. Milton made Satan navigate the direction of events in Paradise Lost. Being the central character, Satan’s actions created huge effects on other characters. On the contrary, though Mephistophilis was only described as a follower, he was the cause of the downfall of the central character when he ended Faustus’ life. The story of the origin of evil provided Satan’s character with depth. It entailed that evil has a reason why it exists, that somehow it can be justified. Unlike Mephistophilis who interacted with Faustus out of sheer pleasure for doing evil, Satan had progression with his character. The approach with evil was more personal and Paradise Lost showed the inner workings of Satan’s mind which was beyond unimaginable in Marlowe’s poetry. Satan can be seen either as a protagonist or a villain. He was bounded with a purpose, his character behaved as such because of that purpose. Mephistophilis’ dialogue was similar to the evil angel urging Faust not to repent. He was consistently persuasive and encouraging to Faust in fulfilling every worldly desire and denouncing God. Satan, on the other hand, exuded more of an emotional tone in his words. His despair and anger reflected the vengeance that he wanted to achieve against God because of his downfall. Here we may reign secure; and, in my choice, To reign is worth ambition, though in Hell: Better to reign in Hell than serve in Heaven. (Book I) Centuries have passed after Marlowe and Milton created these notable literary classics. The modern society still perceives evil as similar from the characters that were drawn in the poetries. Mephistophilis and Satan became prominent figures especially in the aspects of religious issues. These two created recognized features of the devil which were once incoherently described by religious entities. The devil may have been derived from fictional creations but it became part of human reality.

MP3 :: essays research papers fc

Executive summary It's only been about three years since a little known extension of an audio compression technique-MPEG-2 Audio Layer-3 or MP3-opened the door to being able to send large volumes of CD-quality music over the Internet by pack the equivalent of several commercial compact disks onto the equivalent of one CD platter (Lange 01). It also initiated the veritable floor of pirating activity by an underground community students and hackers. Hundreds of MP3 Internet sites sprung up overnight. At these sites, everything in music from Mozart to Marilyn Manson is being reproduced (Lange 01). Of course, it's illegal, but it's free, which has a huge appeal. Two men summarize the battle that is still raging over this new technology. On one side there's Val Azzoli, co-CEO of the Atlantic Group, which has numerous popular artists signed to their label; and on the other is the CEO of the website MP3.com, which gives away digitized songs by new artists that no one has heard of yet (Mardesich 96). While this may not sound like much of a threat, what lies at the heart of this conflict is the concern of recording industry that this new technology may chance the balance of power and if allows the shipment of music directly to the consumer (Mardesich 96). The five giant corporations that contr ol 80% of the global music industry-worth roughly $60 billion a year-have taken notice (Wood; D'arcy 42). The following discussion will explore more fully why the record companies, despite their obvious power, are scared. Pros and Cons It is the impressive 12:1 compression ratio of the MP3 that has made it so popular. While 60 or so Mbytes are needed to store a typical song, once it is converted to MP3 format it becomes a single 5 Mbyte file (Lange 01). "The advantages are obvious," commented one executive, "CD-quality sound in a small package" (Lange 01). The drawbacks are all felt by the record companies. Artists are likely to benefit, eventually, if they take advantage of the new technology and deliver their songs to their fans directly via the Internet (Mardesich 96). They'l l no longer have record companies making money off from their work and by eliminating this "middle man" could conceivably earn a great deal more then they do now. However, for the large record labels, this new technology could mean real trouble in the future. Right now, the loss are negligible. For example, Americans spent almost nothing on downloaded music in 1998, but they spent nearly $14 billion on music from stores (Mardesich 96). Nevertheless, the Recording Industry Association of America (RIAA) said that MP3 piracy may have contributed to a

Communication and the internet Essay

Many people would say that the internet is the most important invention ever. The internet has changed the way many people live. Decades ago, no one would know that the internet even existed whereas nowadays every home has access to it. One of the main reasons internet was introduced was for communicating. There are many different forms of communication online today that people in the past wouldn’t have thought possible. Many people will say advancement in communications is a blessing because it allows for us to connect with families and friends from afar, enables us to express ourselves in many ways, provides a medium for meeting new people with similar interests, and increases our productivity. The internet has transformed all forms of communication since the beginning of its existence.. The internet was first used by the U.S military for communications purposes. The internet, from the communication point of view, has brought on new developments and techniques to keep in touch not only for individuals, but for businesses as well. An example of how the internet has impacted communication would be an example of doctors now communicating through live video feeds via the internet with patients or other doctors to diagnose patients or to even guide and advise surgeons through complicated procedures. Email (electronic mail) was one of the biggest breakthroughs in communication when the internet was introduced. With email, it became possible to send messages and letters across the world in a matter of seconds to the recipients address. As technology improved, it became possible to ‘attach documents, photographs and even sound clips or songs to emails which made mail by post redundant.

Ccna 2 Lab Book

Routers and Routing Basics CCNA 2 Labs and Study Guide Instructor Edition Allan Johnson Cisco Press 800 East 96th Street Indianapolis, Indiana 46240 USA ii Routers and Routing Basics CCNA 2 Labs and Study Guide Routers and Routing Basics CCNA 2 Labs and Study Guide Instructors Edition Allan Johnson Copyrigh © 2007 Cisco Systems, Inc. Cisco Press logo is a trademark of Cisco Systems, Inc. Published by: Cisco Press 800 East 96th Street Indianapolis, IN 46240 USA 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. Printed in the United States of America 1 2 3 4 5 6 7 8 9 0 First Printing July 2006 Library of Congress Cataloging-in-Publication Number: 2006920176 ISBN: 1-58713-167-6 Warning and Disclaimer This book is desi gned to provide information about the labs for the Routers and Routing Basics CCNA 2 course of the Cisco Networking Academy Program.Every effort has been made to make this book as complete and as accurate as possible, but no warranty or fitness is implied. The information is provided on an â€Å"as is† basis. The author, Cisco Press, and Cisco Systems, Inc. shall have neither liability nor responsibility to any person or entity with respect to any loss or damages arising from the information contained in this book or from the use of the discs or programs that may accompany it. The opinions expressed in this book belong to the author and are not necessarily those of Cisco Systems, Inc. Feedback InformationAt Cisco Press, our goal is to create in-depth technical books of the highest quality and value. Each book is crafted with care and precision, undergoing rigorous development that involves the unique expertise of members from the professional technical community. Readers†™ feedback is a natural continuation of this process. If you have any comments regarding how we could improve the quality of this book, or otherwise alter it to better suit your needs, you can contact us through e-mail at [email  protected] com. Please make sure to include the book title and ISBN in your message. We greatly appreciate your assistance.Publisher Paul Boger Cisco Representative Anthony Wolfenden Cisco Press Program Manager Jeff Brady Executive Editor Mary Beth Ray Production Manager Patrick Kanouse Senior Development Editor Christopher Cleveland Senior Project Editor San Dee Phillips Copy Editor John Edwards Technical Editor Tom Knott Team Coordinator Vanessa Evans Book and Cover Designer Louisa Adair Composition Louisa Adair Proofreader Gayle Johnson iii Trademark Acknowledgments All terms mentioned in this book that are known to be trademarks or service marks have been appropriately capitalized. Cisco Press or Cisco Systems, Inc. cannot attest to the accuracy of this information. Use of a term in this book should not be regarded as affecting the validity of any trademark or service mark. iv Routers and Routing Basics CCNA 2 Labs and Study Guide About the Author Allan Johnson entered the academic world in 1999 after ten years as a business owner/operator to dedicate his efforts to his passion for teaching. He has an M. B. A. and an M. Ed. in occupational training and development. Allan is currently pursuing an M. S. in information security. He is an information technology instructor at Mary Carroll High School and Del Mar College in Corpus Christi, Texas.Since 2003, Allan has committed much of his time and energy to the CCNA Instructional Support Team, providing services for instructors worldwide and creating training materials. He is a familiar voice on the Cisco Networking Academy Community forum â€Å"Ask the Experts† series. He currently holds CCNA and CCAI certifications. About the Technical Reviewer Tom Knott is a Networking Aca demy instructor and IT career–focused learning community director in the Career and Technical Education department at Southeast Raleigh Magnet High School, Raleigh, N. C. Tom has taught all versions of the CCNA curriculum since v1. 1.He coauthored Networking Basics CCNA 1 Companion Guide (ISBN: 1-58713-164-1), the only authorized Companion Guide for the Cisco Networking Academy Program. v Dedication To my wife, Becky, and my daughter, Christina. Thank you both for your love and patience. vi Routers and Routing Basics CCNA 2 Labs and Study Guide Acknowledgments As technical editor, Tom Knott served admirably as my second pair of eyes, finding and correcting technical inaccuracies as well as grammatical errors, helping to make this project a first-class production. Mary Beth Ray, executive editor, did an outstanding job steering this project from beginning to end.I can always count on Mary Beth to make the tough decisions. Christopher Cleveland, development editor, has a dedica tion to perfection that pays dividends in countless, unseen ways. Thank you for providing me with much-needed guidance and support. This book could not be a reality without your persistence. Last, I cannot forget to thank all my students—past and present—who have helped me over the years to create engaging and exciting activities and labs. There is no better way to test the effectiveness of an activity than to give it to a team of dedicated students.They excel at finding the obscurest of errors! I could have never done this without all your support. vii Contents at a Glance Chapter 1 WANs and Routers 1 Chapter 2 Introduction to Routers Chapter 3 Configuring a Router Chapter 4 Learning About Other Devices 119 Chapter 5 Managing Cisco IOS Software 197 Chapter 6 Routing and Routing Protocols 239 Chapter 7 Distance Vector Routing Protocols Chapter 8 TCP/IP Suite Error and Control Messages Chapter 9 Basic Router Troubleshooting Chapter 10 Intermediate TCP/IP Chapter 11 Acce ss Control Lists (ACLs) Appendix A CCNA 2 Skills-Based Assessment PracticeAppendix B Router Interface Summary Appendix C Erasing and Reloading the Router 21 55 271 351 357 425 439 557 559 551 viii Routers and Routing Basics CCNA 2 Labs and Study Guide Contents Chapter 1: WANs and Routers Study Guide WANs 1 2 2 Vocabulary Exercise: Matching 3 Vocabulary Exercise: Completion 4 Concept Questions 4 Routers 5 Vocabulary Exercise: Completion 5 Internal Components of a Router 6 Label the External Components of a Router 8 Label the Topology Components Exercise 9 Concept Questions 10 Lab Exercises 11 Curriculum Lab 1-1: Connecting Console Interfaces (1. 2. ) 11 Task 1: Identify Connectors and Components 11 Task 2: Identify the Computer Serial Interface (COM 1 or 2) 11 Task 3: Locate the RJ-45–to–DB9 Adapter 12 Task 4: Locate or Build a Rollover Cable 12Task 5: Connect Cabling Components 13 Curriculum Lab 1-2: Connecting Router LAN Interfaces (1. 2. 6) 13 Task 1: Identify the Et hernet or Fast Ethernet Interfaces on the Router 14 Task 2: Identify the Proper Cables and Connect the Router to a Hub or Switch 14 Task 3: Connect the Workstation Ethernet Cabling 15 Task 4: Verify the Connection 15 Curriculum Lab 1-3: Connecting WAN Interfaces (1. . 7) 15 Task 1: Identify the Serial Interfaces on the Router 16 Task 2: Identify and Locate the Proper Cables 16 Task 3: Cable the Routers 17 Challenge Lab 1-4: Build a Two-Router Topology 18 Task 1: Choose the Devices 18 Task 2: Choose the Cables 18 Task 3: Connect the Devices 19 Task 4: Verify Connectivity 19 Chapter 2: Introduction to Routers Study Guide 21 22 Cisco IOS and the IOS Command-Line Interface 22 Vocabulary Exercise: Matching 22 Vocabulary Exercise: Completion 23 Concept Questions 24 Internet Research 25 Starting, Configuring, Accessing, and Using a Router CLI 26 ixRouter Boot Sequence Exercise 26 Using the Router CLI Exercise 27 Interpreting Command Output Exercise 28 Concept Questions 29 Lab Exercises 31 Command Reference 31 Curriculum Lab 2-1: Router Configuration Using Setup (2. 2. 1) 31 Task 1: Start the Router and Begin Setup Mode 32 Task 2: Continue with the Setup Dialog Box 32 Task 3: Show the Current Interface Summary 32 Task 4: Configure the Global Parameters 33 Task 5: Configure the Interface Parameters 33 Task 6: Specifying Whether to Use the Configuration Command Script 33 Curriculum Lab 2-2: Establishing a Console Session withHyperTerminal (2. 2. 4) 34 Task 1: Connect a Rollover Cable to the Console Port 34 Task 2: Start HyperTerminal 34 Task 3: Name the HyperTerminal Session 34 Task 4: Specify the Computer’s Connecting Interface 35 Task 5: Specify the Interface Connection Properties 35 Task 6: Close the Session 36 Task 7: Reopen the HyperTerminal Connection, as Shown in Task 2 37 Task 8: Terminate the HyperTerminal Session 37 Curriculum Lab 2-3: Command-Line Fundamentals (2. 2. 9) 37 Task 1: Start HyperTerminal 38 Task 2: Log In to the Router 38 Task 3: Use the H elp Feature 38 Task 4: Enter Privileged EXEC Mode 38Task 5: Use the Help Feature 39 Task 6: List the show Commands 39 Task 7: Examine the Running Configuration 39 Task 8: Examine the Configuration in More Detail 39 Task 9: Use the Command History Feature 39 Task 10: Log Off and Turn Off the Router 39 Comprehensive Lab 2-4: Exploring the Router and IOS 40 Task 1: Physically Connect to a Router and Start a HyperTerminal Session 40 Task 2: Exploring Setup Mode 42 Task 3: Use the Help Feature 45 Task 4: Examining the Router 47 Task 5: Configure a Workstation on the Router’s LAN 48 Task 6: Troubleshooting Connectivity 49Task 7: Restore Equipment Configurations 50 Challenge Lab 2-5: Configure a Two-Router Topology 51 Task 1: Cable the Topology 51 Task 2: Design and Document Addressing Scheme 51 x Routers and Routing Basics CCNA 2 Labs and Study Guide Task 3: Configure IP Addressing on the Two Routers 52 Task 4: Configure Static Routing Between the Two Routers 52 Task 5: Configure I P Addressing on the Two PCs 53 Task 6: Test Connectivity and Troubleshoot 53 Chapter 3: Configuring a Router Study Guide 55 56 Configuring a Router for Basic Routing 56 Router Prompt Exercise 56 Basic Configuration Exercise 56 how Commands Exercise 59 Documenting the Router Configuration Finishing the Configuration Exercise 62 Managing the Configuration File Exercise 63 Lab Exercises 62 64 Command Reference 64 Curriculum Lab 3-1: Command Modes and Router Identification (3. 1. 2) 65 Task 1: Log in to the Router in User Mode 66 Task 2: Log in to the Router in Privileged Mode 66 Task 3: Enter Global Configuration Mode 66 Task 4: Enter Router Configuration Mode 67 Task 5: Exit from Router Mode and Enter Interface Configuration Mode 67 Task 6: Assign a Name to the Router 67 Task 7: Exit the Router and Global Configuration Mode 68Curriculum Lab 3-2: Configuring Router Passwords (3. 1. 3) 68 Task 1: Log in to the Router in User EXEC Mode 68 Task 2: Log in to the Router in Privileged EXEC M ode 69 Task 3: Enter Global Configuration Mode 69 Task 4: Enter a Hostname of GAD for This Router 69 Task 5: Configure the Console Password on the Router and Exit Line Mode 69 Task 6: Configure the Password on the Virtual Terminal Lines and Exit Line Mode 70 Task 7: Configure the Enable Password and Exit 70 Task 8: Return to User EXEC Mode 70 Task 9: Enter Privileged EXEC Mode Again 70 Task 10: Return to Configuration Mode 70Task 11: Configure the Enable Secret Password and Exit Global Configuration Mode 70 Task 12: Return to User EXEC Mode 71 Task 13: Enter Privileged EXEC Mode Again 71 Task 14: Enter Privileged EXEC Mode Again 71 Task 15: Show the Router’s Running Configuration 71 Curriculum Lab 3-3: Using Router show Commands (3. 1. 4) 73 Task 1: Log in to the Router 74 xi Task 2: Enter the help Command 74 Task 3: Display Help for the show Command 74 Task 4: Display the IOS Software Version and Other Important Information 74 Task 5: Display the Router’s Time and Dat e 75 Task 6: Display a Cached List of Hostnames and Addresses 75Task 7: Display Users Who Are Connected to the Router 75 Task 8: Display the Command Buffer 75 Task 9: Enter Privileged Mode 75 Task 10: Enter the help Command 75 Task 11: Display the Router Address Resolution Protocol (ARP) Table 76 Task 12: Display Information About the Flash Memory Device 76 Task 13: Show Information About the Active Configuration File 76 Task 14: Display Information About the Backup Configuration File 76 Task 15: Display Statistics for All Interfaces Configured on the Router 76 Task 16: Display the Protocols Configured on the Router 77Curriculum Lab 3-4: Configuring a Serial Interface (3. 1. 5) 77 Task 1: Connect the Router and Workstation Cabling 78 Task 2: Configure the Name and Passwords for Router 1 78 Task 3: Configure Serial Interface Serial 0 78 Task 4: Save the Running Configuration to the Startup Configuration in Privileged EXEC Mode 78 Task 5: Display Information About Serial Interface 0 o n GAD 79 Task 6: Configure the Name and Passwords for Router 2 80 Task 7: Configure Serial Interface Serial 0 81 Task 8: Save the Running Configuration to the Startup Configuration in Privileged EXEC Mode 81Task 9: Display Information About Serial Interface 0 on BHM 82 Task 10: Verify That the Serial Connection Is Functioning 83 Curriculum Lab 3-5: Making Configuration Changes (3. 1. 6) 84 Task 1: Connect the Router and Workstation Cabling 84 Task 2: Configure Hostname and Passwords 85 Task 3: Configure the Serial 0 Interface 85 Task 4: Save the Configuration 85 Task 5: Verify the Configuration 85 Task 6: Modify the Configuration 85 Task 7: Bring Down Serial Interface 0 86 Task 8: Bring Up the Serial 0 Interface 86 Task 9: Verify the Configuration 87 Curriculum Lab 3-6: Configuring an Ethernet Interface (3. . 7) 89 Task 1: Configure the Hostname and Passwords on the GAD Router 89 Task 2: Configure the FastEthernet 0 Interface 89 Task 3: Save the Configuration 90 Task 4: Display the FastEthernet 0 Configuration Information 90 Curriculum Lab 3-7: Configuring Interface Descriptions (3. 2. 3) 92 Task 1: Configure the Hostname and Passwords on the Router 93 Task 2: Enter Global Configuration Mode 93 xii Routers and Routing Basics CCNA 2 Labs and Study Guide Task 3: Enter Interface Configuration Mode 93 Task 4: Display Help for the description Command 93 Task 5: Choose a Description for the Interface 93Task 6: Enter a Description for Interface Serial 0 94 Task 7: Examine the Active Configuration File 94 Task 8: Confirm That the Interface Description Is Correct 95 Curriculum Lab 3-8: Configuring Message of the Day (MOTD) (3. 2. 5) 96 Task 1: Configure Basic Router Information 97 Task 2: Enter Global Configuration Mode 97 Task 3: Display Help for the banner motd Command 97 Task 4: Choose the Text for MOTD 97 Task 5: Enter the Desired Banner Message 97 Task 6: Test the MOTD Display 98 Task 7: Verify the MOTD by Looking at the Router Configuration 98 Curriculum Lab 3-9: Configuring Host Tables (3. . 7) 99 Task 1: Configure the Hostname and Passwords on the GAD Router 100 Task 2: Configure the Interfaces and Routing Protocol on the GAD Router 100 Task 3: Save the GAD Router Configuration 101 Task 4: Configure the Hostname and Passwords on the BHM Router 101 Task 5: Configure the Interfaces and Routing Protocol on the BHM Router 101 Task 6: Save the BHM Router Configuration 101 Task 7: Verify That the Internetwork Is Functioning 101 Task 8: Configure the IP Host Table for the Network 102 Task 9: Exit Configuration Mode and Test 102 Curriculum Lab 3-10: Backing Up Configuration Files (3. . 9) 106 Task 1: Configure the Hostname and Passwords on the GAD Router 107 Task 2: Configure the Interfaces and Routing Protocol on the GAD Router 107 Task 3: Save the GAD Router Configuration 107 Task 4: Configure the Hostname and Passwords on the BHM Router 107 Task 5: Configure the Interfaces and Routing Protocol on the BHM Router 107 Task 6: Save the BHM Router Configuration 108 Task 7: Verify That the Internetwork Is Functioning 108 Task 8: Start Capturing the Configuration File 108 Task 9: Stop Capturing the Configuration File 110 Task 10: Clean Up the Captured Configuration File 110Task 11: Test Your Backup Configuration 112 Task 12: Restart the Router to Remove the Running Configuration 112 Task 13: Reconfigure the Router from the Saved Text File 112 Task 14: Verify That the Internetwork Is Functioning Again 113 Comprehensive Lab 3-11: Basic Router Configuration and File Management 113 Task 1: Set Up Lab Equipment and Document 114 Task 2: Document Interface Descriptions and Banner 114 Task 3: Basic Router Configurations 115 Task 4: Interface Configurations 115 xiii Task 5: Routing Configurations 115 Task 6: Configure Hosts and Verify Full Network Connectivity 116 Task 7: Capture Configurations and Clean Up . xt Scripts 116 Task 8: Erase Routers and Reload with . txt Files 116 Task 9: Return Equipment to Former State 116 Challenge Lab 3 -12: Basic Router Configuration Challenge 117 Task 1: Edit Script with a New Configuration 117 Task 2: Load Scripts into the Routers 117 Task 3: Attach and Configure Hosts 118 Task 4: Verify Routing and Test Connectivity 118 Chapter 4: Learning About Other Devices Study Guide 119 120 Discovering Neighbors Using CDP 120 CDP Concepts and Commands Exercise 120 Network Topology Discovery Exercise 1 123 Network Topology Discovery Exercise 2 128Getting Information and Troubleshooting Remote Devices Concept Questions 135 Lab Exercises 135 139 Command Reference 139 Curriculum Lab 4-1: Creating a Network Map Using CDP (4. 1. 4) 139 Task 1: Log in to Router 1 (GAD) 140 Task 2: Configure the Routers 140 Task 3: Gather Information About GAD’s Interfaces 140 Task 4: Display the CDP Updates Received on the Local Router 140 Curriculum Lab 4-2: Using CDP Commands (4. 1. 6) 143 Task 1: Configure the Routers 144 Task 2: Gather Information About the GAD Router’s Interfaces 144 Task 3: En able the Interfaces on GAD 145Task 4: Gather Information About the GAD Router Interfaces 145 Task 5: Display the Values of the CDP Timers, the Interface Status, and Encapsulation Used 145 Task 6: Display the CDP Updates Received on the Local Router 146 Task 7: Enable Serial 0 Interface on BHM 146 Task 8: Display Details About CDP Updates Received on the Local Router GAD 147 Task 9: Observe CDP Packets Being Sent and Received on Router GAD 147 Task 10: Observe CDP Packet Traffic 148 Curriculum Lab 4-3: Establishing and Verifying a Telnet Connection (4. 2. 2) 149 Task 1: Configure the Routers 150Task 2: Log in to Router 1 and Verify the Connection to Router 2 150 Task 3: Use help with the Telnet Command 150 Task 4: Telnet to a Remote Router 150 xiv Routers and Routing Basics CCNA 2 Labs and Study Guide Task 5: Look at the Interfaces on the Remote Router 150 Task 6: Display the Protocols on the Remote Router 151 Task 7: Enter Privileged EXEC Mode 151 Task 8: Look at the Running Configu ration 151 Task 9: Look at the Saved Configuration 151 Task 10: Look at the Neighbor Configuration 151 Curriculum Lab 4-4: Suspending and Disconnecting Telnet Sessions (4. 2. 3) 154 Task 1: Configure the Routers 155Task 2: Log in to GAD and Verify the Connection to BHM 155 Task 3: Telnet to a Remote Router 155 Task 4: Look at the Interfaces on the Remote Router 155 Task 5: Suspend the Current Telnet Session 156 Task 6: Resume a Telnet session 156 Task 7: Close a Telnet Session 156 Curriculum Lab 4-5: Advanced Telnet Operations (4. 2. 4) 158 Task 1: Configure the GAD, BHM, and PHX Routers Using the Tables 160 Task 2: Log in to Router 1 and Verify the Connection to Routers 2 and 3 160 Task 3: Telnet to a Remote Router 160 Task 4: Look at the Interfaces on the Remote Router 160 Task 5: Suspend the Current Telnet Session 162Task 6: Establish Another Telnet Session 162 Task 7: Suspend the Current Telnet Session 162 Task 8: Use the show sessions Command to See the Connections 162 Task 9: Resume the Previously Suspended Telnet Session 162 Task 10: Use the show sessions Command to See the Connections 162 Task 11: Close a Telnet Session 163 Task 12: Use the show sessions Command to See the Connections 163 Task 13: Resume the Previously Suspended Telnet Session 163 Task 14: Close a Telnet Session 163 Task 15: Problems with Linked Telnet Sessions on Multiple Routers 164 Task 16: Telnet to the BHM Router 164Task 17: Telnet Back to the PHX Router 164 Task 18: Telnet to the GAD Router 164 Task 19: Telnet to the BHM Router 164 Task 20: Exiting from All Sessions 164 Curriculum Lab 4-6: Connectivity Tests—Ping (4. 2. 5a) 168 Task 1: Configure the GAD and BHM Routers 169 Task 2: Log in to GAD and Verify the Connection to BHM 170 Task 3: Display Information About Host to Layer 3 Address Mappings 170 Task 4: Use the ping Command 170 Task 5: Examine the Results of the ping Command 171 Task 6: Configure the Workstations 171 Task 7: Use the ping command from the Workstation 1 71 Task 8: Test Layer 3 Connectivity 172Task 9: From the Host, Telnet to the Directly Connected Router 172 xv Task 10: Perform an Extended ping 172 Task 11: Perform Another Extended ping 172 Task 12: Perform an Extended ping from the Host 173 Curriculum Lab 4-7: Connectivity Tests—Traceroute (4. 2. 5b) 176 Task 1: Configure the Routers 177 Task 2: Configure the Workstations 177 Task 3: Use the ping Command from the Workstation 177 Task 4: Test Layer 3 Connectivity 177 Task 5: Log in to the Router in User Mode 178 Task 6: Discover the traceroute Options 178 Task 7: Use the Help Function with traceroute 178 Task 8: Continue Discovering the traceroute Options 178Task 9: Use the traceroute Command 179 Task 10: Continue Using traceroute 179 Task 11: Use the tracert Command from a Workstation 179 Task 12: Trace to Cisco and Other Common Websites 180 Task 13: Compare the IP Route traces to Cisco, Yahoo, and AOL 181 Curriculum Lab 4-8: Troubleshooting IP Address Issues (4. 2. 6) 182 Task 1: Configure the Routers 183 Task 2: Configure the Workstations 183 Task 3: Use the ping Command from the Workstation 183 Comprehensive Lab 4-9: CDP Commands 186 Task 1: Cabling, Basic Router Configuration, Workstation Configuration, and Verification 187Task 2: Display the Values of the CDP Timers, the Interface Status, and the Encapsulation Used 190 Task 3: Display CDP Information About Other Devices 191 Task 4: Monitoring and Observing CDP Traffic 191 Comprehensive Lab 4-10: Network Troubleshooting Commands 192 Task 1: Cable and Configure the Topology 192 Task 2: Verify Network Layer Connectivity 193 Task 3: Verify the Path from Source to Destination 194 Task 4: Advanced Telnet Operations 195 Task 5: Finalize Documentation and Restore Equipment Configurations 196 Chapter 5: Managing Cisco IOS Software Study Guide 197 198Router Boot Sequence and Loading IOS Images 198 Vocabulary Exercise: Completion 198 Router Boot Sequence Exercise 199 Boot System Commands Exercise 199 Config uration Register Exercise 199 Journal Entry 200 Managing Cisco Router IOS and Configuration Files 200 IOS Naming Convention Exercise 200 xvi Routers and Routing Basics CCNA 2 Labs and Study Guide Backing Up an IOS and Configuration File Exercise 202 Using ROMMON and the tftpdnld Command Exercise 203 Command Reference 205 Lab 5-1: Using the boot system Command (5. 1. 3) 206 Task 1: Log in to the Router 206 Task 2: Enter Privileged EXEC Mode 206Task 3: Save the Existing running-config to the startup-config 207 Task 4: Configure the Router and View the Running Configuration File 207 Task 5: Show Information About the Backup Configuration File 207 Task 6: Display the IOS Version and Other Important Information 207 Task 7: Create the Statements to Perform the Following Functions 208 Task 8: Show Information About the Flash Memory Device 209 Task 9: Specify a Fallback Boot Sequence 209 Lab 5-2: Troubleshooting Configuration Register Boot Problems (5. 1. 5) 211 Task 1: Log in to the Router 211 Task 2: Configure the Router Name and Configuration Register Setting 211 Task : Save the Existing running-config to the startup-config 212 Task 4: Restart the Router 212 Task 5: View the Running Configuration File 212 Task 6: Reload the Saved Configuration 213 Task 7: Display the IOS Version and Other Important Information 213 Task 8: Change the Configuration Register to Load the Startup Configuration File from NVRAM, Save, and Reload the Router 214 Task 9. Verify the Configuration Register Setting and Log Out of the Router 214 Lab 5-3: Managing Configuration Files with TFTP (5. 2. 3) 216 Task 1: Configure the GAD Router 217 Task 2: Configure the Workstation 217Task 3: Start and Configure the Cisco TFTP Server 218 Task 4: Verify Connectivity by Pinging the TFTP Server 218 Task 5: Copy the running-config to the TFTP Server 218 Task 6: Verify the Transfer to the TFTP Server 218 Task 7: Copy the startup-config from the TFTP Server 218 Task 8: Save the New running-config 219 Task 9 : Test the Restored File 219 Lab 5-4: Managing IOS Images with TFTP (5. 2. 5) 219 Task 1: Configure the GAD Router 220 Task 2: Configure the Workstation 220 Task 3: Collect Information to Document the Router 220 Task 4: Collect More Information to Document the Router 220Task 5: Start and Configure the Cisco TFTP Server 221 Task 6: Verify Connectivity by Pinging the TFTP Server 221 Task 7: Prepare to Copy the IOS to the TFTP Server 221 Task 8: Copy the IOS Image to the TFTP Server 221 Task 9: Verify the Transfer to the TFTP Server 222 Task 10: Copy the IOS Image from the TFTP Server 222 xvii Task 11: Test the Restored IOS Image 223 Lab 5-5: Password Recovery Procedures (5. 2. 6a) 224 Task 1: Attempt to Log in to the Router 225 Task 2: Document the Current Configuration Register Setting 225 Task 3: Enter ROM Monitor Mode 225 Task 4: Examine the ROM Monitor Mode Help 225Task 5: Change the Configuration Register Setting to Boot Without Loading the Configuration File 226 Task 6: Restart the Router 226 Task 7: Enter Privileged EXEC Mode and Change the Password 226 Task 8: Verify the New Password and Configuration 227 Lab 5-6: Managing IOS Images with ROMMON and Xmodem (5. 2. 6b) 227 Task 1: Enter the ROM Monitor Mode 228 Task 2: Find a Valid Image in Flash Memory 228 Task 3: Recover from the Listed Images if You See Any 228 Task 4: Record Information Using show version 228 Task 5: Configure the Boot Register to Enter ROMMON Mode 229 Task 6: View Available Commands from the ROMMON Prompt 229Task 7: Reset the Terminal Speed for a Faster Download 230 Task 8: Use the xmodem Command to Request a File from the Host 231 Task 9: Send the File from the HyperTerminal Program 231 Task 10: Reset the Boot Register and the Console Speed 233 Task 11: Review the New Settings 233 Challenge Lab 5-7: Use TFTP to Load IOS and Configuration File 234 Task 1: Cable the Lab and Gather Information 234 Task 2: Change the Configuration Register Setting 235 Task 3: Add Statements to Specify a Different Boot Sequence 236 Task 4: Test Your Boot System Commands 236 Task 5: Back Up the Configuration File to a TFTP Server 237Task 6: Back Up the IOS Stored in Flash to a TFTP Server 237 Instructor Confirmation 238 Chapter 6: Routing and Routing Protocols Study Guide 239 240 Adding Connected and Static IP Routes 240 Dissecting a Routing Table Entry Exercise 240 Static Routing Configuration Exercise 1 241 Static Routing Configuration Exercise 2 242 Internet Research: What Is Administrative Distance? 244 Concept Questions 245 Routing Protocols Overview 245 Vocabulary Exercise: Matching 246 Vocabulary Exercise: Completion 247 xviii Routers and Routing Basics CCNA 2 Labs and Study Guide Routing Protocols Flow Chart Exercise 247Concept Questions 248 Routing Protocols: Survey and Configuration Routing Protocol Characteristics Exercise 248 248 RIP Configuration Exercise 1 249 RIP Configuration Exercise 2 250 Concept Questions 252 Lab Exercises 253 Command Reference 253 Curriculum Lab 6 -1: Configuring Static Routes (6. 1. 6) 253 Task 1: Configure Both Routers 254 Task 2: Configure the Workstations with the Proper IP Address, Subnet Mask, and Default Gateway 254 Task 3: Check the Interface Status 255 Task 4: Check the Routing Table Entries 255 Task 5: Add Static Routes 256 Task 6: Verify the New Routes 256 Task 7: Try to Ping Host to Host Again 256Comprehensive Lab 6-2: Static Routing with Migration to Dynamic Routing 259 Task 1: Cable the Lab 260 Task 2: Basic Router Configurations 260 Task 3: Interface Configurations 260 Task 4: Static Routing Configurations 261 Task 5: Migrate to Dynamic Routing 262 Challenge Lab 6-3: Static and Dynamic Routing Configuration 264 Task 1: Cabling, Basic Router Configuration, and Verification 265 Task 2: Configure RIP Routing on HQ and BRANCH 266 Task 3: Configure Static and Default Routing 268 Chapter 7: Distance Vector Routing Protocols Study Guide 271 272 Avoiding Loops When Converging Using Distance Vector Routing Protocols 272 Vocabulary Exercise: Matching 272 Vocabulary Exercise: Completion 273 Routing Loop Avoidance Exercise 273 Routing Information Protocol 275 RIP v1 and RIP v2 Comparison Exercise 275 Advanced RIP Concepts and Configuration Exercise 275 Troubleshooting with show Commands 280 Troubleshooting with debug Commands 282 Lab Exercises 284 Command Reference 284 Lab 7-1: Configuring RIP (7. 2. 2) 285 xix Task 1: Configure the Routers 286 Task 2: Check the Routing Table Entries 286 Task 3: Configure the Routing Protocol on the GAD Router 286 Task 4: Save the GAD Router Configuration 287Task 5: Configure the Routing Protocol on the BHM Router 287 Task 6. Save the BHM Router Configuration 287 Task 7: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 287 Task 8: Verify That the Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 287 Task 9: Show the Routing Tables for Each Router 287 Lab 7-2: Troubleshooting RIP (7. 2. 6) 290 Task 1: Configure the Routers 291 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 291 Task 3: Make Sure That Routing Updates Are Being Sent 291Task 4: Show the Routing Tables for Each Router 292 Task 5: Show the RIP Routing Table Entries for Each Router 293 Task 6: Verify That the Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 293 Lab 7-3: Preventing Routing Updates Through an Interface (7. 2. 7) 295 Task 1: Configure the Routers 296 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 296 Task 3: Check the Basic Routing Configuration 296 Task 4: Observe RIP Routing Updates 297 Task 5: Stop Routing Updates from GAD to BHM 298Task 6: Add a Default Route to BHM 298 Lab 7-4: Load Balancing Across Multiple Paths (7. 2. 9) 301 Task 1: Configure the Routers 302 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 303 Task 3: Check the Basic Routing Configuration 303 Task 4: Ensure That the Router Load-Balances on a Per-Packet Basis 304 Task 5: Verify Per-Packet Load Balancing 304 Task 6: Verify Per-Destination Load Balancing 305 Lab 7-5: Configuring IGRP (7. 3. 5) 306 Task 1: Configure the Routers 307 Task 2: Configure the Routing Protocol on the GAD Router 307 Task 3.Save the GAD Router Configuration 307 Task 4: Configure the Routing Protocol on the BHM Router 308 Task 5: Save the BHM Router Configuration 308 Task 6: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 308 Task 7: Verify That the Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 308 xx Routers and Routing Basics CCNA 2 Labs and Study Guide Task 8: Show the Routing Tables for Each Router 308 Task 9: Verify the Routing Protocol 309 Task 10: Verify the IGRP Statements in the Running Configuration of Both Routers 310Task 11: Verify the IGRP Routing Updates Using the debug ip igr p events Command 310 Task 12: Verify the IGRP Routing Updates Using the debug ip igrp transactions Command 311 Task 13: Analyze Specific Routes 311 Lab 7-6: Default Routing with RIP and IGRP (7. 3. 6) 314 Task 1: Configure the Routers 316 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 316 Task 3: Check the Basic Routing Configuration 316 Task 4: Verify Connectivity 316 Task 5: Configure Centre as the Connection to the Internet Service Provider (ISP) 316 Task 6: Set Up a Default Route on the Centre Router 316Task 7: Verify the Routing Tables 317 Task 8: Migrate the Network from RIP to IGRP 317 Task 9: Check Centre’s Routing Table for the Static Default Route 318 Task 10: Create a Second Loopback Interface on Centre to Test the Default Route 318 Lab 7-7: Unequal-Cost Load Balancing with IGRP (7. 3. 8) 322 Task 1: Configure the Routers 323 Task 2: Configure Bandwidth on the MAD Router Interfaces 323 Task 3: Configure the Hosts with t he Proper IP Addresses, Subnet Masks, and Default Gateways 324 Task 4: Use the variance Command to Configure Unequal-Cost Load Balancing 324 Task 5: Check the Basic Routing Configuration 326Task 6: Verify Per-Packet Load Balancing 327 Task 7: Verify Per-Destination Load Balancing 328 Comprehensive Lab 7-8: Advanced RIP Configuration and Troubleshooting 332 Task 1: Cable the Lab 332 Task 2: Basic Router Configurations 333 Task 3: Interface Configurations 333 Task 4: Dynamic Routing Configurations 334 Task 5: Migration to RIP v2 335 Task 6: Configure and Redistribute a Default Route 339 Task 7: Optimize and Verify RIP Routing 340 Challenge Lab 7-9: RIP and Default Routing to ISP 342 Task 1: Cable the Lab 343 Task 2: Basic Router Configurations 343 Task 3: Interface Configurations 343Task 4: Dynamic Routing Configuration for BRANCH and HQ 344 xxi Task 5: Configure Static Routing on ISP 345 Task 6: Configure Primary Default Routing on HQ 346 Task 7: Configure BRANCH with a Floating Stat ic Default Route 347 Task 8: Test the Backup Route 347 Task 9: Capture and Document Your Configurations 349 Chapter 8: TCP/IP Suite Error and Control Messages Study Guide 351 352 TCP/IP Error Messages: ICMP 352 Vocabulary Exercise: Completion 352 IP Packet Header Exercise 353 ICMP Message Type Exercise 353 ICMP Destination Unreachable Codes Exercise 354 Concept Questions 355 Lab Exercises Chapter 9: 356Basic Router Troubleshooting Study Guide 357 358 Examining the Routing Table 358 Vocabulary Exercises: Completion 358 Interpreting a Routing Table Entry Exercise 360 The show ip route Options Exercise 361 Layer 2 and Layer 3 Address Exercise 361 Complete the Administrative Distance Table Exercise 362 Concept Questions 363 Network Testing Methods and Tips 363 Using the OSI Model to Troubleshoot 364 Match the Tool to the Layer Exercise 365 Concept Questions 365 Router and Routing Troubleshooting Tips 365 The show Command Exercise 366 The debug Command Exercise 371 Concept Questions 372 Lab Exercises 373Command Reference 373 Lab 9-1: Using show ip route to Examine Routing Tables (9. 1. 1) 373 Task 1: Configure the Routers 374 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 374 Task 3: Verify That the Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 374 Task 4: Make Sure That Routing Updates Are Being Sent 375 Task 5: Show the Routing Tables for Each Router 376 Task 6: Enable IGRP Routing on Both Routers 376 xxii Routers and Routing Basics CCNA 2 Labs and Study Guide Task 7: Show the Routing Tables for Each Router Again 376Task 8: Add a Second Serial Cable Between Routers 377 Task 9: Clear the Routing Tables on Both Routers 377 Task 10: Use show ip route to See Different Routes by Type 377 Lab 9-2: Gateway of Last Resort (9. 1. 2) 380 Task 1: Configure the Routers 381 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 381 Task 3: Verify That th e Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 381 Task 4: Make Sure That Routing Updates Are Being Sent 381 Task 5: Show the Routing Tables for Each Router 382 Task 6: Add the Default Route to the BHM Router 382Task 7: Add the Default Route to the GAD Router 382 Task 8: Remove RIP Routing from Both Routers 382 Task 9: Remove the Default Route from Only the GAD Router 382 Task 10: Remove RIP Routing from the Routers and Use IGRP Instead 383 Task 11: Enter a Default Network Entry on the BHM Router 383 Lab 9-3: Last Route Update (9. 1. 8) 386 Task 1: Configure the Routers 386 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 387 Task 3: Verify That the Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 387Task 4: Make Sure That Routing Updates Are Being Sent 387 Task 5: Show the Routing Tables for Each Router 387 Task 6: Check the Routing Table for a Specific Route 38 8 Task 7: Check the IP RIP Database on the BHM Router 389 Task 8: Configure IGRP Using AS Number 101 on All Routers 389 Task 9: From BHM, Enter show ip route 390 Task 10: Check the Routing Protocol on Router BHM 390 Lab 9-4: Troubleshooting Using ping and telnet (9. 2. 6) 393 Task 1: Configure the Routers 394 Task 2: Configure the Hosts with the Proper IP Addresses, Subnet Masks, and Default Gateways 395 Task 3: Check the Connections 395Task 4: Troubleshoot 395 Task 5: List the Findings 395 Task 6: Perform the Lab Again with Team Members 1 and 2 Switching Roles 395 Lab 9-5: Troubleshooting Using traceroute (9. 3. 4) 398 Task 1: Configure the Routers 399 Task 2: Configure the Workstations with the Appropriate IP Address Subnet Masks and Default Gateways 399 Task 3: Ping from the Workstations 399 Task 4: Test Layer 3 Connectivity 400 Task 5: Log in to the Router in User Mode 400 Task 6: Discover the trace Options 400 xxiii Task 7: Use the traceroute Command 401 Task 8: Continue Using traceroute 401 Task 9: Use the tracert Command from a Workstation 401Lab 9-6: Troubleshooting Routing Issues with show ip route and show ip protocols (9. 3. 5) 404 Task 1: Configure the Hostname, Passwords, and Interfaces on the GAD Router 405 Task 2: Configure the Routing Protocol on the GAD Router 405 Task 3: Save the GAD Router Configuration 405 Task 4: Configure the Hostname, Passwords, and Interfaces on the BHM Router 406 Task 5: Configure the Routing Protocol on the BHM Router 406 Task 6: Save the BHM Router Configuration 406 Task 7: Verify That the Internetwork Is Functioning by Pinging the FastEthernet Interface of the Other Router 406 Task 8: Examine the Routing Table 406Task 9: Examine the Routing Protocol Status 406 Task 10: Change the Configuration to Route the Correct Networks 407 Task 11: Confirm That RIP Is Routing the Correct Networks 407 Task 12: Verify the Routing Table 408 Task 13: Verify Connectivity Between the GAD Router and the Host in BHM 408 Lab 9-7: Trouble shooting Routing Issues with debug (9. 3. 7) 412 Task 1: Configure the Hostname, Passwords, and Interfaces on the GAD Router 413 Task 2: Configure the Routing Protocol on the GAD Router 413 Task 3: Save the GAD Router Configuration 413 Task 4: Configure the Hostname, Passwords, and Interfaces on the BHM Router 413Task 5: Configure the Routing Protocol on the BHM Router 413 Task 6: Save the BHM Router Configuration 413 Task 7: Gather Facts—Ask and Listen 414 Task 8: Gather Facts—Test Basic Functionality 414 Task 9: Gather Facts—Start Testing to Isolate the Problem 414 Task 10: Examine the Routing Table 414 Task 11: Examine the Routing Protocol Status 415 Task 12: Gather Facts—Identify the Exact Problem 415 Task 13: Consider the Possibilities 416 Task 14: Create an Action Plan 416 Task 15: Implement the Action Plan 416 Task 16: Observe the Results 416 Challenge Lab 9-8: Basic Routing Troubleshooting 420Task 1: Cable the Lab 420 Task 2: Determine an Appropri ate Addressing Scheme 420 Task 3: Router, Routing, and PC Configuration 421 Task 4: Verify and Troubleshoot Your Network Configuration 422 xxiv Routers and Routing Basics CCNA 2 Labs and Study Guide Chapter 10: Intermediate TCP/IP Study Guide 425 426 TCP and UDP Operation 426 Vocabulary Exercise: Completion 426 TCP Segment Format Exercise 427 UDP Segment Format Exercise 427 Concept Questions 427 Operation of Transport Layer Ports 428 Vocabulary Exercise: Completion 428 TCP and UDP Port Numbers Exercise 429 Comparing Layer 2, Layer 3, and Layer 4 Addresses 429Lab Exercises 431 Command Reference 431 Curriculum Lab 10-1: Multiple Active Host Sessions (10. 1. 6) 431 Task 1: Configure the Hostname, Passwords, and Interface on the GAD Router 432 Task 2: Save the Configuration Information from Privileged EXEC Command Mode 432 Task 3: Configure the Host 432 Task 4: Allow HTTP Access to the Router 432 Task 5: Use the Workstation Browser to Access the Router 432 Task 6: Telnet to the Ethernet Interface on the Router from the Host 432 Task 7: Start a Second Telnet Session to the Router 432 Task 8: Check the Sessions on the Host 433Curriculum Lab 10-2: Well-Known Port Numbers and Multiple Sessions (10. 2. 5) 434 Task 1: Configure the Hostname, Passwords, and Interface on the GAD Router 434 Task 2: Save the Configuration Information from Privileged EXEC Command Mode 435 Task 3: Configure the Host 435 Task 4: Allow HTTP Access to the Router 435 Task 5: Use the Workstation Browser to Access the Router 435 Task 6: Telnet to the Ethernet Interface on the Router from the Host 435 Task 7: Start a Second Telnet Session to the Router 435 Task 8: Start a Third Telnet Session to the Router 435 Task 9: Start a Fourth Telnet Session to the Router 436Task 10: Check the Number of Sessions on the Host 436 Task 11: Check the Number of Sessions on the Router 437 Chapter 11: Access Control Lists (ACLs) Study Guide 439 440 Access Control List Fundamentals 440 Basic ACL Concepts and Rules Exe rcises 440 ACL Flow Chart Exercise 441 xxv Standard ACL Syntax Exercise 443 Determine the Wildcard Mask Exercise 443 Concept Questions 444 Access Control Configuration 445 Standard ACL Configuration Exercises 445 Standard ACL Scenario 1 446 Standard ACL Scenario 2 447 Standard ACL Scenario 3 447 Extended ACL Scenario 1 447 Extended ACL Scenario 2 448Extended ACL Scenario 3 449 Extended ACL Scenario 4 449 Extended Named ACL Scenario 450 Restricting vty and HTTP Access 450 Lab Exercises 452 Command Reference 452 Lab 11-1: Configuring Standard Access Lists (11. 2. 1a) 453 Task 1: Configure the Hostname and Passwords on the GAD Router 453 Task 2: Configure the Hosts on the Ethernet Segment 454 Task 3: Save the Configuration Information from Privileged EXEC Command Mode 454 Task 4: Confirm Connectivity by Pinging the Default Gateway from Both Hosts 454 Task 5: Prevent Access to the Ethernet Interface from the Hosts 454 Task 6: Ping the Router from the Hosts 454Task 7: Apply the ACL to th e Interface 454 Task 8: Ping the Router from the Hosts 455 Task 9: Create a New ACL 455 Task 10: Apply the ACL to the Proper Router Interface 455 Task 11: Ping the Router from Each Host 455 Lab 11-2: Standard ACLs (11. 2. 1b) 457 Task 1: Perform Basic Router Interconnection 458 Task 2: Perform Basic Configuration 458 Task 3: Establish Access List Requirements 458 Task 4: Plan the Access List Requirements 458 Task 5: Write and Apply the ACL 459 Task 6: Verify the ACL 460 Task 7: Document the ACL 461 Lab 11-3: Configuring Extended Access Lists (11. 2. 2a) 464Task 1: Configure the Host Name and Passwords on the GAD Router 464 Task 2: Configure the Hosts on the Ethernet Segment 465 Task 3: Save the Configuration Information from Privileged EXEC Command Mode 465 Task 4: Confirm Connectivity by Pinging the Default Gateway from Both Hosts 465 Task 5: Connect to the Router Using the Web Browser 465 xxvi Routers and Routing Basics CCNA 2 Labs and Study Guide Task 6: Prevent Access to HTTP (P ort 80) from the Ethernet Interface Hosts 465 Task 7: Apply the ACL to the Interface 465 Task 8: Ping the Router from the Hosts 465 Task 9: Connect to the Router Using the Web Browser 466Task 10: Telnet to the Router from the Hosts 466 Lab 11-4: Simple Extended Access Lists (11. 2. 2b) 467 Task 1: Perform Basic Router and Host Configurations 468 Task 2: Prevent the Production Users from Accessing the Gadsden Network 470 Task 3: Allow a Production User Access to the Gadsden Network 472 Task 4: Allow Gadsden Users Access to the Administration Payroll Server 473 Task 5: Document the ACL 474 Lab 11-5: Configuring a Named Access List (11. 2. 3a) 477 Task 1: Configure the Hostname and Passwords on the GAD Router 478 Task 2: Configure the Hosts on the Ethernet Segment 478Task 3: Save the Configuration Information from Privileged EXEC Command Mode 479 Task 4: Confirm Connectivity by Pinging the Default Gateway from Both Hosts 479 Task 5: Prevent Access to the Ethernet Interface from the Hos ts 479 Task 6: Ping the router from the Hosts 480 Task 7: Apply the ACL to the Interface 480 Task 8: Ping the Router from the Hosts 480 Lab 11-6: Simple DMZ Extended Access Lists (11. 2. 3b) 481 Task 1: Perform Basic Router and Host Configurations 482 Task 2: Protect the Corporate Network 486 Task 3: Protect the DMZ Network 490 Task 4: Deter Spoofing 495 Task 5: Document the ACL 498Lab 11-7: Multiple Access Lists Functions (11. 2. 3c) 502 Task 1: Perform Basic Router Interconnection 503 Task 2: Design the Internetwork Addressing Scheme 504 Task 3: Perform Basic Router Configuration 504 Task 4: Configre the Clients 505 Task 5: Secure the Intranet Server 505 Task 6: Secure the Intranet Documents 506 Task 7: Deter Internet Abuse 506 Task 8: Deter DoS Attacks 507 Task 9: Stop Telnet into the Routers 508 Task 10: Verify the Access Lists 509 Lab 11-8: VTY Restriction (11. 2. 6) 510 Task 1: Perform Basic Router Interconnection 511 Task 2: Perform Basic Configuration 511Task 3: Create the A ccess List That Represents the Gadsden LAN 511 Task 4: Apply the Access List to Permit Only the Gadsden LAN 511 Task 5: Test the Restriction 512 xxvii Task 6: Create the Restrictions for the BHM Router 513 Task 7: Document the ACL 514 Comprehensive Lab 11-9: Standard, Extended, and Named ACLs 518 Task 1: Cable and Document the Lab 518 Task 2: Router, Routing, and PC Configuration 519 Task 3: Verify and Troubleshoot Your Network Configuration 524 Task 4: Configure and Verify Access Control Lists 525 Challenge Lab 11-10a: Three Routers with Multiple ACL Configurations (Form A) 533Task 1: Cable the Lab 534 Task 2: Router, Routing, and PC Configuration 534 Task 3: Verify and Troubleshoot Your Network Configuration 534 Task 4: Configure and Verify Access Control Lists 535 Challenge Lab 11-10b: Three Routers with Multiple ACL Configurations (Form B) 541 Task 1: Cable the Lab 542 Task 2: Router, Routing, and PC Configuration 542 Task 3: Verify and Troubleshoot Your Network Configuration 54 2 Task 4: Configure and Verify Access Control Lists 543 Appendix A: CCNA 2 Skills-Based Assessment Practice Appendix B: Router Interface Summary Appendix C: Erasing and Reloading the Router 557 559 551 xxviiiRouters and Routing Basics CCNA 2 Labs and Study Guide Icons Used in This Book Communication Server PC PC with Software Terminal File Server Macintosh Access Server ISDN/Frame Relay Switch Cisco Works Workstation ATM Switch Modem Sun Workstation Token Ring Token Ring Printer Laptop Web Server IBM Mainframe Front End Processor Cluster Controller Multilayer Switch FDDI Gateway Router Network Cloud Bridge Line: Ethernet Hub Line: Serial DSU/CSU DSU/CSU FDDI Catalyst Switch Line: Switched Serial Command Syntax Conventions The conventions that present command syntax in this book are the same conventions used in the IOS Command Reference.The Command Reference describes these conventions as follows:  ¦ Bold indicates commands and keywords that are entered literally as shown. In actua l configuration examples and output (not general command syntax), bold indicates commands that are manually input by the user (such as a show command).  ¦ Italic indicates arguments for which you supply actual values.  ¦ Vertical bars (|) separate alternative, mutually exclusive elements.  ¦ Square brackets ([ ] ) indicate optional elements.  ¦ Braces ({ }) indicate a required choice.  ¦ Braces within brackets ([{ }] ) indicate a required choice within an optional element. xxix IntroductionRouters and Routing Basics CCNA 2 Labs and Study Guide is a supplement to your classroom and laboratory experience with the Cisco Networking Academy Program. Specifically, this book covers the second of four courses. To be successful in this course and achieve your CCNA certification, you should do everything possible to arm yourself with a variety of tools and training materials to support your learning efforts. This book is just such a collection of tools. Used to its fullest extent, i t can help you gain the knowledge as well as practice the skills associated with the content area of the CCNA 2 Routers and Routing Basics course.Specifically, this book can help you work on these main areas of CCNA 2:  ¦ Configuring a router  ¦ Managing the Cisco IOS  ¦ Selecting a routing protocol  ¦ Verifying and troubleshooting a network  ¦ Implementing basic security with access control lists Books similar to this one are also available for the other three courses: Networking Basics CCNA 1 Labs and Study Guide, Switching Basics and Intermediate Routing CCNA 3 Labs and Study Guide, and WAN Technologies CCNA 4 Labs and Study Guide. Goals and Methods One of the most important goals of this book is to help you prepare for either the CCNA exam (640-801) or the INTRO exam (640-821).Whether you are studying for the full exam or the first part of your CCNA, passing either of these exams means that you not only have the required knowledge of the technologies covered by the exa m, but that you can also plan, design, implement, operate, and troubleshoot these technologies. In other words, these exams are rigorously application-based. In fact, if you view the main objectives for the CCNA exam at http://www. cisco. com/go/certifications, you can see the following four categories of objectives:  ¦ Planning & Design  ¦ Implementation & Operation  ¦ Troubleshooting  ¦ TechnologyAlthough Technology is listed last, a CCNA student cannot possibly plan, design, implement, operate, and troubleshoot networks without first fully grasping the technology. So you must devote large amounts of time and effort in the Study Guide section of each chapter, learning the concepts and theories before applying them in the Lab Exercises. The Study Guide section offers exercises that help you learn the concepts and configurations that are crucial to your success as a CCNA exam candidate. Each chapter is slightly different and includes some or all of the following types of exe rcises:  ¦Vocabulary Matching and Completion  ¦ Skill-Building Activities and Scenarios  ¦ Configuration Scenarios  ¦ Concept Questions  ¦ Journal Entries  ¦ Internet Research xxx Routers and Routing Basics CCNA 2 Labs and Study Guide The Lab Exercises section includes a Command Reference table, all the online Curriculum Labs, and new Comprehensive Labs and Challenge Labs. The Curriculum Labs typically walk you through the configuration tasks step by step. The Comprehensive Labs include many, if not all, of the configuration tasks of the Curriculum Labs without actually providing you with the commands.The Challenge Labs take this a step further, often giving you only 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 Curriculum Labs to successfully complete the Comprehensive and Challenge Labs. In fact, you should not attempt the Comprehensive or Challenge lab s until you have worked through all the Study Guide activities and the Curriculum Labs. Avoid the temptation to work through the Comprehensive and Challenge Labs by flipping back through the Curriculum Labs when you are unsure of a command.Do not try to short-change your CCNA training. You need a deep understanding of CCNA knowledge and skills to ultimately be successful on the CCNA exam. How This Book Is Organized Because the content of Routers and Routing Basics CCNA 2 Companion Guide and the online course is sequential, you should work through this book in order, beginning with Chapter 1. Chapters 1 through 11 cover the following topics: Chapter 1, â€Å"WANs and Routers†Ã¢â‚¬â€After presenting a few vocabulary exercises covering the topic of WANs, this chapter delves into the internal and external components of routers.Understanding how a router works and how you connect to a router are important concepts and skills you need throughout the rest of your CCNA studies. The three Curriculum Labs focus your attention on connecting LANs and WANs using routers. An additional Challenge Lab helps you review the skills learned in the Curriculum Labs. Chapter 2, â€Å"Introduction to Routers†Ã¢â‚¬â€This chapter discusses the basics of using the command-line interface (CLI). Several exercises help you solidify your skills with using the CLI.In addition, you work through exercises that focus on understanding the router boot sequence and interpreting output from the show version command. The three Curriculum Labs focus your attention on the configuration tasks covered in the chapter. Two additional labs, a Comprehensive Lab and Challenge Lab, help you review the commands and skills learned in the Curriculum Labs. Chapter 3, â€Å"Configuring a Router†Ã¢â‚¬â€This chapter first focuses on basic router configuraion, including learning the commands that every router uses as well as activating interfaces and setting up basic routing.Then your attentio n turns to file-management issues: backing up the configuration and the IOS. The ten Curriculum Labs focus your attention on the router configuration and file-management tasks covered in the chapter. Two additional labs, a Comprehensive Lab and Challenge Lab, help you review the commands and skills learned in the Curriculum Labs. Chapter 4, â€Å"Learning About Other Devices†Ã¢â‚¬â€The Cisco IOS software offers a powerful tool for gathering information about other directly connected devices through its Cisco Discovery Protocol (CDP).This chapter’s exercises center your attention on the benefits of using CDP as a network engineer. Other commands, including telnet and traceroute, are also part of your tool kit for learning about other network devices. So you spend some time on these as well. The eight Curriculum Labs focus your attention on the configuration tasks covered in the chapter. Two additional Comprehensive Labs help you review the commands and skills learned i n the Curriculum Labs. Chapter 5, â€Å"Managing Cisco IOS Software†Ã¢â‚¬â€This chapter examines in detail how a router boots and loads the IOS.Knowing the default boot sequence as well as how to change the sequence is an important part of your network engineer’s skill set. Exercises focus on the boot sequence, the boot system commands, the configuration register, the IOS naming convention, and methods for uploading and downloading an IOS. The six Curriculum Labs focus your attention on the configuration tasks covered in the chapter. An additional Challenge Lab helps you review the commands and skills learned in the Curriculum Labs. xxxi Chapter 6, â€Å"Routing and Routing Protocols†Ã¢â‚¬â€This chapter covers a crucial topic for any CCNA candidate: routing.Exercises focus on reading routing table output from the show ip route command, using static routing, choosing a routing protocol, understanding dynamic routing, and learning basic Routing Information Proto col (RIP) configuration. The Curriculum Lab focuses your attention on configuring static routes. Two additional labs, a Comprehensive Lab and Challenge Lab, help you review the commands and skills learned in the chapter. Chapter 7, â€Å"Distance Vector Routing Protocols†Ã¢â‚¬â€This chapter covers how distance vector routing avoids loops.In addition, you extend your skills in configuring RIP and you learn some valuable troubleshooting tools. The seven Curriculum Labs focus your attention on the configuration tasks covered in the chapter. Two additional labs, a Comprehensive Lab and Challenge Lab, help you review the commands and skills learned in the chapter. Chapter 8, â€Å"TCP/IP Suite Error and Control Messages†Ã¢â‚¬â€This chapter takes a brief look at the Internet Control Message Protocol (ICMP). A basic understanding of the IP packet header and the most important ICMP messages are covered.There are no labs in this chapter. Chapter 9, â€Å"Basic Router Trouble shooting†Ã¢â‚¬â€This chapter focuses exclusively on your troubleshooting skills. For a major part of the CCNA exam, you must be proficient at troubleshooting a simple internetwork. Exercises include dissecting a routing table entry, knowing troubleshooting steps, matching a problem to the correct layer, and reviewing the most powerful show and debug commands. The seven Curriculum Labs focus your attention on the configuration tasks covered in the chapter.An additional Challenge Lab helps you review the commands and skills learned in the Curriculum Labs. Chapter 10, â€Å"Intermediate TCP/IP†Ã¢â‚¬â€This chapter is mostly a review of material covered in your CCNA 1 studies. Exercises include learning vocabulary, reviewing TCP and User Datagram Protocol (UDP) segments, understanding port numbers, and comparing Layers 2, 3 and 4. The two Curriculum Labs focus your attention on how port numbers work to allow multiple sessions for the same host or application. Chapter 11, à ¢â‚¬Å"Access Control Lists (ACLs)†Ã¢â‚¬â€This chapter covers the fundamentals of access control lists.Having a basic understanding of ACLs and knowing how to implement them are crucial to your success on the CCNA exam and in the networking field. Therefore, the exercises in this chapter are extensive. First, you work through some exercises that help you understand what ACLs are and how they operate. Then you work through eight ACL configuration exercises and scenarios that focus on CCNA-level security implementations. The eight Curriculum Labs focus your attention on the configuration tasks covered in the chapter. An additional Challenge Lab helps you review the commands and skills learned in the Curriculum Labs.Appendix A, â€Å"CCNA 2 Skills-Based Assessment Practice†Ã¢â‚¬â€This appendix contains a practice lab for the Skills-Based Assessment in which you are required to demonstrate all the skills covered in the CCNA 2 course. Appendix B, â€Å"Router Interface Sum mary†Ã¢â‚¬â€This appendix provides a chart of the router interface identifiers that you need for the curriculum-based labs in each chapter. Appendix C, â€Å"Erasing and Reloading the Router†Ã¢â‚¬â€This appendix guides you through the procedure for clearing out previous configurations and starting with an unconfigured router for use in the Curriculum Labs in each chapter. This page intentionally left blank