<!--{{{-->
<link rel='alternate' type='application/rss+xml' title='RSS' href='index.xml' />
<!--}}}-->
Background: #fff
Foreground: #000
PrimaryPale: #8cf
PrimaryLight: #18f
PrimaryMid: #04b
PrimaryDark: #014
SecondaryPale: #ffc
SecondaryLight: #fe8
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #eee
TertiaryLight: #ccc
TertiaryMid: #999
TertiaryDark: #666
Error: #f88
/*{{{*/
body {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];}

a {color:[[ColorPalette::PrimaryMid]];}
a:hover {background-color:[[ColorPalette::PrimaryMid]]; color:[[ColorPalette::Background]];}
a img {border:0;}

h1,h2,h3,h4,h5,h6 {color:[[ColorPalette::SecondaryDark]]; background:transparent;}
h1 {border-bottom:2px solid [[ColorPalette::TertiaryLight]];}
h2,h3 {border-bottom:1px solid [[ColorPalette::TertiaryLight]];}

.button {color:[[ColorPalette::PrimaryDark]]; border:1px solid [[ColorPalette::Background]];}
.button:hover {color:[[ColorPalette::PrimaryDark]]; background:[[ColorPalette::SecondaryLight]]; border-color:[[ColorPalette::SecondaryMid]];}
.button:active {color:[[ColorPalette::Background]]; background:[[ColorPalette::SecondaryMid]]; border:1px solid [[ColorPalette::SecondaryDark]];}

.header {background:[[ColorPalette::PrimaryMid]];}
.headerShadow {color:[[ColorPalette::Foreground]];}
.headerShadow a {font-weight:normal; color:[[ColorPalette::Foreground]];}
.headerForeground {color:[[ColorPalette::Background]];}
.headerForeground a {font-weight:normal; color:[[ColorPalette::PrimaryPale]];}

.tabSelected{color:[[ColorPalette::PrimaryDark]];
	background:[[ColorPalette::TertiaryPale]];
	border-left:1px solid [[ColorPalette::TertiaryLight]];
	border-top:1px solid [[ColorPalette::TertiaryLight]];
	border-right:1px solid [[ColorPalette::TertiaryLight]];
}
.tabUnselected {color:[[ColorPalette::Background]]; background:[[ColorPalette::TertiaryMid]];}
.tabContents {color:[[ColorPalette::PrimaryDark]]; background:[[ColorPalette::TertiaryPale]]; border:1px solid [[ColorPalette::TertiaryLight]];}
.tabContents .button {border:0;}

#sidebar {}
#sidebarOptions input {border:1px solid [[ColorPalette::PrimaryMid]];}
#sidebarOptions .sliderPanel {background:[[ColorPalette::PrimaryPale]];}
#sidebarOptions .sliderPanel a {border:none;color:[[ColorPalette::PrimaryMid]];}
#sidebarOptions .sliderPanel a:hover {color:[[ColorPalette::Background]]; background:[[ColorPalette::PrimaryMid]];}
#sidebarOptions .sliderPanel a:active {color:[[ColorPalette::PrimaryMid]]; background:[[ColorPalette::Background]];}

.wizard {background:[[ColorPalette::PrimaryPale]]; border:1px solid [[ColorPalette::PrimaryMid]];}
.wizard h1 {color:[[ColorPalette::PrimaryDark]]; border:none;}
.wizard h2 {color:[[ColorPalette::Foreground]]; border:none;}
.wizardStep {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];
	border:1px solid [[ColorPalette::PrimaryMid]];}
.wizardStep.wizardStepDone {background:[[ColorPalette::TertiaryLight]];}
.wizardFooter {background:[[ColorPalette::PrimaryPale]];}
.wizardFooter .status {background:[[ColorPalette::PrimaryDark]]; color:[[ColorPalette::Background]];}
.wizard .button {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::SecondaryLight]]; border: 1px solid;
	border-color:[[ColorPalette::SecondaryPale]] [[ColorPalette::SecondaryDark]] [[ColorPalette::SecondaryDark]] [[ColorPalette::SecondaryPale]];}
.wizard .button:hover {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::Background]];}
.wizard .button:active {color:[[ColorPalette::Background]]; background:[[ColorPalette::Foreground]]; border: 1px solid;
	border-color:[[ColorPalette::PrimaryDark]] [[ColorPalette::PrimaryPale]] [[ColorPalette::PrimaryPale]] [[ColorPalette::PrimaryDark]];}

.wizard .notChanged {background:transparent;}
.wizard .changedLocally {background:#80ff80;}
.wizard .changedServer {background:#8080ff;}
.wizard .changedBoth {background:#ff8080;}
.wizard .notFound {background:#ffff80;}
.wizard .putToServer {background:#ff80ff;}
.wizard .gotFromServer {background:#80ffff;}

#messageArea {border:1px solid [[ColorPalette::SecondaryMid]]; background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]];}
#messageArea .button {color:[[ColorPalette::PrimaryMid]]; background:[[ColorPalette::SecondaryPale]]; border:none;}

.popupTiddler {background:[[ColorPalette::TertiaryPale]]; border:2px solid [[ColorPalette::TertiaryMid]];}

.popup {background:[[ColorPalette::TertiaryPale]]; color:[[ColorPalette::TertiaryDark]]; border-left:1px solid [[ColorPalette::TertiaryMid]]; border-top:1px solid [[ColorPalette::TertiaryMid]]; border-right:2px solid [[ColorPalette::TertiaryDark]]; border-bottom:2px solid [[ColorPalette::TertiaryDark]];}
.popup hr {color:[[ColorPalette::PrimaryDark]]; background:[[ColorPalette::PrimaryDark]]; border-bottom:1px;}
.popup li.disabled {color:[[ColorPalette::TertiaryMid]];}
.popup li a, .popup li a:visited {color:[[ColorPalette::Foreground]]; border: none;}
.popup li a:hover {background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]]; border: none;}
.popup li a:active {background:[[ColorPalette::SecondaryPale]]; color:[[ColorPalette::Foreground]]; border: none;}
.popupHighlight {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];}
.listBreak div {border-bottom:1px solid [[ColorPalette::TertiaryDark]];}

.tiddler .defaultCommand {font-weight:bold;}

.shadow .title {color:[[ColorPalette::TertiaryDark]];}

.title {color:[[ColorPalette::SecondaryDark]];}
.subtitle {color:[[ColorPalette::TertiaryDark]];}

.toolbar {color:[[ColorPalette::PrimaryMid]];}
.toolbar a {color:[[ColorPalette::TertiaryLight]];}
.selected .toolbar a {color:[[ColorPalette::TertiaryMid]];}
.selected .toolbar a:hover {color:[[ColorPalette::Foreground]];}

.tagging, .tagged {border:1px solid [[ColorPalette::TertiaryPale]]; background-color:[[ColorPalette::TertiaryPale]];}
.selected .tagging, .selected .tagged {background-color:[[ColorPalette::TertiaryLight]]; border:1px solid [[ColorPalette::TertiaryMid]];}
.tagging .listTitle, .tagged .listTitle {color:[[ColorPalette::PrimaryDark]];}
.tagging .button, .tagged .button {border:none;}

.footer {color:[[ColorPalette::TertiaryLight]];}
.selected .footer {color:[[ColorPalette::TertiaryMid]];}

.sparkline {background:[[ColorPalette::PrimaryPale]]; border:0;}
.sparktick {background:[[ColorPalette::PrimaryDark]];}

.error, .errorButton {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::Error]];}
.warning {color:[[ColorPalette::Foreground]]; background:[[ColorPalette::SecondaryPale]];}
.lowlight {background:[[ColorPalette::TertiaryLight]];}

.zoomer {background:none; color:[[ColorPalette::TertiaryMid]]; border:3px solid [[ColorPalette::TertiaryMid]];}

.imageLink, #displayArea .imageLink {background:transparent;}

.annotation {background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]]; border:2px solid [[ColorPalette::SecondaryMid]];}

.viewer .listTitle {list-style-type:none; margin-left:-2em;}
.viewer .button {border:1px solid [[ColorPalette::SecondaryMid]];}
.viewer blockquote {border-left:3px solid [[ColorPalette::TertiaryDark]];}

.viewer table, table.twtable {border:2px solid [[ColorPalette::TertiaryDark]];}
.viewer th, .viewer thead td, .twtable th, .twtable thead td {background:[[ColorPalette::SecondaryMid]]; border:1px solid [[ColorPalette::TertiaryDark]]; color:[[ColorPalette::Background]];}
.viewer td, .viewer tr, .twtable td, .twtable tr {border:1px solid [[ColorPalette::TertiaryDark]];}

.viewer pre {border:1px solid [[ColorPalette::SecondaryLight]]; background:[[ColorPalette::SecondaryPale]];}
.viewer code {color:[[ColorPalette::SecondaryDark]];}
.viewer hr {border:0; border-top:dashed 1px [[ColorPalette::TertiaryDark]]; color:[[ColorPalette::TertiaryDark]];}

.highlight, .marked {background:[[ColorPalette::SecondaryLight]];}

.editor input {border:1px solid [[ColorPalette::PrimaryMid]];}
.editor textarea {border:1px solid [[ColorPalette::PrimaryMid]]; width:100%;}
.editorFooter {color:[[ColorPalette::TertiaryMid]];}
.readOnly {background:[[ColorPalette::TertiaryPale]];}

#backstageArea {background:[[ColorPalette::Foreground]]; color:[[ColorPalette::TertiaryMid]];}
#backstageArea a {background:[[ColorPalette::Foreground]]; color:[[ColorPalette::Background]]; border:none;}
#backstageArea a:hover {background:[[ColorPalette::SecondaryLight]]; color:[[ColorPalette::Foreground]]; }
#backstageArea a.backstageSelTab {background:[[ColorPalette::Background]]; color:[[ColorPalette::Foreground]];}
#backstageButton a {background:none; color:[[ColorPalette::Background]]; border:none;}
#backstageButton a:hover {background:[[ColorPalette::Foreground]]; color:[[ColorPalette::Background]]; border:none;}
#backstagePanel {background:[[ColorPalette::Background]]; border-color: [[ColorPalette::Background]] [[ColorPalette::TertiaryDark]] [[ColorPalette::TertiaryDark]] [[ColorPalette::TertiaryDark]];}
.backstagePanelFooter .button {border:none; color:[[ColorPalette::Background]];}
.backstagePanelFooter .button:hover {color:[[ColorPalette::Foreground]];}
#backstageCloak {background:[[ColorPalette::Foreground]]; opacity:0.6; filter:'alpha(opacity=60)';}
/*}}}*/
/*{{{*/
* html .tiddler {height:1%;}

body {font-size:.75em; font-family:arial,helvetica; margin:0; padding:0;}

h1,h2,h3,h4,h5,h6 {font-weight:bold; text-decoration:none;}
h1,h2,h3 {padding-bottom:1px; margin-top:1.2em;margin-bottom:0.3em;}
h4,h5,h6 {margin-top:1em;}
h1 {font-size:1.35em;}
h2 {font-size:1.25em;}
h3 {font-size:1.1em;}
h4 {font-size:1em;}
h5 {font-size:.9em;}

hr {height:1px;}

a {text-decoration:none;}

dt {font-weight:bold;}

ol {list-style-type:decimal;}
ol ol {list-style-type:lower-alpha;}
ol ol ol {list-style-type:lower-roman;}
ol ol ol ol {list-style-type:decimal;}
ol ol ol ol ol {list-style-type:lower-alpha;}
ol ol ol ol ol ol {list-style-type:lower-roman;}
ol ol ol ol ol ol ol {list-style-type:decimal;}

.txtOptionInput {width:11em;}

#contentWrapper .chkOptionInput {border:0;}

.externalLink {text-decoration:underline;}

.indent {margin-left:3em;}
.outdent {margin-left:3em; text-indent:-3em;}
code.escaped {white-space:nowrap;}

.tiddlyLinkExisting {font-weight:bold;}
.tiddlyLinkNonExisting {font-style:italic;}

/* the 'a' is required for IE, otherwise it renders the whole tiddler in bold */
a.tiddlyLinkNonExisting.shadow {font-weight:bold;}

#mainMenu .tiddlyLinkExisting,
	#mainMenu .tiddlyLinkNonExisting,
	#sidebarTabs .tiddlyLinkNonExisting {font-weight:normal; font-style:normal;}
#sidebarTabs .tiddlyLinkExisting {font-weight:bold; font-style:normal;}

.header {position:relative;}
.header a:hover {background:transparent;}
.headerShadow {position:relative; padding:4.5em 0 1em 1em; left:-1px; top:-1px;}
.headerForeground {position:absolute; padding:4.5em 0 1em 1em; left:0px; top:0px;}

.siteTitle {font-size:3em;}
.siteSubtitle {font-size:1.2em;}

#mainMenu {position:absolute; left:0; width:10em; text-align:right; line-height:1.6em; padding:1.5em 0.5em 0.5em 0.5em; font-size:1.1em;}

#sidebar {position:absolute; right:3px; width:16em; font-size:.9em;}
#sidebarOptions {padding-top:0.3em;}
#sidebarOptions a {margin:0 0.2em; padding:0.2em 0.3em; display:block;}
#sidebarOptions input {margin:0.4em 0.5em;}
#sidebarOptions .sliderPanel {margin-left:1em; padding:0.5em; font-size:.85em;}
#sidebarOptions .sliderPanel a {font-weight:bold; display:inline; padding:0;}
#sidebarOptions .sliderPanel input {margin:0 0 0.3em 0;}
#sidebarTabs .tabContents {width:15em; overflow:hidden;}

.wizard {padding:0.1em 1em 0 2em;}
.wizard h1 {font-size:2em; font-weight:bold; background:none; padding:0; margin:0.4em 0 0.2em;}
.wizard h2 {font-size:1.2em; font-weight:bold; background:none; padding:0; margin:0.4em 0 0.2em;}
.wizardStep {padding:1em 1em 1em 1em;}
.wizard .button {margin:0.5em 0 0; font-size:1.2em;}
.wizardFooter {padding:0.8em 0.4em 0.8em 0;}
.wizardFooter .status {padding:0 0.4em; margin-left:1em;}
.wizard .button {padding:0.1em 0.2em;}

#messageArea {position:fixed; top:2em; right:0; margin:0.5em; padding:0.5em; z-index:2000; _position:absolute;}
.messageToolbar {display:block; text-align:right; padding:0.2em;}
#messageArea a {text-decoration:underline;}

.tiddlerPopupButton {padding:0.2em;}
.popupTiddler {position: absolute; z-index:300; padding:1em; margin:0;}

.popup {position:absolute; z-index:300; font-size:.9em; padding:0; list-style:none; margin:0;}
.popup .popupMessage {padding:0.4em;}
.popup hr {display:block; height:1px; width:auto; padding:0; margin:0.2em 0;}
.popup li.disabled {padding:0.4em;}
.popup li a {display:block; padding:0.4em; font-weight:normal; cursor:pointer;}
.listBreak {font-size:1px; line-height:1px;}
.listBreak div {margin:2px 0;}

.tabset {padding:1em 0 0 0.5em;}
.tab {margin:0 0 0 0.25em; padding:2px;}
.tabContents {padding:0.5em;}
.tabContents ul, .tabContents ol {margin:0; padding:0;}
.txtMainTab .tabContents li {list-style:none;}
.tabContents li.listLink { margin-left:.75em;}

#contentWrapper {display:block;}
#splashScreen {display:none;}

#displayArea {margin:1em 17em 0 14em;}

.toolbar {text-align:right; font-size:.9em;}

.tiddler {padding:1em 1em 0;}

.missing .viewer,.missing .title {font-style:italic;}

.title {font-size:1.6em; font-weight:bold;}

.missing .subtitle {display:none;}
.subtitle {font-size:1.1em;}

.tiddler .button {padding:0.2em 0.4em;}

.tagging {margin:0.5em 0.5em 0.5em 0; float:left; display:none;}
.isTag .tagging {display:block;}
.tagged {margin:0.5em; float:right;}
.tagging, .tagged {font-size:0.9em; padding:0.25em;}
.tagging ul, .tagged ul {list-style:none; margin:0.25em; padding:0;}
.tagClear {clear:both;}

.footer {font-size:.9em;}
.footer li {display:inline;}

.annotation {padding:0.5em; margin:0.5em;}

* html .viewer pre {width:99%; padding:0 0 1em 0;}
.viewer {line-height:1.4em; padding-top:0.5em;}
.viewer .button {margin:0 0.25em; padding:0 0.25em;}
.viewer blockquote {line-height:1.5em; padding-left:0.8em;margin-left:2.5em;}
.viewer ul, .viewer ol {margin-left:0.5em; padding-left:1.5em;}

.viewer table, table.twtable {border-collapse:collapse; margin:0.8em 1.0em;}
.viewer th, .viewer td, .viewer tr,.viewer caption,.twtable th, .twtable td, .twtable tr,.twtable caption {padding:3px;}
table.listView {font-size:0.85em; margin:0.8em 1.0em;}
table.listView th, table.listView td, table.listView tr {padding:0px 3px 0px 3px;}

.viewer pre {padding:0.5em; margin-left:0.5em; font-size:1.2em; line-height:1.4em; overflow:auto;}
.viewer code {font-size:1.2em; line-height:1.4em;}

.editor {font-size:1.1em;}
.editor input, .editor textarea {display:block; width:100%; font:inherit;}
.editorFooter {padding:0.25em 0; font-size:.9em;}
.editorFooter .button {padding-top:0px; padding-bottom:0px;}

.fieldsetFix {border:0; padding:0; margin:1px 0px;}

.sparkline {line-height:1em;}
.sparktick {outline:0;}

.zoomer {font-size:1.1em; position:absolute; overflow:hidden;}
.zoomer div {padding:1em;}

* html #backstage {width:99%;}
* html #backstageArea {width:99%;}
#backstageArea {display:none; position:relative; overflow: hidden; z-index:150; padding:0.3em 0.5em;}
#backstageToolbar {position:relative;}
#backstageArea a {font-weight:bold; margin-left:0.5em; padding:0.3em 0.5em;}
#backstageButton {display:none; position:absolute; z-index:175; top:0; right:0;}
#backstageButton a {padding:0.1em 0.4em; margin:0.1em;}
#backstage {position:relative; width:100%; z-index:50;}
#backstagePanel {display:none; z-index:100; position:absolute; width:90%; margin-left:3em; padding:1em;}
.backstagePanelFooter {padding-top:0.2em; float:right;}
.backstagePanelFooter a {padding:0.2em 0.4em;}
#backstageCloak {display:none; z-index:20; position:absolute; width:100%; height:100px;}

.whenBackstage {display:none;}
.backstageVisible .whenBackstage {display:block;}
/*}}}*/
/***
StyleSheet for use when a translation requires any css style changes.
This StyleSheet can be used directly by languages such as Chinese, Japanese and Korean which need larger font sizes.
***/
/*{{{*/
body {font-size:0.8em;}
#sidebarOptions {font-size:1.05em;}
#sidebarOptions a {font-style:normal;}
#sidebarOptions .sliderPanel {font-size:0.95em;}
.subtitle {font-size:0.8em;}
.viewer table.listView {font-size:0.95em;}
/*}}}*/
/*{{{*/
@media print {
#mainMenu, #sidebar, #messageArea, .toolbar, #backstageButton, #backstageArea {display: none !important;}
#displayArea {margin: 1em 1em 0em;}
noscript {display:none;} /* Fixes a feature in Firefox 1.5.0.2 where print preview displays the noscript content */
}
/*}}}*/
<!--{{{-->
<div class='header' macro='gradient vert [[ColorPalette::PrimaryLight]] [[ColorPalette::PrimaryMid]]'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>&nbsp;
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
</div>
<div id='mainMenu' refresh='content' tiddler='MainMenu'></div>
<div id='sidebar'>
<div id='sidebarOptions' refresh='content' tiddler='SideBarOptions'></div>
<div id='sidebarTabs' refresh='content' force='true' tiddler='SideBarTabs'></div>
</div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<!--}}}-->
<!--{{{-->
<div class='toolbar' macro='toolbar [[ToolbarCommands::ViewToolbar]]'></div>
<div class='title' macro='view title'></div>
<div class='subtitle'><span macro='view modifier link'></span>, <span macro='view modified date'></span> (<span macro='message views.wikified.createdPrompt'></span> <span macro='view created date'></span>)</div>
<div class='tagging' macro='tagging'></div>
<div class='tagged' macro='tags'></div>
<div class='viewer' macro='view text wikified'></div>
<div class='tagClear'></div>
<!--}}}-->
<!--{{{-->
<div class='toolbar' macro='toolbar [[ToolbarCommands::EditToolbar]]'></div>
<div class='title' macro='view title'></div>
<div class='editor' macro='edit title'></div>
<div macro='annotations'></div>
<div class='editor' macro='edit text'></div>
<div class='editor' macro='edit tags'></div><div class='editorFooter'><span macro='message views.editor.tagPrompt'></span><span macro='tagChooser excludeLists'></span></div>
<!--}}}-->
To get started with this blank [[TiddlyWiki]], you'll need to modify the following tiddlers:
* [[SiteTitle]] & [[SiteSubtitle]]: The title and subtitle of the site, as shown above (after saving, they will also appear in the browser title bar)
* [[MainMenu]]: The menu (usually on the left)
* [[DefaultTiddlers]]: Contains the names of the tiddlers that you want to appear when the TiddlyWiki is opened
You'll also need to enter your username for signing your edits: <<option txtUserName>>
These [[InterfaceOptions]] for customising [[TiddlyWiki]] are saved in your browser

Your username for signing your edits. Write it as a [[WikiWord]] (eg [[JoeBloggs]])

<<option txtUserName>>
<<option chkSaveBackups>> [[SaveBackups]]
<<option chkAutoSave>> [[AutoSave]]
<<option chkRegExpSearch>> [[RegExpSearch]]
<<option chkCaseSensitiveSearch>> [[CaseSensitiveSearch]]
<<option chkAnimate>> [[EnableAnimations]]

----
Also see [[AdvancedOptions]]
<<importTiddlers>>
FYI - Here's a partial list of resources we're likely to use from the ACM books and coursees in my classes this semester. I'll assign them to you within class, as they're required - but wanted to post them here, in the meantime so you can explore. In many cases we'll look at just a chapter or two of a particular book, or a section of a training class. 

Books from the ACM book list ($20 per year) I'm using this spring ( so far ):

Mathematics for Business, Science and Technology: With MATLAB and Spreadsheet Applications, Second Edition by Steven T. Karris  Orchard Publications © 2003 	

E-Mail: A Write it Well Guide: How to Write and Manage E-Mail in the Workplace by Janis Fisher Chan  Write It Well © 2008 

Better Vocabulary in 30 Minutes a Day by Edie Schwager  Career Press © 1996 

Microsoft Exchange Server 2007 Administrator's Companion, Second Edition by Walter Glenn, Scott Lowe and Joshua Maher  Microsoft Press © 2008 	

Knowledge Management, Business Intelligence, and Content Management: The IT Practitioner’s Guide by Jessica Keyes  Auerbach Publications © 2006 	

Digital Multimedia, Second Edition by Nigel Chapman and Jenny Chapman  John Wiley & Sons © 2004 	

Standard Codecs: Image Compression to Advanced Video Coding by Mohammed Ghanbari  IET © 2003 	

Degunking Windows by Joli Ballew and Jeff Duntemann  Paraglyph Press © 2004 	

Advanced IP Routing in Cisco Networks by Terry Slattery and Bill Burton  McGraw-Hill © 1999 

Network Protocols Handbook, Fourth Edition by Javvin Technologies, Inc.  Javvin Technologies © 2007 

Communication Systems for the Mobile Information Society by Martin Sauter  John Wiley & Sons © 2006 

The Book of Wireless: A Painless Guide to Wi-Fi and Broadband Wireless, 2nd Edition by John Ross  No Starch Press © 2008 

The Gadget Geek's Guide to Your BlackBerry and Treo by A. J. Dagys  Cengage Course Technology © 2006 

Wireless Systems: Protocols, Multi-hop Mesh/Relaying, Performance and Spectrum Coexistence by Bernhard H. Walke, Stefan Mangold and Lars Berlemann  John Wiley & Sons © 2006 	

Network Dictionary by Javvin Technologies, Inc.  Javvin Technologies © 2007
[img[Burnt Computer | images/burntcomputer.jpg]]

"One never knows, do one?"

Who said that?
<<option chkGenerateAnRssFeed>> GenerateAnRssFeed
<<option chkOpenInNewWindow>> OpenLinksInNewWindow
<<option chkSaveEmptyTemplate>> SaveEmptyTemplate
<<option chkToggleLinks>> Clicking on links to tiddlers that are already open causes them to close
^^(override with Control or other modifier key)^^
<<option chkHttpReadOnly>> HideEditingFeatures when viewed over HTTP
<<option chkForceMinorUpdate>> Treat edits as MinorChanges by preserving date and time
^^(override with Shift key when clicking 'done' or by pressing Ctrl-Shift-Enter^^
<<option chkConfirmDelete>> ConfirmBeforeDeleting
Maximum number of lines in a tiddler edit box: <<option txtMaxEditRows>>
Folder name for backup files: <<option txtBackupFolder>>
This is from Dan Shoop (iwiring.net) -  good advice: 

We suggest the following survey / template for clients as a starting
point for drafting a backup policy. For more see "Unix Backup and
recovery" by O'Reilly.

Backup Policy
* Business Continuity Concerns
** Address concerns for continuing business operations and
** protection needs.
* High Availablity Data
** Requirements and and implementations for keeping data available
** to users through technologies like RAID, redundancy, replication
** and failover.
* Archival Requirements
** What archival states does source data follow? What compliance
** requriements exist? Is some data maintainable as "volumes". What
** data can be made less available (pushed further offline)?
* What Needs Backing Up
**Identify the important data in each of the following categories.
*** system files
*** applications
*** data
*** logs
*** user files
*** assets
* Source File Locations
** hosts
** filesystems
** accessibility
** sizes
** atomicity of data
***sometimes large files have small changes, for instance
databases
* Backup Operators
**Identify roles of users, maangement, and operations
***who will back up what files?
*** files from what locations get backed up by whom?
*** what parties are involved in backup operations
** on-site
** off-site
** near-line
** online
** role of users
* Backup Conditions
** where
*** hosts
*** devices
*** locations
** when
*** backup window
*** standalone times
*** system state changes
** why
*** files modified
*** checkpoint snapshots
**** versioning
**** system state images
***** before/after system state changes
***** base os
** compliance
* Source Volatility
** frequency of changes
** importance of changes
** need for rollback
** identifying and targeting ephemeral files
* Recovery Requirements
** recovery expectations
** recovery time periods
** media retrieval
* Retention
** archival requirements
** compliance requirements
** rotation periods
* Media Storage
** media formats
*** capacities required
*** end**of**life
** compression
** locations
*** online
*** near**line
*** off**line
***off-site
*** retrieval times
** security
*** physical media security
*** data security
*** environmental security
** cataloging

Behavior:  Students are expected to follow the regulations and guidelines published by the college.  We are adults and should treat each other as we would like to be treated.  We are all here to learn from each other and to help each other learn. You are expected to have read the online student code of conduct at 
http://www.laspositascollege.edu/students/conduct_code.php 
and abide by the general rules of behavior as noted there.  Rudeness, profanity, flaming, discrimination, harassment, plagiarism or other bad behavior are not helpful to learning and will not be tolerated.  It’s not a bad idea to review some general rules of Netiquette: 
http://www.albion.com/netiquette/corerules.html
*Discussion Forum Posts on Blackboard: You are expected to participate in all online discussion activities. You are expected to post your own reports and respond to two (or more) students in each class forum and maintain your group role accordingly.
*Rubric: 	Points will be given for posts (respectfully):
**Offering up ideas or resources and inviting a critique of them
**Asking challenging questions
**Articulating, explaining and supporting positions on ideas
**Exploring and supporting topics by adding explanations and examples
**Reflecting on and re-evaluating personal opinions
**Offering a critique, challenging, discussing and expanding ideas of others
**Negotiating interpretations, definitions, and meanings
**Summarizing previous contributions and asking the next question
**Proposing actions based on ideas that have been developed
*No points will be given for: 
** “yeah, me too!” type comments
* Remember your manners
** Give help or suggestions in a way you'd like to receive them
** Give others the benefit of the doubt
**copying and pasting searches instead of doing original writing is wrong
*** see [[Behavior]] re plagiarism
* See also [[Class Email Rules]]
Interesting topics and interviews that aren't a regular part of the curriculum or are useful to all the classes come under the title "Bonus Lectures". They used to be only accessible to current students, but I'm moving them so anyone can view them. They're recorded as flash files and should play well on any OS.
*Here's the URL: 
**http://lpc1.clpccd.cc.ca.us/lpc/jgonder/bonuslectures/
*Current lectures have included: 
**Interview with a computer forensics investigator from the USPS Inspectors' Office - great background and some good "war stories" on digital internet investigations
**Tutorial on doing network sniffing using Wireshark
**Report from a recent High Tech Crime Investigation Association meeting concerning the recent arrest of hackers from Romania
*And more to come - 
*Note - I've gathered info about more subjects than I can cover - you can see all the unfinished bonus lecture material subjects in there too, including PPTs and other things I might have used in recording previous bonus lectures. 
** I especially recommend the Peter Gutmann tutorials on encrytion - 
''Book List for Gonder CNT classes''
[img[ Hiroglyph | images/hiroglyph.jpg]]
*@@ IMPORTANT NOTE - although the bookstore site may say you don't need to buy a book - that doesn't mean there's no required materials! Check HERE!@@
*@@ All my classes REQUIRE the $20 student membership in ACM.org which provides access to 500 books and 100+ Skillsoft certification training courses online 24/7@@
**Online ACM Book and Course List: 
*** http://learning.acm.org/index.cfm
* [[On Textbooks |http://thedoghousediaries.com/3560]]

@@*Fall 2014Book List@@

*@@CNT 62A@@
*@@CNT 68 Computer Forensics 1@@
*@@CNT 7502 Wireshark@@
*@@CNT 7701 VMware and Virtual Machines@@
*For all the above classes:
** Required: Student membership in ACM.org - see online:
** http://www.acm.org/membership/membership/student/benefits
*** Cost =  $20
*** This provides access to 500 online books, and over 100 courses.  
*** Chapters from these books, and sections from these courses will be used in this course.
*** Recommended books will be discussed in the first lecture.

*[[UsedTextbooks]]
CCCConfer is where online lectures are recorded. You can participate live at the time or recording, and/or see the lecture later as Flash movie, iPod video, or MP3. 

http://www.cccconfer.org
All the CNT CIS CS information is in the 2008-2010 catalog and addendum PDFs you can get from here: 

[[LPC Catalog PDF | http://www.laspositascollege.edu/students/catalog.php]]

I've also abstracted the CNT stuff and put it in a web page here: 

[[CNT Info |http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/CNT info/2008-10 LPC CNT Catalog.html]]
Check out our new certificates of completion in Computer Forensics, Network and Wireless Security, Emerging Technologies, TCP Analysis and Troubleshooting, and Desktop OS Security : 

Certificate of Completion:

Computer Forensics Examiner

CIS 50 (Intro to Computing & Info Tech) …...................…........……. 3
  Or
CNT CNT62A (CCNA 1&2) …………………....................................…….. 4
  Or
CNT CNT51A & 51B (A+ Hardware / OS) ....................................... 4
CNT CNT68(Intro to Computer Forensics) ……................…...........… 3
CNT CNT70 (Computer Forensics II) …........................................... 3
Administration of Justice AJ 60 (Criminal Law) …...........…….…..……. 3
Administration of Justice AJ 61 (Evidence) …...........….................…. 3
Total Units ……………………………………………………………........…………..  15 or 16



Network and Wireless Security

CNT 52 (Networking Fundamentals)................................................3
or
CNT 62A (Cisco Academy CCNA 1&2) ..............................................4
CNT 67 (Wireless Networks and Security CWNA) .............................2
CNT 68 (Introduction to Computer Forensics) .................................3
CNT 69 (Network Security Sec+) ....................................................3
Total Units ................................................................................11-12


Emerging Technologies

CNT 67 (Wireless Networks and Security CWNA) ..............................3
CNT 7301 (VoIP: Cisco and Asterisk IP Phones) ................................4
CNT 7701(VmWare, Microsoft 7 Xen Virtual Machines) .....................4
And one course from the following:
CNT 7302 (Podcasting, Video and Radio Streaming) .........................3
CNT 7601 (Smart Home Technology DHTI+) ...................................4
Total Units ................................................................................14-15


TCP/IP Network Analysis

CNT 67 (WiFi, Wireless, Hotspot Networks and Security CWNA) ..........3
CNT 7501 (WhiteHat Hacker Penetration Testing) ..............................4
CNT 7502 (Wireshark, TCP/IP Analysis and Network Troubleshooting) .4
And one course from the following:
CNT 7301 (VoIP: Cisco and Asterisk IP Phones) ..................................4
CNT 7401 (Introduction to Linux/Unix, Linux+) .................................4
CNT 7701 (VMWare, Microsoft 7 Xen Virtual Machines) .......................4
Total Units .................................................................................15-16


Computer Desktop OS Security

CNT 51A (A+ Hardware) ....................................................................2
CNT 51B (A+ Operating Systems) ......................................................2
CNT 69 (Network Security, Sec+) ......................................................3
CNT 7401 (Introduction to Linux/Unix, Linux+) .................................4
And one course from the following:
CNT 52 (Networking Fundamentals) ..................................................3
CNT 62A (Cisco Networking Academy CCNA 1-2) ...............................4
Total Units .................................................................................14-15


Computer Network Administration (Microsoft)
CNT 50 (Introduction to Desktop Operating Systems)
 or CIS 65 (Introduction to Desktop Operating Systems) .....................2
CNT 52 (Networking Fundamentals) ...................................................3
CNT 54 (Windows Professional) ..........................................................3
CNT 55 (Windows Server) ..................................................................3
CNT 56 (Implementing Windows Network Infrastructure) ...................3
CNT 57 (Implementing Windows Directory Services) ...........................3
Total Units ........................................................................................17
CNT 51A - A+ Hardware Fundamentals 
Credits: 2.00 
This is an extensive course designed to take students from the just-a-user level to the I-can-fix-it level for most common PC hardware issues. Students will learn all aspects of computer hardware including identifying components, electricity and power supplies, motherboards, memory, hard drives, supporting I/O devices, modems and networks, laptops and PDA's, printers, assembling/disassembling a PC, troubleshooting, and the responsibilities of a PC technician. Students will build and configure several computer systems, install and configure a variety of expansion cards, install operating systems such as Windows and learn how to do basic hardware and operating system troubleshooting and repair. Prepares students for the A+ Core Hardware portion of the CompTIA A+ Certification exam. Strongly recommended: Computer Networking Technology 50 or Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 51B - A+ Operating System Fund 
Credits: 2.00 
Introductory course covers concepts and skills necessary to support the Windows 9x/NT/2000/XP operating systems. Designed to take students from the just-a-user level to understanding the behind-the-scenes of installation, configuration, upgrading, customizing, optimizing, diagnosing, and troubleshooting a Windows Operating System and the most common software applications. Students will learn installation procedures for Windows, create and use emergency boot diskettes and manage printers and other devices. Other topics include networking, communication protocols, Internet access and troubleshooting. In hands-on exercises, students will install Windows operating systems, manage Windows devices, use the FDISK utility, perform backups, manage system files, configure networks, configure Internet access, and troubleshoot operating system errors. Prepares students for the A+ Operating System Technologies portion of the CompTIA A+ Certification exam. Strongly recommended: Computer Networking Technology 51A. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 52 - Networking Fundamentals 
Credits: 3.00 
This course is a foundation course that explains and describes how computer networks are designed, installed, and administrated. Introduction to communications concepts, data communications, networking, and internetworking. Review of major network components: hardware, software, protocols (TCP/IP, IPX/SPX, NETBEUI), topologies, and cabling. Overview of LAN administration, setup, and installation. Preparation for the Network+ certification exam. Students may receive credit for either CIS 66 or CNT 52. Strongly recommended: Computer Information Systems 50. 
College: Both Colleges 
Department: Computing Studies - BCAT - LPC 

CNT 54 - Windows Professional 
Credits: 3.00 
Installation and configuration of Windows Professional operating system. Preparation for the Microsoft Certificated System Engineer (MCSE) exam. Students will learn to install and configure Microsoft Windows Professional on stand-alone computers and on client computers that are part of a workgroup or a domain. Creation of user and group accounts, group policies, administering access to shared resources, configuration of hardware devices, monitoring of system resources, troubleshooting, and ensuring data integrity and security. Strongly recommended: Computer Network Technology 51 and Computer Network Technology 52. 
College: Both Colleges 
Department: Computing Studies - BCAT - LPC 

CNT 55 - Windows Server 
Credits: 3.00 
Installation and configuration of Windows Server operating system. Preparation for the Microsoft Certificated Engineer (MCSE) exam. Students will learn to install, configure, and administer Microsoft Windows Server in a domain environment. Networking fundamentals and protocols with emphasis on the TCP/IP suite. Mixed environment networking, data security server domain models, network directory concepts. Server system administration, troubleshooting, and optimization. Creation of user and group accounts, group policies, administrating access to shared resources, configuration of hardware devices, monitoring of system resources, troubleshooting, and ensuring data integrity and security in a domain environment. Strongly recommended: Computer Networking Technology 51 and Computer Networking Technology 52. 
College: Both Colleges 
Department: Computing Studies - BCAT - LPC 

CNT 56 - Implem Windows Network Infrastructure
Credits: 3.00 
This course will enable students to install, configure, manage, and support a network infrastructure that uses the Microsoft Windows Server products. The course focuses heavily on TCP/IP and related services including DHCP server, DNS server, WINS, network security protocols, Public Key Infrastructure (PKI), Internet Protocol Security (IPSec), and remote access. This course also enables a student to configure Windows as a network router, configure Internet access for a network, configure a Web server, and manage a Windows deployment using Remote Installation Service (RIS). The student will also learn to enable network connectivity between NetWare, Macintosh, and UNIX networks. Strongly recommended: Computer Network Technology 54 and Computer Network Technology 55. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 57 - Implementing Windows Active Directory Server
Credits: 3.00 
Students will learn to install, configure, and administer Microsoft Windows Active Directory services. This course focuses on implementing Group Policy and understanding the Group Policy tasks required to centrally manage users and computers. Students will use Group Policy to configure and manage the user desktop environment, to configure and manage software and implement and manage security settings. Students will install and manage Windows domains and domain controllers through Active Directory. Strongly recommended: Computer Network Technology 54 and Computer Network Technology 55. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 62A - Cisco Networking Academy CCNA 1/2 
Credits: 4.00 
This course covers the first two parts in the Cisco Certified Network Associate (CCNA) curriculum, and the objectives of the CCNA 640-821 INTRO certification exam. This course will cover the fundamentals of networking, including the OSI model and industry standards, concepts, network topologies, cabling, network hardware, basic network design, LANs, and network configuration and troubleshooting. It includes router and routing concepts and terminology including RIP, EIGRP and IGRP routing protocols, distance vector and link state routing, routing loop issues, routing theory, TCP/IP basics, IP addressing, subnetting, router IOS and configuration, switching concepts, CDP and CSMA-CD. Students will get hands-on experience configuring Cisco routers and switches. Students should have basic computer skills and knowledge of Internet use. Strongly recommended: Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 62B - Cisco Networking Acadademy CCNA 3/4 
Credits: 4.00 
This course covers the third and fourth parts of the Cisco Certified Network Associate (CCNA) curriculum, and the objectives of the CCNA 640-811 ICND exam. It covers internetwork topology and design, configuring LAN switches, STP, VLANs and trunking, TCP/IP suite, VLSM / CIDR IP addressing and subnetting, advanced routing concepts and configuration for RIP, EIGRP, IGRP, and static routes. Also includes WANs using Frame Relay, ISDN, dial-on-demand routing, PPP, PAP/CHAP authentication, and network address translation. Network security, best practices, router/switch security, passwords, and remote access concepts. This class includes hands-on experience using Cisco routers and switches. Prerequisite: Computer Networking Technology 62A (Completed with a grade of "C" or higher) or completion of Cisco Networking Academy 1 & 2 at a Cisco Academy. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 63 - Cisco CCNP Advanced Routing 
Credits: 4.00 
This course is the first course in the Cisco Certified Network Professional (CCNP) curriculum. This course will cover the configuration of Cisco routers for operating in large or growing multiprotocol internetworks. This course includes lectures and laboratory exercises that focus primarily on scalable technologies and the Cisco IOS software features that are most useful in building large or growing internetworks. These features include scalable routing protocols, such as OSPF, EIGRP, and BGP, queuing, VLSM, route distribution, route summarization, and NAT. Reommend students take classes in order and only one CCNP course at a time. Prerequisite: Computer Network Technology 62 (completed with a grade of "C" or higher) or have a CCNA certificate. 
College: Both Colleges 
Department: Computing Studies - BCAT - LPC 

CNT 64 - Cisco CCNP Remote Access 
Credits: 4.00 
This is one of the four courses in the Certified Cisco Network Professional (CCNP) curriculum. This course is designed to provide students a combination of both lectures and laboratory experience in current and emerging networking technology. This will prepare them for the Cisco Certified Networking Professional (CCNP) exam: Building Cisco Remote Access Networks. Instruction includes ISDN, DDR, ODR, dialup networking, Cisco 700 series routers, Frame Relay, and AAA. Recommend students take classes in order and only one CCNP course at a time. Prerequisite: Computer Network Technology 62 (completed with a grade of "C" or higher) or have a CCNA certificate. 
College: Both Colleges 
Department: Computing Studies - BCAT - LPC 

CNT 65 - Cisco CCNP Sem 7/Multilayer Sw 
Credits: 4.00 
This is one of the four courses in the Certified Cisco Network Professional (CCNP) curriculum. This course is designed to provide students a combination of both lectures and laboratory experience in current and emergent networking technology. This will prepare them for the Cisco Certified Networking Professional (CCNP) exam: Building Cisco Multilayer Switching Networks. Instruction includes both routing and switching concepts, covering both Layer 2 and Layer 3 technologies. This course includes topics in LAN design, media types, VLANS, VLAN Trunking Protocol, ISL, 802.1Q, Spanning Tree, Inter-VLAN routing, Multilayer Switching, Flow Masks, HSRP, Multicasting, IGMP, and CGMP. Recommend students take classes in order and only one CCNP course at a time. Prerequisite: Computer Network Technology 62 (completed with a grade of "C" or higher) or have a CCNA certificate. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 66 - Cisco CCNP Sem 8/Internetwork 
Credits: 4.00 
This is one of the four courses in the Certified Cisco Network Professional (CCNP) curriculum. This course is designed to provide students a combination of both lectures and laboratory experience in current and emergent networking technology. This will prepare them for the Cisco Certified Networking Professional (CCNP) exam: Internetworking Troubleshooting and Support Exam. This advanced course provides networking professionals with the troubleshooting processes on Cisco Routers and Catalyst Switches. Students are taught how to baseline and troubleshoot an environment using Cisco routers and switches for multi-protocol client hosts and servers connected with: Ethernet, Fast Ethernet, Token Ring, Serial, Frame Relay, and ISDN BRI. Recommend students take courses in order and only one CCNP course at a time. Prerequisite: Computer Network Technology 62 (completed with a grade of "C" or higher) or have a CCNA certificate; also complete Semesters 5, 6, and 7 of CCNP program; or have a CCNA certificate and industry equivalent experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 
CNT 67 - WIFI/Wireless/ HotSpot Networks 

Credits: 3.00 
This course will prepare students to plan, purchase, and install a small to medium-sized wireless or WIFI HotSpot network and secure it, and meets the needs of small businesses, SOHO (Small Office, Home Office) workers, telecommuters, and home wireless networks. Subjects covered include: wireless network access, modems, routers, firewalls, war-driving, security, compatibility, site survey and network planning, basic network administration, basic network troubleshooting, and objectives of the CWNA wireless networking exam. Strongly recommended: Computer Information Systems 50, Computer Networking Technology 55, or similar hands-on experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 68 - Intro to Computer Forensics 
Credits: 3.00 
A survey course in the detection, prevention and investigation of incidents involving computers and digital information, including cyber attacks and the use of computers to investigate crimes. The program will include introduction to computer forensics, incident response, methods of investigation, tracking persons and data, the secure analysis of hard drives and storage mediums, and IT security utilizing court-approved forensic software and tools. Strongly recommended: Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 69 - Network Security Sec+ 
Credits: 3.00 
Following the Sec+ certification objectives, an introduction to the concepts and practices of secure network design and management using desktop and network operating systems, router and switch operating systems, hardware and software Firewall and VPN technology for wired and wireless systems. The program will include authentication methods and devices, protocol analysis and IP network troubleshooting, strategies for identifying and countering vulnerabilities, network medias and topologies in a secure network, intrusion detection and forensic incident response. Strongly Recommended: Computer Networking Technology 62B or CCNA certification. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 70 - Computer Forensics II 
Credits: 3.00 
A practical course in the detection and investigation of incidents involving computers and digital information. Case oriented, following the objectives for the CFE Computer Forensics Examiner certification exam, the class includes understanding and practice in basic computer forensics, methods of investigation, analysis of hard drives, storage mediums, and network logs, and investigation reporting utilizing court-approved forensic software and tools. Strongly recommended: Computer Information Systems 50 or similar hands-on experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7210 - Cisco CCNP BootCamp 
Credits: 4.00 
This accelerated bootcamp course covers preparation for the CCNP - Cisco Certified Networking Professional exams. All Cisco certification exam objectives are covered conceptually, practically and specifically as they relate to the exams. Effective troubleshooting and Cisco recommended methods and nomenclature are reviewed and practiced. Topics include: EIGRP, OSPF, IS-IS, and BGP, Optimizing routing, IP multicast, IPv6, VLANs, Spanning Tree, InterVLAN routing, Layer 3 redundancy, Wireless LANs, VoIP in campus networks, Campus network security, Frame-mode MPLS, IPsec, Cisco device hardening, Cisco IOS® threat defenses, Cisco VoIP, QoS and AutoQos, Wireless scalability. This course can be used to prepare for one or more of the following CCNP exams: 

642-892 Composite BSCI  BCMSN
642-901 BSCI       Building Scalable Cisco Internetworks
642-812 BCMSN   Building Cisco Multilayer Switched Networks
642-825 ISCW      Implementing Secure Converged Wide Area Networks
642-845 ONT        Optimizing Converged Cisco NetworksStrongly 
Recommended:  CNT 62B, current CCNA certification or the equivalent industry experience. 3 hours lecture, 3 hour laboratory.

CNT 7301 - VoIP: Cisco and Asterisk
Credits: 4.00 
VoIP (Voice over Internet Protocol) offers a cost-effective alternative to plain old telephone service. What is it, how does it work and what does it mean? This class is for all business, SOHO and computer users interested in using this technology, and will provide a guide for selecting, setting up and using IP phone services. It will serve as a practical hands-on guide to the purchase and setup of hardware and software for Internet phones and the broadband Internet services required to support them, providing basic need-to-know information about getting the most out of VoIP services. Strongly recommended: Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7401 - Intro to Linux/UNIX, Linux+ 
Credits: 4.00 
This course provides hands-on training covering basic installation, management, configuration, security, documentation and hardware topics for the Linux/UNIX operating system on workstations in a LAN environment. The objectives for basic technician certifications such as RHCT, CompTIA Linux+ are covered. Topics include desktop security objectives and major types of security vulnerabilities, physical security, file protection, basic system and network configuration, account security, logging, backups, Linux/UNIX desktop security features and useful utilities, detecting and preventing DOS attacks, hacking, authentication and data recovery. Strongly recommended Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7501 - WhiteHat Hacker Testing 
Credits: 4.00 
WhiteHat and Pen testing training covers the concepts, use and appropriate application of Penetration Testing software and utilities in Ethernet networks. Students will explore the ethical use of security tools and countermeasures. Students are required to sign the "White Hat Oath" agreement of Ethical and Professional Conduct. The course will include: Hacking methods, tools, their use and detection; penetration testing and countermeasures; exploits, vulnerability assessment in computers and networks, hands-on practice in a sandbox environment. Tools used include Wireshark, Whitehat/Pentest tools for Windows, OSX, Linux. Strongly Recommended: One or more of CNT67, CNT69, CNT62A, CNT57,or CNT55 (completed with a grade of "C" or higher) or the equivalent industry experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7502 - Wireshark, TCP/IP Analysis and Troubleshooting
Credits: 4.00 
Course is geared to teach solid network management skills using the WiresharkTM network analyzer. The class provides a logical troubleshooting approach to capturing and analyzing data frames. Armed with this knowledge, students can effectively troubleshoot, maintain, optimize and monitor network traffic and keep your network operating at its peak performance. Strongly recommended: Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7601 - Smart Home Technology DHTI+ 
Credits: 4.00 
This course provides hand-on training in digital home networking and systems integration and will cover the objectives of CompTIA's DHTI+ certification exam. Specific topics covered include: Introduction to HTI; Home Network Design and Configuration; Home Network Central Components and Low-Voltage Wiring; High-Voltage Wiring; Video and Audio Fundamentals; Audio/Video Installation and Setup; Telecommunications and Networking Fundamentals and Installation; Home Lighting Control; Heating, Ventilation and air-Conditioning (HVAC) Management; Water System Management; Miscellaneous Automated Control Systems, TCP/IP, Router/Computer network configuration, Wiring standards, testing and certification, Troubleshooting. Strongly recommended Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7701 - VMware, Microsoft and Xen Virt 
Credits: 4.00 
VMWare, Microsoft Virtual Server, Virtual PC and Xen are virtualization software, more common every day. Using virtual machines gives huge savings in time, money, energy and resources for individuals and companies. Every power user and sysadmin needs to understand virtualization and the implications for the future of desktops and servers. This class covers Virtual Machine basics, concepts, and use. Strongly recommended: Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 


CNT 43 PROFESSIONAL COMMUNICATIONS	4.0 Units 
This course is designed to help students develop and refine the written and oral communication skills necessary to communicate effectively in a business environment. This will be accomplished through the planning, composing, and evaluating of written communication; report writing; and oral presentations. Additional focus will be placed on developing interpersonal skills, team participation skills, and professionalism. Students who have completed or are enrolled in Computer Information Systems 43, Computer Science 43, English 43, or Speech 43 may not receive credit. Strongly recommended: Eligibility for English 1A. 




CNT 50 INTRO TO DESKTOP OPERATING SYS 2.0 Units 
Students in this class will gain an understanding of desktop operating systems including DOS, Windows, UNIX, and MacIntosh. The role of hardware, application software, and the operating system and how it interacts with each will be explored. Students will install, configure, and update the operating system on a microcomputer system. Students who have completed or are enrolled in CIS 65 may not receive credit. Strongly recommended: Computer Information Systems 
50. 

CNT 51A A+ HARDWARE FUNDAMENTALS	2.0 Units 
This is an extensive course designed to take students from the just-a-user level to the I-can-fix-it level for most common PC hardware issues. Students will learn all aspects of computer hardware including identifying components, electricity and power supplies, motherboards, memory, hard drives, supporting I/O devices, modems and networks, laptops and PDA's, printers, assembling/disassembling a PC, troubleshooting, and the responsibilities of a PC technician. Students will build and configure several computer systems, install and configure a variety of expansion cards, install operating systems such as Windows and learn how to do basic hardware and operating system troubleshooting and repair. Prepares students for the A+ Core Hardware portion of the CompTIA A+ Certification exam. Strongly recommended: Computer Networking Technology 50 or Computer Information Systems 50. 

CNT 51B A+ OPERATING SYSTEM FUND	2.0 Units 
Introductory course covers concepts and skills necessary to support the Windows 9x/NT/2000/XP operating systems. Designed to take students from the just-a-user level to understanding the behind-the-scenes of installation, configuration, upgrading, customizing, optimizing, diagnosing, and troubleshooting a Windows Operating System and the most common software applications. Students will learn installation procedures for Windows, create and use emergency boot diskettes and manage printers and other devices. Other topics include networking, communication protocols, Internet access and troubleshooting. In hands-on exercises, students will install Windows operating systems, manage Windows devices, use the FDISK utility, perform backups, manage system files, configure networks, configure Internet access, and troubleshoot operating system errors. Prepares students for the A+ Operating System Technologies portion of the CompTIA A+ Certification exam. Strongly recommended: Computer Networking Technology 51A. 

CNT 52 NETWORKING FUNDAMENTALS 3.0 Units 
This course is a foundation course that explains and describes how computer
networks are designed, installed, and administrated. Introduction to
communications concepts, data communications, networking, and internetworking.
Review of major network components: hardware, software, protocols (TCP/IP,
IPX/SPX, NETBEUI), topologies, and cabling. Overview of LAN administration,
setup, and installation. Preparation for the Network+ certification exam.
Students may receive credit for either CIS 66 or CNT 52. Strongly recommended:
Computer Information Systems 50. Information Systems 55.


CNT 55 WINDOWS SERVER 3.0 Units 
Installation and configuration of Windows Server operating system. Preparation for the Microsoft Certificated Engineer (MCSE) exam. Students will learn to install, configure, and administer Microsoft Windows Server in a domain environment. Networking fundamentals and protocols with emphasis on the TCP/IP suite. Mixed environment networking, data security server domain models, network directory concepts. Server system administration, troubleshooting, and optimization. Creation of user and group accounts, group policies, administrating access to shared resources, configuration of hardware devices, monitoring of system resources, troubleshooting, and ensuring data integrity and security in a domain environment. Strongly recommended: Computer Networking Technology 51 and Computer Networking Technology 52. 


CNT 62B CISCO NETWORK ACAD CCNA 3/4	4.0 Units 
This course covers the third and fourth parts of the Cisco Certified Network Associate (CCNA) curriculum, and the objectives of the CCNA 640-811 ICND exam. It covers internetwork topology and design, configuring LAN switches, STP, VLANs and trunking, TCP/IP suite, VLSM / CIDR IP addressing and subnetting, advanced routing concepts and configuration for RIP, EIGRP, IGRP, and static routes. Also includes WANs using Frame Relay, ISDN, dial-on-demand routing, PPP, PAP/CHAP authentication, and network address translation. Network security, best practices, router/switch security, passwords, and remote access concepts. This class includes hands-on experience using Cisco routers and switches. Prerequisite: Computer Networking Technology 62A (Completed with a grade of "C" or higher) or completion of Cisco Networking Academy 1 & 2 at a Cisco Academy. 

CNT 67 WIFI/WIRELESS/HOTSPOT NETWORKS 3.0 Units 
This course will prepare students to plan, purchase, and install a small to medium-sized wireless or WIFI HotSpot network and secure it, and meets the needs of small businesses, SOHO (Small Office, Home Office) workers, telecommuters, and home wireless networks. Subjects covered include: wireless network access, modems, routers, firewalls, war-driving, security, compatibility, site survey and network planning, basic network administration, basic network troubleshooting, and objectives of the CWNA wireless networking exam. Strongly recommended: Computer Information Systems 50, Computer Networking Technology 55, or similar hands-on experience. 

CNT 69 NETWORK SECURITY SEC+	3.0 Units 
Following the Sec+ certification objectives, an introduction to the concepts and practices of secure network design and management using desktop and network operating systems, router and switch operating systems, hardware and software Firewall and VPN technology for wired and wireless systems. The program will include authentication methods and devices, protocol analysis and IP network troubleshooting, strategies for identifying and countering vulnerabilities, network medias and topologies in a secure network, intrusion detection and forensic incident response. Strongly Recommended: Computer Networking Technology 62B or CCNA certification. 



CNT 70 COMPUTER FORENSICS II	3.0 Units 
A practical course in the detection and investigation of incidents involving computers and digital information. Case oriented, following the objectives for the CFE Computer Forensics Examiner certification exam, the class includes understanding and practice in basic computer forensics, methods of investigation, analysis of hard drives, storage mediums, and network logs, and investigation reporting utilizing court-approved forensic software and tools. Strongly recommended: Computer Information Systems 50 or similar hands-on experience. 



CNT 7301 VOIP: CISCO AND ASTERISK	4.0 Units 
VoIP (Voice over Internet Protocol) offers a cost-effective alternative to plain old telephone service. What is it, how does it work and what does it mean? This class is for all business, SOHO and computer users interested in using this technology, and will provide a guide for selecting, setting up and using IP phone services. It will serve as a practical hands-on guide to the purchase and setup of hardware and software for Internet phones and the broadband Internet services required to support them, providing basic need-to-know information about getting the most out of VoIP services. Strongly recommended: Computer Information Systems 50. 


CNT 7501 WHITEHAT HACKER TESTING	4.0 Units 
WhiteHat and Pen testing training covers the concepts, use and appropriate application of Penetration Testing software and utilities in Ethernet networks. Students will explore the ethical use of security tools and countermeasures. Students are required to sign the ÀWhite Hat OathÀ agreement of Ethical and Professional Conduct. The course will include: Hacking methods, tools, their use and detection; penetration testing and countermeasures; exploits, vulnerability assessment in computers and networks, hands-on practice in a sandbox environment. Tools used include Wireshark, Whitehat/Pentest tools for Windows, OSX, Linux. Strongly Recommended: One of more of CNT67, CNT69, CNT62A, CNT57,or CNT55 (completed with a grade of "C" or higher) or the equivalent industry experience. 


CNT 9906 DESKTOP SUPPORT TECH 2.0 Units 
The course is based on the knowledge; skills and abilities commonly found in computer user support or Microsoft Certified Desktop Support Technician (MCDST) position descriptions and on the tasks employers expect entry-level support staff to be able to perform. Students will learn the knowledge and skills necessary to troubleshoot basic problems end users will face while running the Microsoft Windows operating system in an Active Directory network environment, or Windows operating system Home edition in a workgroup environment. Focusing on building your ability to resolve end-user incident requests about Windows Operating system AND applications running on the Windows operating system in the corporate or home environment, this course covers configuring and troubleshooting applications, including Microsoft Office and Microsoft Internet Explorer; resolving issues related to usability and application customization; configuring and troubleshooting connectivity for applications; and configuring application security features. Strongly recommended: Computer Information Systems 50 or equivalent (completed with a grade of "C" or higher). 

[img[Computer Training Graphic|images/NewComputerTraining.jpg]]
We speak Geek fluently, but only to machines - Humans deserve better!
[[ImageCredit]]
*CNT68  3 units      Intro to Computer Forensics
**@@NOTE: this class is taught in [[Online-Hybrid]] format@@



Course Description: 

First of two courses in the detection, prevention and investigation of
incidents involving computers and digital information, including cyber
attacks and the use of computers to investigate crimes.
The program covers computer forensics, incident response, methods of
investigation, tracking persons and data, the forensic analysis of hard
drives and digital data using court approved forensic software and tools.
The two courses cover the learning objectives of the CFE certification exam.
** All courses can count toward an A.S. in Computer Network Security
** Face to face and D.E. courses all use iTunes and local servers to serve Podcasts and Flash movie training and lectures.
**@@NOTE: this class is taught in [[Online-Hybrid]] format@@
** part of the certificate of completion in Computer Forensics  [[CNT certificates]]

[[Syllabii |http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/syllabii/]]
[img[ rosetta stone | images/rosetta.jpg]]
Course Outline for Computer Networking Technology 7401
LINUX DESKTOP SECURITY & ADMINISTRATION

CATALOG DESCRIPTION:
CNT 7401 — Linux Desktop Security and Administration — 4 units

This course is taught as an [[Online-Hybrid]]

*@@This course covers the material for CS 41 - Introduction to UNIX/Linux
 and CS 42 - UNIX/Linux Environ & Sys Admin - and is accepted as equal to these@@

This course provides hands-on training covering basic installation, management, configuration, security, documentation and hardware topics for the Linux operating system on workstations in a LAN environment.  The objectives for basic technician certifications such as RHCT, CompTIA Linux+ are covered.  Topics include desktop security objectives and major types of security vulnerabilities, physical security, file protection, basic system and network configuration, account security, logging, backups, Linux desktop security features and useful utilities, detecting and preventing DOS attacks, hacking, authentication and data recovery.  Strongly recommended computer Information Systems 50.  3 hours lecture; 1.5 hours lab.

Course Outline for Computer Networking Technology 7502
WIRESHARK, TCP/IP ANALYSIS AND NETWORK TROUBLESHOOTING

CATALOG DESCRIPTION:
CNT 7502 — Wireshark, TCP/IP Analysis and Network Troubleshooting — 4 units

This course is taught as an [[Online-Hybrid]] class, and follows the objectives and covers the skills required for the Wireshark University certification.
Course is geared to teach solid network management skills using the WiresharkTM network analyzer.  The class provides a logical troubleshooting approach to capturing and analyzing data frames.  Armed with this knowledge, students can effectively troubleshoot, maintain, optimize and monitor network traffic and keep your network operating at its peak performance.  Strongly recommended:  Computer Information Systems 50.  3 hours lecture; 3 hours laboratory.  
CNT 7701 Virtual machines VMware et al - 

This course is taught as an [[Online-Hybrid]] class.

VMWare, Microsoft Virtual Server, Sun VurtualBox, Virtual PC and XEN are virtualization softwares, more common every day. Using virtual machines gives huge savings in time, money, energy and resources for individuals and companies. Every power user and sysadmin needs to understand virtualization and the implications for the future of desktops and servers. This class covers Virtual Machine basics, concepts, and use. Strongly recommended: Computer Information Systems 50. 
@@2/20/2011: IPv6 retooling at Ohlone College@@
Links of interest:
Bob Schoenherr’s Flicker site:  www.flicker.com/photos/sunnaction
Netriders / Games:  www.academynetspace.com/gameportal/php
US & Canada Netriders:  Cisco.com/web/learning/Netacad/us-can/netriders.html
Academy Facebook:  facebook.com/cisconetworkingacademy?ref-ts
Bob Schoenherr’s You Tube: 
http://www.youtube.com/watch?v=-KxkK9wA4as
Search: bschoenh
Subscribe to channel

This is included in current syllabii as email rules for my classes. Employers want to hire employees who are able to communicate well and work effectively in teams using professional tools and vocabulary.

Regarding emails or other communications:
The number of very poorly crafted communications has been considerable, hence this one announcement on the subject. 
Professional communication skills are key to getting and keeping a good job, or any job.

One (1) class number, plus a short descriptive subject line is required for any emails regarding this class, ie: "70 Chapter 3 question".

Your real first and last name in the body - not your avatar or twitter nickname - is required. e.g.  John Gonder   *not*  PacketDude@geek.com

Treat any communication in my classes as if you were communicating with your supervisor's boss.

Please use inline or bottom posting, not top posting, per RFC 1855, and trim quotes. Judicious quoting is good, and it's good to learn and practice.

As with any other writing you turn in, my standards revolve around "clear, crisp, concise, easily read and understood, with business quality grammar, punctuation and spelling". That doesn't mean we never typo, but two paragraphs with no capital letters, commas or periods do not fit this model.

Accepting anything less would be doing you a disservice when you leave us and enter the workplace.

Obviously, short answers to questions in a conversation flow can be fine. Acquiring and using good judgement is a goal. However, I don't care if it's from your iPhone, iPad or Blackberry, all above requirements always apply. 

Emails with a subject heading without a class number are deleted.
Questions of interest to the group are answered to the group.
Unacceptable communications will be archived and deleted. 

Ref: 
 http://www.ietf.org/rfc/rfc1855.txt
 http://careerplanning.about.com/od/communication/a/email_etiquette.htm
 http://en.wikipedia.org/wiki/Posting_style
[[You can find the Class Syllabii at|http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/syllabii/]]
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|The ''Background'' color for the main reading area of the page|
:colBackground=

|The ''Banner'' color is also used for WikiWord links and the sidebar commands text|
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* An updated conference and training list is maintained on the 
Forensics Wiki website at the following URL:
@@* http://www.forensicswiki.org/index.php?title=Scheduled_Training_Courses @@

* This information is provided by
** David W. Baker   bakerd@mitre.org
**Lead Information Systems Engineer
**G122 - Information Analysis and Engineering 
(703) 983-3658
**The MITRE Corporation                            (703) 983-5864 (F)
**Mailstop T730                                    (877) 682-0632 (P)
**7515 Colshire Drive                               McLean, VA, 22102


 
* From Forensic Focus: 
A recent list of resources: 

Blogs

http://www.forensicfocus.com/computer-forensics-blog
http://www.forensicblog.org
http://forensicir.blogspot.com
http://windowsir.blogspot.com
http://computer.forensikblog.de/en/
http://blogs.ittoolbox.com/security/investigator/
http://cfed-ttf.blogspot.com
http://forensicpagefile.blogspot.com
http://www.forensickb.com
http://www.computerforensicsblog.com
http://trewmte.blogspot.com
http://www.forensicinnovations.com/blog
http://happyasamonkey.wordpress.com
http://forensicsfromthesausagefactory.blogspot.com/
http://marshalla99.wordpress.com/

Mailing lists

http://www.forensicfocus.com/computer-forensics-list
http://www.securityfocus.com/archive/104 (Forensics list)
http://groups.yahoo.com/group/linux_forensics/
http://groups.yahoo.com/group/ComputerForensicJobs/
http://groups.yahoo.com/group/cftt/
https://lists.sourceforge.net/lists/listinfo/sleuthkit-users

Podcasts

http://www.cybercrime101.com
http://cyberspeak.libsyn.com
http://forensic4cast.com

Wikis

http://www.forensicswiki.org
http://www.forensicwiki.com

Resource directories

http://www.e-evidence.info/
http://forensiccontrol.com/fcresources.php (software)
http://www.garykessler.net/library/forensicsurl.html

Publications

http://www.ijde.org
http://www.compseconline.com/digitalinvestigation/
SiteTitle SiteSubtitle MainMenu DefaultTiddlers ConfigTiddlers SiteUrl ExplicitTiddlers HiddenTiddlers NoSearchTiddlers StyleSheet LingoInterface LingoMessages
Some links and stuff sent by students or gleaned: 

Thanks Monty - 9901 - 
http://www.shandyking.com/2007/02/18/hijack-hacked-linksys-wireless-router/

Thanks Edgardo - 
Puerto Rican Baby Conga Drummer Alex Lebron:
http://www.youtube.com/watch?v=IGWu144pQZo

Wireless Audit Tool: 
http://wiki.splitbrain.org/wlan:wlanaudit
LPC classes are shown in the catalog, or online as face to face, or DE.  All of my classes are taught as [[Online Hybrid |http://lpc1.clpccd.cc.ca.us/lpc/jgonder/#Online-Hybrid]]
[[Top News]]
[[CNT at LPC]]
If you are wanting to use QwikiWeb for your own website, there is an easy way to delete all the existing tiddler content and start over with a blank copy.  This option should be used with caution as it will erase every tiddler in the existing file.  

''How to DeleteAllTiddlers:''
#Make sure that you have downloaded the QwikiWeb file and are viewing that copy on your computer
#Make sure that you are in EditMode by clicking on the "show advanced options" command.  The DeleteAllTiddlers feature will not activate if EditMode is not enabled.
#Use the save changes command so that you have a backup of the tiddler content (enable backups if necessary)
#Click in the search box and type in the phrase DeleteAllContent
#You will be asked to confirm that you want to delete the tiddler content; click OK to proceed
#All tiddlers will be deleted, and you will be presented with a screen where you can setup new values for the site title, subtitle, main menu, etc.
#When you have completed your edits, save the changes again to preserve your new content
A link to a summary of the flex day seminar on [[desktop security | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/desktopsecurity/DesktopSecurity8-18-05.html]]
Once upon a time, each semester, classes ran for a couple of weeks, waiting to see if there was a quorum. Now, in the state budget crunch, if you don't register early, the class won't be there.  Now you're also competing with folks from CSU and UC as well - Don't wait. 

The college also looks at classes that might be short on people, and the students who figured they'd show up on the first night may be too late - and although the class would have had enough, they didn't sign up ahead of time, so the class is gone .....

Don't Wait - Vote with your feet, early, for the classes you want! Register early and register often!
[[easteregg | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/images/JohnSings1965a.jpg]]
George Clooney directed a film about Murrow taking on Senator Eugene McCarthy, titled "Good Night, and Good Luck"

Murrow Quotes: 

"We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of law. 

We will not walk in fear, one of another. We will not be driven by fear into an age of unreason, if we dig deep in our history and our doctrine, and remember that we are not descended from fearful men -- not from men who feared to write, to speak, to associate and to defend causes that were, for the moment, unpopular." 

 - Edward R. Murrow, See it Now (CBS-TV, March 9, 1954)
"A Report on Joseph R. McCarthy"


"If we confuse dissent with disloyalty — if we deny the right of the individual to be wrong, unpopular, eccentric or unorthodox — if we deny the essence of racial equality then hundreds of millions in Asia and Africa who are shopping about for a new allegiance will conclude that we are concerned to defend a myth and our present privileged status. 

Every act that denies or limits the freedom of the individual in this country costs us the ... confidence of men and women who aspire to that freedom and independence of which we speak and for which our ancestors fought."

– Ford Fiftieth Anniversary Show, CBS and NBC, June 1953, "Conclusion." Murrow: His Life and Times, A.M. Sperber, Freundlich Books, 1986
[[These are a few good short reports| http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/examplereports/]]
The hip browser - You can get it from  http://www.mozilla.org/

FireFox is the way to go for all platforms - Internet Explorer is just too buggy, and not really being developed. 
www.cert.org reminds us that IE is just one more component in the Insecure Office parade of back doors into your computer. You're safer browsing with FireFox IMNSHO
Student Friendly Writing Rubric
(From a School Using the 6 Traits of Writing)
Discovered by John Norton while traveling in Alabama. 
Thanks to teachers at Maryvale Elementary in Mobile!

IDEAS AND CONTENT
5 – Focused, clear, specific. It keeps the
reader’s attention.
a) I know a lot about this topic and added
interesting tidbits.
b) I showed what was happening instead of telling.
c) My topic was small enough to handle.
d) I can easily answer the question, “What is the
point of this paper/story?”

3 – Some really good parts, some not there
yet!
a) Some things are new, other things everyone else
already knows.
b) Details are general (nice, fun, some, good.)
c) I’m still thinking aloud on paper. I’m looking
for a good idea.
d) Maybe I’ll write about this or maybe I’ll write
about that.

1 – Just beginning to figure out what I want to
say.
a) I haven’t shared much information. I don’t seem
to know much about this topic.
b) My details are so vague it’s hard to picture
anything.
c) I’m still thinking aloud on paper. I’m looking
for a good idea.
d) Maybe I’ll write about this or maybe I’ll write
about that.

 WORD CHOICE 
5 – Extremely clear, visual, and accurate. I
picked the right words for the right places.
a) My words are colorful, snappy, vital, brisk and
fresh. You won’t find overdone, vague or flowery
language.
b) All the words in my paper fit. Each one seems
just right.
c) Look at all my energetic verbs!
d) Some of the words and phrases are so vivid the
reader won’t soon forget them.


3 – Correct but not striking. The words get
the message across, but don’t capture the
reader’s attention.
a) I used everyday words pretty well but I did not
stretch for a new and better way to say things.
b) Most of the time the reader will figure out what
I mean even if a few words are messed up.
c) My words aren’t real specific. Better, juicy
details.
d) I used tired out cliches or phrases.


1 – Confusing. The reader is often asking
“What did they mean by this?”
a) A lot of words and phrases are vague. (We
were friends and stuff.)
b) My words don’t make pictures yet. (It was
awesome.)
c) Some of my words are misused.
d) Over and over I used the same words over and
over, until my paper was over.

CONVENTIONS


5 – Mostly correct. There are very few
errors in my paper.
a) My spelling is accurate.
b) I have used capitals correctly.
c) Every paragraph is indented to show where a
new idea begins.
d) Periods, commas, exclamation marks, and
quotation marks are in the right places.
e) My grammar/usage is consistent and shows
control.


3 – About halfway there. A number of
bothersome mistakes need cleaning up.
a) Spelling is correct on simple words. It may not
be right on harder words.
b) Most sentences and proper nouns begin with
capitals, but a few have been over looked.
c) At least one paragraph is present. Others might
not all begin in the right spots.
d) Problems in punctuation make the reader
stumble and pause now and then.
e) Several grammar problems are evident.



1 – Editing not under control yet. It would take
a first reading to decode and a second reading to
get the message.
a) Spelling errors are common, even simple words.
b) Capital letters are scattered all over or not at all.
c) I haven’t got the hang of paragraphs yet.
d) Punctuation is very limited and makes reading
this paper difficult.
e) Frequent grammatical errors, I haven’t spent
much time editing this paper.
John Gonder, CCAI, CCNP, CCNA, ACE, MCP, Net+, Sec+, A+, CIW, B.S. Info. Technology, is full-time Computer Networking Technologies faculty and Cisco Academy Director at Las Positas College. He has been working with computers and networks for more than 30 years, and has been designing and running Distance Education / Televideo Conferencing courses, developing curriculum, and high-tech classrooms for more than 15 years. In completing the CSU, Hayward, DE Course Design graduate certificate program, under the tutelage of the late Al Garber, originator and architect of the statewide CSU and UC televideo conference systems, he learned acoustic room analysis and treatment, audio and video network and equipment specification, installation, operation, and maintenance, DE project management, curriculum design, and teacher training and preparation for live audio and video presentation, recording and editing. He has designed 25+ high tech classrooms.

At Los Medanos College he wired the first networked DE classroom there, taught faculty how to use it, and ran onsite Blackboard and Apple web, file and chat servers, and wrote all web pages in English and Spanish for the first online classes taught on campus. He designed, installed and managed the first video teleconference center at Los Medanos, operating it in conjunction with Las Positas and Mission College under a three-college grant to jointly offer multi-site DE business management classes. He certified as a CCNA and CCNP, completed Cisco Networking Academy CCNA and CCNP teacher training classes, and began teaching Cisco Networking Academy classes.

John has been teaching full time at LPC for more than 10 years. CNT classes he has written and taught include Digital Forensics, Wifi, VoIP, VMware, Network Security, TCP/IP analysis - Wireshark, WhiteHat Hacker Penetration Testing, Cisco CCNA and CCNP classes, Home Technology Integration, Windows Server, Mac Repair, Podcasting, Streaming and Internet Radio, Network+ and Security+. They feature DE /Hybrid formats supporting Windows, Linux, OSX using CCCConfer, Blackboard, Moodle, Camtasia, VMware, WIKIs and many open source, freeware, shareware and commercial programs.

John is a member of the Association of Computing Machinery (ACM) and the International High Tech Crime Investigation Association (HTCIA) and continues to learn and teach through many conferences each year. Recent presentations include Wireshark for the CCNA at the Cisco teachers conference, "TCP-IP In English For Humans" at the HTCIA international training conference, "Windows, Linux and Mac, Oh My - teaching with 3 operating systems" for the California Online Teachers' Conference, and frequent small targeted trainings in DE/Hybrid subjects at LPC for teachers and staff like "Free and Open Source Textbooks" in face to face breakouts as well as online video demonstrations like "CMAP Tools - open source Mind Mapping". 

Continuing education in the last 18 months includes Windows7 & OSX Digital Forensics, Mobile & iOS Forensics, Internet Forensics and Advanced Cryptography trainings, 4 CompTIA re-certifications, Java classes and JavaScript, HTML, and web design CIW (Certified Internet Webmaster) certs. 

He has been certified as a network, server, and equipment technician and network administrator by IBM, Dell, and Apple. Previous to teaching, he trained and worked as a VW, Porsche and Mercedes mechanic. He is a longtime live audio/recording engineer and custom digital and analog audio electronics designer, and consults in networking and digital forensics investigation and data recovery with his company OnamiTech. 

He is also a working professional Latin Jazz and R&B musician, playing keyboards, guitar, cuatro, laoud, vibes, and latin percussion, and other instruments. He trained as a teacher of Transcendental Meditation under Maharishi Mahesh Yogi. In his spare time he raises orchids and practices Japanese and Chinese martial arts.

John makes lots of mistakes, but not the same ones - seeking out newer, and better mistakes. That, after all, is how we learn.

[img[John|images/Photo 10.jpg]]

*Students: If you're trying to register go here: 
** http://www.laspositascollege.edu/admissions/index.php
*If you're registered - 
** Check on books ( the bookstore website info is not complete):
*** [[Book List]]
**read the syllabus in advance of the first week's orientation lecture:
*** http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/syllabii/
*Complete the first week's tasks ahead of time: 
** Module0  
**  http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/Module0/module0.html
* Read out about the new LPC email addresses: 
** [[LPC student email]]
[[IPv4 Exhaustion Status page | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/IPv4.html]]
Michael Sowa - PC Domptuer or the Computer Tamer
Michael Sowa is a German artist who blends absurdist humor with technical skill. Sowa, who was born and schooled in Berlin, was originally a teacher before he discovered art. Renowned in his native country, Sowa’s paintings, filled with endearingly whimsical animals, are gaining popularity in the US.

Thanks to Amy for the info.  I found this on an old postcard in an antique store in Inverness, CA. 
The tiddler 'InterfaceOptions' doesn't yet exist. Double-click to create it
The state of the Internet - 

http://vimeo.com/9641036
Example of job descritions and Minimum Qualifications: 

*..............................

2) Macintosh Support & Consultation, San Francisco Area, CA, USA  6-7-2007


MACINTOSH HELP DESK SUPPORT SPECIALIST / CONSULTANT-IN-TRAINING (San 
Francisco Bay Area)


QUIZ: IS THIS THE JOB FOR ME?

You're called into a customer because something's going wrong with 
the computers or network, and So-And-So can't get a crucial part of 
his or her job done.  When you arrive, everybody's relieved to see 
you and the office manager greets you with, "The genius is finally 
here!"  Do you say:

a. "It's about time you recognized it.  I skipped the quarterly 
financials webcast for this."
b. "That's very flattering, but really I'm just a glorified plumber."
c. "Where is she, can I meet her?"

After you've completed your work and written up your work detail, you 
go over all the fixes with the office manager.  S/he gets down on 
both knees and bows all the way to the floor.  Do you say:

a. "You'll receive the bill at the end of the month."
b. "Please get up, you're inciting my god complex."
c. "Thank you, that's very flattering.  Next time, chocolate would suffice."

If you did not answer a. to either of these questions, you may be the 
kind of smart, honest, and quirky person we're looking for.


ABOUT US

We provide contract I.T. support to businesses, non-profits, and 
individuals all over the San Francisco Bay Area, all of whose 
computer fleets are over 50% Macintosh.  Within the last two years we 
have grown from an individual consulting practice to a five-person 
firm, and we don't expect you'll be our last hire.  We place 
immeasurable value on our relationships with customers, associates, 
and vendors.  This personal touch is inseparable from the services we 
provide, and our company is structured to maximize our customers' 
senses of being well-fed.

In helping our customers with their computers, we are ultimately 
trying to help our customers achieve the goals they have beyond the 
mousepad.  This is our company goal; our method for achieving this 
goal is to strive to be the best Mac consulting firm on the West 
Coast.

We're not Mac-heads because we love server closets, but because we 
love the spark of creativity, candor, and wackiness that Mac users 
usually have.  It is not a requirement that you accept compensation 
solely in iPhones; however, if you have June 29th marked on your iCal 
in ALL CAPS, and at least considered camping outside an Apple Store 
that night, you're probably a good fit.

At the same time, our customers also rely on us to support their 
servers, networks, Windows, PDAs, VoIP, and all the other gadgetry of 
the modern office.  You will be a poor fit for this position if 
you're gun-shy about learning everything you can about the 
technologies that support the contemporary workplace.  This job will 
confront you with the unfamiliar *every single day,* and you'll need 
to respond, always, with "I'll try my best" instead of "I can't." 
You must be brave even if you're not confident.

We also realize we're a bit weird.


ABOUT THE GIG

This is a help desk position which serves two primary purposes: 1. 
Provide caring Tier 1 support for our customers' problems, and 2. 
Give you the experience you need to graduate to an onsite Mac I.T. 
consulting position.  Given our historical growth rate, you'll 
probably have the opportunity to leave the desk within six months.

Some specific duties:

- Respond to Tier 1 support requests that come in via phone or email
- Escalate issues to the managing consultant and coordinate 
assignment scheduling
- Monitor our daily ticket queues to assist consultants in providing 
timely resolutions to Tier 2+ problems
- Make followup calls after consultant visits; escalate problems to 
the managing consultant
- Remotely monitor client backups for problems
- Track our company's technology inventory and serial numbers
- When you got nothing else to do: assist in sales and marketing 
duties, especially cold calling and lead generation

(Yes it's true, that last piece has nothing to do with providing I.T. 
support.  Perhaps you'll be too busy to do it.)

This position will be full-time (9-6 M-F).  You will be able to work 
from your home, if it's quiet.  As a matter of fact, we'd prefer that 
you work from your home because if you can't, since we don't have an 
office, you'd have to work from one of our homes... and that means 
we'd have to clean.  Regularly.


WHO WE HOPE YOU ARE

We're looking for somebody with the following talents and circumstances.

- At least two years' experience installing and supporting Mac OS X 
in networked environments
- A current Mac OS X 10.4 ACHDS certification
- Experience with Windows XP network and printer configuration
- Really amazing and bizarrely meticulous time-management, 
organizational, and follow-through skills
- Stellar written and verbal communication skills
- An incontestable sense of personal ethics, integrity, and honesty
- A strong desire to help others (yeah, it sounds cheesy, but without 
this you'll never make it through those what-am-I-doing-with-my-life 
days while watching the TechTool Pro progress bar inch... across... 
the screen...) (because, p.s., you should be taking those few minutes 
of downtime to ask the customer, "Is there anything else I can do for 
you while I wait for this to finish?")
- Belief that if only everybody knew how COOL Macs are... (we don't 
care what you think of the Dark Side)
- Passion to continue learning and stay current with technology
- Ability to lift up to 50 lbs.
- Ability to work out of your home when necessary
- Current U.S. work authorization
- Valid California driver's license; a car is not required but would 
be awful convenient


SPEAKING OF COMPENSATION

From  the high teens to the low twenties per hour, commensurate with 
your experience, salary history, and certifications.  We currently 
provide two weeks annually of personal leave plus monthly stipends 
towards your cell phone and a company health insurance plan.  You 
will be paid for some ongoing training and professional development. 
You'll get a company laptop.


WHERE DO I APPLY?

E-mail the following in PDF format 
to <mailto:willworkforfood@maccentricsolutions.com>willworkforfood@maccentricsolutions.com:

1. A resume with salary history

2. A cover letter letting us know who you are and why you want this job

3. Answers to the following questions:
a. What's your favorite Mac-related website, and why?
b. The exact text of the reply you would make to the following email 
from a new customer who has never contacted our company before: "Hey, 
some of the folks upstairs are having problems getting their emails. 
Thanks, --Bill"  (yes, that was an actual email we received)

We are an equal opportunity employer and look forward to considering 
all qualified applicants.  Good luck in your search!

* next- 
SnarkyGeek
[[LPCdivisions | LPCdivisions.html]]
Map to the college: 
[img[Map to the college: | images/QRLPCmap.gif]]
Follow the QR code with your phone

Map of the college: 
[img[LPC Map|images/LPC_Map_8-08.png]]
[img[LPC Vmware Store|images/vmwarestore.jpg]]
[img[LPC Catalog | images/QRLPCCatalog.gif]]
Follow the QR code with your phone


[img[LPC Website | images/QRLPCwebsite.gif]]
Follow the QR code with your phone


Head Start / Email Alert

***** NOTE ******* VERY IMPORTANT ************
You now, have a new LPC email assigned you, and entered into the Blackboard course page. If I email you from Blackboard, it will go to THAT email. 

Starting on opening day, I'll be using Blackboard to email you -SO: 

You MUST either start checking that new LPC email each day - OR - set it to forward to you.  If we can't communicate, then ... well... that will make it all kind of hard. 
@@SO - Do that NOW. Don't wait. @@

http://lpc1.clpccd.cc.ca.us/lpc/portal/email_info.htm

Questions / problems with the"Zone" and the new email address go to the helpdesk - see the info on the "Zone" page.

Remember: 
1 the email placed into Blackboard may be your new LPC email - not your "real" email. 
2 you'll need to set that LPC address to forward to your "real" email if you want - or use the LPC email - BUT you'll have to check it regularly so we can effectively communicate. 
3 I'll be updating info on Blackboard the first day. Our Blackboard site will be accessible early, so we can get a head start on things, and work on trying things out before the first day. 
5 You'll should still always be able to access Blackboard from the LPC main page link. You might want to bookmark it: 

http://clpccd.blackboard.com/
English default values are hardcoded into QwikiWeb (which means that you can delete this tiddler).  But you can also customize these wordings by editing the following items.  Enter your preferred text after the equals signs (no quotes are needed). Any blank or deleted items will revert back to the original hardcoded default.  You can use HTML character codes (read SpecialCharacters) for tab, link, opt, cap, and txt items.  For btn items, paste in the actual special character you wish to insert.

|''Tab-related''|
:tabTimeline=Timeline
:tabTimelineTitle=Show all items by date
:tabAll=All
:tabAllTitle=Show allitems in alphabetically
:tabMore=More
:tabMoreTitle=Show other lists
:optMissing=Missing
:capMissing=items that have links to them but are not defined
:optOrphans=Orphans
:capOrphans=items that are not linked to from any other tiddlers

|''Sidebar Commands''|
:lnkSearch=search
:lnkSearchTitle=Search this site for the word or phrase in the box below
:lnkCloseAll=close all items
:lnkCloseAllTitle=Close all displayed items (except those being edited)
:lnkPermaview=permaview
:lnkPermaviewTitle=Link to an URL that retrieves all the currently displayed items
:lnkOptions=options
:lnkOptionsTitle=Change interface options
:lnkShowAdvanced=show advanced options
:lnkShowAdvancedTitle=Turn advanced EditMode on
:lnkHideAdvanced=hide advanced options
:lnkHideAdvancedTitle=Turn advanced EditMode off

|''Edit Comands''|
:lnkCreateNew=&bull; create new item
:lnkCreateNewTitle=Create a brand new item
:lnkSaveChanges=&bull; save changes
:lnkSaveChangesTitle=Save all items to create a new TiddlyWiki
:lnkRestart=&bull; restart all items
:lnkRestartTitle=Close all items and reopen the DefaultTiddlers (does not reload page)
:lnkSiteSettings=&bull; site settings
:lnkSiteSettingsTitle=Configure the settings for this site
:lnkInterfaceOptions=&bull; interface options
:lnkInterfaceOptionsTitle=Change  interface options

|''Toolbar Buttons''|
:btnClose=close
:btnCloseTitle=Close this item
:btnEdit=edit
:btnEditTitle=Edit this item
:btnCollapse=collapse
:btnCollapseTitle=Collapse this tiddler
:btnExpand=expand
:btnExpandTitle=Expand this tiddler
:btnCloseOthers=close others
:btnCloseOthersTitle=Close all tiddlers except this one
:btnPermalink=permalink
:btnPermalinkTitle=Permalink for this tiddler
:btnReferences=references
:btnReferencesTitle=Show tiddlers that link to this one
:btnDone=done
:btnDoneTitle=Save changes to this tiddler
:btnCancel=cancel
:btnCancelTitle=Undo changes to this tiddler
:btnSpellCheck=spellcheck
:btnSpellCheckTitle=Spellcheck this tiddler using SpellBound (you must first click in the tiddler's edit box)
:btnDuplicate=duplicate
:btnDuplicateTitle=Duplicate this tiddler
:btnDelete=delete
:btnDeleteTitle=Delete this tiddler

|''InterfaceOptions''|
|"tid..." items are WikiWords next to checkboxes.  If you change the name here, ''be sure'' to change the respective tiddler's title for the link will to work.|
|"txt..." items are pieces of text that combine to form the heading & username descriptions. ''Tip:'' Be sure to include leading/trailing spaces to separate words when compiled.|
|"fld..." items are default values for form fields.|
:txtHeading1=These 
:tidInterfaceOptions=InterfaceOptions 
:txtHeading2= for customizing 
:tidTiddlyWiki=TiddlyWiki 
:txtHeading3= are saved in your browser

:txtUsername1=Your username for signing your edits. Write it as a 
:tidWikiWord=WikiWord 
:txtUsername2= (e.g. 
:tidJoeBloggs= JoeBloggs
:txtUsername3=)
:fldUsernameDefault=YourName

:tidSaveBackups=SaveBackups
:tidAutoSave=AutoSave
:tidGenerateRss=GenerateAnRssFeed
:tidSaveEmpty=SaveEmptyTemplate
:tidShowHidden=ShowHiddenTiddlers
:tidRegExpSearch=RegExpSearch
:tidCaseSensitive=CaseSensitiveSearch
:tidEnableAnimations=EnableAnimations

|''Other Variables''|
|Other customizable settings|
:varDeleteSearchTrigger=DeleteAllContent
:varDuplicateSuffix=Copy
:varDefaultMainMenuText=MainMenu
:varNumRssItems=20
|The following are the default values that are hardcoded into QwikiWeb (i.e. which means that you can delete this tiddler without affecting the default interface).  To customize these wordings, simply make your edits after the equals signs.  No quote marks are needed.  And any items you delete or leave blank after the equals sign will revert back to the original default value that is hardcoded.|
|''Syntax Notes:'' There should be four tilde ("~") characters at the very beginning of the first customized message, and each message thereafter should be separated by two tilde characters. Quotes are included to help show leading and trailing spaces, but are not required.  If you want to embed a double quote mark, you need to preceed it with a "\" character. Any included hard returns will appear in the final message display.|
~~~~
:popSaveTest="It appears that this TiddlyWiki has been incorrectly saved. Please see http://www.tiddlywiki.com/#DownloadSoftware for details"
~~
:popSaveWarning="You need to save this TiddlyWiki to a file before you can save changes"
~~
:popIncompatibleBrowserSave="It's not possible to save changes using this browser. Use FireFox if you can"
~~
:popInvalidTiddlyWiki1="The file "
~~
:popInvalidTiddlyWiki2=" doesn't appear to be a valid TiddlyWiki"
~~
:popErrorBackupSave="Couldn't save backup file"
~~
:popErrorRssSave="Failed to save RSS feed"
~~
:popErrorTemplateSave="Failed to save empty template file"
~~
:popErrorFileSave="Failed to save file"
~~
:popErrorDeleteAllContent="There was an error deleting the tiddler content."
~~
:popConfirmRssSaveAll="You have selected to GenerateAnRssFeed but have also made all hidden tiddlers visible.  This will publish any hidden tiddlers to the RssFeed.  Proceed with saving the RssFeed?"
~~
:popConfirmDeleteAll1="By searching for the phrase \""
~~
:popConfirmDeleteAll2="\" you have triggered the action to delete the contents of this site and start over with a blank TiddlyWiki.
If you really want to delete all the current tiddlers and start over, click OK/Yes.
Otherwise click Cancel/No."
~~
:popConfirmDeleteAllSuccess="All tiddler content has been deleted.  You can now enter new site title, subtitle, menu, etc. to start your new wiki.
If you did not want to delete the other content, you can still refresh the web page to return to the previously saved copy.
When you are done, don't forget to use \"save changes\" to preserve your new site contents.
Do you want to recreate the DeleteAllTiddlers instructions for future use?"
~~
:msgBackupSave="Backup file saved as"
~~
:msgRssSave="RSS feed saved as"
~~
:msgTemplateSave="Empty template saved as"
~~
:msgFileSave="Main file saved as"
~~
:msgMissingNewTiddler="This tiddler doesn't yet exist. If you are in advanced edit mode, you can double-click here to create it."
John Gonder, Las Positas College, Cisco Networking Academy 
jgonder@mac.com

Emerging Technology classes - 
Computer Forensics, TCP-IP Analysis, VMware, VoIP, WIFI, Cisco Networking Academy, CompTIA Sec+, Linux+, Net+ 

1  Open Source books - 

College Open Textbook Collaborative http://collegeopentextbooks.org/

http://www.ACM.org Student membership  $20 / year

Books 24-7   500 books online

2000 training courses

2 Online / Hybrid:   Have it your way - 
Online labs: Computer Forensics software / Cisco Routers / VoIP gear / WIFI gear
Gmail calendars, VMware, Remote Desktop, Telnet, SSH

3 CCCConfer 
Present w/ CCCConfer, record on client machine with Camtasia

4 Camtasia    http://www.techsmith.com
Create chapter markers - save locally, password protected
Compatible Flash / MP3, iPod Video
High Quality Audio - Highest sample rate, largest bit depth ie 48k / 32bit

5  Tiddly WIKI   http://www.tiddlywiki.com
for Home page, Class pages, note taking


Las Positas College Cisco Networking Academy
Computer Networking Technologies
jgonder@laspositascollege.edu 
Web Home: http://lpc1.clpccd.cc.ca.us/lpc/jgonder
Twitter:   @packetlevel
[[We'll Take You There | http://www.youtube.com/watch?v=hPA9y5xq16A ]]
[[Books]]
[[QR Codes]] 
[[Syllabii |http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/syllabii/]]
[[iCal Web Calendar|https://www.google.com/calendar/embed?src=jsgonder%40gmail.com&ctz=America/Los_Angeles ]]
[[Tech Check Page|http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/techcheck.html]]
[[Online-Hybrid]]
[[Required Skills]]
[[Writing Example]]
[[Report Writing Rubric]]
[[Research Standards]]
[[BlackBoard Forum Rubric]]
[[LPC Distance Ed & Blackboard | http://www.laspositascollege.edu/onlinelearning/]]
[[LPC Home|http://www.laspositascollege.edu]]
[[Student Services]]
[[Server Status]]
[[LPC Map]]
[[Browser Check |http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/browsercheck.html]]
 ************************
[[Bonus Lectures]]
[[CNT Certificates]]
[[ALWAYS Back Up]]
[[Job Descriptions]]
[[On Argument]]
[[Computer Forensic Training Info]]
[[iTunes U]]
[[Gonder Biography]]
 ************************
[[Who Are You]]
[[Twitter]]
RSSfeeds
[[Press Any Key to Continue]]
[[Random Stuff | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/randomstuff.html]]
test

[[GcalMasterTest Month | file:///Users/jgonder/Desktop/%20Work-Classes/%20%20LPC%20Classes/%20%20%20Web%20LPC1-LPC/10-11Classes/%2010%20jgonder/GcalMasterTest.html ]]

[[GcalMasterTest2 | file:///Users/jgonder/Desktop/%20Work-Classes/%20%20LPC%20Classes/%20%20%20Web%20LPC1-LPC/10-11Classes/%2010%20jgonder/GcalMasterTestAgenda.html ]]
First Week tasks - 

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/Module0/module0.html




* Link to the Flash archive of my Online Teaching Conference presentation "Windows, Linux, & Mac - Oh MY!" is here:
** http://lpc1.clpccd.cc.ca.us/lpc/jgonder/bonuslectures/WinLinMac-OhMy/
* TJX - 46 million identities compromised - yours? 
*1-22-07 
**http://computerworld.com/blogs/node/4405
**http://www.boston.com/business/globe/articles/2007/03/29/breach_of_data_at_tjx_is_called_the_biggest_ever/
*March 21
**http://www.pcworld.com/article/id,130039/article.html
*May 4 -07 
**http://www.nwfdailynews.com/article/4295
**http://seclists.org/isn/2007/May/0023.html
**http://www.topix.com/tech/computer-security/2007/03
*The Hack 
**https://financialcryptography.com/mt/archives/000911.html
*Hacker Economy 
**http://hubpages.com/hub/hackerworld
* Linux Bake-off - Considering linux for your desk or business? 
**http://www.crn.com/software/198500305
** My personal choice for the "Your grandma can use it" test: 
*** 1 Ubuntu
*** 2 Fedora Core
* Flea market: the 1st Sunday of each month there's a flea market with lots of cheap computer gear in Robertson Park in Pleasanton - Nows the time to get your "designated victim" system, hub, whatever, for your home system to geek on for classes.  In the last year I got 2 Mac B&W-s for $30 ea, a couple Pentium 2 450's rack mount for $40 ea, and a couple Cisco BR924 routers that do Voip for $20 ea. among other junk ( I mean great stuff).
Nothing to do tonite? Check out a few hundred of [[my bookmarks |http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/Bookmarks.html]]

life is random
My certification study regime:

This has worked for me through CCNA, CCNP, A+, Sec+, Net+, Proj+, CIW and more.
I developed it on my own before finding out that I basically use the Leitner system of study - with my own mods.

Principles: 
1 Find out what you know / don't know from a cert practice test&nbsp; e.g. UCertify
2 Study what you need to, review regularly
3 Retest regularly
4 reiterate

* during each part, take a screenshot (easier if you're using Mac to do this) of
- each thing you get wrong
- each thing you're unsure of, even if you got it right
- each point your think is important
- whether it's PPTs, test questions, 
- each day the screenshots are placed in a folder

Each day / section I generate 100-200 screenshots. I begin the new day/ section by reviewing the screenshots. I may use software to make an HTML gallery from them, or just open them 50 at a time in GraphicConverter and look through. I talk to myself, reading the questions, repeating mnemonics I develop for groups of information, like screen resolutions. I'll write these down when I sit for the test.

** As I read the PDFs I use the highlight tool to yellow important things - maybe screenshot them.
** Study the glossary - highlite all the terms that are important - maybe screenshot them
** When you're reviewing PFD, PPTs, Glossary, etc, choose Orange for the highlite and make another mark by the things you've gotten wrong repeatedly. These are the things you must review most. Read them out loud to yourself. Screenshot what's important / hard.

Methodically analyze, plan, dissect, attack, document, review, repeat. 
Use the Leitner method to identify the problem areas, concentrate on them.
You must have a conducive environment. I listen to gregorian chant when studying hard. 

If you like flashcards - I used to use flashcards like this - I use Screenshots like this now:
For subjects where I have good PPTs for a base, I'll print it out, 3x5 size on 5x7 cards (remove the backgrounds to conserve toner) so I have room for margin notes. I add cards for other things I find. Highlite with multiple colors - one for each resource / test bank I'm working with. Any card that has 3 or 4 colors is very important. I make many flash cards and use the Leitner method to separate as&nbsp; Hard Medium Easy and review like that. You can use a computer flashcard program to do the same.

Now I have my sets of screenshots as I go along - developed to hone in on what's hard. I use GraphicConverter the first time I review a set, to add highlights / red circles around important items, just like I used to highlite the 5x7 cards. Each successive set gets smaller - periodically I'll go back and quickly review a large set, a few sets back.

Methodically analyze, plan, dissect, attack, document, review, repeat. 

Test-taking keys: 
You must always practice this when reading and studying, then use it in the test.
1 read the question - out loud - no matter how simple it seems - all the way and make sure you actually understand it, no matter how familiar it seems on it's face.&nbsp; The difference from a practice to a real question may be a 'not' and you may not notice that.
2 read all the answers - out loud - no matter how sure you are you already know the answer. You must understand them.&nbsp; Reading them out loud makes sure you're not skipping over parts in your mind. When you sit for the test, you can mumble under your breath, but still read them "out loud" 
3 work the question both forward and backward:
- can I prove this answer is right?
- am I sure / pretty sure this answer is right
- can I prove this answer is wrong?
- if I can prove all the others wrong, I know what's left is the answer, even if I'm not sure I can prove it.
4 I try to make sure I have time to quickly review all answers (when the test permits) and work them backwards, trying to prove the other answers wrong. Even if I'm not sure of the one I like, if I can prove the others wrong, that's the one - now move on.

Leitner Method: 
http://en.wikipedia.org/wiki/Leitner_system

Hope this helps - 

The Washington Post's Mensa Invitational once again asked readers to
take any word from the dictionary, alter it by adding, subtracting, or
changing one letter, and supply a new definition.

Here are this year's 2005 winners;

1. Cashtration (n.): The act of buying a house, which renders the
subject financially impotent for an indefinite period.

2. ******* see me if you really want to know this one 

3. Intaxication: Euphoria at getting a tax refund, which lasts until
you realize it was your money to start with.

4. Reintarnation: Coming back to life as a hillbilly.

5. Bozone (n.): The substance surrounding stupid people that stops
bright ideas from penetrating. The bozone layer, unfortunately, shows
little sign of breaking down in the near future.

6. Foreploy: Any misrepresentation about yourself for the purpose of
getting laid.

7. Giraffiti: Vandalism spray-painted very, very high.

8. Sarchasm: The gulf between the author of sarcastic wit and the
person who doesn't get it.

9. Inoculatte: To take coffee intravenously when you are running late.

10. Hipatitis: Terminal coolness.

11. Osteopornosis: A degenerate disease. (This one got extra credit.)

12. Karmageddon: It's like, when everybody is sending off all these
really bad vibes, right? And then, like, the Earth explodes and it's
like, a serious bummer.

13. Decafalon (n.): The grueling event of getting through the day
consuming only things that are good for you.

14. Glibido: All talk and no action.

15. Dopeler effect: The tendency of stupid ideas to seem smarter when
they come at you rapidly.

16. Arachnoleptic fit (n.): The frantic dance performed just after
you've accidentally walked through a spider web.

17. Beelzebug (n.): Satan in the form of a mosquito, that gets into
your bedroom at three in the morning and cannot be cast out.

18. Caterpallor (n.): The color you turn after finding half a worm in
the fruit you're eating.

More info = good thing 

Good site: 

http://www.nutritiondata.com/

http://www.lef.org

My vitamin regimen: http://lpc1.clpccd.cc.ca.us/lpc/jgonder/randomstuff.html#[[Vitamin%20Regimen]]
Here's the WIKI used in the California Online Teaching Conference presentation "Windows, Linux and Mac - Oh My!"

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/OTC/OTCWIKI.html

Here's a link to my recording of the presentation: 

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/bonuslectures/WinLinMac-OhMy/index.html
@@ Hurricane IKE @@
One of my CCNA students, John, has been down there for work, and sent back a PPT with amazing picks of the scene and devastation. 

The Hurricane IKE ppt is available here - right click and save if it does not download automatically - 

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/HurricaneIKE.ppt

** HTCIA training days in May included intense OSX forensics, Network Forensics, iPod forensics and lots of cool stuff. Check out pix from the Expo online. 

** HTCIA (High Tech Crime Investigation Association), Silicon Valley Chapter meeting - 04-13-06 was at FBI offices in San Jose, with a presentation by the Secret Service on counterfeiting. Very interesting - especially getting to handle and examine samples of half a dozen different counterfeit $100 bills - including the infamous "Supernote" made in North Korea. Wow - it's really virtually undetectable - read more about it on [[wikipedia | http://en.wikipedia.org/wiki/Superdollar]]
"I made it a rule to forbear all direct contradictions to the  
sentiments of others, and all positive assertion of my own. I even  
forbade myself the use of every word or expression in the language  
that imported a fixed opinion, such as certainly‚ undoubtedly‚,  
etc. I adopted instead of them  I conceive‚, I apprehend‚, or I  
imagine‚ a thing to be so or so; or so it appears to me at present‚.  
When another asserted something that I thought an error, I denied  
myself the pleasure of contradicting him abruptly, and of showing him  
immediately some absurdity in his proposition. In answering I began  
by observing that in certain cases or circumstances his opinion would  
be right, but in the present case there appeared or seemed to me some  
difference, etc. I soon found the advantage of this change in my  
manner; the conversations I engaged in went on more pleasantly. The  
modest way in which I proposed my opinions procured them a readier  
reception and less contradiction. I had less mortification when I was  
found to be in the wrong, and I more easily prevailed with others to  
give up their mistakes and join with me when I happened to be in the  
right." -- Benjamin Franklin 
*What is “Online / Hybrid”? 
**I teach all my classes as online / hybrid, whether they are listed as DE ( distance education ), like CNT 70 Computer Forensics, or as a face to face class, like CNT 62A and B, Cisco CCNA Academy. 
*That means -
**1 Lectures are scheduled, on my iCal calendar (see link on the left) for a given place and time each week.
**2 You may come physically to the lecture.
**3  OR - You may remotely log in to the live lecture via ccconfer.org using the internet and a phone, and participate live via [[CCCConfer |http://www.cccconfer.org]]. You will see and hear live what we’re doing at LPC and we will hear you, and you can even show us what's on your computer.
**4  AND / OR You may asynchronously view the flash movie later, and/or download the mp3 or iPod Video recording of the complete lecture, including local and remote participants. The recording works on Windows, Mac OS X or Linux, if you’re up to date on your flash, and other plugins.
**5 There’s regular drop-in lab time scheduled for all the classes. You may come in and physically access the gear for lab work.
**6 AND / OR All labs can also be done remotely - depending on the class, either with downloaded software or CDs you pick up or write, on  your own machine, or on our gear / router pods / PCs that you remotely access from home across the internet, or from any computer lab here at school - 24/7. Typically access to gear, or router pods, requires making reservations using our iCalendar system. 
**7 SO - you MUST view / listen to the lecture each week @@one way, or another@@ - the choice is up to you. You MUST do the labs / reports and tests, but @@all work can be done online / remotely.@@
** The idea is to get the info and skills to you in the most convenient way possible for you. 
CNT9902

CNT9903

CNT9908
* Face to face orientation is Thursday, Jan 18th, 8pm in room 805 - an online orientation will be posted before then, and I'll note that on the web site, and email you. 
 Not required, but highly recommended, especially if you haven't taken a CNT or online course here, or from me.

** not to worry - it will be recorded and put online, both on CCCConfer.org archives as well as podcast on my website.

There will be an optional 'meatspace" orientation meeting on Wednesday, August 24, from 6:00-7:00 p.m. in Room 805.

There will be an optional "netspace" orientation online which you can participate in, or just view the archive - see CCCconferInfo
BackUpYourStuff 

Global Warming:  Want to see where the new beachfront property will be in a few years? 
From  http://flood.firetree.net/?ll=43.3251,-101.6015&z=13&m=7

[img[Bay Area |images/GlobalWarmingSm.jpg]]
[img[San Francisco|images/SF.jpg]]
[img[Oakland|images/Oakland.jpg]]
Listen Skillfully

Relax and Enjoy Learning

Share your Ideas, Eperiencences and Feelings

Ask Questions and Offer Comments

Get Actively Involved
[[Check your password with this open source checker | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/passwordmeter/index.html]]
Questions of interest to the class will be answered to the group during subsequent lecture, email, or announcement and on Piazza.com.

All notes of interest to an entire class, or to all my classes will be made on Piazza.com  

You are required to join my site there.
Instructions are included in your first day information and first lectures.


[img[Keyboard Graphic|images/anykey.jpg]]
Press Any Key to Continue:
[[OTC Presentation]]
[[Luke, I feel a disturbance in the force |http://www.securitywizardry.com/radar.htm]]
[[Random Stuff|http://lpc1.clpccd.cc.ca.us/lpc/jgonder/randomstuff.html]]
[[My Bookmarks]]
[[Edward R. Murrow]]
Best viewed in FireFox
[[What IsThis]]?
[[Nutrition Info]]
[[Other Info]]
Spring 2013 Pre-start email 1: Head start info for you.

Thanks for registering for our classes. Look for more pre-start emails, and opening day email, 1-22-2013, 8 am, with opening day instructions.

NOTE - any monday or tuesday class meetings will occur on the first Monday or Tuesday /after/ school starts.

** Our ability to give out add numbers once a class is full (which will happen to all the classes) may be limited due to budget constraints. If you or a friend do end up unable to get a seat in a class - send me an email, and I'll try to get everybody in. But - registering /now/ for any other classes you want is the best plan.

A key class:

CNT7301 VoIP Cisco and Asterisk
This is one hot techology, and the class was canceled last time due to budget cuts. But - it’s back and you need to know basics of VoIP if you’re alive in this century.

---------------------------------------
To get a head start in my classes:

0 View and read everything in the left-hand links on my website, 99% of all questions are answered there. http://lpc1.clpccd.cc.ca.us/lpc/jgonder

1 Make sure you have a student membership in ACM.org (this is required for all my classes). Now is your chance to explore, both in Books24-7 and Skillsoft.

2 See the book list for any other requirements.
http://lpc1.clpccd.cc.ca.us/lpc/jgonder/#Books

3 When you have your ACM membership, and Books24-7 and Skillsoft logins, cruise the Books 24-7 list, and Skillsoft course list at ACM.org for things related to your class, and start bookmarking them, and exploring them. I'll give you my list of the most recommended things for your class in the first week.

4 If you don't already have Wireshark - get it, install it, read up on it, and play with it. get it at www.wireshark.org The second week in all my classes is Wireshark week.
See also www.packet-level.com and the intro videos at www.wireshark.org

5 See the tech check page - fix anything wrong / missing on your system before the start of classes. Now is the time to do that.

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/techcheck.html

6 Try out CCCConfer.org, run their wizard, go through the training info of you need to, and make sure your computer is set up - see them for tech support if needed. www.cccconfer.org

7 See the General Orientation video, this contains information common to all classes.

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/bonuslectures/General%20Orientation/

Your first week lecture will include information specific to each class.

8 Piazza.com

I use a Piazza class as a common communication tool and FAQ page for /all/ general questions for /all/ my classes. Personal questions can still go direct to me. All questions of general interest will be answered to the group.

This means you and I ask, see, and answer a question only once, and everybody can see the answer/information - very efficient use of our time.
This is required - and will be used starting on opening day.
You can get a head start checking it out, and setting up your account there:

piazza.com/laspositascollege/other/gonder1213

access code: qwerty


9 A few good reference books to bookmark and check out at ACM.org Books 24-7 are:

Computers: Systems, Terms and Acronyms, 17th Edition by M. Susan Hodges

A Guide to the Project Management Body Of Knowledge (PMBOK® Guide), Fourth Edition

Network Protocols Handbook, Fourth Edition by Javvin Technologies

Networking All-in-One Desk Reference For Dummies, 2nd Edition by Doug Lowe

The TCP/IP Guide by Charles M. Kozierok

That should give you something to do ;> - more on opening day.

10 The ability to receive email is a pre-requisite for the class.
This email is coming to you from the LPC Class Web system using the address you indicated as your desired address in that system.
If this is not the address through which you want to get class email, fix it now.
Look for more "getting started" information before opening day which will use the email address in Class Web.

An email will be sent to you from within Blackboard on the first morning of the semester - if you don't get it, your forwarding settings / email settings are not right.

The time to fix that is now - see Class web,
https://bw6.clpccd.cc.ca.us/pls/OWA_PROD/twbkwbis.P_WWWLogin

For LPC BB support after opening day:
http://www.laspositascollege.edu/onlinelearning/index.php

The instructor has no ability to do tech support for Blackboard, Cisco Academy,
CCCConfer, ACM.org or Class Web.

-----------------------------------------------------------

The Blackboard site will be populated with announcements, instructions, and other things starting 8 AM first day of class - not before. You will receive an email with more instructions then.

Look for emails sent through the Banner system before official start of class, and for emails sent through Blackboard after the start of class.

If you're not getting emails - make sure your forwarding email address is set correctly within Banner/Blackboard. See Blackboard/Portal tech support if you have problems. You can give me a heads-up if you're having problems, but I can't fix them.
------------------------------------------------------------
*
** News: Diebold Voting Machine Hacks - [[at Wired News |http://www.wired.com/news/evote/0,2645,69893,00.html]]
** News: I had a great training with Laura Chappell in more Whitehat Hacker stuff, advanced TCP-IP Network Analysis , and with the lead trainer from Access Data with Forensic Tool Kit. Lot of fun coming up this spring in  the WhiteHat and Forensics classes.
** News: Our first online WhiteHat and Security final accessing systems in the DMZ went really well. I've been looking at the logs. Look for your final reports to come back in the email soon - it's been taking longer to go through the logs than I anticipated - about 500mb of Ethereal files! You folks did a LOT fo GOOD work - thanks for being in the classes. 
prevents poor performance
[img[Lumber on Car|images/lumberoncar
.jpg]]
[[Web Home | http://lpc1.clpccd.cc.ca.us/lpc/jgonder]]
[img[Gonder Web Home | images/GonderWebHomeQC.png]]
[[LPC Home Page  | www.laspositascollege.edu]]
[img[LPC Home Page | images/QRLPCwebsite.png]]
[[Blackboard Login | https://clpccd.blackboard.com/webapps/login/]]
[img[Blackboard Login | images/QR-BB.png]]
[[CCCConfer  | http://www.cccconfer.org]]
[img[CCCCOnfer | images/QR-CCCConfer.png]]
-----------------------
Email: jgonder at  laspositascollege.edu  
John Gonder
Las Positas College Cisco Networking Academy
Computer Networking Technologies
All the important pages here have RSS feeds you can use with any RSS capable browser or viewer. 

The RSS feed URL for this page is

feed://lpc1.clpccd.cc.ca.us/lpc/jgonder/index.xml

YMMV: this is not a perfect RSS feed generator - 
but should at least let you know what's new.
Try out this reaction time tester - 

http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/reactiontime.html

Can you beat my time? 


[img[Gonder reaction time|images/GonderReactionTime.jpg]]
OR you may be too late! 
[img[ HeadBang | images/headbang.gif]] 
*Level 1  
**Difficult to understand 
**Sentence fragments
**Bad structure 
**Spelling and other errors
**Generally does not follow the instructions
*Level 2
**Many errors but consistent line of thought 
**Generally follows the instructions 
*Level 3
**Easy to understand;
**Perfect spelling; 
**One or two grammar, syntax or semantic problems 
**Follows the instructions
*Level 4
**Same as level 3 but no errors 
**Follows instructions to the letter 
**Looks beyond the assignment to the concepts
*Level 5
**Clear, concise well-written content
**Follows instructions to the letter 
**Looks beyond the assignment to the concepts
**Contains interesting new insights or thought
Required skills:  Most of my classes don’t have pre-requisites. This is so professionals and those coming for training or re-training don’t have lots of hoops to jump through. 

There are “highly recommended” classes listed though. 
This means you need all the skills from those classes to succeed in mine. 
You can get them by taking the recommended class, or from your experience, but you need them.

For example - you must be able to do these things:

Finding, downloading, installing and running apps on your computer.
Following the directions for producing and submitting work.
Taking screenshots and scaling and cropping them for reports.
Putting screenshots /into/ your blackboard post.
Reading, writing, editing and communicating at a college level.
Attaching files, when directed to, in your blackboard post.

I demo everything you need to do - but you need to start with a basic computer, readin', writin' and 'rithmatic skill set and be willing to put in the time to learn new things without spoonfeeding. That's not good for you or me. If you're not making mistakes, you're not doing anything new. We want lots of mistakes, just new and better ones each time, not the same ones over again. That's how humans learn.

@@''Research Standards''@@ from Dominican College (edited by me)

*@@''Clarity''	@@	
**Could I restate the main points of this source in plain language?
*@@''Relevance''	@@	
**''Strategy:'' 
***Did I use the right terms to retrieve no more or less than I need?
***Do these results meet my criteria and match my topic?
**''Source:'' 
***What information does this source give me about the topic?
***Does this source expand my knowledge of the topic?
*@@''Depth''@@		
**''Strategy:'' 
***Did I search in enough places to find all the information I need?
***Did I dig deep enough in this tool to find all the sources I need?
**''Source:'' 
***Is this source long enough to answer or help explain the topic?
***Is this source written for scholars or researchers in the field?
*@@''Breadth''@@	
**''Strategy:''
***Am looking in all the places I need to look?
*** Did I consider all aspects of the topic? 
***Am I looking for other views / opinions on this topic?
**''Source:''
***Is this source focusing on a specific aspect of the topic? 
***Do I need to find another source to expand my knowledge?
*@@''Fairness''	@@	
**Is this source biased toward a particular point of view?
**Is this source trying to sell, entertain, persuade or inform?
From Rick Graziani's notes on advisory committee tips: 

* Able, willing and manageable: An IBM representative said their department
gives equal weight to all three of these. No matter how "able" (skilled,
knowledgeable) the applicant/interviewee is if they do not show motivation,
enthusiasm and will be a good team member, they don't hire them.

* It helps to smile when you meet the interviewer(s) and during the
interview.

* When you shake hands do it in a professional manner. 

* When submitting your resume it should be specific for the job you are
applying for. Your objective at the top of the resume should align itself
with the job description of the position you are applying for.

* Letters of recommendation should be recent. If possible they should be
specific to the job you are applying for.

* On your resume and in your interview be confident without being arrogant.
You are the only one who can sell yourself.

* In the interview show enthusiasm.

* In the interview do not say negative things about a previous employer or
previous boss. Remain positive.

* Research the company you are applying for. Know what that company does.
Know their mission statement. It sometimes helps to refer to their mission
statement in the interview. It shows that you have done your research and
you take this seriously.
Great infographic resumes on Pinterest: 

[[ 200+ Infographic Resumes, an escalating trend|http://www.coolinfographics.com/blog/2012/6/15/200-infographic-resumes-an-escalating-trend.html ]]
I'm in the process of collecting, evaluating, and modifying rubrics - yardsticks - to help you evaluate the quality of your work. I will use particular ones to let you know exactly what I'm looking for and looking at in doing grading. 

Here's my first draft of a rubric for lab reports: 
http://lpc1.clpccd.cc.ca.us/lpc/jgonder//rubrics/09GonderRubric1.rtf

I'll indicate is a particular rubric is to be applied to grading. But in the meantime, check out a good general rubric to use to check your writing. 

http://lpc1.clpccd.cc.ca.us/lpc/jgonder//rubrics/6TraitsAssessmentRubric.html
You can SaveChanges if you're using FireFox or InternetExplorer:
# if you're using Windows XP you might run into ServicePack2Problems
# right click on [[this link|#]] and select 'Save link as...' or 'Save target as...'
** do ''not'' try to use the File/Save command in your browser because of SaveUnpredictabilities.
** choose where to save the file, and what to call it (but keep an .HTM or .HTML extension)
# open the newly downloaded file in your browser
# click the 'options' button on the right to set your username
# edit, create and delete the tiddlers you want
** you can change the SpecialTiddlers to change the SiteTitle and MainMenu etc.
# click the 'save changes' button under the advanced options on the right to save your changes
# TiddlyWiki will make a backup copy of the existing file (if the backup option is checked), and then replace it with the new version
Science
New Directions in Assessment
California Department of Education

Grade 10 Performance Assessments
The following rubric was developed to assist teachers in scoring student responses to performance based assessment items. This rubric allows for a wide range of student responses and should be used as a general guideline. No one criteria should be given more weight than another.

Level 4

The student demonstrates a clear understanding of the problem and investigations performed.
The student's observations are valid and demonstrate attention to detail. The quality of the data collected reflects their success at performing each experiment. The design of experiments suggested by the student are well thought out and scientifically accurate. All data is presented in an organized fashion, utilizing appropriately designed tables and charts. Answers to questions are well thought out and supported by experimental data. In general, there are no false assumptions or misleading statements made by the student.
The student recognizes the need for additional testing and provides appropriate suggestions related to the problem. The conclusions reflect the student's ability to analyze experimental data and draw appropriate conclusions.
The student successfully proposes an explanation which clearly shows a relationship between their data and their final conclusion.

Level 3

The student demonstrates an understanding of the problem and investigations performed.
The student's observations are valid and demonstrate some attention to detail. The quality of the data collected generally reflects their success at performing each task. The experiments suggested by the student are well thought out, but may have flaws in scientific design. Most data is presented in an organized fashion, utilizing appropriately designed tables and charts. Answers to most questions are well thought out and supported by experimental data. In general, there are few false assumptions or misleading statements.
The student recognizes the need for additional tests, but is unable to provide appropriate suggestions related to the problem. The conclusions reflect the student's ability to analyze experimental data and draw conclusions.
The student successfully proposes an explanation which generally shows a relationship between their data and their final conclusion.

Level 2

The student demonstrates some understanding of the problem and investigations performed.
The student's observations are vague and lack attention to detail. The quality of the data collected reflects limited success at perfuming the tasks. Some tasks may have been omitted. The experiments suggested by the student are unclear or riddled with flaws in scientific design. The data is recorded in a disorganized fashion, with tables and charts that are poorly designed or missing. Answers to questions are not well thought out or supported by experimental data. In general, the student makes both false assumptions and misleading statements.
The student fails to recognize the need for additional tests.
The student has difficulty analyzing experimental data and drawing conclusions.
The student fails to propose an explanation which shows a relationship between their data and their final conclusion.

Level 1

The student demonstrates little or no understanding of the problem or investigations perfumed.
The student's observations are poor or missing and show no attention to detail. The quality of the data collected reflects little or no success at perfuming the tasks. The experiments suggested by the student were difficult to follow, or missing. The data collected is haphazardly recorded, or missing. Answers to questions are implausible and not related to the experimental data. In general, the student makes many false assumptions and misleading statements.
The student fails to recognize the need for additional tests.
The student is unable to analyze experimental data or draw conclusions. The final conclusion is unrelated to the tasks performed, or missing.

New Directions in Assessment
© 2001 Northwest Regional Educational Laboratory
/***
|Name|SearchOptionsPlugin|
|Source|http://www.TiddlyTools.com/#SearchOptionsPlugin|
|Documentation|http://www.TiddlyTools.com/#SearchOptionsPluginInfo|
|Version|3.0.10|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|extend core search function with additional user-configurable options|
Adds extra options to core search function including selecting which data items to search, enabling/disabling incremental key-by-key searches, and generating a ''list of matching tiddlers'' instead of immediately displaying all matches.  This plugin also adds syntax for rendering 'search links' within tiddler content to embed one-click searches using pre-defined 'hard-coded' search terms.
!!!!!Documentation
>see [[SearchOptionsPluginInfo]]
!!!!!Configuration
<<<
<<tiddler SearchOptions>>
<<option chkSearchResultsOptions>> Include {{{options...}}} slider in "search again" form
<<<
!!!!!Revisions
<<<
2011.04.08 3.0.10 fixed typo in CSS in formatSearchResults_buttons().  Restore missing options in Configuration section.
|please see [[SearchOptionsPluginInfo]] for additional revision details|
2005.10.18 1.0.0 Initial Release
<<<
!!!!!Code
***/
//{{{
version.extensions.SearchOptionsPlugin= {major: 3, minor: 0, revision: 10, date: new Date(2011,3,18)};
//}}}
//{{{
var defaults={
	chkSearchTitles:	true,
	chkSearchText:		true,
	chkSearchTags:		true,
	chkSearchFields:	true,
	chkSearchTitlesFirst:	true,
	chkSearchList:		true,
	chkSearchHighlight:	true,
	chkSearchListTiddler:	false,
	chkSearchByDate:	false,
	chkIncrementalSearch:	true,
	chkSearchShadows:	true,
	chkSearchOpenTiddlers:	false,
	chkSearchResultsOptions:true,
	chkSearchExcludeTags:	true,
	txtSearchExcludeTags:	'excludeSearch',
	txtIncrementalSearchDelay:	500,
	txtIncrementalSearchMin:	3
}; for (var id in defaults) if (config.options[id]===undefined)
	config.options[id]=defaults[id];
if (config.macros.search.reportTitle==undefined)
	config.macros.search.reportTitle="SearchResults"; // note: not a cookie!
config.macros.search.label+="\xa0"; // a little bit of space just because it looks better
//}}}
// // searchLink: {{{[search[text to find]] OR [search[text to display|text to find]]}}}
//{{{
config.formatters.push( {
	name: "searchLink",
	match: "\\[search\\[",
	lookaheadRegExp: /\[search\[(.*?)(?:\|(.*?))?\]\]/mg,
	prompt: "search for: '%0'",
	handler: function(w)
	{
		this.lookaheadRegExp.lastIndex = w.matchStart;
		var lookaheadMatch = this.lookaheadRegExp.exec(w.source);
		if(lookaheadMatch && lookaheadMatch.index == w.matchStart) {
			var label=lookaheadMatch[1];
			var text=lookaheadMatch[2]||label;
			var prompt=this.prompt.format([text]);
			var btn=createTiddlyButton(w.output,label,prompt,
				function(){story.search(this.getAttribute("searchText"))},"searchLink");
			btn.setAttribute("searchText",text);
			w.nextMatch = this.lookaheadRegExp.lastIndex;
		}
	}
});
//}}}
// // incremental search uses option settings instead of hard-coded delay and minimum input values
//{{{
var fn=config.macros.search.onKeyPress;
fn=fn.toString().replace(/500/g, "config.options.txtIncrementalSearchDelay||500");
fn=fn.toString().replace(/> 2/g, ">=(config.options.txtIncrementalSearchMin||3)");
eval("config.macros.search.onKeyPress="+fn);
//}}}
// // REPLACE story.search() for option to "show search results in a list"
//{{{
Story.prototype.search = function(text,useCaseSensitive,useRegExp)
{
	var co=config.options; // abbrev
	var re=new RegExp(useRegExp ? text : text.escapeRegExp(),useCaseSensitive ? "mg" : "img");
	if (config.options.chkSearchHighlight) highlightHack=re;
	var matches = store.search(re,co.chkSearchByDate?"modified":"title","");
	if (co.chkSearchByDate) matches=matches.reverse(); // most recent first
	var q = useRegExp ? "/" : "'";
	clearMessage();
	if (!matches.length) {
		if (co.chkSearchListTiddler) discardSearchResults();
		displayMessage(config.macros.search.failureMsg.format([q+text+q]));
	} else {
		if (co.chkSearchList||co.chkSearchListTiddler) 
			reportSearchResults(text,matches);
		else {
			var titles = []; for(var t=0; t<matches.length; t++) titles.push(matches[t].title);
			this.closeAllTiddlers(); story.displayTiddlers(null,titles);
			displayMessage(config.macros.search.successMsg.format([matches.length, q+text+q]));
		}
	}
	highlightHack = null;
}
//}}}
// // REPLACE store.search() for enhanced searching/sorting options
//{{{
TiddlyWiki.prototype.search = function(searchRegExp,sortField,excludeTag,match)
{
	var co=config.options; // abbrev
	var tids = this.reverseLookup("tags",excludeTag,!!match,sortField);
	var opened=[]; story.forEachTiddler(function(tid,elem){opened.push(tid);});

	// eliminate tiddlers tagged with excluded tags
	if (co.chkSearchExcludeTags&&co.txtSearchExcludeTags.length) {
		var ex=co.txtSearchExcludeTags.readBracketedList();
		var temp=[]; for(var t=tids.length-1; t>=0; t--)
			if (!tids[t].tags.containsAny(ex)) temp.push(tids[t]);
		tids=temp;
	}

	// scan for matching titles first...
	var results = [];
	if (co.chkSearchTitles) {
		for(var t=0; t<tids.length; t++) {
			if (co.chkSearchOpenTiddlers && !opened.contains(tids[t].title)) continue; 
			if(tids[t].title.search(searchRegExp)!=-1) results.push(tids[t]);
		}
		if (co.chkSearchShadows)
			for (var t in config.shadowTiddlers) {
				if (co.chkSearchOpenTiddlers && !opened.contains(t)) continue; 
				if ((t.search(searchRegExp)!=-1) && !store.tiddlerExists(t))
					results.push((new Tiddler()).assign(t,config.shadowTiddlers[t]));
			}
	}
	// then scan for matching text, tags, or field data
	for(var t=0; t<tids.length; t++) {
		if (co.chkSearchOpenTiddlers && !opened.contains(tids[t].title)) continue; 
		if (co.chkSearchText && tids[t].text.search(searchRegExp)!=-1)
			results.pushUnique(tids[t]);
		if (co.chkSearchTags && tids[t].tags.join(" ").search(searchRegExp)!=-1)
			results.pushUnique(tids[t]);
		if (co.chkSearchFields && store.forEachField!=undefined)
			store.forEachField(tids[t],
				function(tid,field,val) {
					if (val.search(searchRegExp)!=-1) results.pushUnique(tids[t]);
				},
				true); // extended fields only
	}
	// then check for matching text in shadows
	if (co.chkSearchShadows)
		for (var t in config.shadowTiddlers) {
			if (co.chkSearchOpenTiddlers && !opened.contains(t)) continue; 
			if ((config.shadowTiddlers[t].search(searchRegExp)!=-1) && !store.tiddlerExists(t))
				results.pushUnique((new Tiddler()).assign(t,config.shadowTiddlers[t]));
		}

	// if not 'titles first', or sorting by modification date,
	// re-sort results to so titles, text, tag and field matches are mixed together
	if(!sortField) sortField = "title";
	var bySortField=function(a,b){
		if(a[sortField]==b[sortField])return(0);else return(a[sortField]<b[sortField])?-1:+1;
	}
	if (!co.chkSearchTitlesFirst || co.chkSearchByDate) results.sort(bySortField);

	return results;
}
//}}}
// // HIJACK core {{{<<search>>}}} macro to add "report" and "simple inline" output
//{{{
config.macros.search.SOP_handler=config.macros.search.handler;
config.macros.search.handler = function(place,macroName,params)
{
	// if "report", use SearchOptionsPlugin report generator for inline output
	if (params[1]&&params[1].substr(0,6)=="report") {
		var keyword=params[0];
		var options=params[1].split("=")[1]; // split "report=option+option+..."
		var heading=params[2]?params[2].unescapeLineBreaks():"";
		var matches=store.search(new RegExp(keyword.escapeRegExp(),"img"),"title","excludeSearch");
		if (matches.length) wikify(heading+window.formatSearchResults(keyword,matches,options),place);
	} else if (params[1]) {
		var keyword=params[0];
		var heading=params[1]?params[1].unescapeLineBreaks():"";
		var seperator=params[2]?params[2].unescapeLineBreaks():", ";
		var matches=store.search(new RegExp(keyword.escapeRegExp(),"img"),"title","excludeSearch");
		if (matches.length) {
			var out=[];
			for (var m=0; m<matches.length; m++) out.push("[["+matches[m].title+"]]");
			wikify(heading+out.join(seperator),place);
		}
	} else
		config.macros.search.SOP_handler.apply(this,arguments);
};
//}}}
// // SearchResults panel handling
//{{{
setStylesheet(".searchResults { padding:1em 1em 0 1em; }","searchResults"); // matches std tiddler padding

config.macros.search.createPanel=function(text,matches,body) {

	function getByClass(e,c) { var d=e.getElementsByTagName("div");
		for (var i=0;i<d.length;i++) if (hasClass(d[i],c)) return d[i]; }
	var panel=createTiddlyElement(null,"div","searchPanel","searchPanel");
	this.renderPanel(panel,text,matches,body);
	var oldpanel=document.getElementById("searchPanel");
	if (!oldpanel) { // insert new panel just above tiddlers
		var da=document.getElementById("displayArea");
		da.insertBefore(panel,da.firstChild);
	} else { // if panel exists
		var oldwrap=getByClass(oldpanel,"searchResults");
		var newwrap=getByClass(panel,"searchResults");
		// if no prior content, just insert new content
		if (!oldwrap) oldpanel.insertBefore(newwrap,null);
		else {	// swap search results content but leave containing panel intact
			oldwrap.style.display='block'; // unfold wrapper if needed
			var i=oldwrap.getElementsByTagName("input")[0]; // get input field
			if (i) { var pos=this.getCursorPos(i); i.onblur=null; } // get cursor pos, ignore blur
			oldpanel.replaceChild(newwrap,oldwrap);
			panel=oldpanel; // use existing panel
		} 
	}
	this.showPanel(true,pos);
	return panel;
}

config.macros.search.renderPanel=function(panel,text,matches,body) {

	var wrap=createTiddlyElement(panel,"div",null,"searchResults");
	wrap.onmouseover = function(e){ addClass(this,"selected"); }
	wrap.onmouseout = function(e){ removeClass(this,"selected"); }
	// create toolbar: "open all", "fold/unfold", "close"
	var tb=createTiddlyElement(wrap,"div",null,"toolbar");
	var b=createTiddlyButton(tb, "open all", "open all matching tiddlers", function() {
		story.displayTiddlers(null,this.getAttribute("list").readBracketedList()); return false; },"button");
	var list=""; for(var t=0;t<matches.length;t++) list+='[['+matches[t].title+']] ';
	b.setAttribute("list",list);
	var b=createTiddlyButton(tb, "fold", "toggle display of search results", function() {
		config.macros.search.foldPanel(this); return false; },"button");
	var b=createTiddlyButton(tb, "close", "dismiss search results",	function() {
		config.macros.search.showPanel(false); return false; },"button");
	createTiddlyText(createTiddlyElement(wrap,"div",null,"title"),"Search for: "+text); // title
	wikify(body,createTiddlyElement(wrap,"div",null,"viewer")); // report
	return panel;
}

config.macros.search.showPanel=function(show,pos) {
	var panel=document.getElementById("searchPanel");
	var i=panel.getElementsByTagName("input")[0];
	i.onfocus=show?function(){config.macros.search.stayFocused(true);}:null;
	i.onblur=show?function(){config.macros.search.stayFocused(false);}:null;
	if (show && panel.style.display=="block") { // if shown, grab focus, restore cursor
		if (i&&this.stayFocused()) { i.focus(); this.setCursorPos(i,pos); }
		return;
	}
	if(!config.options.chkAnimate) {
		panel.style.display=show?"block":"none";
		if (!show) { removeChildren(panel); config.macros.search.stayFocused(false); }
	} else {
		var s=new Slider(panel,show,false,show?"none":"children");
		s.callback=function(e,p){e.style.overflow="visible";}
		anim.startAnimating(s);
	}
	return panel;
}

config.macros.search.foldPanel=function(button) {
	var d=document.getElementById("searchPanel").getElementsByTagName("div");
	for (var i=0;i<d.length;i++) if (hasClass(d[i],"viewer")) var v=d[i]; if (!v) return;
	var show=v.style.display=="none";
	if(!config.options.chkAnimate)
		v.style.display=show?"block":"none";
	else {
		var s=new Slider(v,show,false,"none");
		s.callback=function(e,p){e.style.overflow="visible";}
		anim.startAnimating(s);
	}
	button.innerHTML=show?"fold":"unfold";
	return false;
}

config.macros.search.stayFocused=function(keep) { // TRUE/FALSE=set value, no args=get value
	if (keep===undefined) return this.keepReportInFocus;
	this.keepReportInFocus=keep;
	return keep
}	

config.macros.search.getCursorPos=function(i) {
	var s=0; var e=0; if (!i) return { start:s, end:e };
	try {
		if (i.setSelectionRange) // FF
			{ s=i.selectionStart; e=i.selectionEnd; }
		if (document.selection && document.selection.createRange) { // IE
			var r=document.selection.createRange().duplicate();
			var len=r.text.length; s=0-r.moveStart('character',-100000); e=s+len;
		}
	}catch(e){};
	return { start:s, end:e };
}
config.macros.search.setCursorPos=function(i,pos) {
	if (!i||!pos) return; var s=pos.start; var e=pos.end;
	if (i.setSelectionRange) //FF
		i.setSelectionRange(s,e);
	if (i.createTextRange) // IE
		{ var r=i.createTextRange(); r.collapse(true); r.moveStart("character",s); r.select(); }
}
//}}}
// // SearchResults report generation
// note: these functions are defined globally, so they can be more easily redefined to customize report formats//
//{{{
if (!window.reportSearchResults) window.reportSearchResults=function(text,matches)
{
	var cms=config.macros.search; // abbrev
	var body=window.formatSearchResults(text,matches);
	if (!config.options.chkSearchListTiddler) // show #searchResults panel
		window.scrollTo(0,ensureVisible(cms.createPanel(text,matches,body)));
	else { // write [[SearchResults]] tiddler
		var title=cms.reportTitle;
		var who=config.options.txtUserName;
		var when=new Date();
		var tags="excludeLists excludeSearch temporary";
		var tid=store.getTiddler(title); if (!tid) tid=new Tiddler();
		tid.set(title,body,who,when,tags);
		store.addTiddler(tid);
		story.closeTiddler(title);
		story.displayTiddler(null,title);
	}
}

if (!window.formatSearchResults) window.formatSearchResults=function(text,matches,opt)
{
	var body='';
	var title=config.macros.search.reportTitle
	var q = config.options.chkRegExpSearch ? "/" : "'";
	if (!opt) var opt="all";
	var parts=opt.split("+");
	for (var i=0; i<parts.length; i++) { var p=parts[i].toLowerCase();
		if (p=="again"||p=="all")   body+=window.formatSearchResults_again(text,matches);
		if (p=="summary"||p=="all") body+=window.formatSearchResults_summary(text,matches);
		if (p=="list"||p=="all")    body+=window.formatSearchResults_list(text,matches);
		if (p=="buttons"||p=="all") body+=window.formatSearchResults_buttons(text,matches);
	}
	return body;
}

if (!window.formatSearchResults_again) window.formatSearchResults_again=function(text,matches)
{
	var title=config.macros.search.reportTitle
	var body='';
	// search again
	body+='{{span{<<search "'+text.replace(/"/g,'&#x22;')+'">> /%\n';
	body+='%/<html><input type="button" value="search again"';
	body+=' onclick="var t=this.parentNode.parentNode.getElementsByTagName(\'input\')[0];';
	body+=' config.macros.search.doSearch(t); return false;">';
	if (!config.options.chkSearchResultsOptions) // omit "options..."
		body+='</html>';
	else {
		body+=' <a href="javascript:;" onclick="';
		body+=' var e=this.parentNode.nextSibling;';
		body+=' var show=e.style.display!=\'block\';';
		body+=' if(!config.options.chkAnimate) e.style.display=show?\'block\':\'none\';';
		body+=' else anim.startAnimating(new Slider(e,show,false,\'none\'));';
		body+=' return false;">options...</a>';
		body+='</html>@@display:none;border-left:1px dotted;margin-left:1em;padding:0;padding-left:.5em;font-size:90%;/%\n';
		body+='	%/<<tiddler SearchOptions>>@@';
	};
	body+='}}}\n\n';
	return body;
}

if (!window.formatSearchResults_summary) window.formatSearchResults_summary=function(text,matches)
{
	// summary: nn tiddlers found matching '...', options used
	var body='';
	var co=config.options; // abbrev
	var title=config.macros.search.reportTitle
	var q = co.chkRegExpSearch ? "/" : "'";
	body+="''"+config.macros.search.successMsg.format([matches.length,q+"{{{"+text+"}}}"+q])+"''\n";
	var opts=[];
	if (co.chkSearchTitles) opts.push("titles");
	if (co.chkSearchText) opts.push("text");
	if (co.chkSearchTags) opts.push("tags");
	if (co.chkSearchFields) opts.push("fields");
	if (co.chkSearchShadows) opts.push("shadows");
	if (co.chkSearchOpenTiddlers) body+="^^//search limited to displayed tiddlers only//^^\n";
	body+="~~&nbsp; searched in "+opts.join(" + ")+"~~\n";
	body+=(co.chkCaseSensitiveSearch||co.chkRegExpSearch?"^^&nbsp; using ":"")
		+(co.chkCaseSensitiveSearch?"case-sensitive ":"")
		+(co.chkRegExpSearch?"pattern ":"")
		+(co.chkCaseSensitiveSearch||co.chkRegExpSearch?"matching^^\n":"");
	return body;
}

if (!window.formatSearchResults_list) window.formatSearchResults_list=function(text,matches)
{
	// bullet list of links to matching tiddlers
	var body='';
	var co=config.options; // abbrev
	var pattern=co.chkRegExpSearch?text:text.escapeRegExp();
	var sensitive=co.chkCaseSensitiveSearch?"mg":"img";
	var link='{{tiddlyLinkExisting{<html><nowiki><a href="javascript:;" onclick="'
		+'if(config.options.chkSearchHighlight)'
		+'	highlightHack=new RegExp(\x27'+pattern+'\x27.escapeRegExp(),\x27'+sensitive+'\x27);'
		+'story.displayTiddler(null,\x27%0\x27);'
		+'highlightHack = null; return false;'
		+'" title="%2">%1</a></html>}}}';
	for(var t=0;t<matches.length;t++) {
		body+="* ";
		if (co.chkSearchByDate)
			body+=matches[t].modified.formatString('YYYY.0MM.0DD 0hh:0mm')+" ";
		var title=matches[t].title;
		var fixup=title.replace(/'/g,"\\x27").replace(/"/g,"\\x22");
		var tid=store.getTiddler(title);
		var tip=tid?tid.getSubtitle():''; tip=tip.replace(/"/g,"&quot;");
		body+=link.format([fixup,title,tip])+'\n';
	}
	return body;
}

if (!window.formatSearchResults_buttons) window.formatSearchResults_buttons=function(text,matches)
{
	// embed buttons only if writing SearchResults to tiddler
	if (!config.options.chkSearchListTiddler) return "";
	// "open all" button
	var title=config.macros.search.reportTitle;
	var body="";
	body+="@@display:block;<html><input type=\"button\" href=\"javascript:;\" "
		+"onclick=\"story.displayTiddlers(null,[";
	for(var t=0;t<matches.length;t++)
		body+="'"+matches[t].title.replace(/\'/mg,"\\'")+"'"+((t<matches.length-1)?", ":"");
	body+="],1);\" accesskey=\"O\" value=\"open all matching tiddlers\"></html> ";
	// "discard SearchResults" button
	body+="<html><input type=\"button\" href=\"javascript:;\" "
		+"onclick=\"discardSearchResults()\" value=\"discard "+title+"\"></html>";
	body+="@@\n";
	return body;
}

if (!window.discardSearchResults) window.discardSearchResults=function()
{
	// remove the tiddler
	story.closeTiddler(config.macros.search.reportTitle);
	store.deleteTiddler(config.macros.search.reportTitle);
	store.notify(config.macros.search.reportTitle,true);
}
//}}}
// // DELIVER [[SearchOptions]] shadow payload
//{{{
config.shadowTiddlers.SearchOptions = store.getTiddlerText('SearchOptionsPlugin##panel','');
config.annotations.SearchOptions    = 'created by SearchOptionsPlugin';
//}}}
/***
//{{{
!panel
search in:
  {{nowrap{<<option chkSearchTitles>>titles <<option chkSearchText>>text <<option chkSearchTags>>tags}}} /%
%/{{nowrap{<<option chkSearchFields>>fields <<option chkSearchShadows>>shadows}}}
----
  {{nowrap{<<option chkCaseSensitiveSearch>>case-sensitive}}} /%
%/{{nowrap{<<option chkRegExpSearch>>match text patterns}}}
  {{nowrap{<<option chkIncrementalSearch>>key-by-key search:}}} /%
	%/{{threechar smallform nowrap{<<option txtIncrementalSearchMin>> or more characters}}} /%
	%/{{threechar smallform nowrap{<<option txtIncrementalSearchDelay>> msec delay}}}<hr>
  {{nowrap{<<option chkSearchList>>show results in a list &nbsp; &nbsp;}}} /%
%/{{nowrap{<<option chkSearchListTiddler>>save list in ''[[SearchResults]]''}}}
  {{nowrap{<<option chkSearchTitlesFirst>>show title matches first}}} /%
%/{{nowrap{<<option chkSearchByDate>>sort results by date}}} /%
%/{{nowrap{<<option chkSearchHighlight>>highlight matching text}}}
----
{{nowrap{<<option chkSearchOpenTiddlers>>search open tiddlers only}}}
{{nowrap{<<option chkSearchExcludeTags>>exclude tiddlers tagged with:}}}
{{editor{<<option txtSearchExcludeTags>>}}}
!end
//}}}
***/
 
Think some network device or service is down at LPC? 
Check current status with my server monitor by PC or smartphone: 

For Web browser version:

http://netacad.laspositascollege.edu/simon/home/index.html

http://tinyurl.com/5ay55imon

QR CODE:

[img[LPC Fountain|images/SimonQR.png]]

For Mobile Version:

http://netacad.laspositascollege.edu/simon/homenetacadipad/index.html

http://tinyurl.com/5ay55imon1

Test history details not available yet on mobile version

[img[LPC Fountain|images/SimonMobilQR.png]]
<<search>><<closeAll>><<permaview>><<newTiddler>><<newJournal "DD MMM YYYY">><<saveChanges>><<slider chkSliderOptionsPanel OptionsPanel "options »" "Change TiddlyWiki advanced options">>
[img[Cisco Banner|images/ciscobanner.jpg]]
John Gonder CNT
[img[ Snarky Geek | images/snarkygeeklarge.jpg ]]
* These classes generally taught in the spring - see the schedule - YMMV

CNT 62B - Cisco Network Acad CCNA 3/4 
Credits: 4.00 
This course covers the third and fourth parts of the Cisco Certified Network Associate (CCNA) curriculum, and the objectives of the CCNA 640-811 ICND exam. It covers internetwork topology and design, configuring LAN switches, STP, VLANs and trunking, TCP/IP suite, VLSM / CIDR IP addressing and subnetting, advanced routing concepts and configuration for RIP, EIGRP, IGRP, and static routes. Also includes WANs using Frame Relay, ISDN, dial-on-demand routing, PPP, PAP/CHAP authentication, and network address translation. Network security, best practices, router/switch security, passwords, and remote access concepts. This class includes hands-on experience using Cisco routers and switches. Prerequisite: Computer Networking Technology 62A (Completed with a grade of "C" or higher) or completion of Cisco Networking Academy 1 & 2 at a Cisco Academy. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 67 - WIFI/WIRELESS/HOTSPOT NETWORKS 
Credits: 3.00 
This course will prepare students to plan, purchase, and install a small to medium-sized wireless or WIFI HotSpot network and secure it, and meets the needs of small businesses, SOHO (Small Office, Home Office) workers, telecommuters, and home wireless networks. Subjects covered include: wireless network access, modems, routers, firewalls, war-driving, security, compatibility, site survey and network planning, basic network administration, basic network troubleshooting, and objectives of the CWNA wireless networking exam. Strongly recommended: Computer Information Systems 50, Computer Networking Technology 55, or similar hands-on experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 69 - Network Security Sec+ 
Credits: 3.00 
Following the Sec+ certification objectives, an introduction to the concepts and practices of secure network design and management using desktop and network operating systems, router and switch operating systems, hardware and software Firewall and VPN technology for wired and wireless systems. The program will include authentication methods and devices, protocol analysis and IP network troubleshooting, strategies for identifying and countering vulnerabilities, network medias and topologies in a secure network, intrusion detection and forensic incident response. Strongly Recommended: Computer Networking Technology 62B or CCNA certification. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 70 - Computer Forensics II 
Credits: 3.00 
A practical course in the detection and investigation of incidents involving computers and digital information. Case oriented, following the objectives for the CFE Computer Forensics Examiner certification exam, the class includes understanding and practice in basic computer forensics, methods of investigation, analysis of hard drives, storage mediums, and network logs, and investigation reporting utilizing court-approved forensic software and tools. Strongly recommended: Computer Information Systems 50 or similar hands-on experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7301 - VoIP: CISCO AND ASTERISK 
Credits: 4.00 
VoIP (Voice over Internet Protocol) offers a cost-effective alternative to plain old telephone service. What is it, how does it work and what does it mean? This class is for all business, SOHO and computer users interested in using this technology, and will provide a guide for selecting, setting up and using IP phone services. It will serve as a practical hands-on guide to the purchase and setup of hardware and software for Internet phones and the broadband Internet services required to support them, providing basic need-to-know information about getting the most out of VoIP services. Strongly recommended: Computer Information Systems 50. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 

CNT 7501 - WhiteHat Hacker Testing 
Credits: 4.00 
WhiteHat and Pen testing training covers the concepts, use and appropriate application of Penetration Testing software and utilities in Ethernet networks. Students will explore the ethical use of security tools and countermeasures. Students are required to sign the "White Hat Oath" agreement of Ethical and Professional Conduct. The course will include: Hacking methods, tools, their use and detection; penetration testing and countermeasures; exploits, vulnerability assessment in computers and networks, hands-on practice in a sandbox environment. Tools used include Wireshark, Whitehat/Pentest tools for Windows, OSX, Linux. Strongly Recommended: One or more of CNT67, CNT69, CNT62A, CNT57,or CNT55 (completed with a grade of "C" or higher) or the equivalent industry experience. 
College: Las Positas College 
Department: Computing Studies - BCAT - LPC 
[[Here's a link to a presentation about student services from a couple of our counselors|http://lpc1.clpccd.cc.ca.us/lpc/jgonder/lpc/VateaStudentServices/]]
[[Student Resources | http://netacad.laspositascollege.edu/studentresources/]]
[[Opening Day]]

[[Head Start]]

[[Module 0]]

#mainMenu {background-color:#ededed;}

#sidebar  {background-color:#ededed;}
* Summer 2008 LPC Academic Services Calendar
[img[AcademicServicesCalendar|images/Su08AcadServCal/1.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/2.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/3.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/4.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/5.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/6.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/7.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/8.jpg]]
[img[AcademicServicesCalendar|images/Su08AcadServCal/9.jpg]]
----------------
Summer books: 
[img[ Hiroglyph | images/hiroglyph.jpg]]

*9912  iPod & Mac repair -
**None required - 
**Recommended: 
**Troubled Mac PDF - at 
*** http://fixa.troubledmac.com/
*9907 CCNA Bootcamp 
**None Required 
**Recommended: not yet
*9911 Internet Radio, Podcasting and streaming -
**None Required - 
**Recommended: read these -
**http://www.apple.com/quicktime/pro/tutorials.html


[[The language of the internet -  |http://en.wikipedia.org/wiki/TCP/IP]]
|!  |!  A  |!  B  |!  C  |!  D  |
|!1| 1 |2  | 3 | 4 |
|!2| 12 |122  | 12 | 1212 |
|!3| 333 | 3 |  33| 3 |
THINKING ASSESSMENT TRAITS LAKE OSWEGO SCHOOL DISTRICT

This model approaches the teaching of thinking as a combination of complex cognitive processes rather than as a series of discrete skills. The basic framework is founded on three fundamental concepts required for complex thinking processes:

    * differentiating, the ability to delineate, to clarify, to define, to make distinctions, to use language precisely
    * distancing, the ability to vary perspectives and to assume and to articulate multiple points of view while suspending judgment
    * designing, the ability to construct meaning by developing and interrelating patterns of relationships through one's forming, structuring, ordering, and interpreting of experience 

Thinking as Differentiating

5 The student reveals an accurate and complete knowledge and understanding of the topic. He/she reveals an understanding of the organization and structure of the material.

    * Identifies, defines, and clarifies attributes of key concepts
    * Makes clear distinctions between ideas or elements; appropriately separates topic into its component parts
    * Establishes the relationship(s) of the elements to the whole; establishes a framework for essential concepts
    * Communicates effectively through specific language, images, explanations, examples, etc. 

3 The student reveals an incomplete or faulty knowledge and understanding of certain aspects of the topic. He/she has made an attempt to clarify and specify, but treatment is uneven or inadequate in some areas.

    * Though some distinctions are accurately made, important differences are overlooked
    * Though the topic is broken down into parts, important parts may be omitted, extraneous ones inserted, or inaccurate relationships presented
    * There is inconsistent development of ideas
    * Includes hidden assumptions or definitional problems
    * Relies too much on generalizations or undefined terms
    * An inadequate separation of the elements of the composition mar its organization
    * Framework for presentation may be vague or inadequate 

1 The student is ineffective in communicating knowledge or understanding of the topic or conveys inaccurate knowledge or misunderstandings of the topic.

    * The presentation contains so many errors and inconsistencies that the whole becomes worthless
    * Omits necessary identification or definitions of key elements
    * Presents a hodge-podge of ideas, inappropriately lumps ideas or elements together without regard to important distinctions
    * The topic is treated as a vague whole; no analysis of the topic is evident
    * Instead of appropriately developing ideas, the student simply states--or restates--them
    * Assumes too much; relies on vacuous generalizations, clichés, obvious "givens" 

Thinking as Distancing

5 The student reveals an awareness of the purpose of the presentation, an awareness of the context, and an ability to view the problem/concept from multiple perspectives appropriate to that purpose and that context.

    * Fulfills the purpose implied in the task and prompts
    * Reveals an appropriate sense of audience
    * Reveals an insightful understanding of a larger context
    * Reveals an awareness and understanding of more than one viewpoint without losing the focus of the presentation; may consider alternative positions, show two or more sides of the issue, form final judgment from various perspectives, etc. 

3 The student partially addresses the task but appears not to understand the purpose, the context, and/or complete intent of the prompt.

    * Diction, tone, or choice of subject may reveal a poor sense of audience
    * May state a knowledge of alternative viewpoints, but demonstrates a lack of understanding of them
    * Too few sides of an issue are examined; focus may be inadequately narrow
    * Reveals a limited awareness of context
    * Strays from the subject somewhat 

1 The student's response is inappropriate to the purpose and/or the context implied or stated in the task or prompt.

    * Diction, tone, or choice of subject is not appropriate to the audience
    * Reveals an inability to see or to understand multiple perspectives
    * Reveals little or no awareness of context
    * The presentation has no clear focus 

Thinking as Designing

5 The student composes an original, coherent, inclusive, well-organized and meaningful new whole from the critical parts. He/she is in control of the topic.

    * Reveals original thinking in the inferences, generalizations, interpretations, relationships, or synthesis presented
    * Includes all the essential elements
    * Structures clear, meaningful relationships among the concepts
    * Engages the interest of the audience 

3 The student combines the parts into a whole in a routine or incomplete manner.

    * Though some original thinking is evident, the presentation relies heavily on structures, generalizations, interpretations, etc. which were presented in class
    * The organization of the presentation may be unbalanced, ineffective, flawed
    * The design makes sense but may be missing some key elements 

1 The student has not combined the parts into an organized, coherent whole.

    * The content of the presentation is a parroting back of material in the same form in which it was presented
    * The organization of the presentation lacks a sense of beginning or ending; body lacks order or structure
    * There is no discernible pattern, only a fragmented view of scattered information or ideas 
Thanks to Jeremy Reston at http://tiddlywiki.com for the open source code for this and other Tiddly Wiki pages
*@@Fall 2014 Registration: Do it NOW@@

What are my CNT classes like? See this short [[video demo: | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/fa2014/2014FaClasses/ ]]

*@@ Registration: Do it NOW@@
** If you can't get into one of my classes, email me the day before classes start.  Add numbers will be available to me then.
** I'll do my best to ensure all CNT students get into all my classes
*@@Fall 2014 classes include:@@
**[[CNT7502 Wireshark TCP-IP Analysis / Troubleshooting  |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT7502 ]]
**[[CNT68 Digital Forensics I |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT68 ]]
**[[CNT7701 Virtual Machines VMware etc. |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#7701]]
**[[CNT62A Cisco Networking Academy CCNA parts 1,2  |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT62A]]

*@@Spring 2015 classes include: @@
**[[CNT62B Cisco Networking Academy CCNA parts 3,4  |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT62B ]]
**[[CNT69 Network Security CompTIA Sec+ |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT69 ]]
**[[CNT67 WIFI networking Cisco Wireless |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT67 ]]
**[[CNT70 Digital Forensics II |https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT70 ]]
**[[CNT7501 WhiteHat Hacker Training|https://bw6.clpccd.cc.ca.us/clpccd/2013/cat_cnt.htm#CNT7501 ]]

For more DE information, see the section titled "Online Learning" at http://www.laspositascollege.edu/onlinelearning.


[img[LPC Fountain|images/LPCfountain.jpg]]
* [["Teach a man to reason, and he'll think for a lifetime" | http://www.youtube.com/watch?v=1PT90dAA49Q&feature=player_embedded]]
** http://www.symphonyofscience.com
** [["We Are All Connected" |http://www.youtube.com/v/XGK84Poeynk?fs=1&amp;hl=en_US]]
*All my courses can be done completely in person, or completely online, 
**accessing lectures and with online equipment and software access - have it your way.
*What's "Online Hybrid" mean?
**http://lpc1.clpccd.cc.ca.us/lpc/jgonder/#Online-Hybrid
*Registration online at: www.laspositascollege.edu
**or in person at: Las Positas College
**3000 Campus Hill Drive, Livermore, CA 94551 
*New Certificate of Completion Tracks: 
**http://lpc1.clpccd.cc.ca.us/lpc/jgonder/#%5B%5BCNT%20Certificates%5D%5D

*@@Students should read all info in the links below and to the left and view all videos@@
** @@99% of all questions are quickly answered there @@
** Use the search box on the right to find anything instantly
* Since all my students are members of ACM.org: 
**Be sure to visit ACM's Career & Job Center to update your resumé, or create a new one in the Resumé Bank. 
**ACM members' resumés include an ACM logo on their entry, highlighting their ACM membership to employers. 
** http://www.acm.org/membership/membership/student/benefits

*See Ron Rivest's view on secure voting in the[[ RSA Vantage mag vol7 number 1 2010 |http://www.rsa.com/newsletter/Vantage/Spring2010/10728_RSAMagazine.pdf]]
*Get the upcoming Class Schedule, Catalog, and course descriptions on our website: http://www.lapositascollege.edu
**Go to http://lpc1.clpccd.cc.ca.us/lpc/jgonder/info/CNT%20Program%20Info/  to see class description, spring classes, and a catalog excerpt to see just the classes covered in our CNT certificates.
*The 10 College Majors That Command the Highest Salaries
**http://www.education-portal.com/articles/The_10_College_Majors_That_Command_the_Highest_Salaries.html
* @@Microsoft Cert Discount:  up to 55% - check it out - 
http://www.prometric.com/microsoft/student@@
*[[Do Not Wait]] to register. On the one hand, classes are filling up fast with folks turned away by CSU and coming back for retraining. On the other hand, budget cuts mean that a class that looks like it might be a only couple of students short will be cut much sooner than ever before. If you wait you may be out of a seat, or the class may be canceled.
 @@*All the CNT CIS CS information is in the 2008-2010 catalog and addendum PDFs you can get from here: @@
**[[LPC Catalog PDF | http://www.laspositascollege.edu/students/catalog.php]]

[[IPv4 Exhaustion Status page | http://lpc1.clpccd.cc.ca.us/lpc/jgonder/IPv4.html]]

[[Thank You Society | http://thedoghousediaries.com/3130]]
>         Oh! Now it makes sense to me. Okay! No more
>          top-posting for me!
>
>          > It's annoying because it reverses the normal
>          > order of conversation. In fact, many people
>          > ignore top-posted messages.
>
>          > > What's so wrong with that?
>
>          > > > That's posting your response before
>          > > > the message you're quoting.
>
>          > > > > People keep bugging me about
>          > > > > "top-posting." What does that mean?
>
* I'm on twitter 
@packetlevel
** not that I say anything interesting
Used Textbook Information: (Thanks, Alan Pruitt and Wall Street Journal) 

Snip - 
... an online network of student's who swap textbooks that they no
longer require. The "owner" pays the shipping & handling for the "receiver"
of the text book and you receive your next text book from another "owner"
who pays the same price to ship your next text book to you.

I spot checked several program text books and all had some degree of
availability for shipping. If you purchase your text book; you can
contribute it to the "pool" and receive your next textbook (if it is
available) for free.

There is a 15-day free, trial period and only a modest annual fee for
membership. You do not require a credit card to participate in
SwitchTextbooks.com

Link for more details:
http://switchtextbooks.com/

Another great used textbook resource is
http://www.used.addall.com

Just input the ISBN and let AddALL find THE cheapest used textbook
available. AddALL is another WSJ recommendation.

** If you find more good used text information - please forward for inclusion here - thanks
http://www.vmware.com
Voice over IP networks - making phone calls on the net - 

http://en.wikipedia.org/wiki/Voip
[img[ WikiWiki | images/wiki.jpg]] From the Hawaiian WIKI WIKI - see http://www.wiki.org for info on the history of Wikis - one of the greatest ways to brainshare. 

Description of WIKI from wiki.org: 

"Wiki is a piece of software that allows users to freely create and edit Web page content using any Web browser. Wiki supports hyperlinks and has a simple text syntax for creating new pages and crosslinks between internal pages on the fly.

Wiki is unusual among group communication mechanisms in that it allows the organization of contributions to be edited in addition to the content itself.

Like many simple concepts, "open editing" has some profound and subtle effects on Wiki usage. Allowing everyday users to create and edit any page in a Web site is exciting in that it encourages democratic use of the Web and promotes content composition by nontechnical users."
[img[ Chia | images/chia.jpg]]
This is a personal WIKIpage, used to assemble chunks of information and relate them. It’s a perfect way for a group to collaborate at any time, from anywhere in the world. It can even create its own RSS feed to give notice of changes. It's based on open source code from http://tiddlywiki.com - check it out.

Other links: 
[[TiddlyWiki Tutorial|http://www.blogjones.com/TiddlyWikiTutorial.html]]
[[Styles - Tips - Info |http://www.checkettsweb.com/]]
[[A Central  Original WIKI Site|http://wiki.org]]
[[PileTiddly - Stack o Stuff |http://www.geetduggal.com/PileTiddly/]]

We're the good guys - the WhiteHats - but we need to know how to use all the dangerous tools, and what it looks like when somebody uses them on us. We find our security holes first, and plug them. WhiteHat training is a basic sysadmin skill these days.
[img[Computer Training Graphic| http://www.danasoft.com/vipersig.jpg]]
[img[Computer Training Graphic| http://www.danasoft.com/citysign.jpg]]

You're not really anonymous on the net ..... Not hardly....

Want to know more? I do too.  Join us!
Like most wikis, TiddlyWiki supports a range of simplified character formatting:
| !To get | !Type this |h
| ''Bold'' | {{{''Bold''}}} |
| ==Strikethrough== | {{{==Strikethrough==}}} |
| __Underline__ | {{{__Underline__}}} (that's two underline characters) |
| //Italic// | {{{//Italic//}}} |
| Superscript: 2^^3^^=8 | {{{2^^3^^=8}}} |
| Subscript: a~~ij~~ = -a~~ji~~ | {{{a~~ij~~ = -a~~ji~~}}} |
| @@highlight@@ | {{{@@highlight@@}}} |
<<<
The highlight can also accept CSS syntax to directly style the text:
@@color:green;green coloured@@
@@background-color:#ff0000;color:#ffffff;red coloured@@
@@text-shadow:black 3px 3px 8px;font-size:18pt;display:block;margin:1em 1em 1em 1em;border:1px solid black;Access any CSS style@@
<<<

@@Table@@

|!  |!  A  |!  B  |!  C  |!  D  |
|!1| 1 |2  | 3 | 4 |
|!2| 12 |122  | 12 | 1212 |
|!3| 333 | 3 |  33| 3 |


//For backwards compatibility, the following highlight syntax is also accepted://
{{{
@@bgcolor(#ff0000):color(#ffffff):red coloured@@
}}}
@@bgcolor(#ff0000):color(#ffffff):red coloured@@
First time installation instructions of Wireshark on OS X, or after some updates or other things that make your wireshark not work or say "no interfaces available" or something like that:
(If you followed the directions in the ReadMeFirst file in the DMG you shouldn't need this)

These notes were edited from Michael Gracies' nice SBS:
at  http://tinyurl.com/WSonOSX

0 Download Wireshark for OS X from wireshark.org
Mount the .dmg file.

1 Drag the Wireshark application icon onto the Applications alias
Open up the Utilities folder in the DMG, and drag the ChmodBPF folder
into the StartupItems alias sitting below it.

2 Open up a new finder window and navigate to /usr/local/bin.
Open up the Command Line folder in the disk image (under /Utilities)
and drag those contents over to /usr/local/bin.
You’ll probably have to authenticate at that point, so do so.

3 Open up a terminal window and type in the following commands:

cd /Library/StartupItems
sudo chown -R root:wheel ChmodBPF

You’ll probably be asked to enter a sudu password. Do that. Then exit terminal.

4 Go to Applications and click on Wireshark. It will take quite a while to open the first time.
Once the application opens you may see a another window open up along with it containing a bunch of errors.
Close that window. Next, select Edit then Preferences from the Wireshark application window.
Select Name Resolution, and click the Edit button next to “SMI (MIB and PIB paths”.
Click the new button, and enter /usr/share/snmp/mibs/ in the little Directory Path popup window.
Click Apply, and then Close.

5 Quit Wireshark and reboot.

UPDATE: Please note that these instructions applied to Wireshark Version 1.2.2, and newer versions may no longer support libSMI. For more info check the Wireshark user guide and/or the wiki. For questions: http://ask.wireshark.org/ to get quick answers form the developers themselves.
www.wireshark.org
Many of my classes require writing regular written lab reports - typically about a 1-2 double-spaced pages. The final exam is likely to include the kind of report you'd write to a client for the kind of job you're being trained to do, like network security auditing - but shorter - typically 4 or 5 pages. Getting used to putting your ideas in a form others can understand is a key skill in getting and keeping a good job.

Here's a good example from a recent class - this is a lab report from a student in CNT7501 WhiteHat Hacker Training. 
----------
Overview
	
	This network analysis report was performed by Robert V., a network security student attending Las Positas College located in Livermore, California.  This network analysis was performed remotely on the network operated by John Gonder, an instructor for the Network Security class at Las Positas College.  This report was performed and submitted to verify that information on this network is not easily obtainable. 

Summary of Findings
	
	The network in question was analyzed using a network scanner and packet sniffer.  These tools provided the data needed to make an adequate analysis of the network.
	With the data obtained with these tools, I was able to make out that there were eight networked nodes connected at the time of the scan.  Two nodes were running Mac OS X, two were running a version of Microsoft's Windows OS, two nodes appear to be Cisco routers and the last one appears to be a networked power device such as an uninterruptible power supply (UPS).  
	Overall, the network in question seemed secure with some exceptions that can be easily remedied.  

Methodology

	The tools used to gather the data for this report were Nmap, which is a network scanner and Wireshark, a packet sniffer.  With Wireshark configured and set to capture all network traffic I began to scan network range xxx.x.x.x - x with Nmap.  Nmap was configured to do a SYN Stealth Scan with the scan extensions OS Detection and Version Probe enabled.  The timing setting for this scan was set to Normal Throttling.  Once the scan was complete the logs for both Nmap and Wireshark were saved for later review if needed.  

Results

	The scan took about 14 minutes to complete.  The data from the logs revealed that there were eight networked nodes at the time of the scan.  The following is breakdown of the IPs and their associated devices:
	
	xxx.x.x.x– Mac OS X vx.x.x
	xxx.x.x.x – UPS
	xxx.x.x.x – router 
	xxx.x.x.x – router 
	xxx.x.x.x – Windows 
	xxx.x.x.x – Windows 
	xxx.x.x.x – Mac OS X vx.x.x
	xxx.x.x.x – router  
	
	Concerns and courses of action are as follows:
**	For the nodes running Mac OS X, since the latest version of Mac OS X is x.x.x, these nodes should be upgraded to the latest version or get fully patched.  This will also update all the out dated services running on these systems.  Also, disable or stop any services that are not needed.
**	For the nodes running a Microsoft Windows OS, these nodes should be fully patched and disable or stop any services that are not needed.
**	For the routers, there seems to be many xxxxx ports open.  They should be disabled or closed if they are not needed.
**	For the UPS device, there seems to be some ports open that shouldn't be such as port xxxx/tcp, xxxx/tcp, 6xxxx/tcp.  They should all be closed if not needed.  

Appendix

	The following are the snippets from the log saved from Nmap:

(analysis logs not included here)
----------------------------------
ZS File System - the future of file systems - 

http://en.wikipedia.org/wiki/ZFS#_note-16
[img[LasPositasCollege |images/LPClogoSmall.jpg]]

[[You can access the LPC iTunes site here | https://deimos.apple.com/WebObjects/Core.woa/Browse/laspositascollege.edu]]
<span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span>cccconfer room good through 12-08
 
Moderator Link:
https://sas.elluminate.com/m.jnlp?sid=2007002&miuid=B3A2F3528821C2A2D0C4DF2D9C1365DB  
 
Participant Link:
https://sas.elluminate.com/m.jnlp?sid=2007002&password=M.0E51F90AB6F372376842A39903E5D4  
 
Dial In Number:
1-<a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;"><a style="cursor: pointer;">888-450-4821</a></a></a></a></a></a></a></a></a></a></a></a></a></a></a></a></a></a></a></a>
 
Presenter Pincode:
9222818 
 
Participant Pincode:
927522
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