Reflection Paper on The Republic by Plato - 987 Words

Assignment 1. Reflection on: the â€Å"Republic,† by Plato. Greek philosopher, Plato, is considered to be one of the most influential people in Western Philosophy. The fact that he was a student of Socrates and a teacher of Aristotle leaves no questions about his competence. One of his fundamental works is the â€Å"Republic†. Even though it was written in 380 BC, Plato’s and Socrates’s thoughts are still relevant in twenty first century. This paper will evaluate the quote from the â€Å"Republic† and provide a summary of a quote; provide a context from the text for the quote; and finally, it will include my own thoughts on the quote and the Socrates’s argument as a whole. The given quote is a paragraph from the fourth book of the â€Å"Republic†. It†¦show more content†¦According to Socrates, the city is similar to a human being in a sense that it also consists of three classes: the money-making (appetitive), auxiliary (spirit), and deliberative (reason). He claims that the city is just if, and only if, all these three classes do their own job and do not interfere in one another’s actions. Consequently, a person is just because all 3 parts of his soul are doing their own job, according to provided analogy. In my opinion, it is not right to divide the world into just and unjust. Justice itself is subjective, in a sense that everybody has his own justice. Moreover, not necessarily all three parts should be in harmony in order to be just. For example, let us imagine that there are two best friends. One of them has a gun made of gold, and he tells his friend: â€Å"Could you please hold my golden gun for some time and give it back to me when I will ask you to do so.† The other guy takes the gun and he is willing to give it back when the time comes. But, the friend, who is the gun-owner, becomes angry and wants to kill his neighbor because he is too loud. After the second friend was informed of it, the first tells him to give him the gun. In this situation, the friend’s reason tells him not to give the gun back, because he wants to avoid a murder. His will wants to give the gun back, because he must do so. And finally, his appetites want to hold the gun, because he alwaysShow MoreRelatedThe Philosophy Of Plato s Philosophy1340 Words   |  6 Pagesexample being Plato one of the greatest Greek philosophers. Philosophy can be very complicated, but life is a beautiful thing (Thesis statement). One: His Life Plato was a Greek philosopher who viewed life on deeper level; he was an individual who wanted to see and understand the bigger picture of life. Plato was born somewhere around 428 – 347 BCE in Athens, Greece. He is known by the nickname his wrestling coach gave him because of his broad shoulders; in Greek platon means broad. 2 Plato had a successfulRead MoreReflection Paper on Plato’s Republic767 Words   |  4 PagesReflection Paper on Plato’s Republic According to Plato, a perfect society is a society that is organized in a superlatively efficient way, a society, which some scholars consider as an aristocratic government (Phylosophypages, 2001). Plato had it that such a society is made up of the rulers, the soldiers, and the people. In this perfect society, Plato claimed that the guardians of the state are supposed to be people with skills to lead. He was however, incredulous by the fact that this may notRead MoreAnalysis Of Plato s The Ring Of Gyges 1510 Words   |  7 Pagesring of Gyges (Republic, 359d)? Why be just or moral? Develop the complete answer of Socrates in Plato s Republic, through 449a. Then consider whether Plato s Socrates in The Apology would answer in a way that was any different, in substance or in tone. Your own opinion is worth a page of so, but focus on the argument of Plato s Socrates. When Glaucon attempts to argue that no difference exists between the just and unjust man, he tells the tale of the Ring of Gyges. In this paper, I will analyzeRead MorePlato, in the â€Å"Republic â€Å", ambitiously sets out to prove that art imitates reality by distracting900 Words   |  4 PagesPlato, in the â€Å"Republic â€Å", ambitiously sets out to prove that art imitates reality by distracting us from the truth and appeals to socially destructive emotions. He continued his statement by referring that art provides no real knowledge, and that it undermines personal and social well being. In this paper, I will argue that Plato makes an invalid implicit assumption that the representation of life through arts is dangerous and doesn’t define the truth since it uses imitation. I will demonstrateRead More Comparing Descartes Meditations on First Philosophy and Platos The Republic1503 Words   |  7 Pagesknowledge and human values. There are many different people wi th many different theories of knowledge. Two of these people, also philosophers, in which this paper will go into depth about are Descartes and Plato. Descartes Meditations on First Philosophy and Platos The Republic are the topics that are going to be discussed in this paper. In Meditations, Descartes brings doubt to everything he believes because it is human nature to believe that which is false. He states that most of whatRead MorePlatos Republic: the Virtues Essay1353 Words   |  6 PagesPlatos Republic: THe Virtues I. The Virtues In Robin Waterfields translation of The Republic,Socrates attempts to give a definition of justice. At the end of Book II he began a detailed description of the construction of a good city. The good city is a relation to the human soul, and its four virtues. In the following paper I will discuss the virtues, what they are and where they are found. Also discussed will be the foundation, arrangement, and the interconnectedness with each one.Read MoreThe Individual and the Community963 Words   |  4 PagesThe Individual and the Community This paper will give insight into the different views of three different philosophers with a never-ending struggle to keep a balance between the community and the Individual. By explaining their views he/she will find different definitions from the philosophers on how to live as an individual under a ruler and how a good citizen should be characterized. For example in Antigone a good citizen would not have gone against the law and buried their sibling in one of theRead MoreQuestions On World Philosophy By Plato, Maria Montessori, And John Dewey1276 Words   |  6 PagesWorld Philosophy Paper Mikala: I ask you this, what is Knowledge? Plato: Knowledge is Virtue. Maria Montessori: Knowledge is what we observe. John Dewey: Knowledge is the active adaptation of a person based on their environment. This is an example of the Socratic dialog laid out by Plato. Plato was a philosopher and educator whom believed that education was the key to society. As a student, I realize how my education was impacted by philosophers such a Plato, Montessori, and Dewey. As a futureRead MoreReflection of Humanities807 Words   |  4 PagesReflection Paper 1 By: Tenesha Blackmon Western history and civilization is of vast importance to understanding the great story of humanity. The study of the ancient civilizations has shown itself to me to be a new found interest as the journey of the course had lead me to see the magnificent accomplishments of mankind, and the possibilities of our potential; both in glory and darkness. In this reflection paper, I will look back upon the beginnings of our studies of the development of the earlyRead MorePlato And Aristotle s Theories Of Utilitarianism And Kantian Ethics1408 Words   |  6 PagesThe ancient theories of Plato and Aristotle differ greatly from the contemporary theories of Utilitarianism and Kantian ethics. Plato and Aristotle focused on the importance of virtue in an individual’s life. Plato believed that purity of the soul was the most important thing in life and can be achieved by mastering the four virtues: justice, wisdom, courage, and moderation. Aristotle believed that the goal of human life was to achieve happiness, which is made possible by the cultivation of a just

Atlanta Child Murders - 1556 Words

From the summer of 1979 to the summer of 1981, at least twenty-eight people were abducted and killed during a murder spree in Atlanta, Georgia; these killings would come to be known as the Atlanta Child Murders. While the victims of the killings were people of all races and genders, most of the victims of the Atlanta Child Murders were young African-American males. These murders created great racial tension in the city of Atlanta, with its black population believing the murders to be the work of a white supremacist group. (Bardsley Bell, n.d., p. l) However, when police finally apprehended a suspect in the case, they found it was neither a white supremacy group, nor a white person at all; it was a 23 year-old African-American man named†¦show more content†¦21). Initially the district attorney was hesitant to prosecute Williams, feeling the evidence that the FBI had collected was too weak to obtain a conviction, but after Williams failed three polygraph tests administered b y the FBI and multiple eyewitnesses emerged that confirmed that Williams was seen with several of the victims prior to their disappearance, the district attorney decided to indict Williams on the murders of Jimmy Payne and Nathan Cater. (trutv 25) The prosecution’s main evidence were fibers and dog hairs collected from the bodies of the victims that matched samples taken from Williams’s home. Ultimately, Williams was found guilty for the murders of the two men (Bardsley Bell, n.d., p. 32), and was also linked to ten other â€Å"pattern killings† that were part of the spree (Bardsley Bell, n.d., p. 28). Although he still claims that he is innocent of the murders, the Atlanta Child Murders came to an end after he was stopped on that bridge. Rational choice theory is predicated on the idea that crime is a matter of choice in which a potential criminal weighs the cost of committing an act against the potential benefits that might be gained (Siegel, 2011, p. 84). James Q. Wilson expands on this decision in his book Thinking About Crime, stating that â€Å"people who are likely to commit crime are unafraid of breaking the lawShow MoreRelatedThe Atlanta Murders Of 1979–1981, Sometimes Called The1669 Words   |  7 PagesThe Atlanta murders of 1979–1981, sometimes called the Atlanta Child Murders (although several of the purported victims were adults), were a series of murders committed in the American city of Atlanta, Georgia, from the middle of 1979 until May 1981. Over the two-year period, at least 28 African-American children, adolescents and adults were killed. Wayne Williams, an Atlanta native who was 23 years old at the time of the last murder, was arrested for and convicted of two of the adult murders , andRead MoreWayne Williams: Atlanta Child Killer Fiber Forensics Study1565 Words   |  7 PagesWayne Bertram Williams: Atlanta Child Killer Police circulated this photo at the time showing victims of the Atlanta killings. Photo from CNN Forensic Fiber Analysis Case Study The best-known, if not the best-reasoned fiber case in American legal history involving fiber evidence issues is the Wayne Williams trial growing out of the famous Atlanta murders of twelve African-American males in 1979-1980. The Williams case involved all of the subjects still in controversy as weRead MoreMyths And Reality Of Crime 2857 Words   |  3 Pagespublic wrong. d. Present a clear statement about a particular crime, something we know to be absolutely true. Illustrate how we know that this is an accurate statement. The Atlanta Child Murders, known as the missing and murdered children cases was murders that was committed in my home state of Atlanta, Georgia, beginning in the summer of 1979 and going on until the spring of 1981. Over the two-year period there were 28 African-American children, adolescents and adults that were killedRead MoreEssay about Law: The Dual Sovereignty Doctrine577 Words   |  3 Pagesdefinition of that crime, including a citation to the applicable statute. The factual scenario that follows will demonstrate a case in which the same conduct can be prosecuted as a crime in federal or state court. Hugh and Alexandria live in Atlanta, Georgia. Hugh, a Caucasian male, was raised up that Caucasians are superior to African Americans. Hugh does not like his neighbor, Alexandria, because she is African American. Whenever Alexandria is outside working in her yard, Hugh yells racialRead More Exit to Freedom by Calvin Johnson1071 Words   |  5 Pagesreader through detached, unrelated childhood anecdotes. After his affluent family relocates to Atlanta in 1970, Johnson tries to add interest by presenting the â€Å"who’s who† list of Atlanta residents that made up his adolescent acquaintances. These people include past and future mayors, civil rights leaders, pro-athletes, Spike Lee, and Wayne Williams, who is later convicted of the Atlanta child murders. In between the name dropping, Johnson, who was an excellent student and a star athlete in highRead MoreThe Army Of God Is An Underground Christian Fundamentalist Group Essay1339 Words   |  6 Pagesabortion. The Army of God uses its Christian roots to promote violence against abortion clinics and reproductive health-care workers. Members of the Army of God follow a manual, which was presumably written at the Democratic National Convention in Atlanta, Georgia, in October 1988 when multiple anti-abortion extremists were arrested and jailed for protesting. This manual states the mission of the Army of God and includes instructions on how to carry out violence. This includes instructions for makingRead MoreHome Is Tony Morrison s Fictional Account Of A Korean War964 Words   |  4 Pagestraumatic events as Frank without even leaving for war, in fact she doesn’t even leave the state of Georgia. She is abandoned by a man she thought she loved in Atlanta, a city she knows nothing of, which she believes happened because she was unable to attend school in the nearby town of Jeffrey or to meet anyone outside her hometown of Lotus. In Atlanta, Cee accidentally comes to work under a doctor practicing eugenics. Due to his racist ideology on medicine, he performs violent â€Å"experiments† on Cee thatRead MoreThe Investigation Of The Ramsey Case1632 Words   |  7 PagesDecember 26, 1996 six year old JonBenà ©t Patrica Ramsey had been assumed kidnapped from her home in Boulder, Colorado, only to be found murdered in the family s cellar. This investigation had lead to many wild speculations and theories of the murder suspect(s), by pursuing facts and analytical knowledge can a strong argument be presented. The integrity of the Ramsey case is often challenged due to the Boulder Police tampering of crime scene and the District Attorney dismissal of charges. Media coverageRead MoreMenace II Society Essay866 Words   |  4 Pagesburglary and mugging, on a regular basis, and beat and kill people unscrupulously. The following quote captures just how deviant Caine and the other characters in this film were, â€Å"[Caine] went into the store just to get a beer. Came out an accessory to murder and armed robbery. Its funny like that in the hood sometimes. You never knew what was gonna happ en, or when† (Albert Hughes). Why would Caine consider these crimes â€Å"funny†, or rather, so insignificant? What caused Caine to become so deviant? TheRead MoreA Brief Note On Sociological Theory Development Of African American Serial Killers1789 Words   |  8 Pageskillers usually mirrors that of the overall population. Background of Wayne Williams Williams was the â€Å"the only child of two Atlanta schoolteachers, and Williams still lived with his parents at age 23, and â€Å"both of his parents were teachers. Wayne Bertram Williams who was born on May 27, 1958 and lived with his family within the Dixie Hills neighborhood, which was located in (northwest) Atlanta. Wayne thrived in the academic setting while at Douglas High School where he became interested in journalism

Ccna Free Essays

string(312) " LAN Switching and Wireless, CCNA Exploration Companion Guide LAN Switching and Wireless, CCNA Exploration Labs and Study Guide is designed to help you learn about and apply your knowledge of the LAN switching and wireless topics from Version 4 of the Cisco ® Networking Academy ® CCNA ® Exploration curriculum\." LAN Switching and Wireless CCNA Exploration Labs and Study Guide LAN Switching and Wireless, CCNA Exploration Companion Guide LAN Switching and Wireless, CCNA Exploration Labs and Study Guide is designed to help you learn about and apply your knowledge of the LAN switching and wireless topics from Version 4 of the Cisco ® Networking Academy ® CCNA ® Exploration curriculum. You read "Ccna" in category "Papers" Each chapter contains a Study Guide section and a Labs and Activities section. ISBN-10: 1-58713-207-9 ISBN-13: 978-158713-207-0 Study Guide The dozens of exercises in this book help you learn the concepts and configurations crucial to your success as a CCNA exam candidate. We will write a custom essay sample on Ccna or any similar topic only for you Order Now Each chapter is slightly different and includes matching, multiple-choice, fill-in-the-blank, and open-ended questions designed to help you  ¦ Review vocabulary  ¦ Strengthen troubleshooting skills  ¦ Boost configuration skills  ¦ Reinforce concepts  ¦ Research topics Packet Tracer Activities—This icon identifies exercises interspersed throughout the Study Guide section where you can practice or visualize a specific task using Packet Tracer, a powerful network simulation program developed by Cisco. Packet Tracer Activity Labs and Activities The Labs and Activities sections begin with a Command Reference table and include all the online curriculum labs to ensure that you have mastered the practical skills needed to succeed in this course. Hands-On Labs—This icon identifies the hands-on labs created for each chapter. Work through all the Basic, Challenge, and Troubleshooting labs as provided to gain a deep understanding of CCNA knowledge and skills to ultimately succeed on the CCNA Certification Exam. Packet Tracer Companion—This icon identifies the companion activities that correspond to each hands-on lab. You use Packet Tracer to complete a simulation of the hands-on lab. Packet Tracer Companion Companion CD-ROM The CD-ROM provides all the Packet Tracer Activity, Packet Tracer Companion, and Packet Tracer Challenge files that are referenced throughout the book as indicated by the icons. These files work with Packet Tracer v4. 1 software, which is available through the Academy Connection website. Ask your instructor for access to the Packet Tracer software. This book is part of the Cisco Networking Academy Series from Cisco Press ®. Books in this series support and complement the Cisco Networking Academy curriculum. ciscopress. com Packet Tracer Skills Integration Challenge—Each chapter concludes with a culminating activity called the Packet Tracer Skills Integration Challenge. These challenging activities require you to pull together several skills learned from the chapter— as well as previous chapters and courses—to successfully complete one comprehensive exercise. Packet Tracer Challenge Allan Johnson works full time developing curriculum for Cisco Networking Academy. Allan also is a part-time instructor at Del Mar College in Corpus Christi, Texas. LAN Switching and Wireless CCNA Exploration Labs and Study Guide Use this book with: ISBN-13: 978-1-58713-202-5 ISBN-10: 1-58713-202-8 90000 9 781587 132025 Cisco Press L AN Switching and Wireless CCNA Exploration Labs and Study Guide Allan Johnson 00_2028_fm. qxp ii 4/3/08 5:08 PM Page ii LAN Switching and Wireless, CCNA Exploration Labs and Study Guide LAN Switching and Wireless CCNA Exploration Labs and Study Guide Allan Johnson Copyright © 2008 Cisco Systems, Inc. Publisher Paul Boger Associate Publisher Dave Dusthimer Cisco Representative Anthony Wolfenden Published by: Cisco Press 00 East 96th Street Indianapolis, IN 46240 USA Cisco Press Program Manager Jeff Brady All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the publisher, except for the inclusion of brief quotations in a re view. Production Manager Patrick Kanouse Printed in the United States of America Senior Project Editor Tonya Simpson First Printing April 2008 Library of Congress Cataloging-in-Publication Data: Johnson, Allan, 1962LAN switching and wireless : CCNA exploration labs and study guide / Allan Johnson. p. cm. ISBN-13: 978-1-58713-202-5 (pbk. ) ISBN-10: 1-58713-202-8 (pbk. ) 1. Wireless LANs—Examinations—Study guides. 2. Packet switching—Examinations—Study guides. 3. Telecommunications engineers—Certification—Examinations—Study guides. 4. Routing (Computer network management)—Examinations—Study guides. 5. Telecommunication—Switching systems Examinations—Study guides. I. Title. TK5105. 78. J64 2008 004. 6’8—dc22 2008014858 ISBN-13: 978-1-58713-202-5 ISBN-10: 1-58713-202-8 Executive Editor Mary Beth Ray Development Editor Andrew Cupp Copy Editor Bill McManus Technical Editors Bruce R. Gottwig Khalid Rubayi Tara Skibar Linda C. Watson Editorial Assistant Vanessa Evans Book and Cover Designer Louisa Adair Composition Mark Shirar Proofreader Leslie Joseph 00_2028_fm. qxp 4/3/08 5:08 PM Page xvii xvii Introduction The Cisco Networking Academy is a comprehensive e-learning program that provides students with Internet technology skills. A Networking Academy delivers web-based content, online assessment, student performance tracking, and hands-on labs to prepare students for industry-standard certifications. The CCNA curriculum includes four courses oriented around the topics on the Cisco Certified Network Associate (CCNA) certification. LAN Switching and Wireless, CCNA Exploration Labs and Study Guide is a supplement to your classroom and laboratory experience with the Cisco Networking Academy. In order to be successful on the exam and achieve your CCNA certification, you should do everything in your power to arm yourself with a variety of tools and training materials to support your learning efforts. This Labs and Study Guide is just such a collection of tools. Used to its fullest extent, it will help you gain the knowledge and practice the skills associated with the content area of the CCNA Exploration LAN Switching and Wireless course. Specifically, this book will help you work on these main areas:  ¦ LAN design principles and concepts  ¦ Ethernet operation with switches  ¦ Basic switch configuration and security  ¦ VLAN concepts and configuration  ¦ VTP concepts and configuration  ¦ STP, RSTP, and rapid PVST+ concepts and configuration  ¦ Inter-VLAN routing concepts and configuration  ¦ LAN wireless concepts and security issues LAN wireless configuration using Linksys WRT300N routers  ¦ Troubleshooting LAN switching and wireless configurations Labs and Study Guides similar to this one are also available for the other three courses: Network Fundamentals, CCNA Exploration Labs and Study Guide, Routing Protocols and Concepts, CCNA Exploration Labs and Study Guide, and Accessing the WAN, CCNA Exploration Labs and Study Guid e. Audience for This Book This book’s main audience is anyone taking the CCNA Exploration LAN Switching and Wireless course of the Cisco Networking Academy curriculum. Many Academies use this book as a required tool in the course, while other Academies recommend the Labs and Study Guides as an additional source of study and practice materials. The secondary audiences for this book include people taking CCNA-related classes from professional training organizations. This book can also be used for college- and university-level networking courses, as well as anyone wanting to gain a detailed understanding of basic switching and wireless technologies. 00_2028_fm. qxp xviii 4/3/08 5:08 PM Page xviii LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Goals and Methods The most important goal of this book is to help you pass the CCNA exam (640-802). Passing this foundation exam means that you not only have the required knowledge of the technologies covered by the exam, but that you can plan, design, implement, operate, and troubleshoot these technologies. In other words, these exams are rigorously application based. You can view the exam topics any time at http://www. cisco. com/go/certifications. The topics are divided into eight categories:  ¦ Describe how a network works  ¦ Configure, verify, and troubleshoot a switch with VLANs and inter-switch communications  ¦ Implement an IP addressing scheme and IP services to meet network requirements in a medium-sized enterprise branch office network  ¦ Configure, verify, and troubleshoot basic router operation and routing on Cisco devices  ¦ Explain and select the appropriate administrative tasks required for a WLAN  ¦ Identify security threats to a network and describe general methods to mitigate those threats  ¦ Implement, verify, and troubleshoot NAT and ACLs in a medium-sized enterprise branch office network  ¦ Implement and verify WAN links The LAN Switching and Wireless course focuses on the second, fifth, and sixth bullets. The Study Guide portion of each chapter offers exercises that help you learn the LAN switching and wireless concepts as well as the configurations crucial to your success as a CCNA exam candidate. Each chapter is slightly different and includes some or all of the following types of exercises:  ¦  ¦ Skill-building activities and scenarios  ¦ Configuration scenarios  ¦ Concept questions  ¦ Packet Tracer Activity Vocabulary matching and completion Internet research In the configuration chapters, you’ll find many Packet Tracer Activities that work with the Cisco Packet Tracer tool. Packet Tracer allows you to create networks, visualize how packets flow in the network, and use basic testing tools to determine whether the network would work. When you see this icon, you can use Packet Tracer with the listed file to perform a task suggested in this book. The activity files are available in this book’s CD-ROM; Packet Tracer software, however, is available through the Academy Connection website. Ask your instructor for access to Packet Tracer. The Labs and Activities portion of each chapter includes a Command Reference table, all the online Curriculum Labs, and a Packet Tracer Skills Integration Challenge Activity. The Curriculum Labs are divided into three categories:  ¦ Basic: The Basic Labs are procedural in nature and assume you have no experience configuring the technologies that are the topic of the lab.  ¦ Challenge: The Challenge Labs are implementation in nature and assume you have a firm enough grasp on the technologies to â€Å"go it alone. † These labs often only give you a general requirement that you must implement fully without the details of each small step. In other words, you must use the knowledge and skills you gained in the chapter text, activities, and Basic Lab to successfully complete the Challenge Labs. Avoid the temptation to work through 00_2028_fm. qxp 4/3/08 5:08 PM Page xix xix the Challenge Lab by flipping back through the Basic Lab when you are not sure of a command. Do not try to short-circuit your CCNA training. You need a deep understanding CCNA knowledge and skills to ultimately be successful on the CCNA exam.  ¦ Troubleshooting: The Troubleshooting Labs will ask you to fix a broken network. These labs include corrupted scripts you purposefully load onto the routers. Then you use troubleshooting techniques to isolate problems and implement a solution. By the end of the lab, you should have a functional network with full end-to-end connectivity. Packet Tracer Companion Most of the hands-on labs include Packet Tracer Companion Activities where you can use Packet Tracer to complete a simulation of the lab. Packet Tracer Challenge Each chapter also includes a culminating activity called the Packet Tracer Skills Integration Challenge. These activities require you to pull together several skills learned from the chapter— and from previous chapters and courses—to successfully complete one comprehensive exercise. A Word About Packet Tracer Packet Tracer is a self-paced, visual, interactive teaching and learning tool developed by Cisco. Lab activities are an important part of networking education. However, lab equipment can be a scarce resource. Packet Tracer provides a visual simulation of equipment and network processes to offset the challenge of limited equipment. Students can spend as much time as they like completing standard lab exercises through Packet Tracer, and have the option to work from home. Although Packet Tracer is not a substitute for real equipment, it allows students to practice using a command-line interface. This â€Å"e-doing† capability is a fundamental component of learning how to configure routers and switches from the command line. Packet Tracer v4. x is available only to Cisco Networking Academies through the Academy Connection website. How This Book Is Organized Because the content of LAN Switching and Wireless, CCNA Exploration Companion Guide and the online curriculum is sequential, you should work through this Labs and Study Guide in order beginning with Chapter 1. The book covers the major topic headings in the same sequence as the online curriculum for the CCNA Exploration LAN Switching and Wireless course. This book has seven chapters, with the same numbers and names as the online course chapters. If necessary, a chapter uses a single topology for the exercises in the Study Guide portion. The single topology per chapter allows for better continuity and easier understanding of switching commands, operations, and outputs. However, the topology is different from the one used in the online curriculum and the Companion Guide. A different topology affords you the opportunity to practice your knowledge and skills without just simply recording the information you find in the text.  ¦ Chapter 1, â€Å"LAN Design†: The exercises in the Study Guide portion focus on LAN design concepts, including vocabulary and the three-layer hierarchical model. The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 2, â€Å"Basic Switch Concepts and Configuration†: The exercises in the Study Guide portion help you understand basic Ethernet and switching concepts, including building the MAC address table and collision and broadcast domains. Then, the Packet Tracer exercises 00_2028_fm. qxp xx 4/3/08 5:08 PM Page xx LAN Switching and Wireless, CCNA Exploration Labs and Study Guide cover, in detail, how to configure a switch, including basic switch management and configuring switch security. The Labs and Activities portion includes two Basic Labs, a Challenge Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 3, â€Å"VLANs†: The exercises in the Study Guide portion focus on the concepts of VLANs, including benefits of VLANs and types of VLANs. The exercises then cover VLAN trunking concepts before moving into a section devoted to a VLAN and trunk configuration Packet Tracer exercise. The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 4, â€Å"VTP†: The exercises in the Study Guide portion are devoted to VTP concepts and configuration, including vocabulary, VTP modes, an Internet research exercise, and a VTP Packet Tracer exercise. The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 5, â€Å"STP†: The exercises in the Study Guide portion focus on the concept of redundant LAN topologies, using STP and its variants to stop loops, and the commands to manipulate root bridge elections. The Labs and Activities portion of the chapter includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 6, â€Å"Inter-VLAN Routing†: This short chapter focuses on how to configure interVLAN routing, including two Packet Tracer exercises. The Labs and Activities portion includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity.  ¦ Chapter 7, â€Å"Basic Wireless Concepts and Configuration†: The exercises in the Study Guide portion begin with wireless LAN concepts, including standards, operation, and security. The exercises then cover wireless configuration for LAN access using a Linksys WRT300N, including a Packet Tracer exercise. The Labs and Activities portion of the chapter includes a Basic Lab, a Challenge Lab, a Troubleshooting Lab, and a Packet Tracer Skills Integration Challenge activity. About the CD-ROM Packet Tracer Activity The CD-ROM included with this book has all the Packet Tracer Activity, Packet Tracer Companion, and Packet Tracer Challenge files that are referenced throughout the book, indicated by the Packet Tracer Activity, Packet Tracer Companion, and Packet Tracer Challenge icons. Packet Tracer Companion Updates to these files can be obtained from the website for this book at http://www. ciscopress. com/title/1587132028. The files will be updated to cover any subsequent releases of Packet Tracer. Packet Tracer Challenge About the Cisco Press Website for This Book Cisco Press may provide additional content that can be accessed by registering your individual book at the Ciscopress. com website. Becoming a member and registering is free, and you then gain access to exclusive deals on other resources from Cisco Press. To register this book, go to www. ciscopress. com/bookstore/register. asp and log into your account or create a free account if you do not have one already. Then enter the ISBN located on the back cover of this book. After you register the book, it will appear on your Account page under Registered Products and you can access any online material from there. 6_2028_ch06. qxp 4/3/08 5:10 PM Page 239 CHAPTER 6 Inter-VL AN Routing Now that you have a network with many different VLANs, the next question is, â€Å"How do you permit devices on separate VLANs to communicate? † The exercises in this chapter review the concepts of inter-VLAN routing and how it is used to permit devices on separate VLANs to communicate. The Study Guide p ortion of this chapter uses a combination of fill-in-the-blank, open-ended question, and Packet Tracer exercises to test your knowledge of inter-VLAN routing concepts and configurations. The Labs and Activities portion of this chapter includes all the online curriculum labs to ensure that you have mastered the hands-on skills needed to understand inter-VLAN routing concepts and configuration. As you work through this chapter, use Chapter 6 in LAN Switching and Wireless, CCNA Exploration Companion Guide or use the corresponding Chapter 6 in the Exploration LAN Switching and Wireless online curriculum for assistance. 06_2028_ch06. qxp 240 4/3/08 5:10 PM Page 240 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Study Guide Inter-VLAN Routing The exercise in this section covers what inter-VLAN routing is and some of the different ways to accomplish inter-VLAN routing on a network. Inter-VLAN Routing Concepts Exercise Introducing Inter-VLAN Routing Define inter-VLAN routing: Briefly explain traditional inter-VLAN routing: Briefly explain â€Å"router-on-a-stick† inter-VLAN routing: What are subinterfaces? Interfaces and Subinterfaces In Figure 6-1, PC1 and PC3 need connectivity between each other. However, each is on a different VLAN. Assume S1 is already configured for traditional inter-VLAN routing. In Figure 6-1, connect S1 and R1 and label the interfaces. Then record the commands to configure R1 with traditional interVLAN routing. Use the first available IP addresses in each VLAN for the router interfaces. Figure 6-1 Traditional Inter-VLAN Routing Configuration R1 S1 10. 10. 10. 10 VLAN 10 PC1 VLAN 10: 10. 10. 10. 0/24 VLAN 30: 10. 10. 30. 0/24 PC3 10. 10. 30. 10 VLAN 30 06_2028_ch06. qxp 4/3/08 5:10 PM Page 241 Chapter 6: Inter-VLAN Routing 241 In the following lines, record the commands to configure R1 with traditional inter-VLAN routing: In Figure 6-2, PC1 and PC3 need connectivity between each other. However, each is on a different VLAN. Assume S1 is already configured for router-on-a-stick inter-VLAN routing. In Figure 6-2, connect S1 and R1 and label the interfaces. Then record the commands to configure R1 with router-on-astick inter-VLAN routing. Use the first available IP addresses in each VLAN for the router interfaces. Figure 6-2 Router-on-a-Stick Inter-VLAN Routing Configuration R1 S1 10. 10. 10. 10 VLAN 10 PC1 VLAN 10: 10. 10. 10. 0/24 VLAN 30: 10. 10. 30. 0/24 PC3 10. 10. 30. 10 VLAN 30 In the following lines, record the commands to configure R1 with router-on-a-stick inter-VLAN routing: Complete Table 6-1, which compares the characteristics of configuring traditional inter-VLAN routing with router-on-a-stick inter-VLAN routing. Table 6-1 Comparing Traditional and Router-on-a-Stick Inter-VLAN Routing Characteristics Characteristic Traditional Router-on-a-Stick Physical interfaces Bandwidth Switch port configuration continues 06_2028_ch06. qxp 242 4/3/08 5:10 PM Page 242 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Table 6-1 Comparing Traditional and Router-on-a-Stick Inter-VLAN Routing Characteristics continued Characteristic Traditional Router-on-a-Stick Expense Physical complexity Configuring Inter-VLAN Routing The exercises in this section cover how to configure inter-VLAN routing and review the commands to configure a switch to support inter-VLAN routing. Inter-VLAN Routing Configuration Exercise Figure 6-3 shows two topologies. One topology is using traditional inter-VLAN routing and the other topology is using router-on-a-stick inter-VLAN routing. The addressing for both topologies is shown in Table 6-2. For this exercise, you will not configure a separate management or native VLAN. Figure 6-3 Inter-VLAN Routing Configuration Topology Traditional Inter-VLAN Routing Router-on-a-Stick† Inter-VLAN Routing R1 R2 Fa0/0 Fa0/1 Fa0/0 Fa0/1 Fa0/2 Fa0/1 S1 Fa0/6 PC1 Fa0/6 VLAN 10: 192. 168. 10. 0/24 VLAN 20: 192. 168. 20. 0/24 192. 168. 10. 10 VLAN 10 Table 6-2 S2 Fa0/11 PC2 192. 168. 20. 10 VLAN 20 PC3 Fa0/11 VLAN 30: 192. 168. 30. 0/24 VLAN 40: 192. 168. 40. 0/24 192. 168. 30. 10 VLAN 30 PC4 192. 168. 40. 10 VLAN 40 Addressing Table for I nter-VLAN Routing Configuration Exercise Device Interface IP Address Subnet Mask Default Gateway R1 Fa0/0 192. 168. 10. 1 255. 255. 255. 0 — Fa0/1 192. 168. 20. 1 255. 255. 255. 0 — PC1 NIC 192. 168. 10. 10 255. 255. 255. 0 192. 168. 10. 1 PC2 NIC 192. 168. 0. 10 255. 255. 255. 0 192. 168. 20. 10 R2 Fa0/0. 30 192. 168. 30. 1 255. 255. 255. 0 — Fa0/0. 40 192. 168. 40. 1 255. 255. 255. 0 — PC3 NIC 192. 168. 30. 10 255. 255. 255. 0 192. 168. 30. 1 PC4 NIC 192. 168. 40. 10 255. 255. 255. 0 192. 168. 40. 1 06_2028_ch06. qxp 4/3/08 5:10 PM Page 243 Chapter 6: Inter-VLAN Routing 243 Enter the commands, including the router prompt, to configure R1 for traditional inter-VLAN routing: Enter the commands, including the switch prompt, to configure S1 to forward VLAN traffic. Assume the VLANs are already created in the VLAN database. However, VLANs have not yet been assigned to any ports. Enter the commands, including the router prompt, to configure R2 for router-on-a-stick inter-VLAN routing: Enter the commands, including the switch prompt, to configure S2 to forward VLAN traffic. Assume the VLANs are already created in the VLAN database. However, VLANs have not yet been assigned to any ports. 06_2028_ch06. qxp 244 4/3/08 5:10 PM Page 244 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Packet Tracer Activity Packet Tracer Exercise 6-1: Inter-VLAN Configuration Now you are ready to use Packet Tracer to apply your answers to the â€Å"Inter-VLAN Routing Configuration Exercise. Open file LSG03-0601. pka on the CD-ROM that accompanies this book to perform this exercise using Packet Tracer. Note: The following instructions are also contained within the Packet Tracer Exercise. Learning Objectives Upon completion of this Packet Tracer Exercise, you will be able to  ¦ Configure traditional inter-VLAN routing  ¦ Configure router-on-a-stick inter-VLAN ro uting  ¦ Verify connectivity  ¦ Save the Packet Tracer file Scenario In this exercise, you will practice configuring both traditional and router-on-a-stick inter-VLAN routing. The routers and switches have a basic configuration. The passwords are cisco for user EXEC mode and class for privileged EXEC mode. Use your answers from the â€Å"Inter-VLAN Routing Configuration Exercise† to complete the tasks. Task 1: Configure Traditional Inter-VLAN Routing Step 1. Configure R1 for traditional inter-VLAN routing. Step 2. Configure S1 to forward VLAN traffic. Step 3. Your completion percentage should be 53 percent. If not, click Check Results to see which required components are not yet completed. Task 2: Configure Router-on-a-Stick Inter-VLAN Routing Step 1. Configure R2 for router-on-a-stick inter-VLAN routing. Step 2. Configure S2 to forward VLAN traffic. Step 3. Your completion percentage should be 100 percent. If not, click Check Results to see which required components are not yet completed. Task 3: Verify Connectivity PC1 should be able to ping PC2. PC3 should be able to ping PC4. Alternatively, you can click Check Results and then the Connectivity Tests tab. The status of both connectivity tests should be listed as â€Å"Correct. † Task 4: Save the Packet Tracer File Save your Packet Tracer file as LSG03-0601-end. pka. 06_2028_ch06. qxp 4/3/08 5:10 PM Page 245 Chapter 6: Inter-VLAN Routing 245 Troubleshooting Inter-VLAN Routing The exercises in this section explore common issues and troubleshooting methods to identify and correct problems in inter-VLAN routing implementations. Common Errors and Troubleshooting Tools Exercise Using the examples shown in the chapter, list at least six common errors in the inter-VLAN routing implementations. Switch Configuration Issues:  ¦  ¦  ¦ Router Configuration Issues:  ¦  ¦ IP Addressing Issues:  ¦  ¦  ¦ What are some useful commands you can use to isolate problems in an inter-VLAN routing network? Switch IOS Commands:  ¦  ¦ Router IOS Commands:  ¦  ¦ PC Commands:  ¦ Packet Tracer Activity Packet Tracer Exercise 6-2: Troubleshooting Inter-VLAN Routing Now you are ready to use Packet Tracer to apply your knowledge of troubleshooting techniques. Open file LSG03-0602. pka on the CD-ROM that accompanies this book to perform this exercise using Packet Tracer. Note: The following instructions are also contained within the Packet Tracer Exercise. 06_2028_ch06. qxp 246 4/3/08 5:10 PM Page 246 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Learning Objectives Upon completion of this Packet Tracer Exercise, you will be able to  ¦ Test connectivity between the PCs and the router Gather data on the problems  ¦ Implement solutions and test connectivity Scenario In this exercise, you will practice troubleshooting both traditional and router-on-a-stick inter-VLAN routing. The routers, switches, and PCs are already configured and are using the IP addresses listed in Table 6-2. You cannot access the routers or switches directly. Instead, you must use the availabl e console connections through the PCs. The passwords are cisco for user EXEC mode and class for privileged EXEC mode. Use connectivity tests and show commands to discover problems and troubleshoot the networks. The exercise is complete when you achieve 100 percent and the two PCs on each network can ping each other. Task 1: Configure Traditional Inter-VLAN Routing The following tests should be successful at the conclusion of this activity:  ¦ PC1 can ping R1.  ¦ PC2 can ping R1.  ¦ PC1 can ping PC2.  ¦ PC3 can ping R2.  ¦ PC4 can ping R2.  ¦ PC3 can ping PC4. Each of these tests should fail on the first attempt. Task 2: Gather Data on the Problems Step 1. Verify the configuration on the PCs. Are the following configurations for each PC correct?  ¦  ¦ Subnet mask  ¦ Step 2. IP address Default gateway Verify the configuration on the switches. Are the configurations on the switches correct? Be sure to verify the following:  ¦ Ports assigned to the correct VLANs  ¦ Ports configured for the correct mode  ¦ Ports connected to the correct device 06_2028_ch06. qxp 4/3/08 5:10 PM Page 247 Chapter 6: Inter-VLAN Routing Step 3. 247 Verify the configuration on the routers. Are the configurations on the routers correct? Be sure to verify the following:  ¦  ¦ Interface status  ¦ Step 4. IP addresses Encapsulation and VLAN assignment Document the problems and suggest solutions. What are the reasons connectivity failed between the PCs? What are the solutions? There could be more than one problem and more than one solution. All solutions must conform to the topology diagram in Figure 6-3 and the addressing in Table 6-2. List the problems, if any, and the solutions for the PCs: List the problems, if any, and the solutions for the switches: List the problems, if any, and the solutions for routers: Task 3: Implement the Solution and Test Connectivity Step 1. Make changes according to the suggested solutions in Task 2. Note: If you make changes to the switch configuration, you should make the changes in Realtime mode rather than Simulation mode. This is necessary so that the switch port will proceed to the forwarding state. Step 2. Test connectivity between PCs and R1. If you change any IP configurations, you should create new pings because the prior pings use the old IP address:  ¦ PC1 should be able to ping R1.  ¦ PC2 should be able to ping R1. 06_2028_ch06. qxp 248 4/3/08 5:10 PM Page 248 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide  ¦ PC1 should be able to ping PC2.  ¦ PC3 should be able to ping R2.  ¦ PC4 should be able to ping R2.  ¦ PC3 should be able to ping PC4. If any pings fail, return to Task 2 to continue troubleshooting. Step 3. Check results. Your completion percentage should be 100 percent. If not, return to Step 1 and continue to implement your suggested solutions. You will not be able to click Check Results and see which required components are not yet completed. However, you can click Check Results and then the Connectivity Tests tab. The status of all six connectivity tests should be listed as â€Å"Correct. † Task 4: Save the Packet Tracer File Save your Packet Tracer file as LSG03-0602-end. pka. 06_2028_ch06. qxp 4/3/08 5:10 PM Page 249 Chapter 6: Inter-VLAN Routing 249 Labs and Activities Command Reference In Table 6-3, record the command, including the correct prompt, that fits the description. Fill in any blanks with the appropriate missing information. Table 6-3 Commands for Inter-VLAN Routing Configuration Command Description Creates a subinterface numbered 10 on the router for Fa0/0 Specifies IEEE 801. 1Q as the VLAN tagging method for VLAN 10 on this subinterface Lab 6-1: Basic Inter-VLAN Routing (6. 4. 1) Learning Objectives Upon completion of this lab, you will be able to  ¦ Cable a network according to the topology diagram in Figure 6-4  ¦ Clear configurations and reload a switch and a router to the default state Perform basic configuration tasks on a switched LAN and router  ¦ Configure VLANs and VLAN Trunking Protocol (VTP) on all switches  ¦ Demonstrate and explain the impact of Layer 3 boundaries imposed by creating VLANs  ¦ Configure a router to support 802. 1Q trunking on a Fast Ethernet interface  ¦ Configure a router with subinterfaces corresponding to the configured VLANs  ¦ Demonstrate and explain inter-VLAN routing 06_2028_ch06. qxp 250 4/3/08 5:10 PM Page 250 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Figure 6-4 shows the topology diagram for this lab. Figure 6-4 Topology Diagram for Lab 6-1 F0/0 R1 WEB/TFTP Server 172. 17. 50. 254 F0/1 F0/1 F0/2 S3 F0/4 F0/5 F0/1 F0/2 F0/3 S1 F0/3 F0/1 F0/2 F0/3 F0/4 F0/4 S2 F0/11 F0/6 F0/18 PC1 172. 17. 10. 21 VLAN 10 PC2 172. 17. 20. 22 VLAN 20 PC3 172. 17. 30. 23 VLAN 30 Table 6-4 shows the addressing scheme used in this lab. Table 6-4 Addressing Table for Lab 6-1 Device Interface IP Address Subnet Mask Default Gateway R1 Fa0/0 172. 17. 50. 1 255. 255. 255. 0 — Fa0/1. 1 172. 17. 1. 1 255. 255. 255. 0 — Fa0/1. 10 172. 17. 10. 1 255. 255. 255. 0 — Fa0/1. 20 172. 17. 20. 1 255. 255. 255. 0 — Fa0/1. 30 172. 17. 30. 1 255. 255. 255. 0 — Fa0/1. 99 172. 17. 9. 1 255. 255. 255. 0 — S1 VLAN 99 172. 17. 99. 11 255. 255. 255. 0 172. 17. 99. 1 S2 VLAN 99 172. 17. 99. 12 255. 255. 255. 0 172. 17. 99. 1 S3 VLAN 99 172. 17. 99. 13 255. 255. 255. 0 172. 17. 99. 1 PC1 NIC 172. 17. 10. 21 255. 255. 255. 0 172. 17. 10. 1 PC2 NIC 172. 17. 20. 22 255. 255. 255. 0 172. 17. 20. 1 PC3 NIC 172. 17. 30. 23 255. 255. 2 55. 0 172. 17. 30. 1 Web server NIC 172. 17. 50. 254 255. 255. 255. 0 172. 17. 50. 1 06_2028_ch06. qxp 4/3/08 5:10 PM Page 251 Chapter 6: Inter-VLAN Routing 251 Table 6-5 shows the port assignments used in this lab. Table 6-5 Port Assignments for S2 Ports Assignment Network Fa0/1–0/4 802. 1Q Trunks (Native VLAN 99) 172. 17. 99. 0 /24 Fa0/5–0/10 VLAN 30—Guest (Default) 172. 17. 30. 0 /24 Fa0/11–0/17 VLAN 10—Faculty/Staff 172. 17. 10. 0 /24 Fa0/18–0/24 VLAN 20—Students 172. 17. 20. 0 /24 Task 1: Prepare the Network Step 1. Cable a network that is similar to the one shown in Figure 6-4. You can use any current switch in your lab as long as it has the required interfaces shown in Figure 6-4 and supports 802. 1Q encapsulation. The router you choose must support inter-VLAN routing. The output shown in this lab is based on Cisco 2960 switches and an 1841 router. Other switch or router models may produce different output. Set up console connections to all three switches. Step 2. Clear any existing configurations on the switches. Clear NVRAM, delete the vlan. dat file, and reload the switches. Refer to â€Å"Lab 2-1: Basic Switch Configuration (2. 5. 1)† if necessary for the procedure. After the reload is complete, use the show vlan command to confirm that only default VLANs exist and that all ports are assigned to VLAN 1. S1#show vlan VLAN Name Status Ports —— ——————————————— ————- ——————————————1 default active Fa0/1, Fa0/2, Fa0/3, Fa0/4 Fa0/5, Fa0/6, Fa0/7, Fa0/8 Fa0/9, Fa0/10, Fa0/11, Fa0/12 Fa0/13, Fa0/14, Fa0/15,Fa0/16 Fa0/17, Fa0/18, Fa0/19,Fa0/20 Fa0/21, Fa0/22, Fa0/23,Fa0/24 Gig1/1, Gig1/2 1002 fddi-default active 1003 token-ring-default active 1004 fddinet-default active 1005 trnet-default active 06_2028_ch06. qxp 252 4/3/08 5:10 PM Page 252 LAN Switching and Wireless, CCNA Exploration Labs and Study Guide Step 3. Disable all ports on the switches using the shutdown command. Ensure that the initial switch port states are inactive by disabling all ports. Use the interface range command to simplify this task. Commands for S1 are shown here: S1(config)#interface range fa0/1-24 S1(config-if-range)#shutdown S1(config-if-range)#interface range gi0/1-2 S1(config-if-range)#shutdown Step 4. Reenable the active user ports on S2 in access mode: S2(config)#interface fa0/6 S2(config-if)#switchport mode access S2(config-if)#no shutdown S2(config-if)#interface fa0/11 S2(config-if)#switchport mode access S2(config-if)#no shutdown S2(config-if)#interface fa0/18 S2(config-if)#switchport mode access S2(config-if)#no shutdown Task 2: Perform Basic Switch Configurations Configure the S1, S2, and S3 switches according to the addressing table and the following guidelines:  ¦ Configure the switch hostname.  ¦ Disable DNS lookup.  ¦ Configure an enable secret password of class.  ¦ Configure a password of cisco for the console connections.  ¦ Configure a password of cisco for vty connections.  ¦ Configure the default gateway on each switch. Only the commands for S1 are shown here: Switch;gt;enable Switch#configure terminal Enter configuration commands, one per line. End with CNTL/Z. Switch(config)#hostname S1 S1(config)#enable secret class S1(config)#no ip domain-lookup S1(config)#ip default-gateway 172. 17. 99. 1 S1(config)#line console 0 S1(config-line)#password cisco S1(config-line)#login S1(config-line)#line vty 0 15 S1(config-line)#password cisco S1(config-line)#login S1(config-line)

Epidemiology paper free essay sample

Public healthIn a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease. Communicable Disease Selection Choose one communicable disease from the following list: Chickenpox Tuberculosis Influenza Mononucleosis Hepatitis B HIV Epidemiology Paper Requirements Include the following in your assignment: Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Describe the determinants of health and explain how those factors contribute to the development of this disease. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle). Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up). Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease. By using the scientific method of investigation, health care professionals, including public health nurses, are able to identify the various health needs found within communities and design interventions that specifically target meeting those health needs. Due to close contact with the community, public and community health nurses have an advantage with being able to identify local disease patterns and specific cases, as well as offer education designed to prevent or control specific diseases based on risk factors and other environmental factors (Wissman, 2007). With the predicted growth of the older adult population in the United States, the study of the elderly population is especially important within the realm of epidemiology. The elderly population makes up the fastest growing portion of the population (Stanley, Blair, amp; Beare, 2005) . It is estimated that there will be more than 50 million people over the age of 65 living in the United States by the year 2020 (Abrams, Beers, amp; Beckow, 2000) . Results from the 2010 census taken in the United States reflects that elderly people, or people over the age of 65, make up 12. percent of the total population (United States Census Bureau, 2012) . With cultural diversity also growing at rapid rates, and new health concerns always on the horizon, epidemiology, especially related to the elder population, becomes critically important (Stanley, Blair, amp; Beare, 2005). Steps and Methods Used in Epidemiology The epidemiological process is complex and consists of many steps. The first step is to identify the health related problem and determine its significance. At this stage, the public health nurse gathers data from all available sources and then uses that data to determine the range of the problem. The next step in the process is to develop a theory exploring possible explanations based on the data that has been compiled. From this point, information is sorted and narrowed down, and the validity of the hypothetical possibilities is explored further. The fourth step involves developing a plan designed to control or put an end to the disease process that is being evaluated. During this phase, all influential factors related to the spread of disease are identified and evaluated, and prioritized goals are created in order to halt the sequence of the spread of disease. The fifth step in the process is putting the plan into action by using all available resources. From there, relevant information is obtained in order to evaluate the effectiveness of the plan in preventing the spread of disease. The seventh and final step consists of creating a report of pertinent data, including evaluation of accomplishments and failures, and basing follow-up recommendations and interventions on this information (Wissman, 2007). Each year, seasonal influenza outbreaks threaten populations across the globe. The already vulnerable elderly population is particularly susceptible to succumb to complications related to influenza, especially considering the fact that the average elderly person has an estimated three or more chronic illnesses that compromise an already weakened immune system (Blais, Hayes, Kozier, amp; Erb, 2006). According to the Centers for Disease Control and Prevention, â€Å"Its estimated that 90 percent of seasonal flu-related deaths and more than 60 percent of seasonal flu-related hospitalizations in the United States each year occur n people 65 years and older â€Å" (2011). The CDC advises that the best way to prevent and control the spread of influenza each year is by the use of vaccinnations. In effort to control and prevent influenza epidemics, the CDC uses the epidemiological process to predict the strain of the virus that will be most relevant to the population and this data is used to formulate influenza vaccinations (Centers for Disease Control and Prevention, 2011). Based on the information provided by the CDC and other agencies, as well as data gathered first hand through interaction within communities, public health nurses can advocate for the use of influenza vaccinations by elderly populations. While providing education related to preventive methods and the importance of vaccination, as well as administering vaccinations, public health nurses are key participants in the epidemiological process of seasonal influenza related to the elderly population. In addition, data reported by front-line health care workers can be used by the CDC and other agencies to predict future episodes of influenza and plan for control of outbreaks. Epidemiological Triad A tool that has proven beneficial in field of epidemiology is the epidemiological triad. This triangle shows the relationships that exist between three interrelated factors in relation to the spread of disease: agent, host, and environment. The agent is identified as the disease causing object. The host is a living being that is able to be affected by the agent. The environment is the surroundings inhabited by and further manipulating the host. According to the epidemiological triad, the interaction among the agent, the host, and the environment, all govern the way communicable diseases develop and spread. In addition, the relationship between these three factors also determines the way communicable disease will be prevented or stopped (Wissman, 2007). Disease causing agents can take on many forms. Infections agents include viruses, fungi, and bacteria. Physical agents include genetics, temperature, and trauma. Chemical agents include drugs, toxins, and fumes. Agents affect hosts based on their susceptibility. Hosts that are not susceptible to disease causing agents are determined to be immune by either active means (natural or artificial) or passive means (natural or artificial). Environments consist of physical factors, access to health care, high risk working and living conditions, crowding, temperature, and many other examples (Baughman, 2004). The epidemiological triad can be applied to the elderly population in relation to influenza. In this scenario, the agent is the influenza virus. The host is the elderly person who is either susceptible to the influenza virus or not susceptible after acquiring immunity through the vaccination process. The environment includes factors such as season, temperature, and crowding. Each of these three aspects of the epidemiological triad interacts to influence the ability of the influenza virus to cause disease and spread among the elderly population and subsequently to the population at large. Types of Epidemiology Epidemiology exists in two forms: analytical and descriptive. Analytical epidemiology strives to determine the cause and origin of disease and also explores associations between disease and determining factors such as who is susceptible and why they are susceptible. On the other hand, descriptive epidemiology explores disease in regard to person, place, and time (Stanhope amp; Lancaster, 2012). Analytical epidemiology is used to study the susceptibility of elderly people to the influenza virus. Likewise, descriptive epidemiology is used to describe who is affected and the outcome of the disease. Relationship of the Disease to Levels of Prevention Various levels of prevention exist in order to promote optimal states of health for individuals and populations. Three levels of prevention can be seen in the health care field and they are relevant in the discipline of epidemiology. The first level, or primary prevention, focuses on the prevention of the onset or initial incidence of illness or injury. Primary prevention can be seen in the form of community assessments, provision of immunizations, education related to communicable disease and hygiene, and also nutrition counseling. The secondary level of prevention focuses on the early discovery of disease states and treatment. The goal of the secondary prevention level is to limit the severity of disease and minimize adverse effects. Secondary prevention methods include screenings for disease (cancer, diabetes, hypertension, etc. ), treatment of these diseases, and regulation of outbreaks of communicable disease. The third, or tertiary, level of prevention aims to make the most of rehabilitation following an illness or injury. Examples of tertiary prevention include rehabilitative exercise programs (such as physical and occupational therapy), support groups, rehabilitative clinics (such as congestive heart failure clinics and cardiac rehab), shelters, and case management (Wissman, 2007). In relation to elderly patients and influenza, the levels of prevention are easily demonstrated. Primary prevention methods include education provided to the elderly population regarding the seriousness of the influenza virus, possible complications, and the necessity of vaccinations to protect against the disease. In addition, providing the influenza vaccination to elderly clients is also a primary prevention method because it seeks to prevent disease from occurring. Once disease occurs, the secondary level of prevention can be observed through interventions such as screening to verify the existence of disease (influenza a swab), symptom control, and management of complications (including rehydration, antibiotics for resulting infections, and potential hospitalization). Due to the likelihood of the existence of already weakened immune systems and aging of various organ systems, the elderly are more likely to suffer serious complications from the influenza virus. For example, many elderly patients develop pneumonia as a result of illness. Tertiary levels of prevention in this situation include interventions such as physical rehabilitation and strengthening exercises. Conclusion Epidemiology strives to identify health related events, causative factors, spread and control of disease, and potential eradication of disease. As the elderly population grows exponentially, epidemiology becomes increasingly important in order to assist our older adults with achieving their greatest health potential. Influenza is a disease that has a heavy impact on the elderly sector of the population. Through the utilization of epidemiology, we have the ability harness the influenza virus and improve outcomes for the elderly, as well as the entire population.

Epidemiology paper free essay sample

Public healthIn a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease. Communicable Disease Selection Choose one communicable disease from the following list: Chickenpox Tuberculosis Influenza Mononucleosis Hepatitis B HIV Epidemiology Paper Requirements Include the following in your assignment: Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Describe the determinants of health and explain how those factors contribute to the development of this disease. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle). Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up). Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease. By using the scientific method of investigation, health care professionals, including public health nurses, are able to identify the various health needs found within communities and design interventions that specifically target meeting those health needs. Due to close contact with the community, public and community health nurses have an advantage with being able to identify local disease patterns and specific cases, as well as offer education designed to prevent or control specific diseases based on risk factors and other environmental factors (Wissman, 2007). With the predicted growth of the older adult population in the United States, the study of the elderly population is especially important within the realm of epidemiology. The elderly population makes up the fastest growing portion of the population (Stanley, Blair, amp; Beare, 2005) . It is estimated that there will be more than 50 million people over the age of 65 living in the United States by the year 2020 (Abrams, Beers, amp; Beckow, 2000) . Results from the 2010 census taken in the United States reflects that elderly people, or people over the age of 65, make up 12. percent of the total population (United States Census Bureau, 2012) . With cultural diversity also growing at rapid rates, and new health concerns always on the horizon, epidemiology, especially related to the elder population, becomes critically important (Stanley, Blair, amp; Beare, 2005). Steps and Methods Used in Epidemiology The epidemiological process is complex and consists of many steps. The first step is to identify the health related problem and determine its significance. At this stage, the public health nurse gathers data from all available sources and then uses that data to determine the range of the problem. The next step in the process is to develop a theory exploring possible explanations based on the data that has been compiled. From this point, information is sorted and narrowed down, and the validity of the hypothetical possibilities is explored further. The fourth step involves developing a plan designed to control or put an end to the disease process that is being evaluated. During this phase, all influential factors related to the spread of disease are identified and evaluated, and prioritized goals are created in order to halt the sequence of the spread of disease. The fifth step in the process is putting the plan into action by using all available resources. From there, relevant information is obtained in order to evaluate the effectiveness of the plan in preventing the spread of disease. The seventh and final step consists of creating a report of pertinent data, including evaluation of accomplishments and failures, and basing follow-up recommendations and interventions on this information (Wissman, 2007). Each year, seasonal influenza outbreaks threaten populations across the globe. The already vulnerable elderly population is particularly susceptible to succumb to complications related to influenza, especially considering the fact that the average elderly person has an estimated three or more chronic illnesses that compromise an already weakened immune system (Blais, Hayes, Kozier, amp; Erb, 2006). According to the Centers for Disease Control and Prevention, â€Å"Its estimated that 90 percent of seasonal flu-related deaths and more than 60 percent of seasonal flu-related hospitalizations in the United States each year occur n people 65 years and older â€Å" (2011). The CDC advises that the best way to prevent and control the spread of influenza each year is by the use of vaccinnations. In effort to control and prevent influenza epidemics, the CDC uses the epidemiological process to predict the strain of the virus that will be most relevant to the population and this data is used to formulate influenza vaccinations (Centers for Disease Control and Prevention, 2011). Based on the information provided by the CDC and other agencies, as well as data gathered first hand through interaction within communities, public health nurses can advocate for the use of influenza vaccinations by elderly populations. While providing education related to preventive methods and the importance of vaccination, as well as administering vaccinations, public health nurses are key participants in the epidemiological process of seasonal influenza related to the elderly population. In addition, data reported by front-line health care workers can be used by the CDC and other agencies to predict future episodes of influenza and plan for control of outbreaks. Epidemiological Triad A tool that has proven beneficial in field of epidemiology is the epidemiological triad. This triangle shows the relationships that exist between three interrelated factors in relation to the spread of disease: agent, host, and environment. The agent is identified as the disease causing object. The host is a living being that is able to be affected by the agent. The environment is the surroundings inhabited by and further manipulating the host. According to the epidemiological triad, the interaction among the agent, the host, and the environment, all govern the way communicable diseases develop and spread. In addition, the relationship between these three factors also determines the way communicable disease will be prevented or stopped (Wissman, 2007). Disease causing agents can take on many forms. Infections agents include viruses, fungi, and bacteria. Physical agents include genetics, temperature, and trauma. Chemical agents include drugs, toxins, and fumes. Agents affect hosts based on their susceptibility. Hosts that are not susceptible to disease causing agents are determined to be immune by either active means (natural or artificial) or passive means (natural or artificial). Environments consist of physical factors, access to health care, high risk working and living conditions, crowding, temperature, and many other examples (Baughman, 2004). The epidemiological triad can be applied to the elderly population in relation to influenza. In this scenario, the agent is the influenza virus. The host is the elderly person who is either susceptible to the influenza virus or not susceptible after acquiring immunity through the vaccination process. The environment includes factors such as season, temperature, and crowding. Each of these three aspects of the epidemiological triad interacts to influence the ability of the influenza virus to cause disease and spread among the elderly population and subsequently to the population at large. Types of Epidemiology Epidemiology exists in two forms: analytical and descriptive. Analytical epidemiology strives to determine the cause and origin of disease and also explores associations between disease and determining factors such as who is susceptible and why they are susceptible. On the other hand, descriptive epidemiology explores disease in regard to person, place, and time (Stanhope amp; Lancaster, 2012). Analytical epidemiology is used to study the susceptibility of elderly people to the influenza virus. Likewise, descriptive epidemiology is used to describe who is affected and the outcome of the disease. Relationship of the Disease to Levels of Prevention Various levels of prevention exist in order to promote optimal states of health for individuals and populations. Three levels of prevention can be seen in the health care field and they are relevant in the discipline of epidemiology. The first level, or primary prevention, focuses on the prevention of the onset or initial incidence of illness or injury. Primary prevention can be seen in the form of community assessments, provision of immunizations, education related to communicable disease and hygiene, and also nutrition counseling. The secondary level of prevention focuses on the early discovery of disease states and treatment. The goal of the secondary prevention level is to limit the severity of disease and minimize adverse effects. Secondary prevention methods include screenings for disease (cancer, diabetes, hypertension, etc. ), treatment of these diseases, and regulation of outbreaks of communicable disease. The third, or tertiary, level of prevention aims to make the most of rehabilitation following an illness or injury. Examples of tertiary prevention include rehabilitative exercise programs (such as physical and occupational therapy), support groups, rehabilitative clinics (such as congestive heart failure clinics and cardiac rehab), shelters, and case management (Wissman, 2007). In relation to elderly patients and influenza, the levels of prevention are easily demonstrated. Primary prevention methods include education provided to the elderly population regarding the seriousness of the influenza virus, possible complications, and the necessity of vaccinations to protect against the disease. In addition, providing the influenza vaccination to elderly clients is also a primary prevention method because it seeks to prevent disease from occurring. Once disease occurs, the secondary level of prevention can be observed through interventions such as screening to verify the existence of disease (influenza a swab), symptom control, and management of complications (including rehydration, antibiotics for resulting infections, and potential hospitalization). Due to the likelihood of the existence of already weakened immune systems and aging of various organ systems, the elderly are more likely to suffer serious complications from the influenza virus. For example, many elderly patients develop pneumonia as a result of illness. Tertiary levels of prevention in this situation include interventions such as physical rehabilitation and strengthening exercises. Conclusion Epidemiology strives to identify health related events, causative factors, spread and control of disease, and potential eradication of disease. As the elderly population grows exponentially, epidemiology becomes increasingly important in order to assist our older adults with achieving their greatest health potential. Influenza is a disease that has a heavy impact on the elderly sector of the population. Through the utilization of epidemiology, we have the ability harness the influenza virus and improve outcomes for the elderly, as well as the entire population.

Quirino Grandstand Hostage Drama Essay Essay Example

Quirino Grandstand Hostage Drama Essay Paper I. Introduction Although the history of snatch and hostage-taking is a really long one. it is merely comparatively late that there has been a systematic effort to understand the effects. both long-run and short-run. on persons and their households. This is an of import issue for clinical and academic grounds. The advice of mental wellness professionals is sought with increasing frequence with respect to the strategic direction of surety incidents and the clinical direction of those who have been abducted. There is grounds to propose that how best to assist those who have been taken surety is a sensitive and complex affair. and those who deal with such persons should be every bit good informed as possible since such events can hold long-run inauspicious effects. peculiarly on immature kids. We will write a custom essay sample on Quirino Grandstand Hostage Drama Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quirino Grandstand Hostage Drama Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quirino Grandstand Hostage Drama Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Manila surety crisis. officially known as the Rizal Park hostage-taking incident occurred when a dismissed Philippine National Police officer took over a tourer coach in Rizal Park. Manila. Philippines on August 23. 2010. Disgruntled former senior inspector Rolando Mendoza of the Manila Police District ( MPD ) hijacked a tourer coach transporting 25 people ( 20 tourers and a tour usher from Hong Kong. and four Filipinos ) in an effort to acquire his occupation back. He said that he had been summarily and below the belt dismissed. and that all he wanted was a just hearing and the chance to support himself. Negotiations broke down dramatically about 10 hours into the stand-off. when the constabulary arrested Mendoza’s brother and therefore incited him to open fire. As the shot began. the coach driver managed to get away. and was shown on telecasting stating â€Å"Everyone is dead† before being whisked away by police officers. Mendoza and eight of the sureties were killed and a figure of others injured. The MPD’s failed deliverance effort and gun-battle with the highjacker. which took around 90 proceedingss. were watched by 1000000s on unrecorded telecasting and the cyberspace. The Filipino and Hong Kong authoritiess conducted separate probes into the incident. Both enquiries judged that the victims had been unlawfully killed. and identified the Philippine officials’ hapless handling of the incident as the cause of the eight hostages’ deceases. The assault mounted by the MPD. and the ensuing shoot-out. have been widely criticized by initiates as â€Å"bungled† and â€Å"incompetent† . and the Hong Kong Government has issued a â€Å"black† travel qui vive for the Philippines as a consequence of the matter. II. BACKGROUND OF THE STUDY It was August 23. 2010 when the whole universe alarmed in one of the most tragic surety taking happened in Quirino Grandstand Manila. Philippines. Many people were sad and shocked to what happened in the said event. At approximately 9:30 in the forenoon. dismissed committee constabulary officer Rolando Mendoza took surety 25 tourers from Hongkong and some Filipino staff who were in a coach to go forth Fort Santiago for Manila’s Rizal Park. The resulting surety lasted 11 hours and ended with nine persons. including the surety taker. dead. 1 and the other sureties were injured. Harmonizing to the study Mendoza is a hard-working and sort. He received tonss of award for being courageous and loyal to his profession. Mendoza said he was summarily dismissed without the chance to decently support himself. and that all he wanted was a just hearing. 2 and to acquire his occupation back. He did this manner merely to acquire attending the authorities functionary. As we all know Media is the most likely beginning of information for most people. In this sort of state of affairs it is really unsafe occupation for the media because he has to set himself in a topographic point that should be right. 3 but in what happened in the Quirino Grandstand Hostage taking crisis it seem that many media people were blamed because they reported beyond the bound. We are in the fact that a media individual serve as entree of information of issues that are of public concern even if they are at hazard. There were many media oversights in that incident. Towards the eventide of the surety taking. many media webs were covering the surety taking crisis unrecorded. Among none of them did it look to hold occurred to that irresponsible coverage of the event could be lives. 4 Some of them during the surety event reported the unconfirmed information. they revealed the constabulary and military personnels motion and many more oversights that caused the choler of Mendoza. III. BEHAVIORAL ANALYSIS ( HOSTAGE TAKER AND CAPTIVE/S ) IV. MOTIVES IN THE INCIDENT Taking sureties has a long history as a method. with variable effectivity. of procuring grants from persons. administrations and authoritiess. More late. it has become a popular maneuver among terrorist administrations. Although the resiliency of persons should neer be underestimated. there is grounds that being taken surety can hold digesting effects. peculiarly on kids. Persons vary in how they cope with such an experience. both during and subsequent to it. The literature demonstrates that the research base is limited. and many of import inquiries remain to be answered. Hostage-taking is an country of clinical and scientific involvement. Apart from the demand to set up the most effectual post-incident intercessions for single sureties and their households. there are chances to develop farther penetrations into the kineticss and effects of unequal power relationships. V. PROBLEMS The ideal equipment of a SWAT squad more or less are as follows: communicating setup. armour waistcoat. helmets. gas mask. handguns. assault rifles for close one-fourth conflict. handlocks. synchronized tickers. field glassess. telescopes. dark vision goggles. buffeting random-access memories. ladders. ropes. stun grenades. tear gas. fume grenades. stick visible radiations. torchs. limelights. telescopic gun sights. hydraulic knuckleboness. bolt cutters. glass shutter explosives. fire asphyxiator. fireman’s ax. concatenation saw. SWAT new wave. baseball mitts. woodworking tools. acetylene torch and rain cogwheels. There was deficiency of equipment on the portion of Manila SWAT to manage the state of affairs. Although they had their basic arms such as their armour waistcoat ( the effectivity are already in deep inquiry ) . their rifles. handguns and Kevlar helmets but still by criterions. these are non equal to turn to the surety crisis state of affairs. It is really apparent that they were non even transporting with them torchs but all of the clip they were describing and kicking that the inside of the coach was dark. The deficiency of equipment already put the breaching operation into a via media. The component of surprise was gone that resulted into a stall that lasted for erstwhile thereby jeopardizing lives. The uncertainty sing the effectivity of their armour vest contributed to the apprehensiveness of the SWAT members to hotfoot inside the coach during the assault. The Manila SWAT was non merely ill-equipped but they were non trained in different sorts of state of affairss. In fact they had to practise on the really twenty-four hours of the surety state of affairs. The preparations of the Manila SWAT as provided by the Manila Police District are non updated and simulated operations were conducted. if of all time conducted. was a long clip ago. They don’t even cognize the consecutive Numberss of their guns at an instant question. They train on their ain personal history. Skill acquired through preparations diminishes after some clip and demands to be invariably updated. VI. PERFORMANCE EVALUATION OF THE CRISIS MANAGEMENT TEAM VII. Decision The grounds presented for the decriminalisation are evidently overpowering. In a nutshell. by all criterions. Gen. Magtibay was an unqualified commanding officer. organiser and director. To exceed this off. he was besides grossly and recklessly insubordinate at a most important minute. One is tempted to set the whole incrimination on the surety fiasco upon him. if non for the every bit inexplicable oversights and indecisivenesss committed by both his higher-ups and work forces all throughout the surety crisis. specifically on scheme. intelligence. coordination. and deployment. But it is without inquiry that he carries the biggest answerability for the black and homicidal result of the surety crisis. As such. it stands to ground for the Senate and the House of Representatives to give decriminalisation of libel a opportunity. Honestly. as an person I got pissed off because those people tasked to manage the state of affairs didn’t do it by the book. First and foremost to be considered is the safety of the sureties which as viewed was neer the order of precedence of those people expected to salvage same. In all hostage-taking play that I’ve known. neutralizing the hostage-taker is no. 1 in the docket. which if ab initio done could hold prevented the slaughter. I merely hope this won’t go on once more. but if it does- merely neutralize the hostage-taker one time and the play will stop! It’s such a black and hideous event that the merely positive thing we get out of the experience is to larn something from it. From that Learn we have to our errors. . VIII. Recommendation The probe study besides recommended administrative or condemnable charges for 15 persons and organisations. including Manila city manager Alfredo Lim. Vice-Mayor Isko Moreno. ombudsmen Merceditas Gutierrez and Emilio Gonzales III. authorities undersecretary Rico J. Puno. retired Philippine National Police main manager general Jesus Verzosa. National Capital Region Police Office manager Leocadio Santiago Jr. . Manila Police District head overseer Rodolfo Magtibay. MPD surety negotiant Orlando Yebra. SWAT commanding officer Santiago Pascual. journalists Erwin Tulfo and Mike Rogas. and three broadcast medium webs. The IIRC recommended that an administrative instance be filed against negotiant constabulary Superintendent Orland Yebra and that possible condemnable liability should be determined. but the Palace merely recommended disregard of responsibility without any recommendation on possible condemnable instance. The IIRC besides recommended that Chief Inspector Santiago Pascual be held apt for gross incompetency and possible condemnable action. but the Palace affirmed the gross incompetency instance without recommendation for possible condemnable liability. The filing of administrative and condemnable instances against Manila Mayor Alfredo Lim. but Malacanang said that Lim should be held apt for simple disregard of responsibility and misconduct. Charges be filed against several personalities but the recommendation was revised when it reached Malacanang. IX. Reference1. First Report of the INCIDENT INVESTIGATION and REVIEW COMMITTEE on the August. 23. 2010 Rizal Park Hostage-taking Incident: Sequence OF EVENTS. EVALUATION and RECOMMENDATIONS. Incident Investigation and Review Committee. September 16. 2010. pp. 9–10. 16. 22. 24. 2. †Hong Kong criticizes managing of Manila surety crisis† . Reuters. August 23. 2010. hypertext transfer protocol: //www. reuters. com/article/2010/08/23/us-philippines-hostage-hongkong-idUSTRE67M35B20100823. Retrieved July 14. 2011. 3. Mair. John ; Blanchard. Ben ( August 24. 2010 ) . â€Å"Philippines defends handling of coach surety crisis† . International Business Times. 4. hypertext transfer protocol: //uk. ibtimes. com/articles/45880/20100824/philippines-defends-handling-

Writing Tips How to Use Commas and Semicolons

Writing Tips How to Use Commas and Semicolons â€Å"Comma v.  Semicolon? Aaargh!! I’ll just pick one†¦ I figure I have a 50% chance of getting it right.† Does this sound like you? If so, you’ve come to the right place. Let’s raise your average with these writing tips. Did you know you can HEAR the difference? The first thing I like to talk about with commas vs. semicolons is the sound of them. Commas are a pause with an invitation to continue, whereas semicolons are a full stop. You will be able to hear the difference. Read the following sentences aloud, paying attention to the *sound* of the punctuation: [CORRECT] In high school I was certain of my academic strengths; the daughter and younger sister of doctors, I excelled in math and science and dreaded every English course I was ever forced to take. [CORRECT] I took a wide variety of classes, from psychology and sociology to business and criminal justice, hoping to find something, whether it were a class or a specific topic, that captivated my interest. [CORRECT] Addison’s Disease is a chronic adrenal insufficiency that leads to liver failure, kidney failure, effusions, and in some cases, death; I was determined that it would not kill my brother. Can you hear how your inflection goes up with each comma, and down with each semicolon? The upward inflection of the comma makes us think there is something more coming. The sound of a semicolon, on the other hand, is often the same sound that comes along with a period. It is more final. If you didn’t get that the first time around, go ahead and read the sentences above again, until you hear it. Why is it useful to know how a punctuation mark sounds? It allows you to read your sentence aloud and to determine whether you’ve chosen correctly. If you have a semicolon in your sentence but the inflection sounds right going up, you know to switch it to a comma. And vice versa. Also, on a more basic level, if you find yourself pausing and inflecting upward and yet you have no comma there at all, add one! Here’s an example: [INCORRECT] I have learned a lot about myself, and my capabilities throughout my career. See how you want to pause and inflect upward after â€Å"capabilities† because of the comma after â€Å"myself†? Add a comma! [CORRECT] I have learned a lot about myself, and my capabilities, throughout my career. Or just delete the comma after â€Å"myself† and the inflection changes: [CORRECT] I have learned a lot about myself and my capabilities throughout my career. One more example: [INCORRECT] Although, I had many successful closings, there were always a few that were unsuccessful. Why put a comma after â€Å"Although† when you would not pause here when speaking? [CORRECT] Although I had many successful closings, there were always a few that were unsuccessful. I hope this lesson listening for commas v. semicolons was helpful. Category:Grammar Writing TipsBy Brenda BernsteinOctober 24, 2010 8 Comments The Essay Expert says: October 26, 2010 at 8:59 am Thanks for the comment Jackie. Now listen for whether you want a full stop or a pause between Good Stuff and I often struggle. Could these be two sentences standing on their own? If so look at using a semi-colon! Log in to Reply The Essay Expert says: October 26, 2010 at 11:42 am Ill work on that Beth! Log in to Reply Eric Nilsson says: June 27, 2012 at 11:40 am Dear Essay Expert, I dont quite agree with the comment that a semi-colon represents a full stop; I see it rather as a long pause. A full stop is a period and, when you think about it, a semi-colon is a combination of a pause and a stop (period on top and comma on bottom). Perhaps, because I love commas, I could be considered a Comma-adore (pronounce the a sound only once). Log in to Reply The Essay Expert says: June 27, 2012 at 11:47 am Thanks for your comment Eric. In my mind, the semi-colon, when used to separate what could be two full sentences, is closer to a full stop than to a pause; in a list of long items, the semi-colon inserts a long pause. My opinion: When used to separate two potentially distinct sentences, the semi-colon serves to connect two thoughts so related to each other that a period would serve as too wide of a separation. Log in to Reply Xelor says: March 20, 2019 at 6:05 am Dear Ms. Bernstein, Kudos and thanks for sharing your inflection-based pedagogy for comma and semicolon use. I found myself tutoring a teen for whom the sentence-structure approach learning rules about and how to recognize independent and subordinate clauses, appositives, parenthetical remarks, and coordinating conjunctions was as recondite as quantum mechanics. Moreover, I know well enough how to punctuate and had helped my own kids (all grown now) master a smattering of grammars nuances, I was anxious over the prospect of having to help a child who hadnt fully grasped the basics; thus I Googled for guidance. Using the search term inflective comma, I noticed your site among Googles first few results. It is just what the doctor ordered. I delivered an overview of what commas and semicolons do, telling my charge that if what precedes and follows the punctuation mark he inserted can stand alone as a complete sentence, use a semicolon; otherwise, use a comma. Imperfect guidance, yes, but given where the boy was, it seemed as fitting as any place to start. Next, I had him read this webpage, whereafter I clarified bits about which he inquired. Lastly, after telling him its called punctuation because its the written indicator of changes in a speakers voice, I suggested he simply speak his sentences in his head and listen for the pauses, variances in tone and emphasis, and so on, and simply toss in a comma where his inflection changes. What a difference! The young man, in mere minutes, went from period-only punctuation to near perfect. He was a little comma happy, but, hey, he used them, and, in turn, his voice came through, which, most importantly, means readers can unequivocally discern his meaning. The boys bright, his thoughts coherent, and on the strength of that, hes been a B-student; however, his poor punctuation has kept him from being an A-student. Hes got a graded writing assignment due Friday, so well see what happens and go from there. With any luck, hell soon be ready for em dashes, hyphens and ellipses. Whoo hoo! So, on his behalf and mine, thank you for maintaining this website. It was an inspirational godsend for me and a palpable aid for the young man Im tutoring. As didactic Internet content goes, one cant ask for more. Cheers, Xelor P.S. I dont know how the boy, whos a tenth grader, became a poor punctuator; maybe he skipped class on those days. Who knows? Its obvious, however, that between about the seventh and tenth grades, none of his teachers have acted to correct what is clearly but a mechanical issue, one that, given the boys manifested acumen and critical thinking skill, could long ago have been corrected. Perhaps they felt his earning Bs was good enough to obviate their bothering to intervene? In any case, their omission thus has unquestionably resulted in the boys grades and GPA being lower than he deserves. Who knows what impact that may have on his college prospects? Whatever affect it has, it likely wont be positive, and thats a doggone shame. Log in to Reply Brenda Bernstein says: March 20, 2019 at 6:21 am Thanks so much for sharing this story, Xelor! As a blogger, I never know what impact my writing will have, and I’m so thrilled I helped in this way. Your message was very well punctuated btw! Watch out for affect/effect 😉. Log in to Reply Xelor says: March 20, 2019 at 7:28 am Youre welcome. Im glad, then, that I bothered to share a little anecdote affirming for you that your contribution to the Internet has positively affected at least two people. The affect error is my bad; I didnt carefully proofread my remarks, behavior, or lack thereof, really, thats typical of my postings on the Internet. Failing to proofread results occasionally in my publicly making errors I know better than to make. The affect/effect error is an unusual one for me insofar as Im an old school dude who thinks impact is only a noun and effect is both a noun and verb. FWIW, affect/effect sentence began as I dont know how thatll affect his college acceptance outcomes, but in revising it, I left affect, but I cant say why. Worse, in my mind is the omission of a coordinating conjunction yet would have done nicely in the sentence that begins with moreover. Oh, wellwe all make mistakes, but hopefully not too many. LOL God bless and all the best, Xelor Log in to Reply Brenda Bernstein says: March 20, 2019 at 8:25 am Hi Xelor, I figured there was an explainable oversight here. I am all-too-familiar with errors that come from editing. And I definitely observed that your grammar is meticulous! By the way, I try to keep impact as a noun as well. Log in to Reply

Management information system project Essay Example | Topics and Well Written Essays - 750 words

Management information system project - Essay Example Ellebeare has very few links. Although these links are working which are mainly for the year and month of production or sale of the products, they are not enough. The site is not very interesting when you consider that you will have to scroll down to the different items. It could use some subtopics or subtitles for the different items. 11) How objective is the website? Is a particular viewpoint presented in the website? If so, what is the viewpoint? If not, give evidence of how the website covers more than one viewpoint. Be sure to state what viewpoints are covered. The objectivity of the Net-a-porter website is well noted in its structure and design and also the content. The website is all about selling luxurious fashion items and from the vision statement on the home page â€Å"The worlds premier online luxury fashion destination," it has not gone off that view point at any instance. The ASOS website is also quite. The different products presented are quite real items that would interest the average person as a baseball cap, denim jackets, etc. The site has several viewpoints. It also quite advocates for different fashion trends some that are classy while others are just normal and not classy. Ellebeare is not quite objective. The portrayed view point is that of classy and outgoing fashion. This is well depicted in the fashion posters that are on the website. It is very classy and colorful too. It is quite catchy especially when you scroll down and get to see the beautiful ladies modeling the different items. Fact means a true piece of data or information while opinion means a belief, way of thinking or judgment. With these in mind, it is evident that ASOS presents both facts and opinions. The facts are expressed in the website as they state the prices of different items. They also express facts about different products in detail as they categorize the different items according to type. Net-a-porter presents