Troubleshooting Evco Insurance Network Essay Example for Free

Troubleshooting Evco Insurance Network Essay The network manager himself not keeping track of the growth of the network , coupled with the return of an unspecified number of computers from storage back into the network, are conditions that would encourage the network congestion currently experienced by Evco Insurance. This is further confirmed by the fact that the worst network congestion occurs where the network has experienced the most expansion in the last six months: the Marketing department. Several causes come to mind, with the presentation of the scenario for Evco Insurance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first cause that comes to mind is in regards to the computers pulled out of storage. It is possible that since the computers were pulled out of storage, the configuration of the TCP/IP settings may have conflicted with newer additions to the network. This would affect the computers within the marketing department, since these particular computers were deployed there, and any other computers that share the same settings. This would explain the some of the causes of the network congestion and the solution would be to correct or reconfigure the settings on the affected computers. This is a basic error, however, and would mostly affect only the individual computers that have conflicting settings and would not be the most probable cause, though it may contribute to the congestion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Related to the first possible cause is the possibility that there are hardware errors that were unchecked when the computers were assigned to the new marketing personnel. A particular concern is the network cards of those computers taken from storage. One such error causes the network card to continuously transmit junk data into the network, flooding the network with unnecessary data and slowing down connectivity; in which case even just one such computer can cause the whole network to slow down. Actual settings of network adapters and switch ports may also have conflicting settings. Both these hardware /settings errors can contribute to the network slowdown in the Marketing department, and both can be located using a combination of actually checking each computer and checking how far along the network a command or ping can travel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another possibility, but not the last possible cause, is the actual physical cable connections of the Network. A 100BASE-TX can have up to 100 meters of twisted copper cable per segment length, which must be rated at least category 5. While it is possible that the network itself has been poorly maintained, and that individual cables within the physical network are causing the error, it   may be more likely that there are problems or errors in the physical connections recently added to the network, since the problem of slow connectivity was experienced after the addition to the network. Ranging from poorly-maintained cables, using the wrong category of cables, or even the correct type of cable connected or the incorrect crimping of the cable can lead to network slowdown.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Any of these three, or perhaps none of them, could be the cause for the network slowdown experienced in the Marketing department of Evco Insurance. There could be other reasons for the problem, though these are the three possible causes that immediately came to my mind.

Jesus and Moses Essay examples -- Religion, Baptism

According to the book of Matthew, â€Å"Jesus was born in Bethlehem of Judea in the days of Herod the king,† indicating he was born between 6 and 4 BCE (Matthew 2:1). The Bible refers to this as the virgin birth because Joseph and Mary never conceived him. He was a human being in which God took his form. Very little is known about his childhood and the Bible only reveals a picture of Jesus and his teachings when he was approximately 30 years of age. Whatever happened to Jesus during these years is a mystery to us all, but whatever happened transformed him into the divine being which he is today. Jesus was raised under Judaism and sternly believed in the practices and Jewish customs. In Luke 2:41-52, Luke reveals that Jesus went missing one time from his parents and was later found teaching in his town’s temple. For me, this story shows that from the beginning Jesus was a man of faith with the great ability of explaining and preaching God’s word. I honestly believe Jesus was placed on this earth to teach us unconditional and infinite devotion to God. He lived exactly as humans did. He experienced the same trials and tribulations, the same pains and pleasures of man, and, more importantly, he died to save us from our sins and show what true faith really is. His strength and power lies in his ability to not cave in to worldly urges and to exhibit self control the way God wanted it to be by never reacting with sin. After a 20 year hiatus in the stories and teachings of the Bible, Jesus reappears for his baptism. After experiencing life as a human and witnessing how man can be tempted to evil, Jesus converted to Christianity when John the Baptist baptized Jesus in the Jordan River. The purpose of the baptism was to repent ... ...ayed Moses and engaged in idolatry. The Midian women lured the Levites, Moses’ people, to commit these acts. As a result, God ordered Moses to kill all those who engaged in idolatry as well as every child, woman, and soldier (Deuteronomony 23:3-6). Moses never truly achieved his goals to free his people from persecution and establish a safe and secure homeland, but he did appoint people to lead after him and left them with the Book of Deuteronomy. In these sermons, Moses recalls the trials and tribulations of 40 years in the wilderness to show the struggles his people have made so far. He also demands that they follow his teachings and, more importantly, the Ten Commandments. He leaves them by telling them to observe one and only one God, his God. Shortly thereafter, Moses died at the age of 120 and paved the foundation for the creation of Israel.

Physiological Education Essay

Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of â€Å"innate differences between the sexes† (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepancies–the architecture of their brains, in quantitative test scores, attitudes toward math and science–between men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, men’s and women’s brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidd’s studies showing that boys and girls have different brain development, with girls’ brains maturing faster than boy’s, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girl’s brain is equal to that of an 8 year old boy, while the language area of a boy’s brain is three or four years behind that of a girl’s brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environment’s Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the child’s environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldn’t be very interested in it (Understanding Gender†¦ , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovic’s view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender†¦ , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that it’s very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, we’d have girls who think they can’t do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. What’s clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the child’s environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner that’s easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. It’s the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008.

The Divine Comedy By Dante Alighieri Essay - 2228 Words

There is no doubt that Dante Alighieri (1265-1321) has made a momentous contribution to Medieval literature in general and Italian in particular. He is best known for his magnum opus, The Divine Comedy. It is a brilliant masterpiece of literature which students read as a part of their curriculum in literature courses, in order to probe the mind of a genius commenting on both temporal events and the spiritual, scientific, and philosophical themes and concerns of his predecessors and peers, thereby rendering it one of the most incredible works of the Middle Ages. As a matter of fact, the Divine Comedy has been widely read, from the time of its emergence until the present, due to its vivid and memorable depiction of three realms of the afterlife in the Roman Catholic milieu of his day: Hell, Purgatory, and Heaven. Dante’s Divine Comedy, though, touches upon very sensitive topics, including, but not limited to, racism, anti-Semitism, and Islamophobia. In this paper, I would like t o focus specifically on anti-Semitism and Islamophobia, particularly those incidents conveyed in the Inferno. Dante offers a number of harsh criticisms of the Abrahamic traditions, and treats some of their most eminent and historical figures in a dreadful manner. The question, which I intend to address, involves discussion of the current debate surrounding what are called â€Å"trigger warnings† in academic circles, in terms of whether or not such warnings are necessary in the teaching of the Divine Comedy.Show MoreRelatedThe Divine Comedy By Dante Alighieri873 Words   |  4 Pagesâ€Å"The Divine Comedy† is an epic poem written by Dante Alighieri. He wrote the epic sometime between 1308 and 1321, the year he died. It is considered one of the greatest works of world literature. He wrote â€Å"The Divine Comedy† while he was exiled from Florence, Italy (Bishops 182). â€Å"The Divine Comedy† recounts Dante’s idea of the afterlife. 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Of his talent, came a business of the