Economic Mobility

Economic Mobility in America Economic mobility is the ability of people to move up or down the economic ladder within a lifetime or from one generation to the next. It is what defines the American dream and allows us to think that we all have a chance of making it to the top. The American dream is to be successful and make a lot of money. Each generation is expected to earn more money than the previous generation. But this isn’t always true because the quintile you are born in to is, most likely, the quintile you will stay in. It is important to have economic mobility so our economy can grow and thrive. There are two types of economic mobility, absolute mobility and relative mobility. Absolute mobility involves widespread economic growth which everyone benefits from while relative mobility is more specific to individuals and occurs unrelated to the economy as a whole. With a slow-growth economy, these income inequalities become greater and it makes it much more difficult to move from one quintile to another. When the economy is growing quickly, it is easier to move up the ladder because the incomes are much more equal. The average American assumes that there is a high degree of economic mobility in our society and they accept it as a fact and rarely think about it. Little do they know that there is a relatively low degree of economic mobility, making it difficult to move up the economic ladder. There are many factors that can affect one’s economic mobility. Some include the income of the previous generation, gender, race, education, and marital status. If your parents are in the middle class, it is very likely that you will be in the middle class as well. There is a relatively low chance that you will slip down to the lower class or climb up to the upper class. Although you may make more than your parents did, you will most likely be in the same quintile and class. Gender also plays a role in economic mobility. Men tend to make more than women because they tend to have the higher positions. More recently though, women have been earning more of these high paying jobs over men. There has been somewhat of a role reversal, giving women more economic opportunity and mobility. Just as gender plays a role in economic mobility, so does race. Minorities tend to have less economic mobility and economic opportunities. Because some of their parents don’t make a lot of money, they too are destined to be in the lower quintiles and lower class. In today’s society, if you can’t afford to go to college and get a degree, there aren’t many jobs you can get to support you and your family. People with college degrees are much more likely to find a good, secure job that can support their family. People without college degrees are frowned upon and are not expected to do big things with their lives. College degrees give people much more opportunity and allow for people to climb the economic ladder because they have higher paying jobs. Marital status is also very important when it comes to economic mobility. A married couple will have greater economic mobility than a single person because the married couple is bringing home two incomes as opposed to the one income of the single person. The decline in marriage rates has hurt overall economic mobility because instead of having the two incomes of married couple, there is only one income making it more difficult to move up the ladder or even stay in the same class. These factors greatly contribute to overall economic mobility and play a very important role in today’s economy. Overall, economic mobility in America depends on many factors. Where you live, who your parents are, if you’re married or not, and if you’re male or female all determine your individual economic mobility.

The Danielles Gordon Rule Architecture Essay

For my Gordon Rule Paper I have decided to compose about the Egyptians since I have ever found them intriguing. The primary subject I will be discoursing would be the manner in which the antediluvian Egyptians would see, and considered decease, due to how immensly different we as Americans view decease today. The huge bulk of Americans fear decease more than anything else. We go to great lengths to guarantee our wellness, saftey, and endurance. To us there is nil worse than decease, whereas to every Egyptian decease was seen as a desirable transmutation, ? the transition of the true ageless life? ( Guide to The Valley of The Kings page 159, 1996 ) . Death in no case was considered a calamity or an terminal but as a welcomed ansition into the Afterlife. As decease was of such an importance it was necessary that great attention be taken for a smooth passage to immortality, this is a major ground that the Pharaohs contents of the grave were of such importance. Egyptians accent on the im portance of rites, imposts and beliefs every bit good as funerary architecture can be seen clearly in the find of the grave of King Tutankhamun, or as most people know him King Tut. The planning that went into every Pharaohs grave was highly complex, as each grave was significantly different in footings of the grave layout and wall ornaments. The tombs construction and layout had to somehow reflect the formation and projection of the solar star. Wall ornaments in the grave Don? t represent the Pharaohs mundane life but that of their Afterlife and the challenges the Pharaoh has to set about in order to make the Kingdom of Orisis – land of the Afterlife. These graves were expansive and consisted of a figure of suites and courtyards, grave walls were normally stoned lined walls and limestone columns. This type of grave was built below the land, as normally the chapel was built on the surface and the burial Chamberss below the land. Rock cut chapels were more normally used by Pha raohs and those of the richer society as the bouldery parts of Egypt best suited the edifice of these graves. The Nile country was bouldery and featured many drops, so these were first-class locations for the film editing of the graves straight in the hillside. The most common chapel consisted of a door which lead into a transverse hall, behind which was a corridor that ran directly to the drop. Over clip stone grave became more luxuriant, and became more cosmetic and narrower as they now ran straight into the drop, these graves were the most impressing of all the grave in Egypt, as they featured expansive frontages frequently with pillars and big staircases. Tombs contained wall ornaments, which dealt with the Afterlife and the way the Pharaoh will take to make the land of Orisis. A royal grave could be completed within a few months for a simple grave or for a more larger and complex grave it varied from six to ten old ages. Decorations varied for each Pharaoh from luxuriant pictur es to imitations of papyrus. All texts painted on walls were taken from? the great charming faith anthologies of the clip such as the Book of the Dead and the Book of the Earth? ( Guide to the Valley of The Kings page26, 1996 ) . These charming and spiritual texts were drawn on the walls for the deceased to inform, and usage as a valuable tool for them to do certain that they had adequate cognition of charming expressions for them to utilize during the Afterlife. The New Kingdom royal graves featured ceiling ornaments, which included star maps, which represented the day-to-day birth of the Sun. Puting a burial underneath a symbolic symbol was considered of great importance for the Resurrection of the organic structure. Texts and drawings on grave walls contained assorted colorss ; each coloring material used represent Egyptian rites. Colorss such as white represents Silver, Blackrepresented decease and ageless saving and Red represents fire and blood. As a lead up to the star the li fe of the deceased is painted, including all facets of the asleep households life. Today we chiefly bury our loved 1s in conformity with thier wants, or in a cemetery next to other asleep loved 1s. We bury them six pess under-ground, ( typically ) but merely because that is the minimum deepness a disintegrating cadaver can be buried without holding any consequence on the universe under-which it was buried. Typically it takes about seven yearss from the clip we die untill we are laid to rest. That allows us plentifulness of clip to take a good grave sight, excavation it up, lay the dead down, state some sort words, and make full the hole once more. Ancient Egyptians, on the other manus, took well longer.Before a organic structure was buried the procedure of embalming took topographic point for 70 yearss. Historian Herodotus Tells of three classs of mummification that depended upon the sum of money the deceased had. The most expensive process was the embalming which resembled the God Osiris. The ritual took topographic point normally within 70 yearss and a contract was drawn up between the embalmer? s and the asleep household, which specifies the sum of clip the embalming process will take topographic point. The organic structure was so placed on a wooden tabular array and was purified by rinsing the organic structure in a solution of Nutron. The encephalon was removed from thenasal pit, and the venters was cut and all variety meats were removed and so purified with olfactory property. Once the variety meats were removed they were placed into jars and placed inside the grave. The organic structure is so stuffed with straw, sawdust, clay or linen ; this assists in retaining the deaths organic structures form and is besides wrapped with linen and patchs. Egyptian rites and beliefs besides played an highly of import portion in the lead up to a asleep entombment. The instillment of the entombment, and its grave content, takes topographic point outside the grave. The conveyance of thebody to the grave took signifier of a ritual emanation that usually began on the East bank of the Nile River. After traversing the river to the West the organic structure was placed on a sleigh and drawn by cattle to the grave. Close to the mummy stood two adult females who usually were used to portray the diving grievers Isis and Nephthys who represented the married woman and sister of the God Osiris followed by grievers of the deceased. The last griever in the emanation burnt incense and sprinkled milk at the emanation as they wound their manner to the grave. Ritual terpsichoreans, known as Muu and a priest who honours the deceased now greet the emanation. The ancient rite of the â€Å" gap of the oral cavity † now takes topographic point ; this is the most important portion of the burial traditions, as the intent of this ceremonial is to reconstruct the ma and their power of address, sight and hearing.The organic structure has now completed the first port ion of Egyptian rites. When the asleep approaches the Entrance of the grave a priest who impersonates the God Anubis stands the organic structure in an unsloped place. The priest now touches the oral cavity of the deceased with ritual instruments, which now restores their senses. The following phase is the offering of apparels, unctions and offerings of nutrient so the asleep can take them into the Afterlife. The ma is now ready to be placed into it? s burial chamber, after the door is sealed all footmarks around the grave is swept off and the last rites are read. The phases taking up to the entombment of the deceased was an built-in portion of the Egyptians beliefs and rites, as the Egyptians regarded the dead as being really much alive, populating in their graves like they had antecedently lived in their places. This nexus between the house and the grave was really of import, the grave chapel was normally referred to? the house of infinity? . Outside the chapel it was common to see alcoholics gardens, and tombs environing as Cemeteries were planned to look like illumination metropoliss like the one at Giza. All the above beliefs and rites were clearly uncovered in November 1922 by British archeologist Howard Carter when he discovered the integral grave of King Tutankhamun. Analysis of Tutankhaman? s ma reveals that he was aproxamatly 18 old ages old when he died. The Kings life is still a enigma to this twenty-four hours as historiographers such as Carter believes that it? s about impossible to state whether the King was a victim of unwellness, accident, blackwash or was physically frail like his old inheritors when he passed off. Historians identified the month of his decease to be that of January by analyzing the types of fruit and flowers such as the strawflower which were buried with him. The strawflower normally reaches adulthood in March, and from these findings it is believed that? Amenophis III last boy died some clip in January 1343? ( Tutankhamun and the Discovery of the Tomb page 158, 1972 ) . Tutankhamuns grave features a simple design, which is typical of the Eighteenth Dynasty. The grave features starts, corridors, and Chamberss. The male monarch grave has a figure of suites such as the Annexe, Antechamber, Burial Chamber and the exchequer and all of these suites featured important ornaments. King Tutankhamens grave was so alone as the hoarded wealths inside the grave lay undisturbed to robbers, and during digging Carter recovered over three thousand five 100 articles such as expansive elegant furniture, statues, jewelry, and shrines that were placed in his grave to assist him through to the Afterlife.The male monarchs decease like other Pharaohs was a expansive matter, and was mourned by all of Egypt. By and large after a Pharaohs decease there was a three-month interval between his decease and his entombment. During this clip the complex rite of embalming took topographic point. The embalming of a Pharaoh was known as the? House of Vigor? ( Tutankhamen: Life and Death of a Pharaoh page 163, 1965 ) in which the Pharaohs organic structure was purified and all drosss were removed. After the concluding stage of the mummification ritual takes topographic point, the Pharaoh now passes into infinity. When King Tutankhamuns organic structure was bandaged, each bed contained a hoarded wealth such as aureate objects. When the Kings organic structure was unwrapped over 143 hoarded wealths were found such as pendents, talismans and aureate cots. Like the hoarded wealths wrapped in between the patchs the grave itself was fluxing with hoarded wealths, ? About everything was made of cherished stuff, and gold? this covered a broad mixture of articles necessary to guarantee infinity for the dead? ( Tutankhamun and the Discovery of the Tomb page 70, 1972 ) . All of the Kings suites inside the grave featured important ornaments. The Antechamber held the Tuta royal throne, which is one of the best known objects, found inside the grave. This throne engaged wood with sheets of gold and its dorsum is covered with a scene of the Pharaoh and his married woman Ankhesenamun. The burial chamber features the first wooden casket and the Kings ma. The scenes painted on walls show King Tutankhamun with his Ka at the ceremonial of the? gap of the oral cavity? ( The Discovery of the Tomb Tutankhamun page 37, 1977 ) and his replacement Ay. His burial bay the? ruddy quartzite sarcophagus? ( The Discovery of the Tomb Tutankhamun page 39, 1977 ) casket had five caskets, the first to the 3rd were apelike wooden caskets, the Forth was aureate and the fifth was his ma. The King Tutankhamuns entombment was the same as any Pharaoh and followed all rites and beliefs every bit good as mummification rules. The lone difference was that the King was so immature at the clip of his decease and that boulder clay this twenty-four hours no other grave has been uncovered that all points inside the grave are still integral.It can be seen that burial and decease in general in Egypt was of tremendous importance within the Egyptian society particularly when it was refering person of h igher position like that of a Pharaoh. Egyptians believed in the Afterlife and this played an of import portion in reenforcing the rites and beliefs of decease in Egyptian society as decease was non believed to be the terminal but the beginning of 1s life. This is why rites and beliefs every bit good as architecture and ornaments of graves were emphasised and carried out in the visible radiation of 1s decease. When an antediluvian Egyptian died, he was non buried into the land, mourned and so bury, as people are today. Nor was his grave merely visited at certain times and some nominal words spoken over it, so that one time once more he is forgotten until following visit, like so many of us do. Maybe its the manner we as people have evolved to get by with the hurting of fring a loved one. We as a state do non believe that decease is a good thing in any manner, and we are taught from bith to fear it and fly it for every bit long as we perchance can. I for one bash non fear decease. No t that I look upon it as a good thing like Egyptians, merely as a nessesary thing that all of us must hold happen.

FILM Movie Review Example | Topics and Well Written Essays - 750 words

FILM - Movie Review Example They derived pleasure in living amongst themselves without interacting with outsiders. Children who were curious and asked endless questions about life beyond theirs, their parent made them belief that no life existed beyond margins of the community. No one ever left the Dinka society out of curiosity to verify the truth (Deng 75). Dinka children went through informal system of education. It was the responsibility of their parents to instill communal values in them. Parents taught the children to be strong, independent members of the community. At a tender age of six to five years, they had to learn cattle grazing and other related activities like milking. Livestock herding was the main source of livelihood. In addition, the community instilled in the children moral values through singing games. Strength, courage and prowess in fighting were valuable assets. These qualities made someone a warrior. After that, they married and later become village elder. Their lives revolved around this same circle. This is the traditional system of education. Although formal education existed around them through the missionaries, they did not regard western education as useful and applicable in their lives. In fact, it is only weak children who did not take care of the cattle that got admitted to formal schools, because they w ere not resourceful to the community. Apart from the weaklings, paramount chiefs and Christianized families admitted their children to schools too. However, everything came to an abrupt halt after war broke up in1987. Most of the Dinka children became homeless after forceful and tragic separation from their families. Young boys trekked for days to refugee camps in Ethiopia (Bixler 36). At the refugee camps, the young boys were subject to hard labor like cutting wood to build their shelter. In addition, they had no cattle to look after. Education became a privilege at the camps. The other boys envied the few

Macro11C Essay Example | Topics and Well Written Essays - 1250 words

Macro11C - Essay Example The higher the RR, the lower the amount of money lent by banks and vice versa. 3) Federal funds rate (FFR): The FFR refers to the rate at which banks lend each other money overnight in order to maintain the reserve requirement. If the FFR is high, banks would be unwilling to lend beyond the reserve requirement and vice versa. 4) Discount rate (DR): The DR refers to the rate that the federal reserve charges the bank if it wants to borrow money from it in case when the money is not available to be borrowed from other banks. The DR is usually higher than the FFR. The open market operations are the most widely used tool for controlling the money supply in the market. The decisions for these open market operations are made during the Federal Open Market Committee meetings which since 1981 have been held 8 times at regularly scheduled times each year. These open market operations change the money supply without impact the money multiplier. The most powerful tool that the Fed has to control the monetary policy is the Reserve Requirement. Changing the RR not only impacts the money supply but also the money multiplier as it directly influences the bank lending. ... Easy money policy: To fight recessions, the Fed can use its monetary policy tools to increase the growth of money and credit, which tends to lower interest rates and spur growth of the economy. This monetary policy is said to be easy or expansionary. Tight money policy: To restrain inflation, the Fed can use its monetary policy tools to reduce the growth of money and credit, which tends to raise interest rates and slow the growth of the economy. This monetary policy is said to be tight or contractionary. For the easy money policy, first the MS increases which causes the interest rate to decrease which causes the amount of investment to increase. This causes AD to increase leading to a higher real GDP and a little inflation. The implementation in reality is done by the Fed by buying securities from banks and/or reducing the reserve ratio for banks, the FFR and the DR. For the tight monetary policy, first the MS decreases which causes the interest rate to increase which causes the amou nt of investment to decrease. This causes AD to decrease leading to a lower real GDP and a decrease in price levels. The implementation in reality is done by the Fed by selling securities from banks and/or increasing the reserve ratio for banks, the FFR and the DR. Q3: Comment on the theory underlying the use of a monetary rule by the Federal Reserve. Does the use of such a rule seem appropriate under current economic conditions? Explain. The theory underlying the ue of monetary policy by the Federal Reserve is also known as the Taylor Rule. It is an interest rate forecasting model invented by John Taylor in 1992 and described in his 1993 study called â€Å"Discretion Vs. Policy Rules in Practice". In general, the Taylor rule mean that for a 1% increase in

Letter of Recommendation for a Professor at my school Essay

Letter of Recommendation for a Professor at my school - Essay Example Dr. Everett Shock is also such an engaging teacher that he/she is able to present challenging problems that made us look forward to solve the same and how it is applied in the real world setting. Dr. Everett Shock love for knowledge is contagious. His/her enthusiasm about the subject matter rubbed on us that made everybody look forward for the next class. His/her method of teaching does not only elucidate, but also encourage the students to excel thus attracting the best and brightest people to be better. Dr. Everett Shock is an authority on the subject evident with his many publications in scientific journals. But despite of his academic stature, he/she is very generous to accommodate students in his/her research that allows us to grow in ways that classroom experiences cannot afford. This was evident with my interaction with Dr. Shock’s Geo-Pig lab group in these past two years which was my first undergraduate lab research experience. The experience took me to an adventure in Yellowstone National Park for two summers with Dr. Shock and his research group and work side by side in the field learning about natural systems. The experience was priceless because it did only help me build a resume, but also enable me to have lasting friendship with very interesting people in the labs. This experience was not just exclusive to me, but also with many budding students who wanted to have first-hand experience in the labs which Dr. Shocks also enthusiastically accommodate to satisfy our eagerness to learn more. Such is the kind of teacher that Dr. Everett Shock is. Dr. Shock does not only encourage us to learn about theoretical concepts but also the experimental aspects of the science and its application to the real world. For example, I have always used thermodynamic parameters printed in the back of chemistry textbooks for calculating the free energy changes or the combustion energies of chemical reactions without giving much

Real estate and capital structure decisions- Lease versus Buy Analysis Essay

Real estate and capital structure decisions- Lease versus Buy Analysis - Essay Example If the study proves to be promising, that the company will most likely to expand in 2-3 years, the idea of buying a space could then be possible---but it still might not be the best option. Company expansion may not even mean an extension of the same space. It would sometimes be practical, and this is what most businessmen prefer, to rent a space from a different area. This aims to win a different market and could then maximize company profits, or at times, if it is not a marketing company, this option will give its clients an option on which office is more accessible. Another factor is the present company financial status on the STL’s immediate needs. Having a twenty full-time staff, STL could then be considered as a small enterprise, and its financial statements show that STL is not earning a quite impressive profit; in fact, the statement indicates that the company will be immediately affected of the lease rent increase. Below is an illustration of a basic computation to determine the distinction on the lease expense and the purchase option. The trading company is currently paying an annual amount of HK$970,000 or HK$80,833.333 every month, whereas, an additional ten percent would require the company to spend HK$1,067,000 every year or HK$88916.667 each month. This amount, when multiplied by 10, would make the company an allotment of HK$10, 670,000. Please note the possibility of another increase for the lease. This would be dependent on the length of time of the contract, if STL has a 10-year lease contract it is not likely to endure another price rise. The amount, however, was multiplied by ten, for the anticipation of a ten- year-mortgage should the company decide to purchase its own space. The interest would depend on the market and economy; however, it is evident that the purchase price does not have a great difference in amount. The purchase

Operation and logistic management Assignment Example | Topics and Well Written Essays - 1500 words

Operation and logistic management - Assignment Example For better understanding the purpose of operations management and its relationship with organizational strategy, it is important to look at a case study. An operations and logistics management case study of Domino’s Pizza in India will clearly explain the relationship between strategy and operations management. As the tagline of Dominos explains, the vision of Dominos Pizza is to become the pizza delivery experts. Dominos Pizza was called Dominick’s Pizza in the initial years when it was owned and operated as a small pizza shop by Dominick De Varti. It was bought by Thomas S Monaghan and James S Monaghan in the year 1960. From 1961 onwards it was owned and operated by Thomas when James sold his entire share to Thomas. In was later on renamed as Dominos Pizza and adopted a mass expansion strategy ever since. â€Å"Dominos philosophy rested on two principles – limited menu and delivering hot and fresh pizzas within half-an-hour.† (ICMR, 2010) Dominos entered the Indian market in the late 90’s when the market was just beginning to adapt to the fast food culture. The management saw an immense potential in the Indian market and had formulated a mass expansion plans in the country. This case study will give a clear insight into the strategic choices used by Dominos fo r managing its Indian operation. â€Å"An operation is transforming process converting a set of resources (INPUTS) into services and goods (OUTPUTS).† (Jpcmedia, 2010) For Dominos, the operations begin from the stage when it orders the raw materials like wheat, vegetable and other ingredients. As Dominos is in the food industry it is of utmost importance that the quality of the product should be given higher attention from the very beginning. The next operational challenge for the company is distribution of the processed raw materials to the different stores. Next is the step where customers are involved. That is, taking orders from the customers. Customers order pizza over the

Fast food Research Paper Example | Topics and Well Written Essays - 1750 words

Fast food - Research Paper Example They are usually served in package form that is ready to be taken and brought out of the store, which is also known as takeout or takeaway. Fast food have gone a long way, since their start and rise to popularity in the early 1900s. According to the article entitled the History of Fast Food written by Tracy Wilson in TLC Cooking, their beginning goes a long way back since the time of the ancient Greek and Romans, as well as the people from the Middle East, India and in East Asia, which was usually served and provided to travelers and traders as well as the local people in the towns and villages. All over the ancient world, the fast food industry was just beginning. In Wikipedia, it can be observed that in the pre-modern city of Rome, there were several stands that sold various types of bread and wine to the local people. At the same time, in the East Asian parts of the world such as in China, Japan and Korea, there were shops and small stores that sold noodles. India also had fast fo od like restaurants and shops, which sold a lot of the Indian favorites such as Vada pav, a popular vegetarian dish that is still eaten widely, panipuri, a bite size crisp dipped in sauce and dahi vada, a yogurt like dish. Other parts of Europe also started serving these types of food that were served quickly such as in France and London. As the popularity of fast food started to rise in the eighteenth century, the drives in restaurants were introduced after the First World War. Based on the article from TLC Cooking, the first hamburger chain was not created until the early 90s when the very first meat grinder was invented to make burgers. White Castle, which is considered to be the second fast food restaurant and the very first hamburger chain, was first created in 1921 in the United States of America. However, at that time, people thought of fast food as street dishes that were dirty and of low quality so the creators and the founders of White Castle came up with different ways in order to change the mindset and the thinking of the people at that time. They changed the way the restaurant prepared and served their food, by making the preparation process of the different fast food dishes such as burgers seen by the customers themselves. This was to show how the food was being prepared and cooked for the different people who bought from their place. In addition to that, they painted the whole building white and even chose a name that would suggest cleanliness. Since the hamburger was White Castle’s main dish to serve, it became more and more popular in some parts of America, particularly in the Midwest and the East. After this breakthrough of the fast food industry, McDonalds, a very popular and famous fast food restaurant today, was created two decades later, in 1948. After this, more fast food chains that are widely known and loved today, also made their first opening. Some of these fast food restaurants that began their business in serving fast food d ishes were Taco Bell, Wendy’s and Burger King. From then on, fast food became increasingly popular throughout the country and then, after making several branches worldwide including Europe, Asia and the rest of the world, the popularity skyrocketed and the industry made hundreds of billions, attracting teenagers and adults, but most especially to kids and little children. These fast food chains such as

Comparing Two Perspectives of Management Essay Example for Free

Comparing Two Perspectives of Management Essay Management is the attainment of organisational goals in an effective and efficient manner through planning, organising, leading and controlling organisational resources (Samson Daft, 2009, p. 12). In essence, the final outcome of management is to achieve organisation goals and managers in various levels should achieve goals effectively and efficiently by intelligently utilizing financial, human and other resources in hand. The four skills which may assist managers to achieve these organisational goals are planning, organising, leading and controlling. Traditional vs. Modern Perspectives The practice of management can go back as far as 3000 BC. It developed over thousands of years from Traditional style of management to Modern today. Traditional Perspectives Traditional Perspectives includes (Samson Daft, 2009): 1.Classical Perspectives – concentrates on making the organisations an efficient operating machine. 2.Humanistic Perspectives – emphases understanding human behaviour, needs and attitudes in the workplace. It has taken more consideration of behaviors, needs and attitudes as well as social interactions and group processes. *For the purpose of the report, I will not elaborate on each item mentioned above. Use Human Resources Perspective as an example. It suggests that Jobs should be designed to meet higher-level needs by allowing workers to use their full potential (Samson Daft, 2009). This theory was initially supported by a ‘dairy farm’ view and further illustrated by the Maslows hierarchy of needs and McGregor Theory X Theory Y. It is my understanding that the theory suggests people generally perform better if they are given full rein to their imagination and creativity. This, in details, means: 1.People are given freedom to fulfill their desired physiological, safety, love/belonging, self-esteem and self-actualization (Maslow’s Hierarchy) needs and wants. They may not be satisfied with all five of them, but fulfillment in any of the above may somewhat increase productivity; 2.Management assumes that employees enjoy working and will seek responsibilities under working/learning process and does not believe in punishment to keep the employees in line. Instead, it believes that employees will exercise self-control if they’re committed (McGregor’s Theory Y). Toyota Motor Corporation is one of the world leading automobile producers and its philosophy is the famous ‘Toyota Way’. The two pillars are ‘Wisdom and Kaizen (improvement)’ and ‘respect for human nature’ (Saruta 2006). Without going into the full description of ‘Toyota Way’ philosophy, we will mainly discuss one component as an example: Improvement. The company motivates employees through a series of incentives, such as wage, on-job education, and progressive promotion. Hence it presents work as something interesting and worthwhile for worker’s self-motivation. In the Japanese operation, this philosophy helped the company achieved long working hours and concentrated labour. Unfortunately it hasn’t been working as successful in other countries. Does this mean the employees in other countries haven’t fulfilled any of their interests? Managers must understand that employees will be motivated by unmet needs; and that once a need is satisfied, it is no longer a motivator (Fisher 2009). There may be environmental factors the management did not consider. Cultural difference for instance may affect the effectiveness of this philosophy. Being in a country with a generous welfare system like Australia, people’s desire for a balanced work/social life style is much stronger than financial achievement. In this instance, Toyota management in other counties should realise the differences in worker’s needs and present other incentives accordingly. Modern Perspectives Modern Management Trend is developed to collaborate with the more complicated technologies, organisational environment and unforeseeable uncertainties in today’s world. Modern Management Theories are focused on how individuals contribute to organisation and corporate performance while the performance of the chief executive is dictated by the organisation’s financial returns and shareholders’ expectations (Weymes 2004). The three major contemporary extensions of the perspectives (Samson Daft, 2009): 1.System Theory; 2.Contingency View; 3.Total Quality Management. *For the purpose of the report, I will not elaborate on each item mentioned above. Use Contingency View as an example. This theory is an extension of the humanistic perspective in which the successful resolution of organisational problems is thought to depend on management’s identification of key variables in the situation at hand (Samson Daft, 2009). It believes there is no universal approach that works consistently in every situation. Management should always consider aspects within and outside the organisation and utilise various concepts and techniques appropriately. Looking at this theory from a horizontal angle, Knootz (1981) has simplified it into ordinary words, ‘there is science and there is art, there is knowledge and there is practice. One does not need much experience to understand that a corner grocery store could hardly be organised like General Motors, or that the technical realities of petroleum exploration, production, and refining make impracticable autonomously organised product divisions for gasoline, jet fuel, or lubricating oils’. Different organisations have different variables which determine the size of the company, the management hierarchy, the service procedure and so forth. Looking at it from a vertical angle, an organisation may have diversified subsystems and external affiliates. Today’s managers cannot afford to ignore the uncertainties evolved around these elements. Grandori (1984) noted a decision maker needs to classify the state of uncertainty that characterises a decision situation, eliminate the strategies that are not feasible in that situation, and select a feasible strategy. To realise the contingency approach its potential as an effective construct for maintaining and improving managerial effectiveness in a hyper dynamic environment, its development must proceed in a systematic unified and directed manner (Luthans Stewart, 1977). IKEA, as an example, is the world’s most successful mass-market retailer, reaching 33 countries and hosting 410 million shoppers a year; the furniture is made by about 1,500 suppliers in more than 50 countries. Its signature feature is the flat packed product that customers assemble at home. To target the dramatic technology development in 21st century, the company introduced online shopping to address convenience and traceability. The company designs its own, and also broadens the product mix into food and general living supplies (â€Å"IKEA Company Profile†, n.d.). Investment risks can be sufficiently minimised, and it is best described by the old adage â€Å"never put all your eggs in one basket†. Traditionally, a showroom with a team of salesmen and delivery truck drivers is the focal point of a typical furniture retailer. Globalisation and widely spread use of internet will eventually force them out of the market. IKEA tackled these issues from supply-chain, customer satisfaction and diversification of investment risks. It further demonstrates the contingency approach is used to sustain IKEA’s completive edge in all time. Although these strategies may not be suitable in 10 years time, contingency view will always exert management to evaluation situation at hand and make decision accordingly to sustain performance. Conclusion Generally speaking, the traditional perspectives of management tend to standardise a managerial approach across the board by analysing one particular scenario with a number of assumptions. However, the modern perspectives recognise the uncertainties in reality and take many aspects into consideration of their decision making process. Contingency view is not a brand new theory that is completely different from the traditional perspectives. Whilst we are not suggesting the traditional perspectives are untrue, managers should be selective according to the situation at hand and use a combination of approaches to tackle from all angles. Management in the modern world is no longer a unitary practice; it is an art. Continuous education and professional development can only offer the mandatory knowledge. Real life experience and rational conduct at time is the key to successful management.

The roles of three different people at John Lewis in the Sales Department Essay Example for Free

The roles of three different people at John Lewis in the Sales Department Essay We asked the Caroline ODonovan the Human Resources Training Manager to tell us about three different jobs in the same department. Here is the information she gave us. John Lewis is run on certain Principles that all staff have to keep to: * By a clear understanding of what the employer expect of them and what there duties are. * commutate clearly and regularly to ovoid misunderstandings. * Know they rites and responsibilities within the business this is what they are entitled to and what they must take responsibility for. Purpose The Partnerships ultimate purpose is the happiness of all its members, through their worthwhile and satisfying employment in a successful business. Because the Partnership is owned in trust for its members, they share the responsibilities of ownership as well as its rewards profit, knowledge and power. Power Power in the Partnership is shared between three governing authorities, the Central Council, the Central Board and the Chairman. Profit The Partnership aims to make sufficient profit from its trading operations to sustain its commercial vitality, to finance its continued development and to distribute a share of those profits each year to its members, and to enable it to undertake other activities consistent with its ultimate purpose. Members The Partnership aims to employ people of ability and integrity who are committed to working together and to supporting its Principles. Relationships are based on mutual respect and courtesy, with as much equality between its members as differences of responsibility permit. The Partnership aims to recognise their individual contributions and reward them fairly. Job Descriptions These are the details of what an employee is expected to do at John Lewis. People are given a job description when they apply for a job so they know what they are applying for. At John Lewis the job descriptions include: * Job Title * Who they are responsible to * Status eg, Non-management * Main purpose * Job responsibilities John Lewis do not use person specifications. These state the personal qualities and qualifications that the applicants need to do the job. John Lewis say they discuss these things but do not give them out to staff as official documents. At John Lewis jobs are split into sales or non-sales jobs. In the selling department there are actually four different levels of jobs: 1. Assistant Sales Cashier 2. Sales Cashier 3. Section Manager 4. Selling Department Manager The three jobs we are looking at are Sales Cashier, Section Manager and Selling Department Manager. As the jobs get higher up the scale there are more responsibilities to that job. 1. Job title: Sales Cashier-sports equipment department Responsible to: Department Manager Status: Non-Management I have chosen the sports equipment store to do my project on. The job description( in italics) is what has been set for the staff and the meaning next to it(non italics): * Provide courteous and informed customer service and sell the merchandise by knowing the stock and relating it to customer needs. This means that the partners in that department will have to know all of the stock what product is best for a peculiar purpose and whats the best product for the customers. (Not meaning the most expensive product). If the member of staff is slightly unsure which is the best product then he/she will get another member who would Know. * To maintain the housekeeping standards of the department by keeping the fixtures and displays clean and well stocked with a balanced assortment. This means that the partners will have to keep a regular check on the stock and make sure when one is sold the same item is replaced on the shelf. Also to check equipment is not tampered with. * To complete monetary and credit transactions within procedure outlined in Instruction for the use of Cash Registers * To maintain the housekeeping standards of the department by keeping the fixtures and displays. clean and well stocked with a balanced assortmen.t * To assist with the preparation and execution of stocktaking * * To maintain security of cash, cash registers, sales checks and stock within the department. This is to have a partner always around the tills so that nothing will happen. Be aware of shoplifters. * To observe the Partnerships written rules and regulations particularly in relation to general behaviour to colleagues, customers and others, standards of dress, security, stock handling, discount, fire and emergency procedures. * To carry out duties required regularly or occasionally, according to the circumstances and guidance of the Department Manager. * Benefits: à ¯Ã‚ ¿Ã‚ ½5 à ¯Ã‚ ¿Ã‚ ½6 per hour depending on experience 2. Job title: Section Manager Responsible to Department Manager Main Purpose To assist in the management of the department by planning, organising and supervising the activities of the team; to ensure a high standard of service is maintained at all times. 1. Plan organise and supervise the activities of the team. (a) Plan and manage office floor cover. (b) Organise priorities and allocate tasks to match resources. (c) Review task completion against task allocation. (d) Coach on work performance to Partners. (e) Plan organise and supervise exceptional events as directed e.g. Stocktaking and Clearance. 2. Ensure Partners advise and sell to customers. (a) Monitor Partners selling skills. (b) Monitor Partners produce knowledge. (c) Encourage promotion of customer services. 3. Contribute to developing and maintaining customer service. (a) Develop and maintain positive relationships with customers. (b) Investigate and deal with customer complaints. (c) Control the procedure for dealing with complaints. (d) Maintain the Partnerships trading policy. (e) Identify, suggest and implement improvements to customer service. 4. Evaluate and monitor the receipt of payments from customers for goods and services. (a) Evaluate takings practices and procedures, (b) Monitor takings practices and processes at cash point. 5. Contribute to the continuous improvement of the department (a) Identify opportunities for solving problems and improving the department. (b) Recommend improvements for the department. Contribute to the implementation of improvements to the department. 6. Present and promote stock Maintain Partnerships display and merchandise standards. Organise, monitor and evaluate promotions of stock to increase sales. (c) Organise, monitor and evaluate the display of stock. 7. Maintain the availability of stock (a) Maintain stock availability. (b) Recommend measures to improve stock availability. (c) Monitor and assess stock levels against requirements. 8. Supervise the receipt and storage of goods (a) Supervise, organise and maintain stockholding areas. (b) Monitor and maintain stock movements. 9. Create, maintain and enhance productive working relationships (a) Create and enhance productive working relationships with your team and colleagues. (b) Maintain and enhance productive working relationships with your manager. (c) Identify and minimise conflict within your team. 10. Contribute to the training and development of your team. (a) Contribute to planning the training and development of your team. (b) Contribute to the training and development of your team. (c) Contribute to the assessment of training. (d) Take responsibility for your development. 11. Contribute to a secure safe and healthy workplace. (a) Implement procedures to maintain the security of cash and stock. (b) Monitor losses and investigate identified problems. (c) Assess and control risks to health and safety. (d) Implement procedures to deal with threats to security, health and safety. 12. Promote Partnership principles and practices. (a) Provide information to Partners on councils, committees and Partnership Social activities. (b) Maintain Partnership Rules and Regulations. (c) To assist with the preparation and execution of stocktaking. (d) To observe the Partnerships written rules and regulations particularly in relation to general behaviour to colleagues, customers, and others, standards of dress, security, stock handling, discount, fire and emergency procedures. (e) To carry out duties, required regularly or occasional, according to circumstances and guidance of Department Manager. 3. Job title: Selling Department Manager Responsible to : Head of Branch Main Purpose: To optimise sales, reputation and profitability of the department and branch through the management of resources and the development of Partners, ensuring we deliver quality customer service and exploit the opportunities presented by the merchandise. This is to be achieved within the spirit, policies and written regulations of the Partnership. 1. Maximise the sales performance of the department Use space and group merchandise effectively Offer the right stock Present stock to the best effect Ticket merchandise to aid customer selection Promote merchandise Maintain a clean and tidy, well stocked department Generate commercial awareness within the team 2. Contribute to the profitability of the selling department and branch by controlling wastage and costs Minimise known and unknown wastage Minimise costs to the department and branch 3. Maintain and improve customer service Evaluate performance against agreed standards of customer service Identify, agree and implement improvements to standards of customer service Manage and evaluate customer complaints and take steps to minimise them 4.Control the Stock Management System Monitor stock control information to ensure stock levels meet expected sales Establish and maintain the correct balance of stock assortment with buyers Evaluate the effectiveness of arrangements for receiving, marking off and distributing stock for the department Organise the stocktaking operation Monitor and control staffing resources within an agreed budget Plan and agree staff estimate and pay review Contribute to the selection of new recruits Monitor and control the department staff costs within estimate Encourage and maintain a learning and development culture for self, team and individuals to improve personal performance and achieve business objectives Take responsibility for own development and learning Develop section manager Develop the team Manage the development of individuals Support off the job learning opportunities to ensure Partners needs are identified and met Create, maintain and develop effective working relationships Establish and maintain trust and support of Parnters Establish and maintain positive relationship with branch and central management colleagues Identify and manage conflict Implement disciplinary and grievance procedures Provide support and guidance to deal with unacceptable performance Manage continuous improvement in the department Encourage Partners to contribute to the continuous improvement of the department. Visualise change Use stock control systems to develop our business Match stock to customer profiles Create administration systems to develop our business Raise Partners awareness of commercial developments Identify and manage proposals to improve the department Maintain the security, health and safety of the working environment Control and monitor all aspects of security for cash, stocks and Partners Organise, monitor and update Risk Assessment in the department Minimise risks to health and safety of Partners and customers Maintain and promote an interest in partnership principles and practices Encourage Partners to demonstrate a sense of responsibility as members of a democratically owned business Generate and sustain teams interest in, and knowledge of Partnership matters Maintain all Partnership Rules and Regulations and ensure individuals in team do likewise

Sustainable Tourism And Destination Management Management Essay

Sustainable Tourism And Destination Management Management Essay Despite of difficult economic circumstances, tourism industry is still growing especially after a long period economies began to show recovery from the recession. This growth in tourism industry show a figure of 3% to 6% of growth where this range depends on destinations. But there are some negative aspect of tourism which must be taken into account, as the tourism industry growing rapidly, the affect of this growth can be felt on the remaining biologically habitats which are very diverse together with the traditional culture of some of some place where tourism is often very well perceived and supported . Sustainable tourism is an advance form of tourism industry which ensures that environment and local culture must not be affected by the tourism and kept in their original shape as far as possible but together with this sustainable tourism industry understand the role of tourism as means to provide employment to number of people and its role in economic growth. The concept of sustainable tourism mustnt be confused with eco tourism which is different than sustainable tourism. Sustainable tourism ensure that sustainable development lead to leaving an overall positive impact on everyone whether its tourism, tourism organization or local residents. I have chosen Brighton Hove, one of prime tourist spot in United Kingdom, as a sustainable city as it was ranked as most sustainable city in UK twice by forum of the future based on number of criteria such as Environmental Impact as name suggest, criteria for assessment were regarding pollution level and effective use of resource. Quality of Life standard of human life in terms availability of education, health etc Future-Proofing the commitment of city towards a more sustainable future through addressing the key issues of changes in climate, preservation of biodiversity and recycling. Brighton Hove was judged second for future-proofing and third for quality of life. Currently valued at over  £407m, the Tourism Economy has to grow in real terms to help the City and its residents benefit. But with nearly 60% of that money coming from just 17% of our visitors, we have to be focussed and targeted on attracting visitors that truly benefit the local area. How the destination has been planned and developed to achieve sustainability, including identification and actions to correct any areas of un-sustainability. The sustainable development in brighten based on basic framework develop by sustainable development commission known as one future different path sustainable development framework which is based five principles of sustainable development. Living within environmental limits Ensuring a strong, healthy and just society Achieving a sustainable economy Using sound science responsibly Promoting good governance The major initiatives to make Brighton a sustainable city for tourism especially regarding protecting environment were taken by the council of brighten by implementing sustainable environmental management system in order to comply and fully to the international standard organization ISO 4001 and BS 9010. There were several projects on achieving sustainability objective were taken in the past and or currently taken by council of Brighton to achieve sustainability in Brighton Hove as it will start with the creation of Sustainable development commission with its framework providing basic guide to achieve sustaibilitity. The areas which are more important to achieve sustainability include the use of thirteen indicators by friends of future to evaluate the British cities in terms of sustainability. Reducing our carbon emissions: The council of Brighton Hove is firmly committed to reduce common emission in the city of Brighton and provide a leadership to its people, businesses in order to reach at a destination of being known as a city of low carbon emission and in order to achieve this very important goal the citys council which run management of city entered into a partnership (known as carbon trusts local authority carbon management programme.) following the development of its comprehensive action plan known as 2006 climate change action plan. This council has firm commitment to reduce its carbon emission by an estimate average of at least 4% in each year to achieve its target of reducing it by 20% till the year 2012. The councils carbon footprint: The carbon footprint measures the emission of carbon from those buildings, vehicle and electricity usage such as street lights which are in under the direct control of the Brighton Hove council. The council of Brighton sign a 10:10 campaign which makes it necessary for council to reduce carbon emission by further 10% together with its five years plan of reducing emission up to 20%. This possible reduction was achieved through a number of factors such as achieving more efficient use of energy together creating an environment across the city which is aware of drawback of high carbon emission etc. Climate change program: The  Nottingham Declaration on Climate Change which shows the council attitude and commitment towards the climate was duly sign by Brighton Hove council in 2004. And with the signing of this declaration the Brighton Hove council prepare a plan to address the key root cause for the change climate. Council contribute in this national program which address the key issue of climate change with the help of its people together with making effective plan to reduce the emissions in each and every area which encourage the local population to reduce their own emission through following the minor changes in operations. Environmental education: The council of Brighton Hoves has not restricted itself on putting itself in a position by a being a sustainable tourist city now but they have invested heavily on making efforts to make Brighton Hove a long term sustainable city and therefore the strategies followed by council include the include the environmental education as key part of its overall sustainable strategy. Fair trade: The fair trade is based on concept that people who are producing some products such as tea are living in extreme poverty because these products are sold without considering any steps to improve the poverty level in these areas and therefore those organization which promote fair trade and committed to its objectives are basically agreeing on payment of price which not only the give and satisfy the producing countrys basic need and cost but also paying an extra money which will be used for the betterment of the lives and working conditions of people employed by producer. The Fair-trade organizations buying the products agree to pay a fair price that covers producers basic needs, costs of production, and is guaranteed to be more than the world price, with the extra money used by workers to improve their living and working conditions. Under the objective of achieving fair trade in brighten and hove, the council of Brighton Hove made five goals which are made up of following elements. First stage is recognition of fair trade as issue together with commitment from management individual parts of city represented by their councilors to promote, support fair trade by passing a resolutions in council and include other provision such as present of products from fair trade organization in the local grocery shops or other related business establishment while work places should promote the fair trade products by using them in their workplace And a campaign to catch the attention of people on promotions of these product through media and other channels. Above all the commitment to continue maintaining status of fair trade city by provision of group which look after fair trade policies and their compliance Brighton Hove has recognized as fair-trade city in the year of 2004 which shows the citys commitment through adaption and implementation of policies which promote sustainability in the city. Food strategy: An partnership know as Brighton Hove food partnership was formed by the council in the year of 2003 with taking people from city including representatives from community group, key organization in order to improve the process of growing food, transporting together with buying and access to food and related problems are addressed. Plastic bags: Though plastic are not legally banned but Brighton Hove council understand the importance of having restricted use of these plastic bags in order to achieve more sustainable environment and therefore have encourage its people and business on not using of plastic but instead using alternatives. The policies adapted by brighten to reduce the negative environmental impact of tourism by encouraging sustainability through following above policies. Though brighten and hove is ranked as number sustainable city of United Kingdom in 2009 but still the city have very bad ecological footprint however the city has shown improvement in the ecological footprint by reducing it 8.5% but still it need more hard work as Brighton is ranked on 15th position by forum for the future in its environmental foot print. But the charity which issues this ranking is now fully acknowledging the fact that council of brighten and hove is moving in the right direction and improving its ecological foot print specifically and its environmental foot print in general to achieve an improved ranking in this regard as well. How the destination has been and is being managed to achieve sustainability. Brighton Hove, as the matter of the fact ranked as most sustainable city in United Kingdom which shows that council and management of the city is fully aware of the issues regarding sustainability and taking active measure to improve sustainability with all regards in the city of brighten and hove. The city has taken a number steps in order to improve sustainability in past and also continuously working in order to improve sustainability future as well. The city entered into 10:10 campaign by which it show its commitment of reducing its carbon emission and in order to achieve that council have made an comprehensive plan on strategy for management of carbon and its implementation in the year of 2007 which is five year plan contain information of current carbon footprint of the city council and its strategy on carbon management and include a number of projects which are design to achieve an aim of reducing carbon emission. Though the brighten has improve its environmental impact in recent years such as improving its air quality together with improving its food measures etc but its performance on quality of life and future proofing were the key area of sustainability where council of Brighton Hove have done significantly in past years and which are recognize by forum for the future but there are other areas where management of city of Brighton Hove i. e council is taking serious step in order to improve its performance are regarding the environmental impact and few of the development occurring in this area are briefly define in previous paragraphs includes investment in environmental education etc. There are number of issues which can be considering under the umbrella of environmental education includes some of the following: Creating a awareness among public on each minor issues which together make a long term impact and make a city unsustainable include for example litter awareness as one of the example under which council have tried to convince people on how litter can affect the wildlife and other peoples health and safety together with an information on amount of money council has to incur in order get rid of this other policies regarding environmental education are based on creating awareness on anti vandalism, waste management and promotion of recycling, initiating trend to promote use of products which are environment friendly. If we assess the current environmental performance of Brighton Hove it can be seen that though the council of city has perform well in terms of achieving sustainability but there are other areas where the need for improvement is genuinely felt. During the year the waste collection per head was improved and reaches up to level which can be said as good. But brighten and hove council is currently not up to the desire level in terms of air and water quality where there is need for improvement is felt by council and subsequently responded and hopefully on next year there would be scores for Brighton Hooves. Brighten and hoves council have an effective sustainability policy on public transport, park providing green space for residents, all for necessities for a healthy life expectancy of its residents and opportunities for residents to high quality education. The council of Brighton and hove have firm commitment towards improvement of its carbon emission and have taken step towards reduction of negative impact on climate together with providing more green space to its people and promote and preserve biodiversity and encourage business to go more green. The priority for the council of Brighton Hove in order to achieve and make Brighton Hove as most sustainable tourist destination are focus on implementing a sustainable transport system, efficient use of resource and protection of environment and together with achieving economic growth and promote Brighton Hove as prime tourist place in the United Kingdom. The goal for brighten and hove city set the council would be achieve through implementing above policies and ensuring that the council achieve its important strategic goals and contribute its share in the UK sustainable development strategy. The south east of UK is the most affluent region and the fact brighten and hove as a city lies in that region is evident from the fact that brighten and hove have achieve significant success in maintaining quality of life but Brighton Hove council understand need to take much steps towards improving its environmental impact and also improving its bio diversity together with supporting green business. Brighten being a wealthier city share the trend together with two other cities of being more concern and therefore taken some practical steps towards achieving sustainability as a city. This trend can be seen from the fact that green party has taken majority of votes 22% in 2005 general election from Brighton which is its best ever performance. Conclusion: Brighton Hove is a city of UK which has consistently proven itself to be real sustainable tourist city through its planning and sustainable development policies but still there are area where Brighton Hove council have to work in order to make themselves less carbon emission city and not only these efforts will raise more revenue from tourist but these measures ensure that Brighton Hove is best place to live for its residents. Although we can the commitment of top leaders of Brighton Hove council towards making serious efforts in order to improve the environmental effect and make Brighton a sustainable city in the world not only in United Kingdom but the management of council need to understand and face the key challenge of translating these future aims and goal regarding sustainability into meaningful and achievable with measureable targets and make strategies which are fully focused on achieving these short targets. The leaders at Brighton Hove council should provide leadershi p in order to achieve long sustainable objectives. Bibliography and reference: Carder, Timothy (1990). The Encyclopedia of Brighton. S.127 East Sussex County Libraries Mawer, A. and F.M. Stenton, The Place-Names of Sussex, Part II, Cambridge 1930, p. 291. Climate Change Action Plan for Brighton Hove (December 2006) Brighton Hove council CITY OF BRIGHTON HOVE 2008/2018: A REFRESHED STRATEGY FOR THE VISITOR ECONOMY. Brighton Hove council The sustainable cities index, 2009 : ranking the largest 20 British cities. Forum for the future 2009 CITIES AND SUSTAINABLE DEVELOPMENT: LESSONS AND EXPERIENCES FROM ASIA AND THE PACIFIC Available at http://www.brighton-hove.gov.uk/index.cfm?request=c1175554 (Last Access 10th August 2010)

“A Good Man is Hard to Find”: Comparing Flannery O’Connor’s Literary Te

â€Å"A Good Man is Hard to Find†: Comparing Flannery O’Connor’s Literary Technique to Grotesque Medieval Literature Upon initially reading Flannery O’Connor’s work, one would have no problem recognizing her use of shocking, violent, or despairing themes. It may not be as easy, however, to completely accept or understand her style. According to Patrick Galloway, one must be â€Å"initiated to her trademarks when reading any of her two novels or thirty-two short stories (1).In many of her works, she paradoxically uses styles that are grotesque and brutal to illustrate themes of grace and self-actualization. As O’Connor herself says, â€Å"I have found that violence is strangely capable of returning my characters to reality and preparing them to accept their moment of grace† (qtd. in Hawkins 30).Although at times disturbing, O’Connor’s paradox is an effective literary technique, deepening the meaning of her stories.Flannery O’Connor’s short story, â€Å"A Good Man is Hard to Find,† can be used as a tool to become ‘initiated’ to this unique style. Few critics would deny that â€Å"A Good Man† is a grotesque story: A grandmother and her son’s family on vacation are ruthlessly killed by an escaped convict.Some O’Connor critics are taken aback by this grotesque aspect because the family and elderly woman seem so innocent.People do not want to imagine their quiet and delicate, â€Å"gray-haired† grandmother standing in the face of a murderer, so they sympathize with O’Connor’s Grandmother as well (Bandy 2).This gruesome scene does not, however, serve as senseless violence.Beyond the disturbing imagery is a story that makes poignant religious and philosophical claims (Galloway 6).Pat Galloway analyzes this technique as the way O’Connor’s characters receive t... ...arterly 34 (Sum 1993): 383-397. Wood, Christopher. Albrecht Altdorfer and the Origins of Landscape. Chicago: University of Chicago Press, 1993. Works Consulted Bloom, Harold, ed. Flannery O’Connor. New York: Chelsea House Publishers, 1986. Hagen, Susan. â€Å"Team Teaching Middle English Literature With Flannery O’Connor.† http://panther.bsc.edu/~shagen/oconnor.htm (10 Nov. 1999). McMillen, Jenny. â€Å"Short Story Reviews.†http://www.geocities.com?Athens/Troy/2188/reviews.html (10 Nov. 1999) Owens, Mitchell. â€Å"The Function of Signature in ‘A Good Man is Hard to Find.’† Studies in Short Fiction 33 (Wntr 1996): 101-106. Schilling, Timothy. â€Å"Trying To See Straight: Flannery O’Connor & the Business of Writing.† Commonweal 122 (Nov 3, 1995): 14-15. Sloan, Gary. â€Å"O’Connor’s ‘A Good Man is Hard to Find.’† The Explicator 57 (Wntr 1999): 118-120.

English Language Learners: Families and Schools Essay examples -- ELL

Diverse cultures within the United States are rapidly developing and growing and the educational sector is the number one target to ensure that English –learners are receiving adequate education. Within the educational sector there are administrators and teachers who are involved in students lives on a daily basis to ensure that education is equal. In order to achieve the vital objective of equality, socio-cultural influences on ELL students, bilingualism and home language use, parental and community resources, and partnerships between families and schools all have to be considered to provide an opportunity for equal education. The American society has a vast influence on students who are English learners. In this case it is prominent for educators to provide the best knowledge, creative strategies for learning and classroom management skills that are reliable to give these students the best education. Becoming more perceptive and analytic observers as educators enables teachers to detect aspects of children's everyday learning experience from home that could be adapted for use in school (Leighton, Hightower, Wrigley, 1995). In order to understand the most important aspect about ELL students it is significant that the teacher become knowledgeable about the students’ cultural background. One way to accomplish this task is to become familiar with a student’s background by reading multicultural literature on the students’ culture, tradition, religion, and beliefs. Engage with the parents and family members to get the most important information about the student to know how the student lea rns. Once the educator has learned the students’ cultural background it will be easier to instruct the student and for student to learn. An ELL... ...education and students to flourish academically. References Academic Writing Tips. Org. (2011). ELL families and schools. Retrieved April 5, 2012 from, http://academicwritingtips.org/component/k2/item/640-ell-families-and-schools.html?tmpl=component&print=1 Cummins (1994). Knowledge, power, and identity in teaching English as a second language: Educating second language children. Cambridge, England: Cambridge University Press. Leighton, M. S., Hightower, A. M., & Wrigley, P. (1995). Funds of knowledge for teaching [Electronic version]. In Model strategies in bilingual education: Professional development. Washington, DC: U.S. Department of Education. Retrieved April 5, from http://www.ed.gov/pubs/ModStrat/pt3i.html Robertson, K. (2007). Bilingual family night for ELL families. Retrieved April 5, 2012 from, http://www.colorincolorado.org/article/18800/

Swot in China

Carrefour  has  taken  a  bold,  consistent  stance  on  developing in china. Carrefour is simply side – stepping the  laws. SWOT analysis Carrefour in China: Strength Operating localization strategy in both operation and management 1. Human resource: Decision-makers can make a variety of decisions which are suitable for the local conditions. 2. Purchasing: a) Raw  material  procurement  process  follows  stringent  quality  checks  and  cost  reduction  methods. b) cutting the cost of the cost in the  procurement  channels c) increasing the competition between suppliers . operation: Managers in each shop are authorized. Don’t need to many levels of transmission, which to avoid the distortion and delay of the information. 4. Business model: a) Cutting the purchasing price, this adapts China’s economic and market environment. b) Relatively large stores with broad non-food lines c) Store openings are progressing well d) H igh proportion of locally sourced products e) violating  the  policy of retail sector in china , like keeping opening illegal shop in china Weakness 1. Bad relations with the Chinese government . Having an individual shop-management mode, Having no  transparency  and  poor  project  management, this reduces consumer’s loyalty to Carrefour. 3. The tense relationship with some suppliers, damaging Carrefour's image. 4. The majority of the retailors are small and medium-sized enterprises, which are lack of bargaining ability with the big companies. 5. Carrefour’s Own-brands don’t sell well in china. 6. High â€Å"entrance† fee, which is not allowed in the countries which are well-developed in the retail market. Opportunity 1.China's accession to the WTO 2. The increase of senior personnel in the retail market 3. Withdraw from the Japanese market, and focus on China Threat 1. The Policy and economic environment in china 2. The biggest competitor – Wal-Mart 3. The majority of China's local supermarkets 4. The markets(grocery markets) in china Expansion into the Asian market is now top priority, as it is believed that this region, especially in china, offers the largest opportunities for growth. However, there is a really big change in the Chinese market.After joining the WTO, The Chinese market is opening wider while the competition is also getting tougher. Foreign retailers need to plan and implement their strategies tightly according to market conditions and their firm-specific resources. Carrefour closed four stores last year. It is said their closure was all due to bad location choice and poor management. The Carrefour China press office says that Carrefour currently has 180 stores, therefore the closing down of unprofitable ones is normal and in accordance with its strategic adjustment.But i think Carrefour is now adjusting its strategy, choosing to open new stores in second and third-tier cities. And it's a tren d in china. The most important issue is that Carrefour needs to attach importance on the relationship with customers and suppliers. Compared with Wal-Mart, Carrefour received more complaints from customers and suppliers, and warning from government. Although the prices of products in Carrefour are widely considered to be cheaper than Wal-Mart, the customer services are also vital for survive of a retailer.In addition, Carrefour always reaps great profits from suppliers, and hence suppliers can obtain a small profit margin. Therefore, it is dangerous for Carrefour if these suppliers leave and stop supplying in the future especially when Wal-Mart have a stronger buying power. In addition, Carrefour needs to focus on its long-term development and plan strategies to create values resources in order to achieve competitive advantages Empowered purchasing and distribution rights and management hinder the delivery quality of goods, which is critically important for retailers.In addition, Ca rrefour should develop advanced information systems on communicating with suppliers and stocking, which will save significant costs and benefit Carrefour’s stock management in the long-term. |Table1: Consumer Age Distribution in Hypermarkets in shanghai | | | | | | |Age distribution |Item |RT-MART |Century Mart |tesco |carrefour |Wal-Mart | | | | | | | |Commodity(whether it isabundant and has acomplete range? ) |4. 15 |3. 96 |3. 93 |4. 21 |3. 55 | | | | | | | |price |3. 47 |2. 22 |3. 03 |2. 82 |2. 32 | | | | | | | |service |3. 53 |3. 14 |3 |3. 07 |2. 8 | | | | | | | |shopping environment |4. 04 |4. 17 |3. 83 |4. 03 |3. 62 | | | | | | | |shopping convenience |4. 01 |3. 76 |4. 01 |3. 64 |3. 69 | | | | | | | |staff mental outlook |3. 77 |3. 59 |3. 36 |3. 49 |3. 47 | | | | | | | |aggregation |22. 97 |20. 84 |21. 16 |21. 26 |19. 45 | | | | | | | | | | | | | | | | | | | | |

Is Winston Smith, the Main Character in George Orwell’s Book, “Julia 1984” a Hero?

What does one think of when the word â€Å"hero† comes up? The definition of a hero is afflicted with the main character in a book, play, or movie, which is typically identified with good qualities. But what if that is not the case? What if our hero is a cowardly man with a varicose ulcer on his right ankle and is physically unfit?Meet Winston Smith, the main character in George Orwell’s book, â€Å"1984†. Winston is a member of the Outer Party, and is under the ruling of the Inner Party, living under a mask that he is a loyal follower of Big Brother as those who do not follow Big Brother are vaporized and are never to be seen again. No one has the courage to rebel as even thinking various thoughts can result an individual to be vaporized, with everyone being watched at every moment of the day. Winston feels frustrated through the Party’s laws as he cannot even think what he wants and soon leads to him rebelling.Winston’s journey shows that he fails to rebel against the party in the end. However, Winston is meant to be a hero as a hero is justified through his actions, rather than by his ending; Winston shows characteristics of a hero through rebellious attitude to do what is right, his bravery to rebel against Oceanian law, and the perseverance to keep rebelling until the very end, as emphasized in the book â€Å"1984†. In the very beginning of the book, Winston already shows characteristics of a hero as he commits acts of rebellion against the unfair laws of the Party. He frequents the Prole district and shops in ordinary shops; buying many items from the past. In Oceania, the act of buying such items is against the law as â€Å"Party members were supposed not to go into ordinary shops† (Orwell 6).Winston slips through the district and buys a diary as â€Å"At the time he was not conscious of wanting it for any particular purpose. Orwell 6)The fact that Winston buys items from the Prole district frequently sho ws how he enjoys doing these rebellious acts since it allows him to go back to the past. Winston shows his rebellious attitude again as he repeatedly writes â€Å"in large neat capitals DOWN WITH BIG BROTHER† (Orwell 18).Winston cannot publicly revolt since Oceania is filled with telescreens to spying neighbours. There are even events such as the Two-Minutes Hate where citizens conform to propaganda. Winston rebels by his eyes as â€Å"there was a space of a couple of seconds during which the expression of his eyes might conceivably have betrayed him.† (Orwell 16) Winston is a rebellious man who revolts for freedom in a totalitarian society, showing how he justifies his  actions as a hero.After Winston staggers through thinking about whenever he should rebel further, he meets Julia soon afterwards and decides to rebel together. He no longer wonders if he should rebel, he rebels because it is the right thing to do to gain freedom. He officially starts his rebellion wi th Julia by making love to her â€Å"even if it were only once in his whole life. The sexual act, successfully performed, was rebellion. â€Å"(Orwell 68). This shows how Winston is brave by even connecting with Julia, as it can end in both of them being vaporized in the end.Winston continues his act of bravery by pursuing a place where he and Julia can continue rebelling in private; he rents out the room above the antique shop. Here, the both of them commit more crimes that could entitle them to death. For example, Winston stops â€Å"to talk with Mr. Charrington for a few minutes on his way upstairs.†(Orwell 150) in a society in where trust is rare. Winston also comes to this room to talk about more acts of rebellion with Julia, and of course, they also continue to make love despite it being against the law.Winston attains the title of a true rebel when he searches for O’Brien to join the Brotherhood, stating that â€Å"We believe that there is some kind of conspi racy, some kind of secret organization working against the Party, and that you are involved in it. We want to join it and work for it.†(Orwell 170) At this point, Winston realizes that there is no turning back as O’Brien â€Å"began asking his questions if he is to fully commit to being a part of the Brotherhood and Winston agrees, showing great bravery for committing thought crime and other acts of rebellion. His bravery for committing these courageous acts shows Winston in a heroic light, as he fights the Party with heavier crimes.Winston is dead set to persevere until the very end. His ultimate goal is â€Å"to die hating them†- with â€Å"them† referring to the Party and Big Brother. Winston does not deny that he would be caught; â€Å"The first step had been a secret, involuntary thought, the second had been the opening of the diary. He had moved from thoughts to words, and now from words to actions. The last step was something that would happen in the Ministry of Love.† (Orwell 159) However, he continues to rebel by enduring both physical and mental torture; with â€Å"questioners now were not ruffians in black uniforms but Party intellectuals, little rotund men with quick movements and flashing spectacles† (Orwell 241).Soon, he faces O’Brien torturing him through electric shocks so Winston can be converted into loving Big Brother,  where Winston still doubts the certainty of the Party. O’Brien brings up that â€Å"The earth is as old as we are, no older. How could it be older? Nothing exists except through human consciousness.† (Orwell 265) Winston retorts back, saying â€Å"But the rocks are full of the bones of extinct animals – mammoths and mastodons and enormous reptiles which lived here long before man was ever heard of.† (Orwell 265) Winston â€Å"obeyed the Party, but he still hated the Party.† enough to say â€Å"I hate him† (Orwell 282), posing a proble m to the Party as one should accept the Party or Big Brother entirely.Being broken, Winston â€Å"knew that he was in the wrong, but he preferred to be in the wrong.† showing that he still has the drive to continue to fight for freedom, as he still wanted it badly. This causes him to go to Room 101- and he betrays Julia due to his fear of rats. It is easy to see that everyone ends up betraying what they love most, as the purpose of the torture is to replace anything you love most with Big Brother.His perseverance shows how Winston- despite failing- is a heroic character as he attempted to hate Big Brother until the very end. The cautionary tale of â€Å"1984† emphasizes Winston as a hero through his dedication to rebel as far as he could, his courage for taking action in rebellion, and showing the right attitude for what is right; making him an excellent protagonist for a hero is defined through what one does, and not by what happens to the hero.Albeit the tragic endin g, does Winston’s failure to reach his goal denounce him from a hero status? In the end, the credibility of Winston being a hero is ultimately up to the reader as he can only be a hero if he fits the definition of a hero. The question is, what is a hero?

Human condition and the passage from innocence to experience Essay

In Frankenstein, Mary Shelley reflects her views on the faults and weaknesses of human beings and the disasters these imperfections can cause through the personalities and actions of the characters in the novel. The results of the characters personalities and actions show how significant certain undesired traits can be. Through the journeys of the individual characters Mary Shelly shows how we, as human beings, develop in the path from innocence to experience. Surprisingly, the majority of Shelley’s obvious criticisms are divulged through the ‘hero’, Victor Frankenstein. Frankenstein is used to fulfil this purpose in a multitude of ways: In her 1823 Introduction, Mary Shelley suggests that Victor’s main crime is his presumption in displacing God. The works of Milton could have inspired this; by way of her parents, he would have been a natural choice of inspiration for Shelley. Milton believed that power corrupts human beings and distrusted anyone who could claim power over anyone else. Therefore, Frankenstein does wrong in claiming power over the monster’s life by creating him. We see a change in Victor’s views on this subject; at the beginning of the novel Frankenstein is fixated with the idea of creating a new being from the remains of dead people and bringing this new being to life by means of electricity. As the novel develops, through his experiences he begins to see the true repercussions of his actions and finally sees the magnitude of what he has done in his thoughtlessness (innocence. ) This can also be seen as an attack on human nature. As the creature opens his eyes for the first time, facets of Victor’s character become revealed. Whereas the read expects Victor to reflect the joy of having finally received his goal, his reaction is on of horror: â€Å"now that I have finished, the beauty of the dream has vanished, and breathless horror and disgust filled my heart. † While one may assume that his repulsion is due to the physical appearance of the â€Å"wretch† (p56), Victor had created the monster and knew very well what the creature looked like before it awoke. Therefore, his terror seems to represent a sort of subconscious self-vision. This could be Shelley’s way of criticising how we can become clouded by ambition and do not realise the consequences of our actions until it is too late. Towards the end of the novel Victor has learnt from his experiences and realises what the possible consequences could be of creating a companion for the monster. He knows the destruction of the female monster could result in his own death but for once he is selfless and takes responsibility. Unlike his first venture, he is thinking of the greater-good rather than his own happiness. In the beginning of the novel we see the development of Victor’s ambition from healthy to obsessive. Fired by his enthusiasm during his first experiments, he imagines how â€Å"A new species would bless me as its creator and source†¦ No father could claim the gratitude of his child so completely as I should deserve theirs†(p54). A possibly interpretation here would be to presume that this is a criticism of man’s belief that he is indestructible and he can thus take on the role of God and do whatever he likes. This could have sprung from the death of Mary’s mother; human beings believe themselves to be all-powerful and virtually invincible but they cannot avoid death. On the other hand, perhaps the crime upon which Shelley focuses is not what he does, but what he fails to do: nurture his creation. Victor’s ambition and achievement may be heroic, problems only occur in his inability to bear responsibility for his creation. In Brannagh’s film interpretation, Frankenstein’s soul motivation for the creation of the monster is to ‘cheat’ death (possibly an honourable purpose which would not suggest that Shelley meant Victor to be disliked). However, in the novel, there is no evidence to suggest that this is the case. Frankenstein is also portrayed to wish to undermine the power and position of women. By this we see him rebelling against the ‘normal family unit’ and the responsibilities that belonging to such a unit entails. This could be interpreted as a fear of the natural process of birth, possibly echoing Shelley’s own mixed feelings towards childbirth. First pregnant at sixteen, and almost constantly pregnant during the next five years, Shelley lost most of her children soon after they were born. Victor’s â€Å"workshop of filthy creation† (p55) may have ‘womb-like’ suggestions. Following this argument, Helen Moers likens the description of the newly created monster to that of a newborn baby in her book ‘Female Gothic. ‘ Shelley also uses Frankenstein, and his failure to comply with social expectations in his creation of his creature, to criticise society on many different levels. When Frankenstein gives life to the monster, he is so disgusted with its appearance and its deviation from a normal human being that he rejects and abandons it. This reflects how society shuns anyone or anything that does not conform to their idea of ‘normality. ‘ This particular criticism probably sprung from Shelley’s up bringing. With two revolutionary parents, Mary Shelley was certainly not born in to a conformist family. A particular example of this is the fact that Mary Shelley’s parents were not married. At the time this would have been virtually unheard of in decent families. Mary was possible criticised by her peers as having radical parents, or being bullied because her parents were not ‘normal. ‘ She shows her anger at their ignorance by showing Victor be uncaring, and leading the reader to sympathise with the monster rather than his cruel creator. After the conviction of Justine we see a possibility that Victor will admit to being responsible for the death of Justine. However, he is cowardly. He claims Justine to be innocent, and claims to know William’s murderer but does not confess. Again, it is his failure to act that results in disastrous consequences. However, by announcing his faith in Justine’s innocence we are endeared to him. Shelley used this to show us how he improves with the experience he gains. Towards the end of the novel the monster requests that Frankenstein grant him a companion to end his misery. We see a blinker of sympathy and consideration for the monster in Victor at this point. He has improved himself slightly by this point. When the monster makes his proposition, Frankenstein actually considers with the monster. We can, therefore, see that by this point he becoming prepared to reason with the monster like an equal. We begin to think he is going to take responsibility for his actions by taking pity on the monster. After all it cannot be forgotten that the monster could have honoured his promise and disappeared with its mate, thus preventing the death of Clerval, Elizabeth and possibly Victor’s own father. But on the destruction of the female monster’s body Victor fails to take true responsibility and virtually caused the deaths of Clerval and Elizabeth. Again, his experience has made improved him, almost to the point where he could redeem himself of the crime that is abandoning what is effectively his child. At the end of the novel, although Victor’s dying wish is that the deaths of his loved ones be avenged, we can see how his journey has changed him. His last expressed feelings are that of fatigue and exhaustion. This shows how Shelley hopes human beings will become tired of their flawed ways of thinking and learn from their experiences. In a direct contrast, the monster’s passage from innocence to experience only produces negative results. In spite of his unnatural creation, the monster can be seen to symbolize a new start. However, as he proceeds with his education, as he moves from nature to culture, the monster learns more and more about the injustices of society. He learns about human emotions and comes to desire compassion and love but is rejected on account of his repulsive physical appearance. He masters language, but language fails him; rather than allowing his entry into human society as he had hoped, it only serves to make him more fully aware of his unique origin and alien nature. His education is part of what makes him miserable. It is only when he is exposed to, and suffers from the viciousness of human society that he himself begins to demonstrate violent behaviour, to act as the monster his appearance suggests him to be. What I perceive to be the monster’s most vicious act is the murder of Elizabeth on Victor and Elizabeth’s wedding night. Without his primitive human emotions he would never have known what he was missing out in a female companion. With his experiences with the DeLacey’s he saw how strong the family unit could be and felt even more bitter when he was rejected. Without such knowledge or experience he would never have had the determination to enact such a terrible crime. It is his human emotions that finally cause his misery to consume him at the end of the novel. When Victor dies, the monster if found by his body crying. This is a common human characteristic; in most cases, even if two people did not get along well in life or had not spoken in years, if one is to die, the other forgets the past and exonerates their dead friend, acquaintance or family member by mourning their loss. They regret things that they may not have said or done, and wish they could turn back time to put things right before the other passed away. It is the monster’s sadness at the death of his creator and his regret for the events of the past that finally consume him and tear from him his desire to live. Without these human emotions, the monster may not have destined himself to such a tragic end. It could be argued that Shelley was criticising the power of human emotions and the negative results they can produce. As I mentioned before, Shelley lost many of her children, this must have caused her great depression misery. These may have affected her ability to live her life; thus, she may have been suggesting that if she could have been less humane, her life may not have been as miserable. In conclusion both the monster and Frankenstein show Shelley’s feelings towards human behaviour, how we learn from our experiences, and how we deal with things in the future. However, it is arguable whether she is intending to show that knowledge or ignorance is bliss through he contrasting passages of Frankenstein and his creation.

Ccna 2 Lab Book

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