LAN/WAN Configuration and Troubleshooting Guide

LAN/WAN Configuration and Troubleshooting Guide

LAN/WAN Configuration and Troubleshooting Guide

You have been tasked with creating an overall LAN/WAN Configuration and Troubleshooting Guide for a medium-sized business with locations as follows:
Location 1, New York State – 100 users
Location 2, Pennsylvania – 200 users, servers that host email, collaboration tools, and the ERP/CRM system
Location 3, California – 50 users
All with the capability to work from home
You will create a portion of this guide each week, with the final documents due in Week Five.
For Week Four, write a 2- to 3-page proposal using Microsoft® Word for how you would monitor and manage the network connectivity between the sites. The proposal should
include the following:
An accurate account of at least two monitoring tools you could use
An accurate description of at least two metrics and thresholds you would report on
A proposal of how you would configure and verify device-monitoring protocols using an example from one of the Practice Labs and providing insights on how to reasonably
interpret the results from the tool
Research two different network analyzer applications, one that’s a commercial (paid) product, and one that’s an open-source (free) product.
Write a 1- to 2-page comparison using Microsoft® Word. Include the following:
Outline at least three features and benefits of each product
Make a logical recommendation for which Network Analyzer you would choose for a small network consulting organization

PHI 210 Critical Thinking WEEK 11 EXAM

PHI 210 Critical Thinking WEEK 11 EXAM

PHI 210 Critical Thinking WEEK 11 EXAM

Cliff wants to determine whether people prefer red apples or green apples. In order to obtain good results, he decides to conduct this survey at a car festival. Out of
the 5000 people who attended the festival, Cliff surveys 10 attendees randomly. The survey reads, “Which do you prefer, red apples or green apples?” Seven of ten
people surveyed answer that they prefer red apples. From his survey, Cliff concludes that most people prefer red apples. Cliff’s results may not be reliable because of
which of the following problems with his study?

• Question 2

While sitting in a parking lot after work, Brandon witnesses someone step around a garbage bag on the ground. This leads Brandon to question people’s reaction to
litter. If Brandon were to conduct an investigation, which part of the investigation will he have already completed?

• Question 3

While scientific explanations provide compelling evidence for claims and produce verifiable insights, they are also _________.

• Question 4

Conspiracy theories often lack which of the following?

• Question 5

A student is designing an experiment to find out if the following statement is true: “If you get at least six hours of sleep, you will do better in class than if you
get fewer than six hours of sleep.” The statement is an example of which of the following?

• Question 6

Angela and Glenn are deciding if they should get married. Their biggest point of contention by far is over money. Angela believes strongly that the right way to handle
family finances is to save as much as possible for the future. Glenn, however, has no problem spending freely, using credit cards, and borrowing for lifestyle. As
Angela is considering whether or not to marry Glenn, which of the following questions would help her to evaluate the problem of finances?

• Question 7

A good practice when making a decision involves which of the following?

• Question 8

Dharamdas is looking to buy a new laptop since his old laptop has finally stopped working. He has made a list of all the laptop brands that could potentially fit his
needs, and now he is reading reviews and narrowing down his list based on what he learns. Which stage in the problem-solving process is Dharamdas practicing?

• Question 9

Clinton graduated college with a bachelor’s degree in mathematics. While in school he turned down the option to stay an extra year and earn a master’s degree in
engineering. Currently, Clinton is having a difficult time finding employment as a mathematician, while all of his engineering friends easily found jobs. What question
is Clinton likely asking himself when reflecting upon his decision to not get the master’s degree, which has made it more difficult for him to find a job?

• Question 10

After weeks of touring different places to live, Maria signs the lease for an apartment in a new city. Three weeks later, she notices there is a severe ant problem in
the apartment and she decides that next time she is apartment-hunting, she’ll ask the landlord about any potential insect problems before she signs her lease. Which
stage in the problem-solving process is Maria practicing?

• Question 11

Why might advertisers find it appealing to promise that they have a “better” product than the competition?

• Question 12

To Albert, the word “love” brings up positive feelings about his son; to Raj, it brings up negative feelings about a previous relationship; and to Anthony, it refers
to the warm feeling he gets during family gatherings. Which category of meaning are these statements describing?

• Question 13

A reader analyzes the four categories of meaning in order to do what?

• Question 14

“Acknowledging a right to benefit from the presence of animals requires government action to ensure human access to animals in a number of different spheres,” writes
Jessica Pierce, Ph.D., in Psychology Today. The pragmatic meaning of the term “right” in this statement is _________.

• Question 15

Which statement best describes the relationship between intent and form?

• Question 16

A state senator testifies under oath not to accept a large campaign contribution. The prosecutor argues the senator lied under oath, so the senator should go to jail.
What is the enthymeme in the prosecutor’s argument?

• Question 17

Consider the following argument: Premise 1: Steven played a video game with heavy gun use. Premise 2: Simulating shooting guns at people is wrong. Conclusion:
Therefore, Steven should not be playing the video game. The statement, “Steven should not be playing the video game,” is an example of which of the following?

• Question 18

Which of the following is the BEST example of an amoral claim?

• Question 19

Every day on his way to work, Frederic stops by a large chain hotel at which he is not staying, walks into the lobby, and helps himself to the continental breakfast.
He believes this is the right thing to do because it saves him a lot of money and is very convenient. What ethical theory is he using to justify his actions?

• Question 20

A top official of the government is presenting a case for the continued use of drone airplanes in military conflicts. The official states that “using drones during
military surveillance missions is the right course of action because it saves soldiers’ lives.” What is the enthymeme in the official’s argument?

• Question 21

An expert may not be considered a credible source if he or she has _________.

• Question 22

The false dichotomy fallacy is a fallacy in which the arguer _________.

• Question 23

Which of the following is an example of a “loaded question”?

• Question 24

Annie argues that reducing carbon emissions in the United States will take a toll on the economy far exceeding any potential environmental benefits. Leo responds by
arguing that several Scandinavian countries produce less carbon than the United States. What fallacy is Leo committing?

• Question 25

When the topic at hand is a complicated scientific issue, it is important to _________.

MBAF 603 – Finance historically provides the network

MBAF 603 – Finance historically provides the network

MBAF 603 – Finance historically provides the network

Read the following statements and let me know your thoughts on whether you agree or disagree with them:

1.- Finance historically provides the network for linking investors with capitalists and entrepreneurs. It is the transfer of funds from those who have idle funds to
those who have opportunities for putting those funds to work in creating wealth. A basic tenet of finance is to maximize wealth for shareholders.

2.- Financialization is the process of re-distributing wealth from those who invest and those who create wealth to those who facilitate the financing and investing
processes. Re-distribution comes in the form of excessive fees and charges imposed by financial institutions on financial transactions.

3.-The Netherlands and Britain fell from global economic prominence due to the financialization of their economies. The United States is following the same path. The
United States is experiencing financialization on several economic fronts.

4.- The re-distribution of wealth from shareholders to executives results in the concentration of wealth at the executive level without comparable creation of wealth
for workers and shareholders. An example is the retirement package of Pfizer’s chief executive. As reported in the New York Times in 2006, the package resulted in a
windfall of 200 million dollars to the C-E-O while stockholders realized a 40 percent loss in company value during his tenure.

5.- Another example of financialization is the mortgage lending industry. Home ownership is an equity builder for mainstream Americans. Equity is built up in the home
as the mortgage is paid down, coupled with home improvements and custodial care of the property.

6.-Financialization results when homebuyers are duped into high-risk mortgages structured to offer upfrontqualification but down-the-road foreclosure. These mortgages
are often re-structured and sold as mortgage pass-through securities to general investors.

7.- Financial institutions collect millions of dollars in fees from the transactions. Upon foreclosure, the properties are turned over rapidly, resulting in more fees.
The homeowners lose any equity or opportunity to build equity. The purpose of this entire process appears to be generating fees, not creating equity wealth.

Other examples of financialization include credit card companies, trading and brokerage bonuses, and the national debt.

FINA2005 – Derivatives and Risk Management Module 2 Torrens University Australia

FINA2005 – Derivatives and Risk Management Module 2 Torrens University Australia

FINA2005 – Derivatives and Risk Management Module 2

Torrens University Australia
FINA2005 Derivatives and Risk Management Module 2 homework questions
1. Differentiate between spot price and forward price.
2. Differentiate between price and value of a forward contract.
3. Explain interest rate parity and how this parity relationship helps to
calculate forward exchange rates from the spot exchange rates. Why
do interest rates vary between two countries?
4. Calculate the six-month forward exchange rate between Great Britain Pound (GBP) and
Australian dollar (AUD) if the spot exchange rate for GBP is 1.645 AUD, the Australian
risk-free rate is 2.50% and UK risk-free rate is 2%. Assume that the interest rates are
annually compounded.
5. Calculate the six-month forward exchange rate between Great Britain
Pound (GBP) and Australian dollar (AUD) if the spot exchange rate for
GBP is 1.645 AUD, the Australian risk-free rate is 2.50% and UK riskfree rate is 2%. Assume that the interest rates are continuously
compounded.
6. Suppose you buy a forward contract today at a price of $95. The contract expires in 30
days. The risk-free rate is 3 percent. Now 10 days later, the spot price of the asset is $102.
What is the value of this forward contract 10 days after the contract was bought? Assume
that the interest rates are annually compounded.
7. Suppose you buy a forward contract today at a price of $95. The
contract expires in 30 days. The risk-free rate is 3 percent. Now 10
1 days later, the spot price of the asset is $102. What is the value of this
forward contract 10 days after the contract was bought? Assume that
the interest rates are continuously compounded.
8. Should the forward contract (or futures contract) price be higher or
lower when the underlying generates cash flows and by how much?
Explain with an example of a stock that pays dividends.
9. Should the forward contract (or futures contract) value be higher or
lower when the underlying generates cash flows and by how much?
Explain with an example of a stock that pays dividends.
10. How do cost of carry and risk premium impact the forward contract (or
futures contract) price? What are the elements of cost of carry? 2

Counterterrorism in Security Management

Counterterrorism in Security Management

Counterterrorism in Security Management

Each question needs to be answered in at least 50 words

1. I think the privatization of physical security could be feasible, but when we start to look at counterterrorism and the intelligence function of the IC–
should this be contracted out? Are there legal constraints?

2. let’s take a look at some of the legal challenges with counterterrorism. What are some of the issues involving the Patriot Act and the Foreign Intelligence
Surveillance Act (FISA).

3. let’s take a look at the US Freedom Act a bit more, what do you think, does enable the IC to counterterrorism or add further layers of bureaucracy to fight
through?

4. briefly outline programs like Tripwire and eGuardian. How can they help us in assessing risk and countering the threat?

5. how does DHS, using the NIMS concept promote interagency cooperation and integrate private agencies into the government response?

6. what is the role and mission of the National Combating Terrorism Center (NCTC)? What is the their relationship to the FBI JTTF construct?

7. what are some counterterrorism efforts of local agencies, state agencies, and federal agencies?

8. One method to do this is through an objective approach to monitoring terrorist threats and applying the appropriate counter measures. what is the purpose of
fusion centers? What purpose do they fulfill?

9. what is some formal ways private security can partner with state, local, and federal agencies?

Critical Analysis of the challenges facing Public Health

Critical Analysis of the challenges facing Public Health

Critical Analysis of the challenges facing Public Health
By now, you have learned that public health is a diverse enterprise facing many challenges. In a 3-5 page critical analysis (not including title page and
references), identify what you believe to be the greatest challenging facing public health. Possible topics include:
• Reliable funding
• Non-communicable (chronic) disease
• Emerging infectious diseases (MERS, SARS, Ebola, Zika)
• Risk reduction and safety
• Disease detection and medical intelligence
Explain why you believe this is an important issue. Support your explanation with scholarly references.

Hide Rubrics
Rubric Name: GSMY Writing Rubric v2

Criteria Level 4
20 points Level 3
16 points Level 2
14 points Level 1
1 point
Criterion 1: Context/Purpose- Considers the audience, purpose, and the circumstances surrounding the writing assignment(s). Shows superiorunderstanding of context,
audience, and purpose that is extremely appropriate for the assignment(s). Shows goodunderstanding of context, audience, and purpose that is mostly appropriate
for the assignment(s). Shows fairunderstanding of context, audience, and purpose that is somewhat appropriate for the assignment(s). Shows insufficient or poor
understanding of context, audience, or purpose of the assignment(s).
Criterion 2: Content/Ideas/Support- Articulates and supports a main idea(s) that is consistent with context and purpose. Highly original main idea(s) is clearly
articulated and strongly supported by predominantly current and relevant evidence that may be researched based. Main idea(s) is exceedingly consistent with context and
purpose. Mostly original main idea(s) is generally well articulated and sufficiently supported by mainly current and relevant evidence that may be researched
based. Main idea(s) is generally consistent with context and purpose. Main idea(s) is vague, and/or inadequatelysupported, and/or inconsistent with context and
purpose. Main idea(s) is hardly or not evident and/or lacks support and/or scarcely relates to context and purpose.
Criterion 3: Organization- Uses logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to develop main idea(s) and content.
Uses highly logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to fully develop main idea(s) and content. Uses
mostly logical sequencing including introduction, transitions between paragraphs, and summary/ conclusion to generally develop main idea(s) and content. Uses
partially logical sequencing. Makesinadequate use of introduction, and/or transitions between paragraphs, and/or summary/ conclusion. Main idea(s) and content are
incompletely developed. Uses little or no logical sequencing. Lacks introduction, and/or transitions between paragraphs and/or summary/ conclusion. Main idea(s) and
content remain undeveloped.
Criterion 4: Sources -Incorporates use of and identifies sources and/or research, according to APA and/or instructor guidelines. Demonstrates superiorjudgment
in selection, incorporation, and identification of entirely appropriate quality and quantity of sources and/or research that fully meet orexceed established
guidelines. Demonstrates goodjudgment in selection, incorporation, and identification of mainly appropriate quality and quantity of sources and/or research that
mostly meet or exceed established guidelines. Demonstrates limitedjudgment in selection and/or incorporation and/or identification of sources and/or research.
Quality and/or quantity and/or appropriateness partially meet established guidelines. Demonstrates little or no judgment in selection and/or incorporation and/or
identification of sources and/or research. Quality and/or quantity and/or appropriateness do not meet established guidelines.
Criterion 5: Word Usage/ Grammar/Spelling/ Punctuation -Uses wording, grammar, spelling and punctuation accurately and correctly. Uses highly effective wording;
demonstrates virtually error-free grammar, spelling and punctuation. Uses mostly effective wording; demonstrates very few errors in grammar, spelling and
punctuation. Uses minimallyeffective wording; demonstrates numerous errors in grammar, spelling and punctuation. Uses ineffective wording; demonstrates
unacceptable amountand/or type of errors in grammar, spelling and punctuation.
Overall Score Level 4
90 or more Level 3
80 or more Level 2
70 or more Level 1
0 or more

Cooperative learning in a secondary school program in Physical Education in China

Cooperative learning in a secondary school program in Physical Education in China

Cooperative learning in a secondary school program in Physical Education in China
1. Start by selecting a topic which you are planning to teach. Choose a topic and pedagogical approaches that will enable you to apply the theoretical perspectives
that you believe should underpin effective teaching and learning. For example, if you would like to use the concept of scaffolding as a means of supporting learning in
a structured manner, you will need to choose a topic and teaching approach that has the potential to be enhanced through such scaffolding. Similarly, if you want to
demonstrate the importance of theories relating to assessment, you will plan your lesson sequence to include appropriate strategies.
After a brief introduction to your assignment, write an overview of your lesson sequence, including:
* context (e.g. phase, age and background of learners)
* aims and objectives
* subject content
* teaching approaches
* assessment strategies
Include the individual lesson plans in your appendices. There is some flexibility around the length of the lesson sequence, but as a rough guide we would expect
between 3 and 5 lesson plans. If you are in any doubt about what would be suitable for this part of the assignment, please discuss this with your tutor.
This section should be 250 words (+/- 10%), and can include numbered or bulleted lists.
2. It is vital that your lesson sequence reflects the theory and principles explored in Module 3. You could also include relevant theoretical perspectives from Module
2. In this section you should explain the theoretical principles underpinning your lesson sequence. Justify how the different aspects of your proposed sequence of
lessons reflect good practice in teaching and learning by drawing on materials in the module, for example, in relation to planning, group work, assessment or
differentiation. You should make specific reference to the readings in Module 3 that have influenced your thinking and planning. Use links to your lesson plans in the
appendices to support your arguments.
This section should be 750 words (+/- 10%).
It is essential that you complete Sections 1 and 2 before teaching your lesson sequence. Only then will both your rationale (Section 2) and critical evaluation
(Section 3) be distinctive and authentic.
Critically evaluate your lesson sequence in the light of having taught the lessons. What aspects do you believe were particularly strong in your planning, and why? To
what extent were your aims and objectives achieved? What aspects of your planning were you dissatisfied with, and why? What changes would you make to your lesson
sequence in order to address these issues?
It is important that this critical evaluation is underpinned by pedagogical theory. Again, significant reference should be made to the readings which you have
undertaken during this module, and any other readings which you have found. You do not need to make reference to material from every unit in Module 3 and you might, in
this concluding section, make a more in-depth analysis of key areas which have interested or inspired you.
This section should be 2000 words (+/- 10%).
our assignment will be assessed according to Masters level criteria and you will need to use the Harvard system of referencing.
In order to successfully complete the assignment:
* Your writing will need to be well organised and skilfully written
* You will need to show originality in the explanation and evaluation of your planning
* You will need to justify the underlying principles with thoughtful and critical arguments
* You will need to show that you have studied and understood a range of theoretical ideas in the background reading
* You will need to accurately reference this material when you use it in support of your judgements and ideas
The word count for assignments includes quotations, but not your list of references or appendices.
Student’s name:

Tutor’s name:

Proposed title: Cooperative learning in a secondary school program in Physical Education in China

Aim/s of the assignment: The purpose of the assignment is to describe and interpret cooperative learning in a secondary school program in Physical Education in China.

Teaching approach(es) to be explored: Cooperative learning

Reading from your own literature searches:
Decker,J. , 1990. The new way to play: Cooperation in PE.
Glakas, B.A, 1991. Teaching Cooperative skills through games. Journal
Hellison, D.R, 1995. Teaching responsibility through physical activity.
Johnson, D.W & Johnson, R 1989. Cooperation and competition. Theory and research.
Mosston, M & Ashworth, S 1994. Teaching Physical Education (4th Edition)
Strachan, K., 1996. Cooperative learning in a secondary school Physical Education program. Print.

If you intend to include any additional material in appendices, explain what and why.
State any ethical considerations which may be involved in planning and writing your assignment.
FOR TUTOR: Is ethical approval required?

N.B. If the answer is YES, you will need to follow the standard University ethics approval procedure, which is outlined in the introductory online ethics tutorial.
Assignment outline

1. Literature Review – Introduction to topic (Cooperative learning methods, elements of Cooperative learning, Success of Cooperative learning in PE, Issues and
concerns of Cooperative learning, Critical thinking model, Self responsibility model, teaching games under this approach, Sport education Model, Methodology in
physical Education (Might change a bit))
Cooperative learning plays an integral role in classroom planning, teaching, and learning (Strachan, 1996, pg 1). Among its various approaches, the jigsaw approach
was its first strategy. In this technique, groups are given topics, which can be subdivided into sub-topics. Group members fully understand their sub-topic and go out
to meet with members of other groups studying the same sub-topic discuss then later go back to their various groups to present their work to the other group members.
The students are later tested individually on the topic, and thus individual student’s strength is identified (Strachan, 1996, pg 2).
In cooperative learning, the differences between the age of learners typically play a significant role. For instance, a group class two students are given a set of
instructions on how they should form a football team plays to enhance they a competition will be completely different regarding performance from a group of class six
students are given the same set of instructions. Learning background also plays a role as students working on a set instruction in a place with limited resources will
perform differently with the once exposed to all the necessary resources (Strachan, 1996, pg 4).
Cooperative learning brings an alternative to the competitive and also assists a great deal in bringing academic achievement (Strachan, 1996, pg7). It is also meant
to improve the students’ affective field, interpersonal relationship and also to improve one’s psychological health. This also allows the teacher to promote the type
of skills students shows the strongest need for or the topics which are appropriate to be taught.
Cooperative learning encourages frequent, efficient and accurate communication than how competitive and individualistic situations (Strachan, 1996, pg 9). Cooperative
learning promotes constructive management of conflicts. Learners are usually tested individually and assessed in groups and the teacher pointing out the various
weakness of an individual although working as a group.
2. Lesson sequence – Describe the lesson sequence
context (e.g. phase, age and background of learners), aims and objectives, subject content, teaching approaches, assessment strategies

3. Evaluation of lesson sequence – Describe and evaluate strong and weak points of lesson planning / Sequence. Describe the changes would you make to your lesson
sequence in order to address these issues? Compare these results to Theory that has been learned in Module 3 (Planning for learning, Collaborative learning,
differentiation, classroom behavior,
4. Conclusion
General tutor feedback:

You give me very little detail to give formative feedback on here Brandon, other than the general focus of cooperative learning in the context of PE. I see no reason
why you would be unable to develop a successful assignment in this area but a lot will depend on the details of what you actually design and evaluate.

Len

Criminal Justice Program Proposal, Part II

Criminal Justice Program Proposal, Part II

Criminal Justice Program Proposal, Part II

Combating Criminal Narcotics Activity Along the Southern Border
Resource: “Seven Stage Model for Planned Change” located in the introduction and appendix of Criminal Justice Policy & Planning.

Research possible programmatic solutions by benchmarking best practices. Your program goals and objectives must be based on industry best practices.

Write a 1,600- to 1,850-word proposal for a program that solves the problem identified in the case study selected . APA format with in-text citations and references.

Address the following:

Identify two or three goals of your program.

Describe outcome objectives for each goal.

Determine the resources needed to implement the program.

Identify how you plan to elicit stakeholder participation.

Include terminology and concepts identified through the assigned readings.

Format your proposal consistent with APA guidelines.

Program Conceptualization

Colvin, C. A., & Goh, A. (2006). Elements underlying community policing: Validation of the construct. Police Practice & Research, 7(1), 19-33.
Innes, M., Abbott, L., & Lowe, T. (2009). Seeing like a citizen: Field experiments in ‘community intelligence-led policing’. Police Practice & Research, 10(2), 99-114.
Leeuw, F. L. (2005). Trends and developments in program evaluation in general and criminal justice programs in particular. European Journal of Criminal Policy and
Research, 11(3-4), 233.
Modley, P., Halley, D., & Zandi, F. (2008). Partnerships facilitate criminal justice problem solving. Corrections Today, 70(2), 148-154.
Moriarty, L. J. (2006). Investing in quality: The current state of assessment in criminal justice programs. Justice Quarterly, 23(4), 409-427.
Zedlewski, E. W. (2009). Conducting cost benefit analyses in criminal justice evaluations: Do we dare?. European Journal on Criminal Policy and Research, 15(4), 355-
364.