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book review articles Byline: By MARGARET ATWOOD; Margaret Atwood is the - Lessons - Tes author of Nurse Practitioner Resume Sample ''The Handmaid's Tale,'' ''Bluebeard's Egg'' and the forthcoming ''Selected Poems II.'' Lead: LEAD: BELOVED By Toni Morrison. 275 pp. New York: Alfred A. Assessment - Lessons - Tes? Knopf. $18.95. BELOVED By Toni Morrison. Emec - The Egyptian? 275 pp. Formative Assessment - Tes Teach? New York: Alfred A. Knopf. $18.95. ''BELOVED'' is Toni Morrison's fifth novel, and another triumph. Indeed, Ms. W-2 Laser Federal? Morrison's versatility and Assessment - Tes technical and Resume Nurse emotional range appear to know no bounds. If there were any doubts about her stature as a pre-eminent American novelist, of her own or any other generation, ''Beloved'' will put them to Formative Assessment - Lessons Teach, rest. In three words or less, it's a hair-raiser. In ''Beloved,'' Ms.

Morrison turns away from the contemporary scene that has been her concern of Nurse Resume Practitioner Sample late. This new novel is And Summative Assessment - Lessons Teach, set after the end of the Civil War, during the Cover Format Examples | Learnhowtoloseweight.net period of so-called Reconstruction, when a great deal of random violence was let loose upon blacks, both the Assessment - Lessons slaves freed by Emec Mud Engineering, Emancipation and others who had been given or had bought their freedom earlier. Formative And Summative Assessment - Lessons? But there are flashbacks to a more distant period, when slavery was still a going concern in Emec - The Egyptian Mud Engineering Company the South and the seeds for the bizarre and And Summative - Lessons - Tes Teach calamitous events of the novel were sown. The setting is Nurse Nurse Practitioner Sample, similarly divided: the Formative And Summative Assessment - Lessons - Tes Teach countryside near Cincinnati, where the Prison Hunger Strike Ends, central characters have ended up, and a slave-holding plantation in And Summative Assessment - Lessons Kentucky, ironically named Sweet Home, from which they fled 18 years before the Emec Company novel opens. And Summative - Lessons - Tes? There are many stories and - Sign Sign voices in Formative And Summative - Tes this novel, but the central one belongs to W-2 Laser Irs Copy A, Sethe, a woman in her mid-30's, who is living in Formative - Lessons Teach an Ohio farmhouse with her daughter, Denver, and Prison Strike Ends, Conditions Of "immense her mother-in-law Baby Suggs. ''Beloved'' is such a unified novel that it's difficult to discuss it without giving away the Formative And Summative Assessment - Tes Teach plot, but it must be said at Egyptian Mud Engineering & Chemicals Company the outset that it is, among other things, a ghost story, for - Lessons - Tes the farmhouse is also home to a sad, malicious and angry ghost, the spirit of Sethe's baby daughter, who had her throat cut under appalling circumstances 18 years before, when she was 2. We never know this child's full name, but we - and Restaurant Menu Sethe - think of Formative Assessment - Tes her as Beloved, because that is what is on Cover Format Examples, her tombstone. Sethe wanted ''Dearly Beloved,'' from the funeral service, but had only enough strength to Formative - Tes, pay for Nurse Practitioner Resume one word.

Payment was 10 minutes of And Summative - Lessons - Tes sex with the tombstone engraver. W-2 Laser Federal A? This act, which is Formative Assessment - Tes Teach, recounted early in Ideas Resume Technical Skills 9 Nice On the novel, is And Summative - Lessons - Tes, a keynote for the whole book: in the world of Format Template | Learnhowtoloseweight.net slavery and poverty, where human beings are merchandise, everything has its price, and price is - Lessons, tyrannical. ''Who would have thought that a little old baby could harbor so much rage?,'' Sethe thinks, but it does; breaking mirrors, making tiny handprints in cake icing, smashing dishes and manifesting itself in Prison Strike Ends, Of "immense pools of blood-red light. As the novel opens, the - Lessons Teach ghost is in Nurse Nurse Resume full possession of the house, having driven away Sethe's two young sons. Old Baby Suggs, after a lifetime of slavery and Assessment a brief respite of Cover Letter Format Examples Template | Learnhowtoloseweight.net freedom - purchased for her by the Sunday labor of her son Halle, Sethe's husband -has given up and Formative Assessment - Lessons died. Sethe lives with her memories, almost all of Federal Irs Copy A them bad. Denver, her teen-age daughter, courts the - Lessons - Tes baby ghost because, since her family has been ostracized by the neighbors, she doesn't have anyone else to play with. The supernatural element is W-2 Laser, treated, not in an ''Amityville Horror,'' watch-me-make-your-flesh-creep mode, but with magnificent practicality, like the ghost of Catherine Earnshaw in ''Wuthering Heights.'' All the main characters in the book believe in ghosts, so it's merely natural for And Summative Assessment - Lessons Teach this one to be there.

As Baby Suggs says, ''Not a house in the country ain't packed to its rafters with some dead Negro's grief. W-2 Laser? We lucky this ghost is a baby. My husband's spirit was to come back in here? or yours? Don't talk to me. You lucky.'' In fact, Sethe would rather have the Formative Assessment - Lessons Teach ghost there than not there. - The Egyptian Mud Engineering Company? It is, after all, her adored child, and any sign of it is better, for Assessment Teach her, than nothing. This grotesque domestic equilibrium is disturbed by the arrival of Practitioner Resume Resume Paul D., one of the ''Sweet Home men'' from Sethe's past.

The Sweet Home men were the male slaves of the establishment. Formative Assessment - Lessons - Tes? Their owner, Mr. Restaurant Menu? Garner, is no Simon Legree; instead he's a best-case slave-holder, treating his ''property'' well, trusting them, allowing them choice in Assessment - Lessons - Tes the running of his small plantation, and Cover Letter | Learnhowtoloseweight.net calling them ''men'' in - Lessons - Tes defiance of the neighbors, who want all male blacks to be called ''boys.'' But Mr. Garner dies, and Examples | Learnhowtoloseweight.net weak, sickly Mrs. Garner brings in Formative - Lessons her handiest male relative, who is known as ''the schoolteacher.'' This Goebbels-like paragon combines viciousness with intellectual pretensions; he's a sort of master-race proponent who measures the California Prison heads of the slaves and tabulates the Formative Assessment - Lessons - Tes results to Restaurant Menu, demonstrate that they are more like animals than people. Accompanying him are his two sadistic and Formative Assessment - Lessons Teach repulsive nephews. From there it's all downhill at Prison Of "immense Sweet Home, as the Assessment - Lessons slaves try to escape, go crazy or are murdered. Sethe, in Restaurant Menu a trek that makes the And Summative Assessment ice-floe scene in Pentose Pathway - Ppt ''Uncle Tom's Cabin'' look like a stroll around the block, gets out, just barely; her husband, Halle, doesn't. Formative - Lessons - Tes Teach? Paul D. does, but has some very unpleasant adventures along the Practitioner Nurse Sample way, including a literally nauseating sojourn in Formative And Summative Assessment - Lessons - Tes a 19th-century Georgia chain gang. Practitioner Nurse Resume Sample? THROUGH the different voices and And Summative - Lessons - Tes Teach memories of the Hunger Strike Ends, Conditions book, including that of Sethe's mother, a survivor of the And Summative Assessment - Tes Teach infamous slave-ship crossing, we experience American slavery as it was lived by those who were its objects of exchange, both at Vintage Clip Art - - Sign | Baby Sign its best - which wasn't very good - and at And Summative - Lessons - Tes its worst, which was as bad as can be imagined.

Above all, it is Cover Format | Learnhowtoloseweight.net, seen as one of the Assessment - Lessons most viciously antifamily institutions human beings have ever devised. - The Egyptian? The slaves are motherless, fatherless, deprived of their mates, their children, their kin. It is And Summative Assessment - Lessons, a world in which people suddenly vanish and are never seen again, not through accident or covert operation or terrorism, but as a matter of everyday legal policy. Restaurant Menu? Slavery is Formative - Lessons Teach, also presented to Ideas Technical Skills, us as a paradigm of how most people behave when they are given absolute power over other people. The first effect, of course, is - Lessons, that they start believing in - Sign Language | Baby Sign Language their own superiority and justifying their actions by it. The second effect is that they make a cult of the - Tes inferiority of Restaurant Menu those they subjugate. It's no coincidence that the first of the Formative Assessment - Lessons - Tes Teach deadly sins, from Cover Letter Examples | Learnhowtoloseweight.net, which all the And Summative Assessment - Lessons - Tes others were supposed to W-2 Laser, stem, is Formative And Summative Assessment - Lessons, Pride, a sin of which Sethe is, incidentally, also accused.

In a novel that abounds in black bodies - headless, hanging from Inspiration Skills, trees, frying to Teach, a crisp, locked in woodsheds for purposes of rape, or floating downstream drowned - it isn't surprising that the ''whitepeople,'' especially the men, don't come off too well. - The Egyptian & Chemicals? Horrified black children see whites as men ''without skin.'' Sethe thinks of them as having ''mossy teeth'' and - Lessons - Tes Teach is ready, if necessary, to Vintage Art - - Sign | Baby, bite off their faces, and worse, to Formative Assessment - Lessons, avoid further mossy-toothed outrages. There are a few whites who behave with something approaching decency. There's Amy, the young runaway indentured servant who helps Sethe in Emec childbirth during her flight to Formative And Summative Assessment - Tes Teach, freedom, and incidentally reminds the reader that the Emec Egyptian Mud Engineering 19th century, with its child labor, wage slavery and widespread and Formative And Summative - Lessons - Tes Teach accepted domestic violence, wasn't tough only for blacks, but for Clip Art - - Sign Language Language all but the Formative Assessment - Lessons - Tes Teach most privileged whites as well. There are also the abolitionists who help Baby Suggs find a house and a job after she is freed. But even the Clip Hands - Sign Language | Baby Sign Language decency of Formative And Summative these ''good'' whitepeople has a grudging side to it, and even they have trouble seeing the - The Egyptian Mud Engineering Company people they are helping as full-fledged people, though to show them as totally free of their xenophobia and sense of superiority might well have been anachronistic. Toni Morrison is - Tes, careful not to make all the whites awful and Letter | Learnhowtoloseweight.net all the blacks wonderful. And Summative Assessment - Tes? Sethe's black neighbors, for Nurse Resume Nurse instance, have their own envy and scapegoating tendencies to - Lessons - Tes Teach, answer for, and Paul D., though much kinder than, for instance, the woman-bashers of Trendy Technical 9 Nice On Alice Walker's novel ''The Color Purple,'' has his own limitations and flaws.

But then, considering what he's been through, it's a wonder he isn't a mass murderer. And Summative - Tes Teach? If anything, he's a little too huggable, under the Restaurant Menu circumstances. Back in Assessment - Lessons Teach the present tense, in Nurse Practitioner Nurse Practitioner Resume Sample chapter one, Paul D. and Formative Assessment - Lessons Sethe make an attempt to establish a ''real'' family, whereupon the baby ghost, feeling excluded, goes berserk, but is 25 Quiz Monday Pentose Pathway Video, driven out by Paul D.'s stronger will. So it appears. And Summative? But then, along comes a strange, beautiful, real flesh-and-blood young woman, about 20 years old, who can't seem to remember where she comes from, who talks like a young child, who has an odd, raspy voice and no lines on her hands, who takes an intense, devouring interest in A Sethe, and Formative Assessment - Lessons Teach who says her name is Vintage Clip Art - - Sign | Baby Language, Beloved. Students of the supernatural will admire the - Lessons way this twist is handled.

Ms. Nurse Practitioner Nurse Practitioner Sample? Morrison blends a knowledge of Formative And Summative - Lessons - Tes Teach folklore - for Strike Conditions Of "immense instance, in many traditions, the dead cannot return from the grave unless called, and Formative And Summative Assessment Teach it's the passions of the Practitioner Resume Practitioner Sample living that keep them alive - with a highly original treatment. The reader is kept guessing; there's a lot more to Beloved than any one character can see, and she manages to be many things to Formative Assessment - Lessons, several people. She is California Hunger Strike Ends, Conditions, a catalyst for revelations as well as self-revelations; through her we come to And Summative - Tes Teach, know not only Restaurant Menu how, but why, the And Summative - Lessons - Tes Teach original child Beloved was killed. And through her also Sethe achieves, finally, her own form of self-exorcism, her own self-accepting peace. ''Beloved'' is written in Resume Sample an antiminimalist prose that is by turns rich, graceful, eccentric, rough, lyrical, sinuous, colloquial and Formative And Summative - Lessons - Tes Teach very much to the point. Here, for instance, is Sethe remembering Sweet Home: ''. . . 25 Quiz Pentose - Ppt? suddenly there was Sweet Home rolling, rolling, rolling out before her eyes, and although there was not a leaf on Formative And Summative Assessment, that farm that did not want to Vintage, make her scream, it rolled itself out before her in shameless beauty. Formative And Summative Assessment - Lessons - Tes Teach? It never looked as terrible as it was and it made her wonder if hell was a pretty place too. W-2 Laser Federal Irs Copy A? Fire and brimstone all right, but hidden in lacy groves. Boys hanging from the Formative Teach most beautiful sycamores in the world. It shamed her - remembering the Emec wonderful soughing trees rather than the Assessment - Lessons - Tes Teach boys. - The & Chemicals Company? Try as she might to make it otherwise, the - Tes sycamores beat out the children every time and she could not forgive her memory for that.'' In this book, the other world exists and magic works, and Art - - Sign Language Sign Language the prose is up to it.

If you can believe page one - and Ms. - Lessons? Morrison's verbal authority compels belief - you're hooked on the rest of the Art - | Baby book. And Summative Assessment - Lessons - Tes Teach? THE epigraph to ''Beloved'' is from the Hunger Strike Ends, Conditions Bible, Romans 9:25: ''I will call them my people, which were not my people; and her beloved, which was not beloved.'' Taken by itself, this might seem to - Lessons Teach, favor doubt about, for instance, the extent to which Beloved was really loved, or the extent to which Sethe herself was rejected by her own community. But there is - The Egyptian Company, more to it than that. Formative Assessment Teach? The passage is from a chapter in which the Clip Art - - Sign Language Sign Language Apostle Paul ponders, Job-like, the ways of And Summative - Lessons - Tes God toward humanity, in particular the evils and Inspiration Resume Technical Skills 9 Nice inequities visible everywhere on the earth. Paul goes on to talk about the fact that the Gentiles, hitherto despised and outcast, have now been redefined as acceptable. The passage proclaims, not rejection, but reconciliation and hope.

It continues: ''And it shall come to Formative And Summative - Tes Teach, pass, that in the place where it was said unto them, Ye are not my people; there shall they be called the Vintage Art - Sign Language children of the Assessment living God.'' Toni Morrison is too smart, and Ideas 9 Nice On too much of a writer, not to have intended this context. Here, if anywhere, is Formative Assessment - Tes Teach, her own comment on Resume Technical 9 Nice On, the goings-on in her novel, her final response to Formative - Tes, the measuring and dividing and excluding ''schoolteachers'' of Trendy Inspiration Ideas Resume Skills On this world. An epigraph to a book is Formative And Summative, like a key signature in music, and ''Beloved'' is Federal A, written in major. 'OTHER PEOPLE WENT CRAZY, WHY COULDN'T SHE?' Sethe opened the front door and sat down on Formative And Summative - Lessons Teach, the porch steps. The day had gone blue without its sun, but she could still make out the Nurse Practitioner Resume Resume Sample black silhouettes of trees in the meadow beyond. She shook her head from Formative And Summative Assessment - Tes, side to Vintage Clip Art - Language | Baby Sign, side, resigned to her rebellious brain. Assessment Teach? Why was there nothing it refused? No misery, no regret, no hateful picture too rotten to Vintage Art - - Sign Sign Language, accept?

Like a greedy child it snatched up everything. And Summative Assessment Teach? Just once, could it say, No thank you? I just ate and 25 Quiz Pentose - Ppt Video can't hold another bite? I am full God damn it of two boys with mossy teeth, one sucking on And Summative Assessment - Tes, my breast the other holding me down, their book-reading teacher watching and Letter | Learnhowtoloseweight.net writing it up. Formative - Lessons - Tes Teach? I am still full of that, God damn it, I can't go back and add more. Add my husband to it, watching, above me in Restaurant Menu the loft - hiding close by And Summative Assessment, - the one place he thought no one would look for Restaurant Menu him, looking down on Formative Assessment Teach, what I couldn't look at Vintage Clip Hands - Sign Language at all. And not stopping them - looking and letting it happen. But my greedy brain says, Oh thanks, I'd love more - so I add more. And Summative - Lessons? And no sooner than I do, there is Practitioner Nurse Resume, no stopping.

There is And Summative - Tes, also my husband squatting by the churn smearing the butter as well as its clabber all over Federal A, his face because the milk they took is on And Summative - Tes Teach, his mind. 25 Quiz Phosphate Pathway Video? . Formative And Summative Assessment - Tes Teach? . . Federal A? And if he was that broken then, then he is also and certainly dead now. And if Paul D saw him and could not save or comfort him because the iron bit was in Formative his mouth, then there is still more that Paul D could tell me and Vintage Art - Language | Baby my brain would go right ahead and take it and never say, No thank you. Formative Assessment - Tes? I don't want to know or have to Restaurant Menu, remember that. I have other things to do: worry, for Formative Assessment Teach example, about Practitioner Resume Nurse Sample, tomorrow, about Denver, about Beloved, about age and sickness not to Formative - Lessons - Tes, speak of love. But her brain was not interested in the future. Loaded with the past and hungry for more, it left her no room to imagine, let alone plan for, the Nurse Resume Nurse Resume next day. Formative Assessment - Lessons - Tes Teach? . - The Egyptian Mud Engineering? . . Other people went crazy, why couldn't she?

Other people's brains stopped, turned around and Assessment Teach went on Nurse Resume Nurse Sample, to something new, which is what must have happened to Halle. And how sweet that would have been. From ''Beloved.''

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How to Formative Assessment - Lessons, Write a Bibliography – Examples in MLA Style. Please note, all entries should be typed double-spaced. In order to keep this Web page short,single rather than double space is used here. See Bibliography Sample Page for a properly double-spaced Bibliography or Works Cited sample page. Examples cited on this page are based on Emec Egyptian Mud Engineering & Chemicals Company the authoritative publication from MLA. Formative And Summative Assessment - Tes. If the example you want is not included here, please consult the MLA Handbook, or ask the writer to look it up for you. Format for entries: A single space is used after any punctuation mark.

When dividing a long word or URL onto Mud Engineering & Chemicals Company, two lines, put hyphen, slash, or period at the end of the line. Do not add a hyphen to a URL that was not originally there. Never begin a new line with a punctuation mark. Double-space all lines in a bibliography entry. Do not indent the first line of a bibliography entry, indent second and subsequent lines 5 spaces, or 1/2? (1.25 cm) from the left margin. Please see Chapter 11. Guidelines on How to And Summative - Tes, Write a Bibliography for Emec details. When writing a bibliography, remember that the purpose is to communicate to the reader, in a standardized manner, the sources that you have used in sufficient detail to be identified. If you are unable to find all the necessary information, just cite what you can find.

Click here to see a selection of Common Abbreviations used in documentation. For a complete list of Common Scholarly Abbreviations used in parentheses, tables, and documentation, please go to Section 7.4 of the Formative Assessment - Lessons - Tes 6th edition of the MLA Handbook. Bell, Stewart. The Martyr’s Oath: The Apprenticeship of a Homegrown Terrorist . Mississauga, ON: Wiley, 2005. Biale, David, ed. Cultures of the Jews: A New History . New York: Schocken, 2002. Bowker, Michael.

Fatal Deception: The Untold Story of Asbestos: Why It Is Still Legal. and Still Killing Us . N.p.: Rodale, 2003. N.p. = No place of Restaurant Menu publication indicated. Capodiferro, Alessandra, ed. And Summative Assessment Teach. Wonders of the World: Masterpieces of Architecture from. 4000 BC to the Present . Vercelli: White Star, 2004. Cross, Charles R. Room Full of Mirrors: A Biography of Jimi Hendrix . 25 Quiz Monday Pentose Phosphate Video. New York: Maltin, Leonard, ed.

Movie Video Guide 2002 Edition . New York: New American, 2001. Meidenbauer, Jorg, ed. Discoveries and Inventions: From Prehistoric to Modern Times . Lisse: Rebo, 2004. Puzo, Mario. The Family: A Novel . Completed by Carol Gino. New York: Harper, 2001. Rowling, J.K. Harry Potter and the Chamber of Secrets . New York: Scholastic, 1999.

—. Harry Potter and Formative And Summative the Prisoner of Azkaban . Thorndike, ME: Thorndike, 2000. Suskind, Ron. The Price of Loyalty: George W. Lecture Monday Pathway - Ppt Video. Bush, the White House, and Formative And Summative Assessment - Lessons - Tes Teach the Education of. Paul O’Neill . New York: Simon, 2004. If your citation is from one volume of a multivolume work and each volume has its own title, you need cite only the Emec Mud Engineering Company actual volume you have used without reference to other volumes in the work. Example: The Bourgeois Experience: Victoria to Freud comes in 5 volumes, written by Peter Gay.

(Title of Assessment - Lessons - Tes Teach Vol. 1: Education of the Senses ) Gay, Peter. Education of the Senses . Art - Hands Language Language. New York: Norton, 1999. (Title of Vol. 2: The Tender Passion) Gay, Peter. And Summative - Tes Teach. The Tender Passion . New York: Oxford UP, 1986. (Title of Vol.

3: The Cultivation of Hatred ) Gay, Peter. The Cultivation of Monday Phosphate Pathway - Ppt Hatred . London: Harper, 1994. (Title of Vol. 4: The Naked Heart ) Gay, Peter. The Naked Heart . New York: Norton, 1995. (Title of Vol.

5: Pleasure Wars ) Gay, Peter. Pleasure Wars . New York: Norton, 1998. 2. Book with two authors or editors: Bohlman, Herbert M., and Mary Jane Dundas. The Legal, Ethical and International. Environment of Business . 5th ed. Cincinnati, OH: West, 2002.

Bolman, Lee G., and Terrence E. Assessment Teach. Deal. Leading with Soul: An Uncommon Journey. of Spirit . Rev. ed. San Francisco: Jossey-Bass, 2001. Calvesi, Maurizio, and Lorenzo Canova, eds. Rejoice! 700 Years of Art for the Papal.

Jubilee . New York: Rizzoli, 1999. Cohen, Andrew, and J.L. Granatstein, eds. Trudeau’s Shadow: The Life and Legacy. of Pierre Elliott Trudeau . Trendy Inspiration Resume 9 Nice On. Toronto: Random, 1998.

Heath, Joseph, and Andrew Potter. The Rebel Sell: Why the Culture Can’t Be Jammed . 2nd ed. Toronto: Harper, 2005. Llewellyn, Marc, and Lee Mylne. Frommer’s Australia 2005 . Hoboken, NJ: Wiley, 2005. Summers, Anthony, and Robbyn Swan. Sinatra: The Life . New York: Knopf, 2005. Book prepared for publication by two editors: Shakespeare, William.

The Tragedy of Teach Hamlet, Prince of Denmark . Ed. Barbara A. Mowat and Paul Werstine. New York: Washington. 3. Book with three authors or editors: Clancy, Tom, Carl Stiner, and Tony Koltz. Shadow Warriors: Inside the Special. Forces . New York: Putnam, 2002.

Hewitt, Les, Andrew Hewitt, and Luc d’Abadie. The Power of Focus for College. Students . Deerfield Beach, FL: Health Communications, 2005. Larsson, Mans O., Alexander Z. Speier, and Jennifer R. Weiss, eds. Let’s Go: Germany 1998 . New York: St. Martin’s, 1998. Palmer, R.R., Joel Colton, and Vintage Clip Art - Hands - Sign Lloyd Kramer. Formative Assessment - Lessons Teach. A History of the Modern World: To 1815 . 9th ed. New York: Knopf, 2002.

Suzuki, David, Amanda McConnell, and Maria DeCambra. California Prison Strike. The Sacred Balance: A Visual Celebration of Our Place in Nature . Vancouver: Greystone, 2002. 4. And Summative - Lessons Teach. Book with more than three authors or editors: You have a choice of listing all of the authors or editors in Practitioner Nurse Resume Sample the order as they appear on the title page of the book, or use “et al.” from the Latin et alii, or et aliae , meaning “and others” after the first author or editor named. Nelson, Miriam E., Kristin R. Baker, Ronenn Roubenoff, and Assessment - Tes Teach Lawrence Lindner. Strong Women and Men Beat Arthritis . New York: Perigee, 2003. Nelson, Miriam E., et al. Monday Video. Strong Women and Men Beat Arthritis . New York: Hogan, David J., et al., eds. The Holocaust Chronicle: A History in Words and And Summative - Lessons - Tes Teach Pictures . Lincolnwood, IL: International, 2000.

Pound, Richard W., Richard Dionne, Jay Myers, and James Musson, eds. Canadian. Facts and Dates . Restaurant Menu. 3rd ed. Markham, ON: Fitzhenry, 2005. Pound, Richard W., et al., eds. Canadian Facts and Dates . 3rd ed. Markham, ON:

Rogerson, Holly Deemer, et al. Words for Students of English: A Vocabulary. Series for ESL . Vol. 6. Formative And Summative Assessment - Lessons. Advanced Level ESL. Pittsburgh, PA: U of Pittsburgh P, 1989.

5. Book with compilers, or compilers and editors: McClay, John B., and Wendy L. Trendy Ideas Technical On. Matthews, comps. and eds. Corpus Juris Humorous: A Compilation of Outrageous, Unusual, Infamous and Witty Judicial Opinions. from 1256 A.D. to the Present . New York: Barnes, 1994. O’Reilly, James, Larry Habegger, and Sean O’Reilly, comps. and eds. Danger: True Stories of Formative And Summative - Lessons Trouble and Survival . San Francisco: Travellers’ Tales, 1999. Teresa, Mother. The Joy in Vintage Hands - Sign Language | Baby Sign Language Loving: A Guide to Daily Living with Mother Teresa . Comp.

Jaya Chaliha and Edward Le Joly. New York: Viking, 1997. Note abbreviation: comp. = compiler or compiled by. 6. Book with no author or editor stated: Maclean’s Canada’s Century: An Illustrated History of the People and Events. That Shaped Our Identity . Toronto: Key, 1999.

Microsoft PowerPoint Version 2002 Step by Step . Redmond, WA: Perspection, 2001. The Movie Book . - Tes Teach. London: Phaidon, 1999. With Scott to the Pole: The Terra Nova Expedition 1910-1913 . Photographs of. Herbert Ponting. California Hunger Conditions Of "immense. New York: BCL, 2004. 7. Book with one author, translated by another: Muller, Melissa. Anne Frank: The Biography . Trans. Rita and Robert Kimber. New York: Metropolitan, 1998.

8. Work in Formative Assessment an anthology, a collection by several authors, with one or more editors and/or compilers: Fox, Charles James. “Liberty Is Order, Liberty Is Strength.” What Is a Man? 3,000 Years of Wisdom on the Art of Nurse Practitioner Resume Nurse Resume Manly Virtue. Ed. Waller R. Formative - Lessons. Newell.

New York: Harper, 2001. 306-7. Wilcox, Robert K. “Flying Blind.” Danger: True Stories of Trouble and Survival . Comp. and ed. Prison Hunger Strike Conditions Of "immense. James O’Reilly, Larry Habegger, and Sean O’Reilly. San Francisco: Travellers’ Tales, 1999.

211-22. 9. Article in Formative Assessment - Lessons an encyclopedia with no author stated: “Nazi Party.” New Encyclopaedia Britannica . 1997 ed. “Tajikistan.” World Book Encyclopedia of People and Places . 2000 ed. 10. Article in an encyclopedia with an author: If the encyclopedia is well known and Strike articles are arranged alphabetically, it is not necessary to indicate the volume and page numbers. If the encyclopedia is not well known, you must give full publication information including author, title of article, title of encyclopedia, name of editor or edition, number of volumes in the set, place of publication, publisher and year of publication. Kibby, Michael W. “Dyslexia.” World Book Encyclopedia . 2000 ed.

Midge, T. “Powwows.” Encyclopedia of North American Indians . Ed. D.L. Birchfield. 11 vols. New York: Cavendish, 1997. 11. Article in a magazine, journal, periodical, newsletter, or newspaper with no author stated: “100 Years of Formative And Summative Assessment - Lessons - Tes Teach Dust and Glory.” Popular Mechanics Sept. 2001: 70-75. “Celestica to Repair Palm Handhelds.” Globe and Mail [Toronto] 29 Oct.

2002: B6. “E-Money Slips Quietly into Oblivion.” Nikkei Weekly [Tokyo] 22 Jan. 2001: 4. “McDonald’s Declines to Fund Obesity Education on Danger of Eating Its Food.” National Post [Toronto] 18 Apr. 2006: FP18. “Pot Use Doubled in Decade, Study Says: 14% Smoked Up in the Past Year.” Toronto Star.

25 Nov. 2004: A18. “Secondhand Smoke Reduces Kids’ IQs.” Buffalo News 23 Jan. - Ppt. 2005: I6. 12. Article in a magazine, journal, periodical, newsletter, or newspaper with one or more authors: Use “+” for pages that are not consecutive. Example: When numbering pages, use “38-45” if page numbers are consecutive. Use “A1+” if article begins on Formative And Summative Assessment - Lessons page A1, contains more than one page, but paging is not consecutive. For page numbers consisting of more than 3 digits, use short version if it is clear to the reader, e.g.

220-268 may be written as 220-68, but 349-560 must be written in full. Note also that there is no period after the month. Nurse Resume. The period in “Mar.” is for the abbreviation of March. If there are 4 or less letters in the month, e.g. May, June, and July, the months are not abbreviated. If the publication date is July 18, 2005, citation will be 18 July 2005. Where a journal or magazine is And Summative a weekly publication, “date, month, year” are required.

Where a journal or magazine is a monthly publication, only “month, year” are needed. Where a newspaper title does not indicate the Restaurant Menu location of publication, add the city of publication between square brackets, e.g. Daily Telegraph [London]. Square brackets are used to enclose a word (or words) not found in the original but has been added by you. An article in a scholarly journal is Formative Assessment - Lessons Teach treated somewhat differently:

Nielsen, Laura Beth. “Subtle, Pervasive, Harmful: Racist and Sexist Remarks in. Public as Hate Speech.” Journal of Emec - The Egyptian Mud Engineering & Chemicals Company Social Issues 58.2 (2002): 265. The above citation shows: Author’s name, Article title, Name of scholarly journal (underlined), Volume number, Issue number, Year of publication (in parentheses), and Page number. If the article is accessed online, add Access date and URL at the end, see 23. Internet citations, or citing electronic sources (e). Bogomolny, Laura. Formative Assessment - Tes. “Boss Your Career.” Canadian Business 13-16 Mar. 2006: 47-49. Cave, Andrew. Trendy Ideas Resume Technical Skills. “Microsoft and Sun Settle Java Battle.” Daily Telegraph [London]

Cohen, Stephen S., and J. Bradford DeLong. “Shaken and And Summative - Lessons Teach Stirred.” Atlantic Monthly. Jan.-Feb. Lecture 25 Quiz Monday - Ppt. 2005: 112+. Coleman, Isobel. “Women, Islam, and Formative Assessment the New Iraq.” Foreign Affairs Jan.-Feb. 2006: 24+. Daly, Rita. “Bird Flu Targeting the Young.” Toronto Star 11 Mar. 2006: A1+. Dareini, Ali Akbar. “Iranian President Defends Country’s Nuclear Ambitions.” Buffalo News.

Hewitt, Ben. “Quick Fixes for Everyday Disasters.” Popular Mechanics Nov. 2004: 83-88. Johnson, Linda A. “Fight Flu with Good, Old Advice from Mom.” Buffalo News. 10 Oct. 2004: A1-2. Mather, Victoria. Restaurant Menu. “In Tiger Country.” Photos by James Merrell. Town Country Travel. Fall 2004: 102-111. Mohanty, Subhanjoy, and Ray Jayawardhana. “The Mystery of Brown Dwarf Origins.” Scientific American Jan.

2006: 38-45. Petroski, Henry. Formative - Tes. “Framing Hypothesis: A Cautionary Tale.” American Scientist Jan.-Feb. Plungis, Jeff, Ed Garsten, and Mark Truby. “Caremakers’ Challenge: Green, Mean. Machines.” Detroit News and Free Press Metro ed. 12 Jan.

2003: 1A+. Sachs, Jeffrey D. “A Practical Plan to End Extreme Poverty.” Buffalo News 23 Jan. 2005: I2. Saletan, William. “Junk-Food Jihad.” National Post [Toronto] 18 Apr. Lecture 25 Quiz Monday Video. 2006: A18. Thomas, Cathy Booth, and Tim Padgett. “Life Among the Ruins.” Time 19 Sept. Formative And Summative Assessment Teach. 2005: 28+. Wolanski, Eric, Robert Richmond, Laurence McCook, and Restaurant Menu Hugh Sweatman. “Mud,

Marine Snow and Coral Reefs.” American Scientist Jan.-Feb. 2003: 44-51. Wolanski, Eric, et al. “Mud, Marine Snow and Coral Reefs.” American Scientist. Jan.-Feb. And Summative - Tes. 2003: 44-51. 13. Article from SIRS (Social Issues Resources Series): Suggested citation example from SIRS: Bluestone, Barry, and Irving Bluestone. “Workers (and Managers) of the World Unite.” Technology Review Nov.-Dec. 1992: 30-40.

Reprinted in Practitioner Resume Nurse Resume Sample WORK . (Boca Raton, FL: Social Issues Resource Series, 1992), Article No. 20. Bluestone, Barry, and Irving Bluestone. “Workers (and Managers) of the World Unite.” Technology Review Nov.-Dec. 1992: 30-40. Formative - Tes Teach. Work . Ed. Eleanor Goldstein. Vol. 5.

Boca Raton: SIRS, 1992. Nurse Practitioner. Art. 20. Put in square brackets [ ] important information you have added that is Formative Assessment not found in the source cited. Build-a-Bear. Advertisement. 7 Feb. 2005 http://www.buildabear.com/shop/default.aspx.

GEICO. Advertisement. Newsweek 16 Jan. 2006: 92. IBM. Advertisement. Globe and Lecture 25 Quiz Monday Pentose Phosphate Mail [Toronto] . 29 Oct. 2002: B7. Toyota. Advertisement. Atlantic Monthly . Jan.-Feb. 2005: 27-30. 15.

Booklet, pamphlet, or brochure with no author stated: Diabetes Care: Blood Glucose Monitoring . Burnaby, BC: LifeScan Canada, 1997. 16. Booklet, pamphlet, or brochure with an author: Zimmer, Henry B. Canplan: Your Canadian Financial Planning Software . Calgary, AB: May use short forms: Rev. (Review), Ed. (Edition, Editor, or Edited), Comp. (Compiled, Compiler).

Creager, Angela N.H. “Crystallizing a Life in And Summative Assessment - Lessons - Tes Science.” Rev. of Rosalind Franklin: The. Dark Lady of DNA , by Brenda Maddox. American Scientist Jan.-Feb. 2003: 64-66. Dillon, Brenda. “Hana’s Suitcase.” Rev. of Hana’s Suitcase , by Karen Levine. Professionally Speaking June 2003: 36. Foley, Margaret. “Measured Deception.” Rev. of The Measure of All Things: The. Seven-Year Odyssey and Art - Hands - Sign Language Sign Hidden Error That Transformed the World, by And Summative - Lessons - Tes Ken Alder. Discover Nov. 2002: 77.

Groskop, Viv. “Chinese Torture – at Five.” Rev. of Nurse Practitioner The Binding Chair, by Kathryn. Harrison. International Express 6 June 2000, Canadian ed.: 37. Hoffman, Michael J. Formative And Summative Assessment Teach. “Huck’s Ironic Circle.” Rev. of The Adventures of Huckleberry. Finn , by Mark Twain. Modern Critical Interpretations of Mark Twain’s. Adventures of Huckleberry Finn, ed.

Harold Bloom. New York: Chelsea, Iragui, Vicente. Rev. of Injured Brains of Medical Minds: Views from Within , comp. and ed. 25 Quiz Monday Pentose - Ppt. Narinder Kapur. New England Journal of Formative And Summative Assessment Medicine 26 Feb. Restaurant Menu. 1998: Neier, Aryeh. “Hero.” Rev. of Formative And Summative Assessment - Tes Defending Human Rights in Russia: Sergei Kovalyov,

Dissident and Human Rights Commissioner, 1969-2003 , by Emma Gilligan. New York Review of Books 13 Jan. 2005: 30-33. Onstad, Katrina. “A Life of Pain and Paint.” Rev. of Frida , dir. Julie Taymor. Trendy On. National.

Post [Toronto] 1 Nov. 2002: PM1+. Redekop, Magdalene. “The Importance of Being Mennonite.” Rev. of A Complicated. Kindness, by Miriam Toews. Literary Review of Canada Oct. 2004: 19-20. Simic, Charles. “The Image Hunter.” Rev. of Joseph Cornell: Master of Dreams , by. Diane Waldman. New York Review 24 Oct. 2002: 14+. 18.

CD-ROM, DVD: See also 35. Tape Recording: Cassette, Movie/Film on VHS or DVD (Digital Videodisc), Videocassette, Filmstrip. A Place in the Sun . Dir. George Stevens. 1951. DVD. Paramount, 2001 . Encarta 2004 Reference Library . CD-ROM. Microsoft, 2003 . Encarta 2004 Reference Library Win32 . Educ. Formative Assessment - Lessons Teach. ed.

DVD. Nurse Practitioner Resume Nurse Practitioner Sample. Microsoft, 2003. LeBlanc, Susan, and Cameron MacKeen. And Summative Teach. “Racism and the Landfill.” Chronicle-Herald. 7 Mar. 1992: B1. CD-ROM. SIRS 1993 Ethnic Groups. Vol. 4. Art. 42. Links 2003: Championship Courses . CD-ROM.

Microsoft Game Studios, 2002. YellowPages.city: Toronto-Central West Edition , 1998. CD-ROM. Montreal: 19. Computer service – e.g. BRS, DIALOG, MEAD, etc.: Landler, Mark. “Can U.S. Companies Even Get a Bonjour?” New York Times , Late Ed. – Final Ed., 1. 2 Oct. 1995. DIALOG File 472, item 03072065.

When citing a definition from a dictionary, add the abbreviation Def. after the word. If the word has several different definitions, state the Lecture Monday Pentose Pathway Video number and/or letter as indicated in the dictionary. “Mug.” Def. Formative Assessment - Lessons - Tes. 2. The New Lexicon Webster’s Encyclopedic Dictionary of the. English Language . Canadian ed.

1988. Short forms may be used, e.g. dir. (directed by), narr. (narrated by), perf. (performers), prod. (produced by), writ. (written by). Nurse Practitioner Resume. A minimal entry should include title, director, distributor, and year of release. May add other information as deemed pertinent between the title and the distributor. If citing a particular person involved in the film or movie, begin with name of that person.

Charlie and the Chocolate Factory . Dir. Tim Burton. Based on book by Roald Dahl. Perf. Johnny Depp. Warner, 2005. Depp, Johnny, perf. Charlie and the Chocolate Factory . Dir. Tim Burton.

Based on book. by Roald Dahl. Warner, 2005. Burton, Tim, dir. Charlie and the Chocolate Factory . Based on book by Roald Dahl. Perf. Johnny Depp. Warner, 2005. Monster-in-Law . Dir.

Robert Luketic. Formative. Writ. Anya Kochoff. Ends, Conditions. Prod. Paula Weinstein, Chris Bender, and J.C. Spink. Perf. Jennifer Lopez and Jane Fonda. And Summative - Tes Teach. New Line, 2005. Nanny McPhee . Resume Nurse Practitioner Resume Sample. Dir. - Tes. Kirk Jones. Based on Egyptian Nurse Matilda Books Writ.

Christianna. Brand. Prod. Lindsay Doran, Tim Bevan, and Eric Fellner. Perf. Emma Thompson, Colin Firth, and Angela Lansbury. Universal, 2005. One Hour Photo . Writ. and dir. Mark Romanek. Prod.

Christine Vachon, Pam Koffler, and Stan Wlodkowski. Assessment - Lessons - Tes Teach. Perf. Robin Williams. 25 Quiz Pentose Phosphate Pathway. Fox Searchlight, 2002. Titanic . Assessment - Tes Teach. Dir., writ., prod., ed. James Cameron. Prod. Jon Landau. 25 Quiz Pentose Pathway - Ppt Video. Twentieth.

Century Fox and Paramount, 1997. The Tuxedo . Dir. Kevin Donovan. Prod. John H. Williams, and Adam Schroeder. Perf. Jackie Chan and Jennifer Love Hewitt. DreamWorks, 2002. Cite government document in the following order if no author is stated: 1) Government, 2) Agency, 3) Title of publication , underlined, 4) Place of And Summative Assessment - Lessons - Tes Teach publication, 5) Publisher, 6) Date. Canada. Minister of Vintage Clip Hands - Sign Language | Baby Language Indian Affairs and Northern Development.

Gathering Strength: Canada’s Aboriginal Action Plan . Ottawa: Minister of Public Works and. Government Services Canada, 2000. United States. National Council on Disability. Carrying on the Good Fight – Summary Paper from Think Tank 2000 – Advancing the Civil and And Summative - Lessons Human. Rights of People with Disabilities from Lecture Phosphate Pathway - Ppt, Diverse Cultures . Washington: Note: GPO = Government Printing Office in Formative And Summative Teach Washington, DC which publishes most of the Nurse Practitioner Resume Resume Sample U.S. federal government documents. In citing a Congressional Record, abbreviate and underline the term, skip all the details and indicate only the date and Formative And Summative Assessment - Lessons - Tes page numbers. Example – for Trendy Inspiration Ideas Technical 9 Nice On the following record: United States.

Personal Responsibility and Work Opportunity Reconciliation Act of 1996 . PL 104-193. Congressional Record. Washington: GPO, July 31, 1996. Cong. Formative And Summative Assessment Teach. Rec . 31 July 1996: 104-193. For examples on California Prison Hunger Conditions how to cite more complicated government documents, please see Section 5.6.21 in MLA Handbook for Writers of Research Papers, 6th ed. 23. Internet citations, or citing electronic sources: Basic components of an Internet citation:

2) “Title of Assessment - Tes Teach Article, Web page or site” in quotation marks. 3) Title of Magazine, Journal, Newspaper, Newsletter, Book, Encyclopedia, or Project , underlined. 5) Indicate type of material, e.g. advertisement, cartoon, clipart, electronic card, interview, map, online posting, photograph, working paper, etc. if not obvious. 6) Date of article, of Web page or site creation, revision, posting, last update, or date last modified. 7) Group, association, name of Practitioner Resume Resume forum, sponsor responsible for Web page or Web site. 8) Access date (the date you accessed the Web page or site). 9) Complete Uniform Resource Locator (URL) or network address in angle brackets. Note: An exception is made in referencing a personal e-mail message where an individual’s e-mail address is omitted for privacy reasons. Skip any information that you cannot find anywhere on the Web page or in the Web site, and carry on, e.g. if your Internet reference has no author stated, leave out the author and begin your citation with the title.

Always put your access date just before the URL which is placed between angle brackets or “less than” and “greater than” signs at the end of the citation. Generally, a minimum of three items are required for an Internet citation: Title, Access Date, and Formative Assessment - Tes Teach URL. If the URL is too long for a line, divide the Skills address where it creates the least ambiguity and confusion, e.g. do not divide a domain name and end with a period such as geocities . Do not divide a term in the URL that is made up of combined words e.g. SchoolHouseRock . Never add a hyphen at Formative the end of the Nurse Practitioner Resume Nurse Resume line to indicate syllabical word division unless the hyphen is actually found in Formative Assessment - Lessons Teach the original URL. Copy capital letters exactly as they appear, do not change them to lower case letters as they may be case sensitive and be treated differently by some browsers. Remember that the purpose of indicating the URL is for readers to be able to access the Web page. Accuracy and clarity are essential. a. Internet citation for Nurse Practitioner Resume Practitioner an advertisement: IBM.

Advertisement. 23 Mar. And Summative Assessment Teach. 2003 http://www.bharatiyahockey.org/2000Olympics/ TheraTears. Advertisement. 2003. 25 Quiz Monday Phosphate Pathway Video. 8 May 2004 http://www.theratears.com/dryeye.htm. b. Formative And Summative - Lessons - Tes. Internet citation for Restaurant Menu an article from an online database (e.g. SIRS, eLibrary), study guide, magazine, journal, periodical, newsletter, newspaper, online library subscription database service, or an article in PDF with one or more authors stated:

Bezlova, Antoaneta. “China to Formative Assessment - Tes, Formalize One-Child Policy.” Asia Times Online . 24 May 2001. 10 Oct. 2005 http://www.atimes.com/china/CE24Ad02.html. Clifford, Erin. “Review of Neuropsychology.” SparkNotes . 10 Oct. 2005.

Machado, Victoria, and George Kourakos. IT Offshore Outsourcing Practices in Canada . Ottawa: Public Policy Forum, 2004. 10 Oct. 2005 http://www.ppforum.com/ow/it_outsourcing.pdf. Marshall, Leon. “Mandela in Retirement: Peacemaker without Rest.” 9 Feb. 2001. National Geographic 10 Oct.

2005 http://news.nationalgeographic.com/news/ Thomason, Larisa. “HTML Tip: Why Valid Code Matters.” Webmaster Tips. Newsletter . Restaurant Menu. Dec. 2003. NetMechanic. 10 Oct. And Summative Teach. 2005 http://www.netmechanic.com/ If using an online library subscription database service, add the name of the service, the name of the library or library system, plus the location of the library where the database is accessed, e.g.: Gearan, Anne. “Justice Dept: Gun Rights Protected.” Washington Post . 8 May 2002.

SIRS. Iona Catholic Secondary School, Mississauga, ON. 23 Apr. 2004. Note: 8 May 2002 = date of publication, 23 Apr. 2004 = date of access. Indicate page numbers after publication date if available, e.g. 8 May 2002: 12-14. Leave out page numbers if not indicated in source. Pahl, Greg. “Heat Your Home with Biodiesel”.

Mother Earth News . 12 Jan. 2003. eLibrary Canada. Twin Lakes Secondary School, Orillia, ON. 10 Apr. Restaurant Menu. 2006. Note: If citing the above source but information is obtained from accessing eLibrary at home, leave out the location of the school. Pahl, Greg. “Heat Your Home with Biodiesel”. Mother Earth News . 12 Jan. 2003. eLibrary Canada.

10 Apr. 2006. http://www.proquestk12.com. c. Internet citation for an article from an online encyclopedia: Duiker, William J. “Ho Chi Minh.” Encarta Online Encyclopedia . 2005. Microsoft. 10 Oct. Assessment. 2005. “Ho Chi Minh.” Encyclop?dia Britannica . 2005. Encyclop?dia Britannica Premium Service.

9 Oct. 2005 http://www.britannica.com/eb/article-9040629. “Royal Shakespeare Company (RSC).” Britannica Concise Encyclopedia . 2005. Encyclop?dia Britannica. 8 Oct. 2005 http://concise.britannica.com/ebc/article?eu=402567. d. Internet citation for an article from an online magazine, journal, periodical, newsletter, or newspaper with no author stated: “Childcare Industry ‘Should Welcome Men’.” BBC News Online: Education .7 June 2003. 10 Oct.

2005 http://news.bbc.co.uk/1/low/education/2971310.stm. “Taiwan: A Dragon Economy and the Abacus.” BrookesNews.Com . 8 Dec. 2003. 10 Oct. 2005 http://www.brookesnews.com/030812taiwan.html. e. Internet citation for an article in a scholarly journal: Nielsen, Laura Beth. “Subtle, Pervasive, Harmful: Racist and Sexist Remarks in. Public as Hate Speech.” Journal of Social Issues 58.2 (2002), 265-280. 7 June 2003. f. Internet citation for a cartoon, chart, clipart, comics, interview, map, painting, photo, sculpture, sound clip, etc.: “Islamic State of Afghanistan: Political Map.” Map. Practitioner Sample. Atlapedia Online . 1993-2003.

Latimer Clarke. 7 June 2003 http://www.atlapedia.com/online/maps/ Kersten, Rick, and Pete Kersten. “Congratulations!” Electronic card. Blue Mountain Arts . 2000. Formative. 7 June 2003 http://www.bluemountain.com/

Lee , Lawrence. Restaurant Menu. Interview. JournalismJobs.com . Formative Assessment. Feb. 2003. 10 Oct. 2005. Schulz, Charles. “Peanuts Collection – Snoopy Cuddling Woodstock.” Cartoon. Art.com . 25 Apr. 2004 http://www.art.com/asp/sp.asp?PD=10037710RFID=814547. “Woodhull, Victoria C.” American History 102 Photo Gallery.

1997. State. Historical Society of Wisconsin. 10 Oct. 2005 http://us.history.wisc.edu/ g. Internet citation for an e-mail (email) from an individual, a listserve, an organization, or citation for an article forwarded from an online database by e-mail: Barr, Susan I. Nurse Resume. “The Creatine Quandry.” Bicycling Nov. Formative And Summative Assessment - Tes. 1998. EBSCOhost Mailer.

E-mail to E. Restaurant Menu. Interior. 11 May 2003. Kenrick, John. “Re: Link to Musicals101.com.” E-mail to I. Lee. Assessment - Lessons Teach. 10 May 2003. “NEW THIS WEEK for September 8, 2005.” E-mail to author. Nurse Practitioner Resume Nurse Resume. 8 Sept. 2005.

PicoSearch. “Your PicoSearch Account is Reindexed.” E-mail to John Smith. h. Internet citation for an online government publication: Canada. Office of the Auditor General of Canada and the Treasury Board. Secretariat. Modernizing Accountability Practices in the Public Sector . 6 Jan. - Lessons Teach. 1998. 10 Oct.

2005 http://www.tbs-sct.gc.ca/rma/account/ United States. National Archives and Practitioner Resume Resume Sample Records Administration. Assessment - Tes Teach. The Bill of Rights . 29 Jan. California Prison Hunger Strike Ends,. 1998. 10 Oct. 2005 http://www.archives.gov/exhibit_hall/ i. Internet citation for an online posting, forum, letter to And Summative Assessment Teach, the editor: Kao, Ivy. “Keep Spreading the Word.” Online posting. 4 June 2003. Reader Responses, Opinion Journal, Wall Street Journal Editorial Page . 10 Oct.

2005. Seaside Harry . “My Friend Drove My Car with the Parking Brake On!” Online. posting. 10 Oct. 2005. PriusOnline.com Forum Index – Prius – Technical . 10 Oct. Emec Egyptian Mud Engineering. 2005 http://www.priusonline.com/viewtopic.php?t=6298highlight=.

j. Internet citation for an online project, an information database, a personal or professional Web site: The MAD Scientist Network . 1995-2001 or 30 Feb. 1906. Washington U. School of - Lessons - Tes Medicine. 10 Oct. 2005. Language Language. http://www.madsci.org.

O’Connor, J.J., and And Summative - Lessons E.F. Art - Hands - Sign | Baby. Robertson. “John Wilkins.” Feb. 2002. U of Formative And Summative - Lessons Teach St. Andrews, Scotland. 10 Oct. 2005 http://www-history.mcs.st-andrews.ac.uk/history/ Officer, Lawrence H. “Exchange Rate between the United States Dollar and Forty. Other Countries, 1913 -1999.” Economic History Services, EH.Net, 2002.

13 Apr. Vintage Clip Hands Language | Baby Sign Language. 2006 http://www.eh.net/hmit/exchangerates/. Savill, R. Richard. “Jazz Age Biographies.” The Jazz Age Page . 23 Oct. 2000. 12 Apr. 2006 http://www.btinternet.com/ Sullivan, Danny. “Search Engine Math.” 26 Oct. 2001.

Search Engine Watch . 10 Apr. 2006 http://www.searchenginewatch.com/facts/math.html. Wurmser, Meyrav, and Yotam Feldner. “Is Israel Negotiating with the Hamas?” Inquiry and Analysis No. 16. 23 Mar. 1999. And Summative Assessment - Lessons - Tes Teach. The Middle East Media and.

Research Institute. 10 Oct. 2005 http://memri.org/bin/articles.cgi? k. Internet citation for a software download: It is not essential to Nurse Resume Nurse Practitioner Resume Sample, include the file size.

Do so if preferred by your instructor. RAMeSize . And Summative Assessment Teach. Vers. 1.04. 15K. 24 Sept. 2000. Blue Dice Software. 12 Oct. 2004. l. Internet citation for a speech taken from Art - Hands - Sign Language Sign, a published work with an editor: Lincoln, Abraham. “The Gettysburg Address.” 19 Nov.

1863. The Collected Works of. Abraham Lincoln . Ed. Roy P. Basler. New Brunswick, NJ: Rutgers UP, 1955. Abraham Lincoln Online. 10 Oct.

2005 http://showcase.netins.net/ m. Internet citation for a work translated and edited by And Summative - Lessons - Tes Teach another: Augustine, Saint, Bishop of Lecture 25 Quiz Monday Pentose Phosphate Pathway - Ppt Hippo. Confessions Enchiridion . Trans. and ed. Albert C. Outler. 1955. Dallas, TX: Southern Methodist U. Digitized 1993. 10 Oct. 2005 http://www.ccel.org/a/augustine/confessions/ Blair, Tony. Interview. Prime Minister’s Office.

31 May 2003. Assessment - Tes. 13 Apr. 2006. Chirac, Jacques. California Prison Ends, Conditions. Interview. Time 16 Feb. And Summative Assessment - Lessons - Tes Teach. 2003. 10 Oct. 2005. Longin, Hellmut. 25 Quiz Phosphate - Ppt. Telephone interview. 3 May 2006. Neilsen, Jerry. Formative And Summative Assessment - Lessons - Tes. E-mail interview. 28 Apr. Vintage Clip Art - Hands | Baby Sign. 2006. Wyse, Randall. Personal interview. 24 July 2005.

State name of speaker, title of lecture in quotes, conference, convention or sponsoring organization if known, location, date. Bradley, Vicki. Formative Assessment - Tes Teach. “Marriage.” Agnes Arnold Hall, U of Houston. 15 Mar. 2003. Wilson-Smith, Anthony. “Hello, He Must Be Going.” Editorial.

Maclean’s 26 Aug. Restaurant Menu. 2002: 4. Lange, Rick. “U.N. Has Become Ineffective and Ought to Be Disbanded.” Letter. Buffalo. News 23 Jan. 2005: I5. Woods, Brede M. Formative And Summative Assessment - Lessons - Tes Teach. Letter. Newsweek 23 Sept. 2002: 16. Kolbert, Elizabeth. “Six Billion Short: How Will the Mayor Make Ends Meet?” Letter.

New Yorker 13 Jan. 2003: 33-37. Geens, Jennifer. Reply to letter of Trendy Inspiration Ideas Resume Technical 9 Nice On Bill Clark. Toronto Star 29 Sept. - Lessons - Tes Teach. 2002: A1. A letter you received from John Smith: Smith, John. Letter to the author. 15 June 2005.

Twain, Mark. “Banned in Concord.” Letter to Charles L. Webster. 18 Mar. 1885. Letter 850318 of Mark Twain . Art - Hands Language Sign Language. Ed. Jim Zwick. 2005. 10 Oct. 2005.

Treat citation as if it is Formative And Summative Assessment - Lessons Teach a book with no author stated. Indicate if the citation is for a chart or a map. 2004 Andex Chart . Chart. Windsor, ON: Andex, 2004. Canada . Map. Ottawa: Canadian Geographic, 2003. “Dallas TX.” Map.

2005 Road Atlas: USA, Canada, Mexico . Greenville, SC: Michelin, 2005. Components: 1) Name of Trendy Technical On composer. Assessment - Lessons Teach. 2) Title of ballet, music or opera, underlined, 3) Form, number and key not underlined. Beethoven, Ludwig van. Fur Elise.

Strauss, Richard. Traumerei , op. 9, no. 4. Components for a published score, similar to a book citation: 1) Name of composer. 2) Underline title of ballet, music, opera, as well as no. and op., important words capitalized, prepositions and conjunctions in Vintage Clip - Sign Language Sign lower case.

3) Date composition written. 4) Place of publication: 5) Publisher, 6) Date of publication. Chopin, Frederic. Mazurka Op. 7, No. Formative And Summative Assessment Teach. 1 . New York: Fischer, 1918. Ledbetter, Huddie, and John Lomax.

Goodnight, Irene . 1936. New York: Spencer, 1950. Stier, Walter C. Sweet Bye and Bye . London: Paxton, 1953. Weber, Carl Maria von. Invitation to the Dance Op. 65 . 1819. London: Harris, 1933. 29.

Painting, photograph, sculpture, architecture, or other art form. Components for citing original artwork: 1) Name of artist. California Prison Hunger Strike Ends, Of "immense. 2) Title of artwork, underlined. 3) Date artwork created. 4) Museum, gallery, or collection where artwork is Formative And Summative Teach housed; indicate name of owner if private collection, 5) City where museum, gallery, or collection is located.

Ashoona, Kiawak. Smiling Family . 1966. McMichael Canadian Art Collection, Brancusi, Constantin. The Kiss . 1909. Tomb of T. Rachevskaia, Montparnasse. The Great Sphinx . [c. 2500 BC]. Giza. Ingres, Jean-Auguste-Dominique.

Odalisque . 1814. Louvre Museum, Paris. Raphael. The School of Athens . 1510-11. Stanza della Segnatura, Vatican Palace, Rude, Francois. La Marseillaise . Nurse Practitioner Nurse Practitioner. 1833-36. Arc de Triomphe, Paris. Components for artwork cited from a book: 1) Name of artist.

2) Underline title of artwork. Formative And Summative Assessment - Tes Teach. 3) Date artwork created (if date is Restaurant Menu uncertain use [c. 1503] meaning [circa 1503] or around the year 1503). 4) Museum, art gallery, or collection where artwork is And Summative Assessment - Lessons house, 5) City where museum, gallery, or collection is located. 6) Title of book used. 7) Author or editor of book. 8) Place of publication: 9) Publisher, 10) Date of publication. 11) Other relevant information, e.g. figure, page, plate, or slide number. Abell, Sam. Japan . Nurse Practitioner. 1984.

National Geographic Photographs: The Milestones . By Leah Bendavid-Val, et al. Washington, DC: National Geographic, 1999. Carr, Emily. A Haida Village . [c. 1929].

McMichael Canadian Art Collection, Kleinburg, ON. The McMichael Canadian Art Collection . By Jean Blodgett, et al. Toronto: McGraw, 1989. 134. Kasebier, Gertrude. The Magic Crystal . [c. 1904]. Formative And Summative Assessment - Tes. Royal Photographic Society, Bath. A Basic History of Art . By H.W.

Janson and Anthony F. Janson. Englewood Cliffs, NJ: Prentice, 1991. 412. Leonardo, da Vinci. Mona Lisa (La Gioconda) . [c. Nurse Practitioner Resume Nurse Practitioner Resume Sample. 1503-5]. Louvre Museum, Paris.

Favorite Old Master Paintings from the Louvre Museum . New York: Abbeville, 1979. Formative And Summative - Lessons. 31. Michelangelo. David . 1501-04. Accademia di Belle Arti, Florence. The Great. Masters . By Giorgio Vasari. Trans. Gaston Du C. de Vere.

New York: Park Lane, 1986. 226. Sullivan, Louis. Wainright Building . 1890-91. St. Louis, MO. A Basic History of Art . By H.W. Inspiration 9 Nice On. Janson and Anthony F. Janson. And Summative Assessment - Tes Teach. Englewood Cliffs, NJ: Prentice, Tohaku, Deme.

Ko-omote Female Mask . Edo period [1603-1867], Japan. Naprstek. Museum, Prague. The World of Trendy Ideas Technical 9 Nice Masks . By Erich Herold, et al. Trans. Dusan. Zbavitel. And Summative Assessment - Tes Teach. London: Hamlyn, 1992. 207. Vanvitelli, Luigi, and Nicola Salvi.

Chapel of St. John the Baptist . Emec Egyptian Mud Engineering. 1742-51. Sao Roque, Lisbon. By Rolf Toman, ed. Baroque: Architecture, Sculpture, Painting . Formative And Summative - Tes Teach. Cologne: Konemann, 1998. 118. Components for a personal photograph: 1) Subject (not underlined or put in quotes). 2) Name of person who took the 25 Quiz Monday Pathway - Ppt Video photograph.

3) Date photograph taken. War in Iraq: Operation Iraq Freedom on CNN. Personal photograph by author. Great Wall of China, Beijing, China. Personal photograph by Cassy Wyse. 28 July 2005. Components: 1) Patent inventor(s) or owner(s). 2) Title of patent. 3) Issuing country and patent number. 4) Date patent was issued. Arbter, Klaus, and Guo-Qing Wei. “Verfahren zur Nachfuhrung eines Stereo-Laparoskope.

in der minimal invasiven Chirurgie.” German Patent 3943917. July 1996. “Conversion of Calcium Compounds into Solid and Gaseous Compounds.” US Patent 5078813. Kamen, Dean L., et al. “Transportation Vehicles and Methods.” US Patent 5971091. 31. Performance: (ballet, concert, musical, opera, play, theatrical performance) Disney’s The Lion King . By Roger Allers and - Lessons - Tes Irene Mecchi. Dir. Julie Taymor. Music and lyrics by Elton John and Tim Rice.

Princess of Wales Theatre, Toronto. 9 June 2002. The Hobbit . By J.R.R. Tolkien. - Ppt Video. Dir. Kim Selody. Perf. Herbie Barnes, Michael. Simpson, and Formative Chris Heyerdahl. Living Arts Centre, Mississauga, ON.

The Nutcracker . By Pyotr Ilyich Tchaikovsky. Chor. and Libretto by Practitioner Sample James. Kudelka. Cond. Ormsby Wilkins and Uri Mayer. National Ballet of. Canada. Formative - Tes. Hummingbird Centre, Toronto. Hands - Sign | Baby. 30 Dec. 1999.

Phantom of the Opera . By Andrew Lloyd Webber. Lyrics by Charles Hart. Dir. Harold Prince. Based on novel by Gaston Leroux. Pantages Theatre, Toronto. - Tes Teach. 20 Sept. Inspiration Skills 9 Nice. 1998. The Shanghai Acrobats . By Incredible! Acrobats of China.

Living Arts Centre, Mississauga, ON. Formative And Summative Assessment. 4 Mar. 2005. Components: 1) Title of Prison Hunger Strike episode, underlined; or in quotes if appropriate. 2) Title of program, underlined. 3) Title of series. 4) Name of network.

5) Radio station or TV channel call letters, 6) City of local station or channel. Formative Assessment - Tes. 6) Broadcast date. The CFRB Morning Show . By Ted Woloshyn. CFRB Radio, Toronto. 12 Sept. 2003. Law and Order . Prod. Wolf Film, Universal Television. NBC Television Network. WHEC, Rochester, NY. 16 Oct.

2002. “New Threat from Monday Phosphate Pathway - Ppt Video, Osama?” By Jim Stewart. CBS News . WBEN, Buffalo. “New York Museum Celebrates Life of Einstein.” By Martha Graybow. Reuters, New York. WBFO, Buffalo. 13 Nov. 2002. “The Nightmare Drug.” By Bob McKeown, Linden MacIntyre, and Hana Gartner. The Fifth Estate . CBC, Toronto.

16 Oct. 2002. “U.S.: Tape Sounds Like Bin Laden.” AP, Washington, DC. On Your Side . WGRZ-TV, Buffalo. 13 Nov. 2002. 33. Assessment - Lessons - Tes. Recording – Music CD, LP, magnetic tape: 1) Name of author, composer, singer, or editor. 2) Title of - The Mud Engineering & Chemicals song (in quotation marks). 3) Title of recording (underlined).

4) Publication medium (LP, CD, magnetic tape, etc.). 5) Edition, release, or version. 6) Place of publication: Publisher, Date of publication. If citing from Internet, see Item 23. Backstreet Boys. Larger than Life . Millennium. CD. Exclusive Management by.

The Firm, Los Angeles, CA. Mastered by Tom Coyne, Sterling Sound, NYC. Burch, Marilyn Reesor. Mosaic . CD. Writ., dir. and prod. Marilyn Reesor. Burch. Choirs dir. Don and Catherine Robertson.

Barrie, ON: Power. Plant Recording Studio, n.d. Burch, Marilyn Reesor. And Summative Assessment - Lessons. Mosaic . CD. Writ., dir. and prod. Marilyn Reesor. Burch. Inspiration 9 Nice On. Choirs dir. Don and Catherine Robertson. Barrie, ON: Power. Plant Recording Studio, [c.

1997]. Note: “n.d.” means “no date” available. [c. And Summative Assessment - Lessons. 1997] means “circa 1997.” McDonald, Michael. Clip Hands | Baby Language. No Lookin’ Back . LP. Prod. Assessment - Lessons. Michael McDonald and. Ted Templeman. Engineered and mixed by R. ThinkPad ACP Patch for Restaurant Menu ThinkPad 600, 770, and 770E . Diskette.

Vers. 1.0. Tape Recording: Cassette, DVD (Digital Videodisc), Filmstrip, Videocassette. Covey, Stephen R. Living the 7 Habits: Applications and Insights . Cassette. tape recording read by author. New York: Simon, Audio Div., 1995. Ginger . And Summative - Tes. Solid Ground. Cassette tape recording from album Far Out . Vancouver:

Harry Potter and the Prisoner of Azkaban . Lecture Phosphate Video. Dir. Formative And Summative Assessment - Tes. Alfonso Cuar o n. Based on novel. by J.K. Rowling. Perf. Daniel Radcliffe, Rupert Grint, and Emma Watson. DVD. Warner, 2004. Jane Austen’s Emma . Videocassette. Meridian Broadcasting. California Prison Ends, Conditions. New York:

New Video Group, 1996. Kicking Screaming . Dir. Jesse Dylan. Writ. Formative - Tes. Leo Benvenuti and Steve Rudnick. Perf. - The Egyptian Mud Engineering & Chemicals Company. Will Ferrell and Robert Duvall. DVD. Universal, 2005.

The Sisterhood of the Traveling Pants . Dir. Teach. Ken Kwapis. Based on novel by. Ann Brashares.Perf. Amber Tamblyn, America Ferrera, Blake Lively, and Alexis Bledel. DVD. Warner, Dungaree, 2005.

Super Searching the Web . Videocassette. Lancaster, PA: Classroom Connect, The Wizard of Oz . Dir. Victor Fleming. Based on book by Lyman Frank Baum. Perf. Judy Garland, Frank Morgan, Ray Bolger, Bert Lahr, Jack Haley, Billie Burke, Margaret Hamilton, Charley Grapewin, and the Munchkins. MGM, 1939. VHS.

Warner, 1999. State author, title of Prison Hunger Ends, unpublished dissertation or thesis in quotes, label Diss. or MA thesis, name of university, and year. Elmendorf, James. “The Military and the Mall: Society and Culture in Long Beach, California.” BA. thesis. Hampshire College, 1995.

Jackson, Marjorie. “The Oboe: A Study of Its Development and Use.” Diss. Columbia U, 1962.

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ander monson essay I fear for the essay, friends, and its bad reputation. It feels white and dull, dusty, old. Encased in tombs like the Oxford Book of the Essay. Each year's Best American is not a yawn, exactly, since some of the individual essays are good enough when read and thought about, but as a whole they are not particularly inviting, exciting, compelling (though: [here]). They lack, what, pizzazz? Flash?

Flare? Fireworks? Prestidigitation? Say what you want about the spectacle of And Summative Assessment - Lessons Teach memoir, but it at least seems timely. Hot. Fresh. Glittery. Emec - The Mud Engineering & Chemicals Company! Fake. It has the veneer of reality or reality show. It as much as anything else appears to be about the And Summative Assessment - Tes Teach, stuff of - Sign | Baby our lives, or the wished stuff of our lives: suffering, crime, sexual politics, revelation, television, possibly hot tubs, body waxing, celebrity, and bikinis. You know a memoir might be trashy but it will entertain us.

But essays? They are easy chairs. Thinky. Stable. The nice sensitive older guy driving a 92 Volvo. The smell of aged pine. They are sedentary. They connote senescence. Walnut desks stranded in unused studies that smell like centuries of pipe smoke. You have to admit it does not feel like a youthful form. All of this sob story for Formative Assessment - Tes Teach the essay is concurrent with the declining technology of the newspaper, the literary journal, and other print media that gave rise to many of the essay's brightest stars.

We still have commentary but it's moved online. Lecture 25 Quiz Pentose Phosphate Pathway! It's become increasingly an amateur sport. And Summative - Lessons - Tes Teach! Distributed via blog and amazon reviews by Top 500 Reviewers to you, the consumer. Resume! Perhaps it's only fair. Maybe the lyric essay is an exception. A sparkler, a firecracker on a summer evening. It alone is saucy, upper lip curled. Flirty in its assignations with poetry. More than a little rebellious, contemptuous of any curfew placed upon it.

It inhabits the margins already, barely an essay, hardly claiming any cultural weight. And Summative Assessment - Tes Teach! We'll return to this lonely roamer later. A sign: a sigh was my response to the essay when I discovered it. I did not lack love for its meanderings, its attempts to convey the motions of Trendy Inspiration Ideas Resume Technical 9 Nice On thought, but it felt remote. Isolated. Writ in stone and Formative And Summative Assessment - Lessons, handed down. Unapproachable. Emec & Chemicals Company! The production of years of pristine thinking and immersion journalism. It is seemingly inaccessible from an artist's standpoint without deploying some kind of wizardry. Assessment Teach! As an Resume Nurse Practitioner enthusiast of literary forms, I faced the wall.

I looked up it, looked around it. Saw only wall and And Summative Assessment, wall and wall. Brick after brick. No chink. No crinkle in its face. This is one trajectory. Introduction to the Hack. Hacking is at heart a creative activity. It is Clip Art - - Sign Language first, simply, an exploration, an opening up, of a system. Assessment Teach! A kind of Vintage Clip Art - - Sign Language Sign Language problem solving.

When we say hack , we probably mean to illegally access a computer system by any one of various means, probably by someone geeky, eggheaded, to plant a virus in some high-level Dept of Defense computer, but that's reductive, pejorative, sloppy thinking. Formative And Summative Assessment! Most hackers who illegally access computer (or other) systems do it not to break the law but because we want access. Because we see a system and Pentose Phosphate - Ppt Video, we are not allowed inside it. Because we see that apparently impenetrable tower and we want to Formative And Summative - Tes, know what rests within its walls. More loosely, a hack is an ingenious use of technology to accomplish something that is otherwise impossible to accomplish.

It is a bridge from one land mass to Vintage Clip Art - Hands Language Language, another over deep water. It appears, like any sufficiently advanced technology, as a kind of Assessment Teach magic. It comes out of the insoluble. It is surprising. Pleasing. Restaurant Menu! Amazing.

For instance, a famous hardware hack, the red box, repurposes a Radio Shack autodialer (a portable, pre-cell-phone device that could store and automatically dial numbers) via some soldering to Formative And Summative Assessment - Lessons, mimic the Hunger Conditions, tone (technically a series of four tones) that indicates to a pay phone that a quarter has been deposited, allowing me to call anywhere for free. The blue box (the even more famous hardware hack) generated the 2600 Hz tone and allowed a hacker (well, technically the term is phone phreak ) to take control of the trunk line and And Summative - Tes Teach, go wherever he wanted to go in Nurse Practitioner Resume, the phone system. These hardware hacks commanded knowledge of a system (often discovered accidentally, or through long evenings of Formative And Summative Assessment - Lessons Teach trial and error) to Restaurant Menu, accomplish control. For some users of the red box, the Formative, device is about free calls. For others it is about the Vintage - Sign | Baby Sign Language, act of accessing the network, of bypassing a lock quite ingeniously, it allows further exploration, node by node, of a network.

But regardless the hack is the And Summative, trick, not what use it's put to. I have lived the life of accessing networks, exploring PBX systems and phone lines, been publicly punished for it, for my audacity. Illegal access to credit cards, to databases of hundreds of thousands of credit cards. Emec & Chemicals Company! I didn't use credit cards for anything: I simply wanted access to them, to the growing, private world of information stored on thousands of servers lined up, hidden away in banks of modems. Because I could, I tell myself, I wanted in. I hesitate to try to ascribe a particular motivation to my actions in Formative And Summative Assessment - Lessons - Tes Teach, retrospect. The brain reconfigures memory, reorders events, resets them among other events to form narrative, causality: it creates sense. The mind tells itself stories about what happens to it. So me saying that I did X because of California Prison Hunger Conditions Of "immense Y rests on thousands of assumptions about Formative Assessment, who or what I think I am, how I thought of myself thentransmuted into how I think about myself now. I can tell myself that I was drawn to hacking because of curiosity or nascent writerly interest but that is almost certainly untrue.

Who knows why I did what I did, why I broke into Michigan Bell trucks armed with smoke bombs and Trendy Inspiration Technical Skills 9 Nice On, centerpunches and mace in case the cops arrived? And who knows what I would have done with the mace if the cops arrived? Any sort of - Lessons Teach attempt to sort meaning from the past is Nurse Practitioner fraught in Formative Assessment Teach, thousands on thousands of ways, exponentially splintering. The more you think about it the more it asymptotically approaches impossibility. Lecture 25 Quiz Pentose Phosphate Pathway - Ppt! This is not to suggest we shouldn't attempt it. - Lessons Teach! The attempt is glorious, and attempting rewires the brain.

It moves the circuitry around, attaching a new conclusion to an action, reconstructing self. Trendy Resume Technical 9 Nice! In a way, thinking about the self hacks it. It is after all, our own brain, an impossibly complex system, shifting, synaptic. It is the system, the main subject for literature of any sort, the perfect subject, also seemingly inaccessible. The memoir appears to try to - Lessons Teach, understand but mostly it narrates. airs action out, reveals it. It offers us confession, prepackaged narrative arc: redemption, for Trendy Resume Skills 9 Nice On instance. It thinks it thinks but it does not quite get there.

The essay instead, lonely sentences stretching across the Formative, page, unfurls, representing thought. The essay affords us the California, best way to hack this system. Let me take another shot at it. My primary experience with video games is one of exhaustive exploration. While I can't quite admit the level of exhaustive play that characterizes those who write completist walkthroughs for, say, Final Fantasy XII, which I have logged 110 hours playing on the PS2 (helpfully the game tracks my addictive hours), I do spend a lot of time thinking about and being immersed in game worlds. “Split Infinity,” the writer who compiled the FAQ/Walkthrough I have been consulting for some of the more arcane secrets that the game holds, is one of these superexhaustive players slash writers. Formative And Summative Assessment! The FAQ, the Walkthrough: these forms are a response to the complexity of a created system. The FFXII FAQ is exceptionally exhaustive (a sort of split infinity). It is 1600 pages. 800,000 words, though I have some doubts about what MS Word is California Prison Hunger Strike Of "immense counting as a word. It took him more than 400 hours to write this tome, based on more than 1000 hours of gameplay, exhaustively exploring every conceivable pathway through this created, interactive space.

I would argue this is Formative And Summative Assessment - Lessons essay, even as it is an informative document. It is a record of an individual (and eventually collaborative) exploration of a system. Vintage Clip Hands Language! It is a fairly ingenious solution to a problem: where can gamers go to find information about Assessment - Lessons, how to get the Zodiac Spear, for instance (the answer is very far from obvious). The Internet is the perfect distributed system for assembling these sorts of answers. California Prison Hunger Conditions! For hacking the problem into soluble chunks and Assessment Teach, distributing it across thousands of players' experiences. Split Infinity has done it for us. It is a staggering achievement. Too, it is a hack.

Through exhaustive play and documentation he (or otherspeople in this way work collaboratively) has discovered a number of secrets I had no idea the game held. He has accessed secret rooms in the dungeon, and he's given us the key. He's opened up hidden areas in the system. His FAQ lists 61 easily missable things in the game (sometimes these are called easter eggs). There are of course a thousand hacking FAQs and walkthroughs of ways to hack specific computer and other systems. The writers of these hacks are often anonymous but they have brought gaming zeal to their subject. They ferociously descend on Nurse Resume Nurse Practitioner Resume Sample, the system and do not come out until they have penetrated it. It's a little male, though, you have to admit. Reading these FAQsor, better, writing themadds pathways to the brain. Formative - Lessons! Adds syntax where there was none.

Itcomplicated system as it isattempts to reckon with an even more complicated system. To map it out. To render it inert, paused, interrupted, in another form. Essay as Simulated Mind. The essay tries hard to California Prison Hunger, solidify the motions of thought. Itmore than most other forms of And Summative Assessment writingis not as beholden to tradition, restriction. Sure, it's, like, old. Totally AARP. We can date it back to Montaigne, or, trying harder, Seneca. I have to admit that Montaigne bores me. Seneca, too, really, and most of what we call the moral essayists, publicly thinking about individual behavior as part of a society, offering suggestions for better living, and so on.

Maybe it's my age. Maybe it's that I want to sex it up. The essay does not rely on narrative arc (though it can). It does not rely on lyric motion (though it can). It can potentially incorporate anything, draw from anything, in search of the Vintage Clip Hands - Sign Language, range of motion of human thought that it attempts to present. It is a sticky ball.

It is the video game Katamari Damacy. It accommodates. Like the brain. Each essay we read is as close as we can get to another mind. It is a simulation of the mind working its way through a problem. This is not to suggest that every essay is good, revelatory, successful, fruitful, interesting. But stepping into an essay is stepping into the writer's mind. We are thrown into the labyrinth, a huge stone rolling behind us. It is a straight shot of the brain in all its immediacy, its variety, strands of half-remembered text, partly-thought-through ideas, images below the Formative And Summative Assessment Teach, surface of memory. We are thrown into Monday Phosphate Pathway - Ppt, process: of thinking, which is - Lessons like an algorithm, a machine for replicating or simulating thought: So, a quote to add to California Hunger Strike Conditions, our ball, a line to add to Formative Assessment - Lessons, our algorithm, one strand of thinking: . the essay is decried as a hybrid; that it is lacking a convincing tradition; that its strenuous requirements have only rarely been met: all this has been often remarked upon Restaurant Menu, and censured. The quote is from Theodor Adorno's essay, The Essay as Form.

Here we find ourselves. We find ourselves plucked out of our lives and are transplanted in the middle of a mind. A plot, really, strung together of thought. And Summative Assessment! Of a linguistic situation. An argument.

Given that the essay lacks tradition, what then? And later: Luck and play are essential to 25 Quiz - Ppt Video, the essay. It does not begin with Adam and Eve but with what it wants to discuss; it says what is at issue and stops where it feels itself completenot where nothing is left to say. Formative And Summative Assessment! The essay claims its own limits and Hands Language | Baby, works within them: as it works, so does the mind. As the argument shifts, cuts back, or redoubles, uncovering something the essay did not know it knew (for that is And Summative Assessment Teach every essay's purpose, to wend, explore, to sidetrack as it must), so goes the processes of the Nurse Resume Sample, mind.

It freezes thought for us. Of course this fixity is a lie: one line of thought extends and becomes yesterday, diaspora. The second time through an essay in revision we are not the Assessment - Tes Teach, same combination of brain and body; the network has shifted and Vintage Hands - Sign | Baby, what we thought we thought is Formative Assessment - Lessons - Tes Teach no longer what we think. And by thinking we erase or redouble thought, confirming or denying it. So the essayist tweaks the essay, smooths out a transition, takes another branching path. And that version of thought is fixed and left, a pathway in Trendy Inspiration Technical, the brain, graphite trace on the page. And Summative - Lessons - Tes! And on and on until the essayist gets up and gives it up. The essay should change on every public reading or recitation as something new occurs. Mud Engineering Company! But it's impossible in art.

Finally we have to let it go and hope it will show the Formative And Summative - Tes Teach, reader something new. Reading essays gets us closer to others' thinking, or at least the most recent version. Writing them gets us closer to our own. It at least allows us to interrupt the constant motion of our minds to Restaurant Menu, put something down and And Summative Assessment - Lessons, consider it, think about it from a year removed, or from space on the shuttle, or in a different space, overlooking another view from a new hotel in a different city. And what about the lyric essay? Have we forgotten it? It proceeds in chunks, disconnected fragments.

It pauses, tacks around the Clip Art - - Sign Language, subject or dead-end through white space. In some ways the lyric essay is the most essay sort of essay. Our lyric variety of the essay is a polyglot. It is pansexual. If the essay is Formative Assessment - Lessons a ball, the lyric essay is a super sticky power ball. But calling the essay lyric doesn't add all that much. It specifies, I guess, that this essay is Monday a lyric one. It closes down some of the dimensions through which essay might move. Essay itself is already polymorphic.

It is oversexed in its potential union with anything: polemic, story, treatise, argument, fact, fiction, lyric. But lyric has freshened up the essay world, it seems, so we should be grateful. This semester I am assigning mind-hacks of sorts to And Summative Teach, my fiction writing workshop. I am asking them to interrupt their sleep patterns to write, to alter their methods of composition which means changing their thinking, reducing it, at least at the generative stage. To feel the force necessary to strike keys on a manual typewriter. To only write in abandoned buildings. To dictate into a microphone. To write hungry. Inspiration Resume Technical Skills 9 Nice On! Exhausted. If I could, I'd prescribe some psychotropic drugs.

The brain gets used to its own strategies when we write. It finds the path of least resistance, like a liquid on a surface. It moves. It settles into And Summative - Lessons - Tes Teach, ruts. I am trying to - The Egyptian Mud Engineering, get my students to write from different mental states, to find their way to different voices.

I think of Assessment - Tes Teach this as a way of Inspiration Ideas Resume 9 Nice On hacking the brain, to get ittechnology as it isto go someplace it is unaccustomed to. I want them to Assessment Teach, try to Practitioner Practitioner Resume, feed it different stories, different stimuli, in an attempt to get it to generate different sorts of texts. Essay as Interruption. Formative Assessment - Tes Teach! The world moves. Art stops it. Restaurant Menu! The essay stops it. It is a temporary thing, but necessary.

You know the photographic trope where the city's streets are illuminated with the Formative And Summative Assessment - Lessons Teach, lighted headlight trails of cars, their past motion and present location represented as trails and curls. Time-lapse photography uses trickery to represent flux as static, as history. Beauty occurs in isolation, from a distance. When we pause our DVDs and can admire the frozen shot remaining, the Of "immense, curl on one lip, the flex in a ninja sword, the expression of the And Summative - Tes, face. The essay, like a poem, acts as fermata.

It processes ideas, images, texts, or objects at its own speed. It rewinds, meditates, circles, returns, sits and spins if it must. And it should. It is, like all good art, an interruption, an intervention between the world and Restaurant Menu, the mind. Its status as a weird sort of Formative - Lessons hybrid comes from this. Stories have forward motion.

They are driven by what happens. The essay is propelled by what it thinks about what happens, or what it thinks about a subject. It turns the subject in its mind. Trendy Inspiration Resume Skills 9 Nice On! It gets all self-conscious. Too self-conscious sometimes. Formative! The essay can lock up, find its way to infinite recursion: what do I think about what I think about what I think about Emec Egyptian Mud Engineering Company, etc.? If left undisturbed, thinking can spiral down. The essay-space is a dreaming space. Everything is allowed.

It might move erratically, as in dreams, with its own logic. It can tangent out, follow a line as far as it can go. As I sit here writing this, looking out the window at passing traffic, cold people, a fire truck comes blaring by, sirens on. An ambulance follows. My gaze heremy train of thought, toois interrupted. Back to regularly scheduled traffic programming. Two minutes later another fire truck blows by, moving fast. These vehicles are en route to And Summative Assessment, intervention.

A home might be on fire. People might be dying even as I speak, their flesh crisping up or melting off. It could be a false alarm. If I were a real investigative essayist, or journalist, I'd be up and in my car, on Restaurant Menu, their trail, trying to dodge the resuming traffic, hoping to see something exciting or terrible. I am not. I haven't moved. A girl opens the door across the street. The pizza delivery guy is inside. Nothing is happening.

They are both just sitting there. Her boyfriend, apparently wearing Zubaz, looking a little like an animal, shows up from the back. There is a transaction. You can try to keep the Formative And Summative Assessment - Lessons - Tes, world out, but it intrudes on the mind, on the language taking shape. I believe in interruptions. I believe in sidetracks. The pizza guy is from Domino's. I used to Restaurant Menu, deliver Domino's in Ames, Iowa. I liked their pizzas in high school: sausage, green pepper, and onion, in particular. Formative And Summative Assessment - Tes Teach! It is amazing that writing these wordsand reading them each timestimulates my hunger even now.

Take that, brain! Take that, body! The job sucked but paid occasionally well. There were stories about being tipped with sexual favors which never happened to anyone I knew, surprisingly, buff dudes with ripped abs and spray-on tans as we were. I was in grad school. Everyone there was younger than me and enjoyed humiliation. Nurse Nurse Practitioner Resume! I quit that job. The apartment across the street has a wadded up American flag dangling from a pole.

This must mean something but I know not what. Perhaps if I think about it long enough, allow the mindand the sentenceto swirl around it, it will dream and yield up its meaning (or I can fool myself into thinking that it will yield its meaning). Essay accommodates. And Summative - Lessons Teach! It expands. It contracts. It is a flexible technology. Prison Strike! The good essay advantages itself of interruption.

Thinking, after all, is not dramatic. Because it is isolated, potentially pure mind, it can spin and spin. If the essay interrupts time's forward motion, then it loses out on the pleasures of time: urgency, dilemma, arc, sequence, pressure. Left without constraint, the And Summative - Lessons, essay languishes. Restaurant Menu! Even an Formative Assessment argument must move inexorably forward, however fraught, however much we know that our thinking the Emec Egyptian & Chemicals Company, next time around will change. Formative And Summative Assessment - Tes! Of course any text moves forward. Restaurant Menu! It reads (and composes) word by word, sequentially, line by line and on And Summative, down the page. It stacks up like in Tetris.

It creates pressure on Lecture Monday Phosphate Pathway - Ppt, the thinking. Even as the essay diverges in its thought processes, as it follows tangents and diversions, there's still the expectation of convergence, of Formative Assessment - Lessons a final arc. We want the essay to rise and take its shape. We want to be pleased. - Sign | Baby Sign! We want cohesion. Maybe we want redemption for Formative - Lessons your or our sins. We want rising and falling action, even in essay. Ideas Technical 9 Nice On! The smart essayist knows this. She uses the reader's expectations to her advantage.

She understands that even faced with infinity we need constraint. I believe in the fragment. It's the most honest representation of anything. It acknowledges gaps, its lack of comprehensiveness, its ability to surround and control a subject, an idea. And Summative Assessment - Lessons Teach! Of the literary forms, the essay is the most open to fragment. Because it tries to represent thinking, it knows only so much. It constantly faces the edge of what it knows and stares off the edge into a darkness filled with question marks. The essay is about limitations.

It understands itself. Egyptian Mud Engineering & Chemicals! Because it forgoes much of the structure of poem or story, it gets by on its own ability to expand and consume whatever we feed it. It is - Tes Teach self-replicating, expanding like a virus. Perhaps it's more accurate to say an essay is like a worm, spreading across systems, sending out Restaurant Menu, new shoots. And Summative Assessment - Lessons - Tes! It is modular, nodular.

And of the forms of the essay, the lyric essay swallows fragments most easily. Vintage Hands - Sign Language | Baby Sign! In order to accommodate gap, the essay must ape the poemit must create an Formative And Summative - Lessons Teach openness, an attention to beauty rather than meaning, at least on the micro-scale, it must jump through gaps and continue on, an elision of the white space on the page. I am a writer who likes constraint. For me this means form: that which constrains or exhibits the Hunger Ends, Conditions, effective constraints of a system. It is an obsession.

Forms come in dreams. Formative Assessment - Lessons - Tes! They structure dreams. They embody system. The outline is a system. The index is Prison Strike Of "immense a system, or it relies on system. Indexes show up in all three of my books: as poem, as story and functional index, and as essay.

So the essay begins for me with the Formative Assessment - Lessons Teach, acknowledgment of system. This limits the motion, the options for the essayist. It allows the thinking and Nurse, rhetoric to expand and run along the edge. This is what hacking does. Hacking engages with a system, with its physical or digital limitations, the impossibility of - Lessons Teach access to California Prison Conditions Of "immense, parts of the system, for instance, without authorization. The limits of the Unix structure of read/write/alter rights. The limits of human ingenuity when it comes to choosing passwords (hint: we are not very ingenious at all; unfortunatelyfor two reasonsthe weakest part of any system is the human. The first reason is that it's unfortunate from a hackerly point of view that the easiest way in is the And Summative Assessment - Lessons - Tes Teach, least technologically sophisticated: guessing. Or educated guessing, based on what I can find out about a person. Or what we used to 25 Quiz Phosphate - Ppt Video, refer to as social engineering, talking people into Assessment - Tes Teach, revealing their passwords or setting up an account.

A form is like a challenge. A wall. A system of rules. A dungeon. Signifiers accessing other signifiers. Given the Emec & Chemicals Company, rules of system X I want to hack it, see what it can be repurposed to do. In this way writing the essay accesses the system, breaks the locks off of And Summative Teach it, pushes against it, line by Restaurant Menu, line, and transforms . My friend Nicole has a purse made out of candy wrappers woven together. It is And Summative Assessment - Lessons - Tes a beautiful object: glossy, slick, enclosing, crafty. I find myself wanting to fill it with candy but in practice she fills it with the usual stuff of a purse, a world I don't typically have much access to. The pleasure for me of looking at this artifact is dual: I recognize it is a purse.

On closer inspection we see it is made up of candy wrappers. It is both things and neither, and in so doing it is something more. It is transformed. It is Mud Engineering also falling apart. It is an object transformed into another object. It was made, and doubly made (in the process being unmade, losing its former function), and now it is slowly unpeeling. I wonder if the half-life of the object is intentional.

That, like a candy wrapper, it is finally disposable, reducing to Formative And Summative Teach, the memory of what it contained, a ruin. I write this talk on my new word processing program. It's called WriteRoom (click here), and Inspiration Ideas Technical Skills 9 Nice On, it is fantastic. The screen I am writing on mimics the look (in some ways) of - Tes Teach a green-screen monochrome monitor, the kind you'd find on an Apple IIc, for instance, or an old IBM PC. Restaurant Menu! In this way the Assessment - Lessons - Tes, writing of thisthe essaying of it, for I have only California Hunger Strike Of "immense, a vague sense of where I hope this essay to gois physically not all that dissimilar from my experience sitting in front of computer screens looking at the login prompt of a BSD Unix system or the entrypoint for an unknown database, announcing almost nothing about itself. I am there again in one dorm room or another, or downstairs in the basement of my parents' split-level, thinking about Formative And Summative - Tes, ordering Domino's and Hands Language, quaffing Cokes, fingering my bag of dodecahedron DD dice, playing some Sisters of Mercy on my boombox bought from And Summative Assessment - Lessons a duty free shop in Dubai. I am feeling cool. The world is stretched out in front of me, accessible via keyboard, via text input into a machine. It is a series of walls and gateways. This is a generative space for me. It is like a dream.

It is light spreading out in darkness (green light growing on the black screen). It is Inspiration Ideas Resume Technical Skills 9 Nice like an electric dungeon. Hacks surround us. And Summative - Tes! The world is Restaurant Menu made of them, of ingenuities. Of technical responses to particular problems, which is to say the world is made up of designs. Formative - Tes Teach! The essay is one of these, a technology repurposed in California Hunger, any given instance to solve a sort of problem, one that it does not know it is meant to solve until it solves it. Formative And Summative Assessment - Lessons Teach! It is an exploration; it serves the function of Restaurant Menu art, treading out in darker waters. Formative And Summative Assessment! Even this essayespecially this essayis a hack.

Given the idea an essay is a hack I have been trying to find ways to Vintage Clip - Sign | Baby Sign, make it work, to wave my hands, trace my thoughts, produce language, produce magic. When I was sixteen, I broke into the mainframe of Comerica bank in Michigan. The details are now distant. It was simple. Really no hack at all. It required a couple minutes of guessing passwords. And Summative Assessment - Lessons - Tes! Once I found the dial-in number it led to Egyptian Mud Engineering & Chemicals Company, an unlocked door.

I used our dormitory resident assistant's phone line that I had rerouted from his room above mine to - Lessons, my own. Two security personnel from the bank visited me shortly thereafter, having traced the call. I hadn't thought to Lecture 25 Quiz Monday Pentose - Ppt Video, try to make my number more difficult to trace; in a way it did not occur to me that they might take offense at my exploration, my intrusion. They asked me questions for an hour about what viruses I had uploaded into the system. I was dumbfounded. They expectedor maybe fearedthe worst. What I cared about was simply being inside, typing words and sending them through my modem to And Summative Assessment, their modem to their mainframe system, something larger, more complex, more powerful and godlike and awful and other than my personal computerand having it respond. Practitioner Resume Practitioner Resume Sample! Eventually I was not allowed to have a phone line for obvious reasons. I had acquired master keys for the campus that year, and I went about rerouting two phone lines from the switchboard in the basement: one snaked up to my room. I painted the Assessment - Lessons - Tes Teach, phone line the color of brick (or perhaps I wish I hadthere is no way to tell if this is a fabrication; it feels too ingenious in retrospect, the mind says: you weren't quite that crafty) and bent the California Conditions, lead panes in the dorm room window to accommodate the line. The other line I snaked up to my friend Jason's room.

We had hollowed out And Summative Assessment - Lessons, one of the standard-issue dressers so that the drawer faces were just façade. I had installed a computer in his hollow dresser for my BBS, Datacrime International, to run 24-7 on Restaurant Menu, a modem and the rerouted, dedicated line. I admired that hack, that hiding of the machine in Formative And Summative Assessment, the dresser. It was like a literary symbol, I thought to myself appreciatively. Or perhaps I think so now. I also rewired the phone system of the dorm so that the payphone was connected to one of the professors' lines, allowing everyone to call for free. It was an Restaurant Menu elegant solution to a particular problem: being stuck at boarding school with no money, no phone lines, and no way out except the pay phone. I freed that passage up. None of this is difficult.

I did not evade detection. I wasn't all that smart. Many hackers I knew were more ingenious, more serious, than me, more adept with assembler code or with the errata of shadowed password files in BSD Unix. What I had, though, was a talent for physical audacity, a willingness to dismantle systems, locking mechanisms, to steal if necessary, to raid dumpsters for manuals, all in the pursuit of access, meaning knowledge, meaning power. And Summative Teach! I have a hundred of these stories, some of which I've recounted before, and that I will recount again. They are a cloud of possibility that resides in the brain part of the body that produces this essay. They constitute this version, this vision, of myself that I periodically let out to play. But with technical ability at writing, and the discovery of the pleasure of plundering received forms, a lot of my interest in the hack moved in a literary direction, towards the intricacy of Nurse Resume language systems. And now the language systems interact with the memory system that recalls the hacker exploits, and behind every essay I write is this hacker persona, this desire for punkrockitude, the trickster impulse. The History of Literature.

The history of literature is the history of experimental literature. Thank God. It isor it mirrors and prefiguresthe history of hacking. Of geographic exploration. Formative And Summative Assessment - Tes Teach! Of body modification projects. Of medical innovation. Of Star Trek mythologies or other invention. Of the human urge to push against, to fill in blanks, to see what else is there behind the there. What person wants to accomplish simply what has occurred before? What writeror artist of Restaurant Menu any sortdesires only to live up to Formative And Summative - Lessons, her forebears?

Experiment interacts and sprouts from literary history. Every poem, every story, every essay must still deliver an Trendy Inspiration Ideas Resume Skills 9 Nice emotional or intellectual experience, no matter how unusual the form. It must still offer arc. It must emanate from a mind and show some trace. It poses questions and resolves at least a few of them. Experiment is a hack of one or more formal element, trying to do without it, to cross a gap. It acknowledges that there is a gap, for starters, and that it is not trivial to cross it.

But those who decry literature as experimental are usually saying something is only experimental, that it lacks human dimension, that it is all brain, no body, no heart. That it is an experiment that has not borne fruit. But the experiment is the process, not the product. The problem is colossal: rendering human experience as text. Finding our way into the nearly-infinite complexity of human interaction, of the human capacity for memory, for Formative And Summative Assessment - Tes language. Our job as writers, as essay writers, is to set out (dare we say essay ) with no clear sense of what the results of the Clip Art - Language, experiment will be, but to And Summative - Lessons - Tes, try to create something of it that is somehow magical. Trendy Inspiration Ideas Resume On! The last strandor maybe fragmentof the essay has yet to fall into place, I think, as I prepare for bed, looking out on the spectacular ripple of lights in the city buildings. After a ridiculous battle with the packaging, I get open one of And Summative - Lessons - Tes ten individually-wrapped pouches of Vanilla Mint-flavored Benadryl Quick Dissolve Strips. That is Nurse Practitioner Resume a lot of adjectives. One of Formative many recent methods of delivering medications (the caplet, the capsule, the tablet, the tab, the Nurse Nurse Practitioner Resume Sample, gelcap, the liquid) all offering us options to the pill, I have been looking forward to this, I think, for months.

I am a huge fan of the Listerine Pocket Pack breath strip. I am a fan of anything that seems solid and then disintegrates in the body. With the pouch finally open, I lay it on my tongue like an offering. Or maybe I am thinking communion. It is heavier than a Pocket Pack Breath Strip but lighter than a communion wafer. It smells tingly. Minty. Formative - Tes Teach! I am amazed by its technology.

On my tongue it holds its form for a minute, longer than I would expect. I watch my mouth in the mirror as it dissolves. Vintage - Sign Language | Baby Language! It takes a long time and leaves an aftertaste of chemicals that somehow equal vanilla mint. And Summative Assessment - Lessons! Even now I can feel it in my mouth and I am pleased. I don't know what this means.

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Cisco IOS Terminal Services Command Reference, Release 12.2. Cisco IOS Terminal Services Command Reference, Release 12.2. Commands LI through SH. View with Adobe Reader on Assessment - Tes Teach, a variety of devices. To identify a specific line for configuration and enter line configuration collection mode, use the line command in California Prison Hunger Ends, Of "immense global configuration mode. (Optional) Auxiliary EIA/TIA-232 DTE port. Must be addressed as relative line 0. Assessment! The auxiliary port can be used for modem support and asynchronous connections. (Optional) Console terminal line. Lecture Monday Video! The console port is DCE. (Optional) Standard asynchronous line.

(Optional) Virtual terminal line for remote console access. Relative number of the terminal line (or the first line in a contiguous group) that you want to Formative - Lessons configure when the Clip - Sign Language Sign Language, line type is specified. Numbering begins with zero. (Optional) Relative number of the last line in a contiguous group that you want to configure. If you omit any keyword, then line-number and ending-line-number are absolute rather than relative line numbers. There is no default line.

This command was introduced. You can address a single line or a consecutive range of Formative And Summative - Lessons lines with the line command. A line number is Lecture 25 Quiz - Ppt Video, necessary, though, and you will receive an error message if you forget to include it. Entering the line command with the optional line type ( aux , console , tty , or vty ) designates the line number as a relative line number. For example, to configure line parameters for line 7 (a TTY line), you could enter the following: You also can use the Formative - Tes Teach, line command without specifying a line type. In this case, the line number is treated as an absolute line number. For example, to configure line parameters for line 5, which can be of any type, you could enter the 25 Quiz Monday - Ppt, following: Absolute line numbers increment consecutively and And Summative Assessment - Lessons Teach can be difficult to manage on Vintage Art - Hands | Baby Sign Language, large systems. Relative line numbers are a shorthand notation used in Assessment - Lessons configuration.

Internally, the Cisco IOS software uses absolute line numbers. You cannot use relative line numbers everywhere, but you can use absolute line numbers everywhere. The absolute line number of the auxiliary port is 1. The relative line number of the auxiliary port is 0. See the modem line configuration command to Ideas Resume Technical 9 Nice On set up modem support on the auxiliary port. The software keeps a table of absolute and relative line numbers that you can display with the show users all EXEC command. A sample display follows: The absolute line numbers are listed at the far left, followed by the line type, and Assessment Teach then the relative line number. Relative line numbers always begin numbering at Restaurant Menu zero and define the type of - Lessons line. Addressing the second virtual terminal line as line VTY 1, for Monday Pentose Phosphate Pathway - Ppt Video, example, is Formative Assessment - Lessons - Tes Teach, easier than remembering it as line 143—its absolute line number. The line types are ranked as follows in Lecture 25 Quiz Monday Pathway - Ppt Video the line table: 2. And Summative Assessment - Lessons Teach! Standard asynchronous line (TTY) 3. Auxiliary port (aux)

4. Virtual terminal line (VTY) The terminal from which you locally configure the Lecture Pentose Pathway, router is attached to the console port. To configure line parameters for And Summative Teach, the console port, enter the following: The console relative line number must be 0. Virtual terminal lines are used to allow remote access to Clip Hands Language | Baby Sign Language the router. A virtual terminal line is Formative And Summative Assessment - Lessons Teach, not associated with either the Monday Pathway - Ppt Video, auxiliary or console port. The router has five virtual terminal lines by Formative And Summative - Lessons - Tes default. However, you can create additional virtual terminal lines as described in the chapter Configuring Protocol Translation and Nurse Practitioner Practitioner Resume Virtual Asynchronous Devices in the Cisco IOS Terminal Services Configuration Guide . Configuring the console port or virtual terminal lines allows you to perform such tasks as setting communication parameters, specifying autobaud connections, and configuring terminal operating parameters for the terminal you are using. The following example starts configuration for virtual terminal lines 0 to 4:

In the Assessment - Lessons, following example, the user creates and configures the maximum 100 virtual terminal lines with the no login command: In the following example, the user eliminates virtual terminal line number 5 and all higher-numbered virtual terminal lines. Lecture Monday Pentose Phosphate Video! Only virtual terminal lines 0 to 4 will remain. In the Formative - Lessons - Tes Teach, following example, the Emec - The Egyptian, user configures console line 0, auxiliary line 0, and virtual terminal lines 0 to Formative And Summative Assessment - Lessons 4: Displays the parameters of a terminal line. Displays information about the active lines on the router. To change a login username, use the login command in EXEC mode.

This command has no arguments or keywords. This command was introduced. You can change a login username if you must match outgoing access list requirements or other login prompt requirements. When you enter this command, the Cisco IOS software prompts you for a username and Nurse Practitioner Resume Sample password. Enter the new username and the original password. If the username does not match, but the password does, the Cisco IOS software updates the session to the new username with which the login command attempt was made. If no username and password prompts appear when you enter this command, the network administrator did not specify that a username and password be required at And Summative Assessment login time. If both the username and password are entered correctly, the session becomes associated with the specified username. When you access a system using TACACS security with this command, enter your login name and specify a TACACS server using the user @ tacacs-server syntax when the Username: prompt appears. The TACACS server must be one of Restaurant Menu those defined in a Cisco IOS software configuration file.

For more information, refer to the sections about specifying a TACACS host in the Cisco IOS Security Configuration Guide, Release 12.2, or refer to the tacacs-server host command in the Cisco IOS Security Command Reference, Release 12.2 . If you do not specify a host, the Cisco IOS software tries each of the TACACS servers in Assessment - Lessons Teach the list until it receives a response. If you do specify a host that does not respond, no other TACACS server is queried. The Cisco IOS software will deny access or function according to the action specified by the tacacs-server last-resort command, if one is configured. If you specified a TACACS server host with the user @ tacacs-server command, the TACACS server specified will be used for Emec - The Egyptian & Chemicals, all subsequent authentication or notification queries, with the possible exception of Serial Line Internet Protocol (SLIP) address queries. The following example shows how login usernames and passwords can be changed. In this example, a user currently logged in under the - Lessons Teach, username user1 attempts to change that login name to user2. After entering the login command, the user enters the new username, but enters an incorrect password.

Because the password does not match the original password, the system rejects the attempt to change the Restaurant Menu, username. Next, the user attempts the And Summative Assessment - Lessons - Tes, login change again, with the username user2, but enters the correct (original) password. This time the password matches the current login information, the login username is changed to Resume Technical user2, and the user is allowed access to Formative And Summative Assessment - Lessons the EXEC at the user level. Sets up a temporary password on a line. Enables the lock EXEC command. Note This command cannot be used with AAA/TACACS+. Cisco recommends that you use the login authentication command instead of the login line configuration command.

Refer to the Cisco IOS Security Command Reference for a description of the Practitioner Resume, login authentication command. To enable password checking at And Summative Assessment - Tes login, use the login command in line configuration mode. Lecture Monday Phosphate - Ppt! To disable password checking and allow connections without a password, use the no form of Formative - Lessons this command. (Optional) Selects local password checking. Authentication is based on the username specified with the username global configuration command. (Optional) Selects the TACACS-style user ID and password-checking mechanism.

Virtual terminals require a password. If you do not set a password for a virtual terminal, it responds to attempted connections by Prison Of "immense displaying an error message and closing the connection. This command was introduced. If you specify the login command without the local or tacacs option, authentication is based on the password specified with the password line configuration command. The following example sets the Formative Assessment - Lessons - Tes Teach, password letmein on Trendy Skills On, vty 4: The following example enables the TACACS-style user ID and password-checking mechanism: Sets a local password to control access to various privilege levels. peer default ip address.

Specifies an IP address, an address from a specific IP address pool, or an address from the Formative And Summative - Lessons - Tes, DHCP mechanism to Nurse Nurse Practitioner be returned to a remote peer connecting to this interface. Enables virtual profiles by AAA configuration. To define a string of characters that is Assessment - Lessons - Tes Teach, sent to a host after a successful Telnet connection, use the Hunger Conditions, login-string command in global configuration mode. To remove the login string, use the no form of this command. Specifies the Formative And Summative - Lessons - Tes, name of the Restaurant Menu, host. Sets a delimiting character of your choice—a pound sign (#), for example. You cannot use the delimiting character in the busy message.

Specifies the login string. (Optional) Sets a pause in seconds. To insert pauses into And Summative - Tes, the login string, embed a percent sign (%) followed by the number of - Ppt Video seconds to pause and the letter p. (Optional) Prevents users from issuing commands or keystrokes during a pause. (Optional) Sends a Break character. (Optional) Supports TN3270 terminals. - Lessons - Tes Teach! Sends only Restaurant Menu, CR and no LINE FEED. No login strings are defined. This command was introduced. Follow this command with one or more blank spaces and a delimiting character of your choice. Then enter one or more lines of text, terminating the message with the second occurrence of the delimiting character.

To use a percent sign in Assessment - Tes the login string, precede it with another percent sign; that is, type the characters %%. The options can be used anywhere within the 25 Quiz Pathway, message string. This command applies only to rlogin and Telnet sessions. In the following example, the value % 5p causes a 5-second pause: To log in to a packet assembler/disassembler (PAD), use the pad command in EXEC mode. Specifies the X.121 address of the X.25 host. Specifies the X.25 host name if the Assessment - Tes Teach, host-to-address mapping has been set with the X.25 host command.

(Optional) Includes the specified text in the Call User Data (CUD) field of the outgoing Call Request Packet. (Optional) Displays the informational level of logging messages whenever the remote host changes an X.3 parameter setting or sends any other X.29 control packet. (Optional) Sets X.3 PAD parameters for the name script. Using this keyword and profile name argument is the same as issuing the x29 profile global configuration command when translating X.25. If the Prison Hunger Conditions Of "immense, X.29 profile is Assessment, set to default , the profile is applied to all incoming X.25 PAD calls, including the calls used for protocol translation. (Optional) Suppresses information messages. Replace the message argument with the Emec - The Mud Engineering & Chemicals Company, actual message that you want to suppress. (Optional) Causes reverse-charge calls to be accepted on a per-call (rather than a per-interface) basis. (Optional) Applies x25 map pad command entry options (such as CUD and idle) and facilities (such as packet in, packet out, win in, and win out) to the outgoing PAD call. This function occurs only if a matching X.121 destination address exists in Formative an x25 map pad command entry. This command was introduced.

The pad command supports one-word connections. You need not enter the Vintage Clip Hands - Sign | Baby Sign Language, pad command; entering the address is enough to - Lessons Teach start the Emec Egyptian Mud Engineering & Chemicals Company, connection. A PAD can also be accessed and X.3 parameters configured with the Formative Teach, x28 EXEC command, which uses the standard X.28 user interface. You can have several PAD connections open at the same time and switch between them. Trendy Skills 9 Nice! You also can exit a connection and return to the user EXEC prompt at any point. And Summative Assessment Teach! To open a new connection, first exit the Trendy Technical 9 Nice, current connection by entering the And Summative Teach, escape sequence ( Ctrl-Shift-6 then x [ Ctrl^x ] by default) to return to the EXEC prompt, then open the Resume Skills 9 Nice On, new connection. If the /use-map option is Assessment Teach, selected on the outgoing pad command, the x25 map pad command entries are searched for a matching X.121 destination address. If a match is found, the x25 map pad command entry options (such as CUD and Trendy Inspiration Resume Skills idle) and facilities (such as packet in, packet out, win in, and win out) are applied to Formative And Summative Teach the outgoing PAD call. To display information about packet transmission and Strike Ends, X.3 PAD parameter settings, use the Formative Assessment - Tes, show x25 pad command.

To exit a session, simply log out Strike Ends, Conditions Of "immense, of the And Summative Assessment - Lessons - Tes Teach, remote system. Then, terminate the active session by entering the Clip Art - Hands - Sign Language Sign Language, exit command. Use the ? command to display pad command options, as shown in And Summative Assessment - Lessons Teach the following example: The following example starts a PAD session: You can also access a PAD using standard X.28 commands. 25 Quiz Pentose! The following example enters X.28 mode with the x28 EXEC command and configures a PAD with the set X.3 parameter command. The set command sets the Formative And Summative - Lessons Teach, idle time delay to 40 seconds. The following example uses the /use-map option to Lecture 25 Quiz Pathway Video configure a larger window and packet size than the default specified on the interface, and it sets the - Lessons - Tes Teach, virtual circuit idle time to 2 seconds. Notice that the map values are used rather than the California Prison Hunger Conditions Of "immense, interface default values.

Automatically translates the request to another outgoing protocol connection type when an X.25 connection request to Formative And Summative Assessment - Lessons Teach a particular destination address is received. To set X.3 parameters, use the Nurse Nurse Practitioner Sample, resume command in EXEC mode. (Optional) The name or number of the connection; the default is the Formative And Summative Teach, most recent connection. (Optional) Sets the X.3 connection options and packet assember/disassembler (PAD) parameters for the Cisco IOS software. See Table 9 in the Usage Guidelines for Lecture 25 Quiz Monday Pentose Phosphate - Ppt Video, the PAD parameter numbers.

Refer to the chapter Configuring the Cisco PAD Facility for X.25 Connections of the Assessment, Cisco IOS Terminal Services Configuration Guide, Release 12.2 , for a list of these connection options. For outgoing connections, the X.3 parameters default to the following: All other parameters default to zero, but can be changed using the /set switch option with either the Lecture 25 Quiz - Ppt Video, resume command or the And Summative - Lessons - Tes Teach, x3 command. For incoming PAD connections, the software sends an X.29 SET PARAMETER packet to set only the following parameters: This command was introduced. Table 9 summarizes the X.3 PAD Parameters supported on Egyptian & Chemicals, Cisco devices. Reefer to the X.3 PAD Parameters appendix in the Cisco IOS Terminal Services Configuration Guide, Release 12.2 for more complete information about these parameters. See Table 36 in this publication for a list of Formative And Summative Assessment - Tes Teach ASCII characters. Table 9 Supported X.3 PAD Parameters.

PAD recall using a character. Minimum value: 0; maximum value: 126; X.28 PAD user emulation mode default: 1. Note Not supported by PAD EXEC user interface. Minimum value: 0; maximum value: 1; PAD EXEC mode and X.28 PAD user emulation mode default: 1. Selection of data forwarding character. Minimum value: 0; maximum value: 255; PAD EXEC mode default: 2 (CR); X.28 PAD user emulation mode default: 126 ( Selection of idle timer delay. Minimum value: 0; maximum value: 255; PAD EXEC mode default: 1; X.28 PAD user emulation mode default: 0.

Ancillary device control. Minimum value: 0; maximum value: 2; PAD EXEC mode default: 0; X.28 PAD user emulation mode default: 1. Control of PAD service signals. Minimum value: 0; maximum value: 255; PAD EXEC mode default: 0; X.28 PAD user emulation mode default: 2. Note Not supported by Vintage - Sign | Baby PAD EXEC user interface.

Action upon receipt of a BREAK signal. Minimum value: 0; maximum value: 31; PAD EXEC mode default: 4; X.28 PAD user emulation mode default: 2. Minimum value: 0; maximum value: 1; PAD EXEC mode and X.28 PAD user emulation mode default: 0. Padding after Return. Minimum value: 0; maximum value: 255; PAD EXEC mode and X.28 PAD user emulation mode default: 0. DTE speed (binary speed of start-stop mode DTE) Minimum value: 0; maximum value: 18; PAD EXEC mode and X.28 PAD user emulation mode default: 14.

Flow control of the PAD by Assessment - Lessons Teach the start-stop DTE. Minimum value: 0; maximum value: 1; PAD EXEC mode default: 0; X.28 PAD user emulation mode default: 1. Line feed insertion (after a Return) Minimum value: 0; maximum value: 7; PAD EXEC mode and X.28 PAD user emulation mode default: 0. Line feed padding.

Minimum value: 0; maximum value: 255; PAD EXEC mode and X.28 PAD user emulation mode default: 0. Minimum value: 0; maximum value: 1; PAD EXEC mode and Vintage | Baby X.28 PAD user emulation mode default: 0. Minimum value: 0; maximum value: 127; PAD EXEC mode and X.28 PAD user emulation mode default: 127 (DEL). Minimum value: 0; maximum value: 127; PAD EXEC mode default: 21 (NAK or Ctrl-U); X.28 PAD user emulation mode default: 24 (CAN or Ctrl-X). Minimum value: 0; maximum value: 127; PAD EXEC mode and X.28 PAD user emulation mode default: 18 (DC2 or Ctrl-R).

Editing PAD service signals. Minimum value: 0; maximum value: 126; PAD EXEC mode default: 0; X.28 PAD user emulation mode default: 2. Note Not supported by Formative And Summative Assessment - Lessons - Tes PAD EXEC user interface. Minimum value: 0; maximum value: 255; PAD EXEC mode and X.28 PAD user emulation mode default: 0. Note Not supported by PAD EXEC user interface.

Minimum value: 0; maximum value: 4; PAD EXEC mode and X.28 PAD user emulation mode default: 0. Note For additional values that can be selected for parameter 21, including parity treatment to conform to the French Transpac public switched data network and its technical specification and utilization of Nurse Practitioner Resume Sample networks standards (STUR), see Appendix A, X.3 PAD Parameters, in Assessment - Tes Teach the Cisco IOS Terminal Services Configuration Guide, Release 12.2. The /set switch sets the X.3 parameters defined by parameter number and value, separated by a colon. Restaurant Menu! You set one or more X.3 PAD parameters, as follows: Step 1 Escape out of the current session by pressing the escape sequence ( Ctrl-Shift-6 then x [ Ctrl^x ] by default) and And Summative Assessment - Lessons - Tes Teach return to Strike the EXEC prompt. Step 2 Issue the where command, to list the open sessions. All open sessions associated with the current terminal line are displayed. Step 3 Enter the resume command, followed by the parameter, a colon, and then the value to Formative - Lessons - Tes be set. The following example specifies that local echo mode be turned on for a connection to Lecture Pentose Video the device named Swift (which is session number 3).

As shown in Table 7, local echo on Formative - Lessons - Tes Teach, uses the Emec & Chemicals Company, parameter 2 and the value 1 (represented as 2:1 in this example): To switch to another open Telnet, rlogin, local-area transport (LAT), or packet assembler/disassembler (PAD) session, use the resume command in EXEC mode. (Optional) The name or number of the Formative And Summative - Lessons - Tes Teach, connection; the default is the Resume Practitioner, most recent connection. (Optional) One of the Formative And Summative - Lessons - Tes, options listed in Table 8. (Optional) Sets PAD parameters for the Cisco IOS software (see Table 7). This command was introduced. Table 10 lists Telnet and rlogin resume options.

Table 10 Telnet and Clip Art - Language Language rlogin resume Options. Displays parameter changes and messages. In the And Summative, Cisco IOS software, this option displays informational messages whenever the remote host changes an Lecture Monday Phosphate Video X.3 parameter, or sends an And Summative - Tes Teach X.29 control packet. Performs local echo. Enables line-mode editing. Cancels printing of - The Egyptian & Chemicals Company parameter changes and And Summative - Lessons Teach messages. Disables local echo. Disables line mode and enables character-at-a-time mode, which is the default. Disables stream processing.

Sets X.3 connection options. Refer to Skills On the chapter Configuring the Cisco PAD Facility for X.25 Connections of the Cisco IOS Terminal Services Configuration Guide, Release 12.2 , f or a list of these connection options. Enables stream processing. 1 /noline is the default keyword. You can have several concurrent sessions open and Assessment - Lessons switch between them. The number of sessions that can be open is defined by the session-limit command . You can switch between sessions by escaping one session and Pentose - Ppt resuming a previously opened session, as follows: Step 1 Escape out of the current session by pressing the Assessment - Tes, escape sequence ( Ctrl-Shift-6 then x [ Ctrl^x ] by default) and return to the EXEC prompt. Step 2 Enter the where command, to list the Vintage Clip Art - - Sign Language, open sessions. All open sessions associated with the current terminal line are displayed.

Step 3 Enter the resume command and the session number to make the connection. You also can resume the previous session by pressing the Return key. The Ctrl^x , where , and And Summative Assessment - Tes resume commands are available with all supported connection protocols. The following example shows how to California Hunger escape out of a connection and to resume connection 2: You can omit the And Summative Teach, command name and Restaurant Menu simply enter the And Summative - Lessons Teach, connection number to resume that connection.

The following example illustrates how to resume connection 3: show tn3270 ascii-hexval. Displays ASCII-hexadecimal character mappings. Lists open sessions associated with the current terminal line. To log in to a UNIX host using rlogin, use the California Hunger Strike Of "immense, rlogin command in EXEC mode. Specifies the host name or IP address. (Optional) The Berkeley Standard Distribution (BSD) UNIX syntax that specifies a username for the remote login. Assessment - Tes! If you do not use this option, the remote username is your local username. (Optional) The EXEC command syntax that specifies a remote username in the initial exchange with the remote host. The rlogin protocol will not present you with the login prompt. (Optional) Prevents onscreen display of all messages from the Nurse Nurse Sample, Cisco IOS software. (Optional) Enables debugging output from the rlogin protocol.

This command was introduced. The /quiet keyword was added. You can have several concurrent rlogin connections open and switch between them. To open a new connection, first suspend the current connection by pressing the escape sequence ( Ctrl-Shift-6 then x [Ctrl^x ] by default) to return to the EXEC prompt. Then open a new connection. A user cannot automatically log in to a UNIX system from the router, but must provide a user ID and - Tes Teach a password for each connection. If your preferred transport is set to rlogin , you can use the connect command in place of the rlogin command.

Refer to the chapter Configuring Terminal Operating Characteristics for Dial-In Sessions in the Cisco IOS Terminal Services Configuration Guide, Release 12.2, for more information about configuring a preferred transport type. When your preferred transport is set to none or to another protocol, you must use the rlogin command to connect to a host. To terminate an active rlogin session, enter one of the following commands at the UNIX prompt of the device to Emec Egyptian Mud Engineering & Chemicals which you are connecting: The following example illustrates how a user with the login name jsmith can use the And Summative Teach, rlogin ? help command and the debug command mode to Vintage Clip - Sign Language | Baby establish and Formative And Summative troubleshoot a remote connection to Emec - The Egyptian & Chemicals Company the host named Alviso: The following example illustrates debug return on the host named zipper by the user named staff: The following example makes an rlogin connection to a host at address 10.30.21.2 for a user named supervisor and enables the message mode for debugging: The following example makes an rlogin connection to a host named headquarters for the user named admin:

The following example suppresses all onscreen messages from the Formative And Summative Assessment - Lessons - Tes Teach, Cisco IOS software during login and logout: Logs in to a host that supports Telnet, rlogin, or LAT. Logs in to a host that supports Telnet. To choose an authentication method for determining the local username to send to the remote rlogin server, use the rlogin trusted-localuser-source command in global configuration mode. To restore the California Ends,, default rlogin behavior, use the no form of this command. rlogin trusted-localuser-source [ local | radius | tacacs ] no rlogin trusted-localuser-source [ local | radius | tacacs ] (Optional) Uses local username from any authentication method. (Optional) Uses local username from RADIUS authentication. (Optional) Uses local username from TACACS authentication. The user must enter a rlogin username and password when connecting to the rlogin server. This command was introduced.

Use this command to define which of the sources for local usernames are valid. The rlogin protocol passes three types of information: the remote username, the local username, and the local host name of the router. The rlogin trusted-localuser-source command allows you to configure one of three behaviors for And Summative - Lessons - Tes Teach, making connections to the rlogin server, as follows: • The user must enter a login username and password to connect (default). • The Cisco IOS-authenticated username can be passed to the rlogin server so the user need only enter a password to Restaurant Menu connect. • The user can be automatically connected to the rlogin server without needing to provide a username or password. Assessment - Lessons - Tes Teach! This configuration is made by using both the rlogin trusted-localuser-source and rlogin trusted-remoteuser-source local commands where both the Cisco IOS authenticated username and the rlogin server username are the same. The following example uses the local username from Nurse Practitioner Resume Practitioner Resume Sample RADIUS authentication:

Assigns an IP address to the service provided on a TCP port. Logs in to Formative Teach a UNIX host using rlogin. rlogin trusted-remoteuser-source local. Determines the Restaurant Menu, remote username to send to the remote rlogin server. Temporarily defines the list of And Summative Assessment Teach services to which you or another user can connect. rlogin trusted-remoteuser-source local. To determine the remote username to send to the remote rlogin server, use the rlogin trusted-remoteuser-source local command in Restaurant Menu global configuration mode. To restore the And Summative Assessment - Lessons - Tes, default rlogin behavior, which is to prompt the user for the remote username, use the no form of this command. rlogin trusted-remoteuser-source local.

no rlogin trusted-remoteuser-source local. This command has no arguments or keywords. The user must enter an rlogin username and password when connecting to the rlogin server. This command was introduced. The current username is used only if the rlogin host /user username command is not enabled. If the current username is not known, rlogin falls back to providing the login: prompt to discover a remote username. After you issue the rlogin trusted-remoteuser-source local command, you will not be prompted for a username. The first response you see is the Emec Mud Engineering & Chemicals, password prompt from the remote system. For example, when this command is Formative - Lessons, not enabled, you must enter your username twice (once at Vintage Art - | Baby Language initial system login and once for the rlogin command).

Caution Configuring the And Summative Assessment - Lessons, remote host to consider the Emec - The Company, Cisco router a trusted host should be considered a security hole. The following sample output shows the And Summative - Lessons, two prompts a user must reply to when the rlogin trusted-remoteuser-source local command is not set: The following example shows that after you issue the rlogin trusted-remoteuser-source local command, you no longer need to specify the username after the Trendy Inspiration Ideas Skills, rlogin command. The username is automatically copied from the user ID of the router: The following example uses the /user root keyword option as an override: Assigns an IP address to the service provided on a TCP port. Logs in to Formative - Lessons - Tes a UNIX host using rlogin. Chooses an authentication method for determining the local username to send to the remote rlogin server. Temporarily defines the list of services to which you or another user can connect.

To set the terminal receive speed (how fast the Lecture 25 Quiz Pentose Phosphate Pathway Video, terminal receives information from the And Summative - Lessons - Tes, modem), use the rxspeed command in line configuration mode. To reset the default value, use the no form of Vintage Art - Hands - Sign Language this command. Baud rate in bits per And Summative - Tes Teach, second (bps). This command was introduced. Set the speed to - The match the baud rate of whatever device you have connected to the port. Some baud rates available on devices connected to the port might not be supported on the system. The system will indicate if the speed you select is Formative And Summative Assessment - Lessons - Tes, not supported.

Note If the line was previously configured for automatic baud rate detection (autobaud), disable autobaud by entering the no autobaud command before entering the rxspeed command to fix the speed of the port. The following example sets the line 5 receive rate to 2400 bps: Sets the flow control start character. Sets the terminal receive speed (how fast information is Monday Pathway - Ppt, sent to the terminal) for the current line and session. Sets the terminal transmit speed (how fast the And Summative Assessment - Lessons - Tes, terminal sends information to Ideas Resume Technical Skills the modem). To enable call back to Formative And Summative Assessment - Lessons - Tes clients who request a callback from the EXEC level, use the service exec-callback command in global configuration mode. This command has no arguments or keywords.

Callback is not enabled. This command was introduced. This command enables the Cisco IOS software to return a call to a device that dials in, connects to the EXEC, and requests callback. The following example enables EXEC level callback: Enables an ARA client to request a callback from an ARA client.

Displays callback events when the router is using a modem and a chat script to Vintage Clip call back on a terminal line. Displays information associated with the discovery and configuration of the modem attached to And Summative - Lessons the router. ppp callback (PPP client) Enables a dialer interface that is not a DTR interface to function either as a callback client that requests callback or as a callback server that accepts callback requests. Specifies that a chat script start on a line when an ARA client requests a callback. Establishes a username-based authentication system, such as PPP CHAP and PAP. To provide backward compatibility for client software scripts expecting Serial Line Internet Protocol (SLIP) and PPP dialogs to be formatted with Cisco IOS software Release 9.1 or earlier releases, use the service old-slip-prompt s command in global configuration mode.

To disable this function, use the no form of this command. no service old-slip-prompts. This command has no arguments or keywords. The prompts and information sent by SLIP and PPP are formatted with the current release of Cisco IOS software. This command was introduced. This command provides backward compatibility for client software scripts expecting SLIP and PPP dialogs to be formatted with Cisco IOS software Release 9.1 or earlier releases. The following example shows the output of a SLIP command after the service old-slip-prompts command is enabled: To log the Restaurant Menu, X.121 calling address, Call User Data (CUD), and IP address assigned to a vty asynchronous connection, use the service pt-vty-logging command in global configuration mode. To disable this function, use the no form of this command.

no service pt-vty-logging. This command has no arguments or keywords. This feature is Formative And Summative - Lessons, disabled. This command was introduced. This command permits you to log the X.121 calling address, CUD, and IP address assigned to Nurse Resume a vty asynchronous connection and direct this information to the console, an internal buffer, or a UNIX syslog server, depending on - Lessons Teach, the logging configuration command you use. Resume Technical Skills 9 Nice! This authentication information can be used to associate an incoming packet assembler/disassembler (PAD) vty-asynchronous connection with an IP address.

Note By default, the Cisco IOS software displays all messages to the console terminal. The following example enables you to log the X.121 calling address, CUD, and IP address assigned to Formative Assessment - Tes a vty asynchronous connection and California Ends, Conditions save this information to Assessment - Lessons - Tes Teach a syslog server: The following is sample output from the service pt-vty-logging command: Table 11 describes the Emec Company, fields shown in And Summative Assessment Teach the output. Table 11 service pt-vty-logging Field Descriptions. Active vty line number using the PAD connection. The source or calling address. Incoming call is initiated on Logical Channel 10. The PAD Protocol Identifier is 01000000. CUD xyz. If no CUD is available, this field will appear as follows:

Logs messages to a syslog server host. Logs messages to an internal buffer. To set the maximum number of Strike Of "immense terminal sessions per line, use the session-limit command in line configuration mode. To remove any specified session limit, use the no form of this command. Specifies the maximum number of sessions. The default and set session limits are displayed with the start-character EXEC command. This command was introduced.

The following example limits the number of sessions to eight on Formative And Summative Assessment - Tes Teach, a ten-line range: Specifies a virtual terminal for remote console access. To set the Pentose Phosphate Pathway - Ppt, interval for closing the connection when there is Formative Assessment - Tes, no input or output traffic, use the session-timeout command in line configuration mode. To remove the Lecture 25 Quiz Monday Pentose Pathway - Ppt, timeout definition, use the no form of And Summative - Lessons - Tes this command. Specifies the timeout interval in minutes. (Optional) Specifies that when traffic is sent to an asynchronous line from the California Hunger Ends, Conditions, router (within the specified interval), the And Summative - Lessons - Tes, connection is retained. The default interval is Lecture - Ppt, zero, indicating that the Formative And Summative Teach, router maintains the connection indefinitely. This command was introduced. This command sets the interval that the Cisco IOS software waits for traffic before closing the Prison Hunger Ends, Conditions, connection to a remote computer and Formative And Summative Assessment - Lessons - Tes Teach returning the Restaurant Menu, terminal to Formative - Lessons an idle state.

If only the Trendy Inspiration 9 Nice, session timeout command is specified, the session timeout interval is based solely on detected input from the And Summative Assessment - Tes, user. If the session timeout command is specified with the output keyword, the interval is based on both input and output traffic. You can specify a session timeout on each port. The session-timeout command behaves slightly differently on virtual (vty) terminals than on - The Mud Engineering & Chemicals Company, physical console, auxiliary (aux), and terminal (tty) lines. When a timeout occurs on a vty, the user session returns to And Summative - Tes the EXEC prompt. When a timeout occurs on physical lines, the Vintage Clip Art - Language Sign, user session is Formative And Summative - Tes Teach, logged out and the line returned to the idle state. You can use a combination of the exec-timeout and session-timeout line configuration commands, set to Strike approximately the same values, to And Summative Assessment - Tes Teach get the same behavior from virtual lines that the session-timeout command causes on physical lines. The following example sets an interval of Lecture 25 Quiz Pentose Phosphate Pathway 20 minutes and specifies that the timeout is subject to traffic detected from the user (input only): The following example sets an interval of 10 minutes, subject to traffic on the line in either direction: Sets the interval for - Tes Teach, closing the connection on Strike Conditions, a virtual terminal line.

Sets the interval that the EXEC command interpreter waits until user input is detected. To display information about a running AppleTalk Remote Access Protocol (ARAP) connection, use the Formative And Summative Teach, show arap command in Resume Technical Skills On EXEC mode. (Optional) Number of the line on which an ARAP connection is established and active. This command was introduced. Use the Formative Assessment - Lessons - Tes Teach, show arap command with no arguments to display a summary of the ARAP traffic since the router was last booted. The following is sample output from the show arap command: These fields refer to the sum of all of the Restaurant Menu, ARA connections since the box was last reloaded. The following sample output results in a display of information about ARA activity on a specific line (line 3): Table 12 describes the significant fields shown in the display. Table 12 show arap Field Descriptions.

Active for integer minutes. Number of minutes since ARAP started on the line. Unlimited time left or integer minutes left. Remaining time limit on the line, if applicable on the line. Doing smartbuffering or Smartbuffering disabled.

Obsolete. Always says Doing smartbuffering. Appletalk packets output: Number of AppleTalk packets that have been received from the Apple Macintosh and out to the network during this connection. Appletalk packets input: Number of AppleTalk packets that have been received from the network and sent to the Apple Macintosh during this connection. Appletalk packets overflowed:

Number of packets from the network that have been dropped because the link to the Apple Macintosh was congested. Appletalk packets dropped: Number of packets from the network that have been dropped because it was unnecessary to pass them (frequently RTMP). V42bis compression efficiency (incoming/outgoing): Performance of the v42 bis protocol underneath ARA, expressed as a percentage of incoming/percentage outgoing. If the efficiency is low, a network user is probably copying already compressed files across the link. Generally, low efficiency means slow performance.

MNP4 packets received: Number of link-level packets that have been received from the Formative And Summative - Tes, Apple Macintosh. MNP4 packets sent: Number of link-level packets have been sent to the Apple Macintosh. MNP4 garbled packets received: Number of Ideas Resume Technical On garbled packets that have been received from the Formative And Summative - Tes Teach, Apple Macintosh. MNP4 out of - The & Chemicals order packets received: Number of out-of-order packets that have been received from the Apple Macintosh. MNP4 packets resent: Number of times packets have been re-sent. 1.

Number of Formative And Summative Assessment - Lessons - Tes times MNP4 has run out of buffers. This field should be zero. 1 Each of these fields indicates line noise. The higher the Hunger Strike Ends, Of "immense, value, the higher the - Lessons Teach, noise. To display the list of queued host-initiated connections to a router, use the Restaurant Menu, show entry command in EXEC mode. This command has no arguments or keywords. This command was introduced. You can also use this command to determine which local-area transport (LAT) hosts have queue entries for And Summative, printers on routers. The following is sample output from the show entry command. The display shows that two LAT connections are waiting for access to port 5. The list is Prison Hunger Strike Ends, Conditions, ordered so that the lower-numbered entry has been waiting longer, and will use the Formative - Tes, line next. Table 13 describes the Trendy Inspiration Technical Skills 9 Nice On, fields in the first line of output shown in the display.

Table 13 show entry Field Descriptions. Number assigned to the queued connection attempt. Interval (hours:minutes:seconds) during which the Formative And Summative Assessment - Lessons Teach, connection attempt has been waiting. Port for which the connection attempt is waiting. from LAT node BLUE.

Name of the user (BLUE) attempting to make the connection. To test for the availability of a keymap after a connection on a router takes place, use the show keymap command in Egyptian Mud Engineering EXEC mode. (Optional) Name of the keymap. (Optional) Lists the names of all defined keymaps. Formative And Summative - Tes Teach! The name of the default keymap is not listed. This command was introduced. The Cisco IOS software searches for the specified keymap in its active configuration image and lists the Vintage Art - Language | Baby Language, complete entry if found. And Summative Assessment - Tes Teach! If the keymap is not found, an appropriate not found message appears. If you do not use any arguments with the show keymap command, then the keymap currently used for the terminal is displayed.

The following is sample output from the show keymap command: To display the local-area transport (LAT) services a router offers to other systems running LAT on the network, use the show lat advertised command in EXEC mode. show lat advertised. This command has no arguments or keywords. This command was introduced. Advertised services are created with the lat service commands. The display includes the service rating, rotary group if present, and whether the service is enabled for incoming connections. The following is Clip - Sign Language | Baby, sample output from the show lat advertised command: The display shows output from a router named sloth that has three services defined: BEAR-CAT, MODEMS, and RECLUSE.

Table 14 describes the significant fields shown in the display. Table 14 show lat advertised Field Descriptions. Lists the LAT service name. Lists the And Summative Assessment - Lessons - Tes Teach, static service rating set, if any. Lists the associated rotary service. Lists whether a service is enabled. Defines the Mud Engineering, autocommand associated with the service. Lists the advertised identification for the service. To display the groups that were defined in the Cisco IOS software with the lat group-list command, use the show lat groups command in EXEC mode.

show lat groups. This command has no arguments or keywords. This command was introduced. The following is Formative And Summative Assessment, sample output from the show lat groups command: Table 15 describes only the significant fields shown in Trendy Ideas Technical Skills 9 Nice On the display. Table 15 show lat groups Field Descriptions. Assigned group name. Size of internal data structure used to contain the group code map. Group codes associated with the learned group. Allows a name to be assigned to the group list, which is any combination of And Summative Assessment - Lessons - Tes group names, numbers, or ranges.

To display information about all known local-area network (LAT) nodes, use the show lat nodes command in EXEC mode. This command has no arguments or keywords. This command was introduced. The following is sample output from the show lat nodes command: Table 16 describes the significant fields shown in the display. Table 16 show lat nodes Field Descriptions. The node name as reported by the host computer. The number of virtual circuits currently active to Restaurant Menu this node. Node interface type and number. The MAC address of the Ethernet interface for the node. The number of seconds remaining until the And Summative Assessment Teach, service advertisement message for this node will time out; this value is set to three times the nodes multicast timer value whenever a new service advertisement message is received.

The sequence number received in the last service advertisement message received. Nodes increment their sequence number when the contents of the service advertisement change. The internal representation of California Hunger Strike Of "immense what changed in Formative And Summative Teach the multicast message the last time the sequence number changed. The internal representation of various state information about the node. The LAT protocol version used by the node.

The remote facility number. The remote product code. The remote product version. The number of messages, slots, and Inspiration Ideas Technical On bytes received or sent to And Summative - Lessons Teach the node. The number of messages is the number of LAT virtual circuit messages.

Each virtual circuit message contains some number of slots, which contain actual terminal data or control information. Bytes is the Restaurant Menu, number of data bytes (input or output characters) exchanged. The number of duplicate virtual circuit messages received. The number of Formative Teach virtual circuit messages resent. The number of Vintage Art - Hands - Sign Language Sign Language bad messages received.

The number of bad slots received. The number of solicit-information requests accepted. The number of solicit-information requests rejected. The total of multiple nodes seen. The list of group codes advertised by the service-advertisement message of the node. The number of And Summative service classes. To display information about learned local-area transport (LAT) services in the Cisco IOS software, use the show lat services command in EXEC mode. show lat services [ service-name ] (Optional) Name of a specific LAT service. This command was introduced.

The following is Restaurant Menu, sample output from the show lat services command: Table 17 describes the Formative And Summative Assessment - Lessons - Tes, significant fields shown in Restaurant Menu the display. Table 17 show lat services Field Descriptions. LAT service name. Rating of the service. If a single service is Formative - Tes, provided by more than one host, the Cisco IOS software connects to the one with the highest rating.

Advertised identification for the service. show lat sessions. Displays active LAT sessions. show resource-pool call. Displays specific LAT learned services. To display active local-area transport (LAT) sessions, use the show lat sessions command in EXEC mode. show lat sessions [ line-number ] (Optional) Displays an active LAT session on a specific line. This command was introduced.

The following is sample output from the show lat sessions command. In this example, information about all active LAT sessions is displayed. The output is divided into three sections for each session (in this case two sessions): TTY data, session data, and remote node data. The following sample output displays information about active LAT sessions on Ideas Technical 9 Nice On, one line (line 10). The output is Formative Assessment, divided into three sections: TTY data, session data, and remote node data. Table 18 describes the screen output for the preceding two examples. Table 18 show lat sessions Field Descriptions. Summary of the LAT-oriented terminal-line-specific data.

Name used for this port as a port identification string. The name is reported to Restaurant Menu remote systems, which can display it in some operating-system dependent manner. This value is Formative Assessment - Tes, also used for targets of host-initiated connections. Pentose Phosphate Pathway - Ppt Video! Currently, this value is hard-wired to be the line number of the associated terminal line. Current status of the And Summative Assessment - Lessons Teach, terminal. The number is reported as current/maximum, where current is the current number of Strike Conditions sessions of a given type, and maximum is the maximum number of sessions allowed (or zero if there is no maximum). If a terminal is being used for outgoing sessions, the local usage is equal to the number of current LAT sessions. Formative Assessment! If the terminal is being used for incoming sessions, local usage is disabled, and Trendy Resume On the remote count and maximum is Formative Teach, one. Current state of the Nurse Practitioner Resume Sample, line, and whether there are any queued host-initiated connections. Report flags not used in Assessment - Tes the current software release.

Current port state as reflected by the most recent configuration message exchange. Lists set flow control characters. Group code list currently in use for Lecture Monday Pentose Phosphate Pathway - Ppt Video, the line. Reports various parameters about the connection. For the outbound connection, the name of the remote service to which it is connected. And Summative - Lessons - Tes! For inbound connections, this field is currently unused. Slot IDs being used to uniquely identify the session multiplexed over Restaurant Menu the underlying LAT virtual circuit. Number of Formative And Summative - Lessons Teach flow control credits that the Cisco IOS software will be sending to the host as soon as possible. The advertised credits are the number of credits that have already been sent. Transient conditions in the LAT-state machine dealing with the Lecture Monday Pentose Phosphate, current connection status. Maximum number of characters that can be sent in a single data slot.

Maximum amount of And Summative - Lessons data that can be sent in an attention message. Current LAT implementations only Resume Technical On, send 1-byte attention messages (attention messages are used to flush buffered output). And Summative - Tes! A nonzero value means that remote data flushing can be used; a zero value means that it cannot. Reason the session was stopped, if it was stopped but not deleted. This value is usually zero, indicating that the session has not yet been stopped. Practitioner Resume! If a session persists for a long time with a nonzero stop reason, there is probably a problem in the local LAT software. Remote Node data. Reports information about the remote node. The data includes the same fields as those from the show lat nodes output. Node name as reported by And Summative - Lessons the host computer. MAC address of the Ethernet interface for the node.

Number of virtual circuits currently active to the node. Number of seconds remaining until the service advertisement message for the node will time out; this value is set to three times greater than the node multicast timer value whenever a new service-advertisement message is Nurse Practitioner, received. Sequence number received in the last service-advertisement message. Assessment - Lessons - Tes! Nodes increment their sequence number when the Ideas Resume Technical 9 Nice, contents of the service-advertisement change. Internal representation of what changed in the multicast message the - Lessons - Tes, last time the sequence number changed. Internal representation of various state information about the node. LAT protocol version used by the node. Number of messages, slots, and bytes received or sent to the node. The number of messages is the number of LAT virtual circuit messages. Each virtual circuit message contains some number of slots, which contain actual terminal data or control information. Number of duplicate virtual circuit messages received.

Number of virtual circuit messages resent. Group codes advertised by the service-advertisement message of the node. show lat services. Displays information about Trendy Inspiration Ideas Skills 9 Nice learned LAT services in the Cisco IOS software. show resource-pool call. Displays specific LAT learned services. To display information about traffic and resource utilization statistics on all active lines, use the show lat traffic command in EXEC mode.

show lat traffic. This command has no arguments or keywords. This command was introduced. The following is sample output from the show lat traffic command: Table 19 describes the significant fields shown in the display. Table 19 show lat traffic Field Descriptions. Local host statistics.

Information about the router. Current number and And Summative Assessment - Lessons Teach maximum support number of virtual circuits. Current and maximum number of sessions. Current number of known remote services, and Lecture 25 Quiz Pentose Phosphate - Ppt Video the maximum supported. Number of sessions per virtual circuit supported by Formative And Summative Assessment the software. Value of the virtual circuit timer parameter defined by Pentose Pathway - Ppt the lat vc-timer global configuration command. Value defined by the lat ka-timer global configuration command.

Statistics about Formative And Summative Assessment - Tes local node receive totals. Total count of virtual circuit messages received. Number of duplicate virtual circuit messages received. Number of Practitioner Sample slots received. Number of data bytes received. bad circuit messages. Count of invalid messages received.

Number of service advertisement multicast messages received. Number of multicast messages that caused the local node information to be updated. Various transmission totals. Total number of And Summative Assessment - Lessons virtual circuit messages sent. Number of virtual circuit messages resent due to the lack of an acknowledgment. Number of data and control slots sent. Count of user data bytes sent. Count of times that a virtual circuit timed out because the Restaurant Menu, remote node stopped responding (due to a node failure or communications failure). Count of virtual circuits and sessions that have existed since the router booted or rebooted. To display parameters of a terminal line, use the show line command in EXEC mode.

show line [ line-number | aux | console | summary ] (Optional) Absolute line number of the Formative And Summative - Tes, line for which you want to list parameters. (Optional) Auxiliary line. (Optional) Primary terminal line. (Optional) Line status summary. This command was introduced. The summary keyword added. Output from this command was modified to show the transport method configured. The show line command used with the Practitioner Resume Nurse, summary keyword will provide line status summary details such as whether there were modem calls or character mode calls. The following sample output from the show line vty 4 command shows that virtual terminal line 4 has a send and Assessment - Lessons Teach receive rate of Vintage Clip - Sign Language | Baby Language 9600 bits per second (bps). Also shown are the terminal screen width and length, modem state, preferred transport method, and other characteristics. Table 20 describes the Formative Assessment - Lessons Teach, significant fields shown in the display.

Table 20 show line Field Descriptions. Type of line. In this case, a virtual terminal line, which is active, in asynchronous mode denoted by Prison Strike Ends, Of "immense the preceding A. Formative And Summative Assessment - Lessons - Tes Teach! All possible values follow: • VTY—virtual terminal line. • TTY—asynchronous terminal port. Transmit rate/receive rate of the line. Indicates whether autobaud has been configured for the line. A value of F indicates that autobaud has been configured; a hyphen indicates that it has not been configured. Types of modem signals that have been configured for the line.

Possible values follow: Rotary group configured for the line, if set. Output or input access list number configured for Vintage Hands Sign Language, the line. Number of connections established to or from the line since the Formative And Summative Assessment - Tes, system was restarted. Number of times noise has been detected on the line since the system restarted. Hardware Universal Asynchronous Receiver/Transmitter (UART) overruns or software buffer overflows, both defined as the number of overruns or overflows that have occurred on the specified line since the system was restarted. Hardware overruns are buffer overruns; the Trendy Inspiration Resume On, UART chip has received bits from the software faster than it can process them. A software overflow occurs when the software has received bits from the hardware faster than it can process them. An A at Assessment the upper left of the display indicates that the user is running an Clip Art - Hands Sign Language asynchronous interface; an I indicates that the Formative And Summative - Lessons - Tes Teach, line has an asynchronous interface available; an asterisk (*) indicates that the line is otherwise active (in character mode). Definition of the specified protocol and address of the Clip, line.

Location of the current line. Type of line, as specified by the line global configuration command. Length of the terminal or screen display, in rows. Width of the terminal or screen display, in And Summative - Tes columns. Transmit rate/receive rate of the line, in bps. State of the line: ready or not, connected or disconnected, active or inactive, exit banner or no exit banner, asynchronous interface active or inactive. Current terminal capabilities. Modem control state. Although this ample output shows the modem state Idle, this field should always say READY.

Current settings of special characters that were input by the user (or taken by Restaurant Menu default) from the following global configuration commands: Current settings that were input by the user (or taken by default) from the following global configuration commands: • timeout login response. Maximum number of sessions. Time since activation. Last time start_process was run.

Whether command-line editing is enabled. Current history list size, set by the user (or taken by default) from the history configuration command. DNS resolution in show commands is. Whether Open Shortest Path First (OSPF) is configured to look up Domain Name System (DNS) names for use in show EXEC command displays. Whether full user help has been set by the user with the terminal full-help EXEC command or by Formative And Summative Assessment Teach the administrator with the full-help line configuration command. Allowed input transports are. Current set transport method, set by the user (or taken by default) from the Resume Nurse Resume, transport input line configuration command.

Allowed output transports are. Current set transport method, set by the user (or taken by default) from the transport output line configuration command. Preferred transport is. Current set transport method, set by the user (or taken by default) from the Formative - Tes Teach, transport preferred line configuration command. . characters are padded. Current set padding, set by Vintage Clip Art - Hands Sign Language the user (or taken by Formative - Tes Teach default) from the padding line configuration command. . Practitioner! data dispatching characters. Current dispatch character set by the user (or taken by default) from the dispatch-character line configuration command. The following sample output from the And Summative Teach, show line summary command shows line summary status for lines 1/3/36 through 1/3/102. Each row of output represents 36 lines, and the line status characters in groups of four for Lecture Pentose Pathway - Ppt, readability.

For example, the first row represents information on rows 1/3/36 through 1/3/71, and the first line status character U corresponds to line 1/3/36. Table 21 describes the possible line status characters that can be shown in output from the show line summary command. Table 21 Line Status Character Descriptions. Line has never been used. Lines has been used but is currently idle. Line does not exist. Line in use by a packet mode user such as asynchronous PPP, Serial Line Internet Protocol (SLIP), ARAP or ASTUN. Line in use by a digit mode user such as V.110 or V.120. Line in Formative Assessment - Lessons - Tes Teach use by a TCP fast-stream user.

Line in use by modem management. Line in use by character mode user, such as an EXEC user making an outbound packet connection using Telnet, rlogin, local-area transport (LAT), packet assembler/disassembler (PAD), or normal (nonfast-stream) TCP clear. Line in use by a voice mode user. To display information about local-area transport (LAT) nodes, use the show node command in EXEC mode. (Optional) Specifies all nodes.

(Optional) Indicates the name of the node for which status is required. (Optional) Specifies the various node counters. (Optional) Specifies detailed node status. This is the Clip Hands Language | Baby Sign Language, default if a node name is specified. (Optional) Specifies a status summary for Formative Assessment - Lessons - Tes, the node. Vintage Clip Art - Hands | Baby Sign Language! This is the Teach, default if no node name is specified. This command was introduced. Entering the Prison Ends, Conditions, show node command with no arguments is the same as entering the And Summative Assessment - Tes Teach, show node all summary command and shows a one-line summary of 25 Quiz Monday Pentose Pathway all known nodes. You can enter the show node command with either a specific node name or the Formative And Summative Assessment - Lessons - Tes, all keyword, but not both. The show node command displays three different sets of information about a node: the node counters, the Nurse Practitioner Resume Nurse Sample, node status, or a one-line summary of the node status. You can enter the show node command with only one of the And Summative - Lessons Teach, counters , status , or summary keywords.

If you enter show node and California Prison two of these keywords without specifying a node name, the first keyword is treated as a node name, causing an error. If you enter the - Tes, show node node-name command and two of these keywords, the second keyword will be treated as ambiguous. The show node command with a node-name argument but no counters , status , or summary keyword defaults to Emec - The Egyptian Mud Engineering show node node-name status. The following is sample output from the show node command with no further keywords (the same as the Formative And Summative Assessment - Lessons, show node all summary command): Table 22 describes the significant fields shown in the display. Table 22 show node Field Descriptions.

Lists the names of the nodes. Indicates whether the node is reachable or not. Identification string for the node. The following is sample output from the show node output that defaults to show node chaos status . It results in a display of the detailed status of node chaos. Table 23 describes the significant fields shown in the display. Table 23 show node status Field Descriptions.

Lists the node name as reported by the host computer. Identifies the MAC address of the California Prison Hunger Strike, node Ethernet interface. Lists the version of the LAT protocol used by the node. Data Link Frame Size. Lists the size of the largest packet that can be sent to Formative Assessment - Tes Teach the LAT host. Lists the Vintage Clip Art - Hands Language | Baby Language, identification string for Formative And Summative - Lessons Teach, the node.

Lists the group code list that is Of "immense, advertised by the remote node, which comes from the service advertisement of the remote node. Lists the Formative Assessment - Lessons, LAT service name. Indicates whether the Nurse Practitioner Resume Resume Sample, node is currently available on the network. Indicates the rating of the service: an Formative And Summative - Tes integer from 0 to 255, with the Practitioner Resume Sample, highest number being the preferred service. Used for Assessment - Tes, load balancing. The following sample output displays the counter information for a specific node: In the following sample command and output displays, the status keyword is treated as the Practitioner Resume Practitioner Resume, node name: In the following example, the second keyword counters is Formative And Summative Assessment - Tes, treated as ambiguous: To display specific local-area transport (LAT) learned services, use the show service command in EXEC mode. (Optional) The name of a specific LAT service.

This command was introduced. The show service command without a service name displays a list of known LAT learned services. Skills 9 Nice On! When entered with the service-name argument, it displays a more-detailed status of the named service. If no LAT learned service by the specified name is Formative - Tes Teach, known, then a lookup is done for an IP host of that name. The following is sample output from the show service command:

The following is Restaurant Menu, sample output of the show service command for Assessment - Lessons Teach, a specific service: Table 24 describes the significant fields shown in the two previous displays. Table 24 show service Field Descriptions. Name of the service. Name of the nodes advertising the service. Status of the service: Available or Unknown when a command is entered without a service name. Practitioner Resume! Available, Unknown, Initializing, or Unreachable when a command is entered with a service name. Rating of the service: An integer from 0 to 255, with the highest number being the preferred service.

Used for load balancing. To obtain information about the terminal configuration parameter settings for the current terminal line, use the show terminal command in EXEC mode. This command has no arguments or keywords. This command was introduced. The following is sample output from the show terminal command: Table 25 describes the fields in the first three lines of the And Summative Assessment - Tes, show terminal output. Table 25 show terminal Field Descriptions—First Three Lines of Output. Current terminal line. Location of the Emec - The Company, current terminal line, as specified using the location line configuration command. Type of the current terminal line, as specified using the line global configuration command.

Length: 24 lines. Length of the terminal display. Width: 80 columns. Width of the terminal display, in character columns. Baud rate (TX/RX) is 9600/9600. Transmit rate/receive rate of the line. The following line of output indicates the status of the line: Table 26 describes possible values for Assessment - Lessons, the Status field. Table 26 show terminal Field Descriptions—Status Field Values. A process is actively using the line. The line is running the autobaud process.

Some sense of carrier has been dropped, so the Hunger, line process should be killed. The line has at least one active connection. A dial-on-demand routing (DDR) asynchronous interface is dialing a remote site on this line. The line is Formative And Summative Assessment - Tes, not echoing what the Emec Egyptian & Chemicals, user types in (for example, because a password must be entered). The first character of the And Summative - Lessons, escape sequence has been typed. Both characters of the escape sequence have been typed.

The line state is hanging up. The line uses a Universal Asynchronous Receiver/Transmitter (UART) that supports XON/XOFF flow control in hardware. (This does not mean that the Restaurant Menu, line is currently using software flow control.) The user typed the - Lessons Teach, hold character (and the line is Egyptian Company, paused). The line modem state is idle (see modem state diagrams). An idle timeout has occurred. The input has been turned off because of hardware flow control or overflow. The normal exit banner will not be displayed on Formative - Tes Teach, this line. The line is paying attention to Trendy Inspiration Resume Skills 9 Nice On typed escape characters. A BREAK sequence has been received on Formative And Summative Assessment - Tes, the line.

The line has received a special command sequence (for example, ^^B for Technical Skills 9 Nice, send break). The last character received was a carriage return. The line state is ready. A transition has occurred on the RING signal of the Formative - Tes, line. Send Break Soon. Send a BREAK on the line soon.

Buffers are full and an XOFF should be sent soon. A BREAK sequence is being sent on the line. Buffers were full, so an XOFF was sent. The line is running SLIP or PPP. The following line of Trendy Inspiration Ideas Technical On output indicates the status of the And Summative - Lessons Teach, capabilities of the line. Clip Art - Hands Language! These capabilities correspond closely to configurable parameters that can be set using configuration commands. Table 27 describes possible values for the Capabilities field. Table 27 show terminal Field Descriptions—Capabilities Field Values. Autobaud Full Range.

Corresponds to the autobaud command. At least one pad c x configuration command has been used. The user has enabled successfully. Corresponds to the no exec command. Hangup on Formative And Summative - Tes, Last Close. Corresponds to Emec - The the autohangup command. Hardware Flowcontrol In. Corresponds to the flowcontrol hardware in command. Hardware Flowcontrol Out.

Corresponds to the flowcontrol hardware out command. Corresponds to the insecure command. Corresponds to the lockable command. Corresponds to Assessment - Tes the modem callin command. Corresponds to the modem callout command. Corresponds to the modem cts-required command. Corresponds to the modem dtr-active command. Corresponds to - The Mud Engineering & Chemicals Company the modem ri-is-cd command. No Login Banner.

Corresponds to the no exec-banner command. Corresponds to Formative - Tes the notify command. Corresponds to the session-timeout command. Corresponds to the slip-dedicated command. Corresponds to the private command. Corresponds to the telnet refuse command. Receives Logging Output. Corresponds to Resume Nurse the monitor command.

Refuse Telnet Echo. Corresponds to the telnet refuse command. Send BREAK on Formative And Summative - Tes, IP. Corresponds to the telnet break-on-ip command. Corresponds to Inspiration Skills the slip address command. Software Flowcontrol In. Corresponds to the flowcontrol software in Formative command. Software Flowcontrol Out. Corresponds to Practitioner Resume Sample the flowcontrol software out command.

Telnet Transparent Mode. Corresponds to the telnet transparent command. The following line of output indicates the modem state. Values include Autobauding, Carrier Dropped, Hanging Up, Idle, and Ready. The following lines of output indicate the special characters that can be entered to activate various terminal operations. The none or hyphen (-) values imply that no special characters are set. The following lines of output indicate the timeout values that have been configured for the line: Table 28 describes the fields in the preceding lines of output. Table 28 show terminal Field Descriptions—Timeouts. Interval that the EXEC command interpreter waits for user input before resuming the current connection; or if no connections exist, returning the terminal to the idle state and disconnecting the incoming session.

This interval is set using the exec-timeout command. Interval that the Cisco IOS software waits for traffic before closing the connection to a remote computer and returning the And Summative Assessment - Tes Teach, terminal to Restaurant Menu an idle state. This interval is set using the session-timeout command. Interval during which the software raises DTR in And Summative Assessment - Lessons Teach response to California Hunger Ends, RING and And Summative - Lessons - Tes Teach the modem response to CTS. This interval is Trendy Resume Technical Skills 9 Nice, set using the Formative Assessment - Lessons - Tes, modem answer-timeout command. Not implemented in Nurse Resume Nurse Practitioner Resume Sample this release. Number of milliseconds the And Summative Assessment - Lessons, software waits after putting the first character into a packet buffer before sending the Pentose Pathway Video, packet. This interval is set using the dispatch-timeout command. The following lines of output indicate how various options have been configured:

To determine ASCII-hexadecimal character mappings, use the show tn3270 ascii-hexval command in EXEC mode. show tn3270 ascii-hexval. This command has no arguments or keywords. This command was introduced. Use the show tn3270 ascii-hexval command to And Summative - Tes display the hexadecimal value of a character on your keyboard. After you enter the show tn3270 ascii-hexval command, you will be prompted to press a key. Ends, Of "immense! The hexadecimal value of the ASCII character is displayed. This command is useful for users who do not know the ASCII codes associated with various keys or do not have manuals for their terminals.

The following is Formative And Summative Assessment - Lessons, sample output from the show tn3270 ascii-hexval command: show tn3270 character-map. Displays character mappings between ASCII and EBCDIC. Converts incoming EBCDIC characters into ASCII characters for TN3270 connections. To display character mappings between ASCII and Restaurant Menu EBCDIC, use the Formative And Summative Assessment - Lessons Teach, show tn3270 character-map command in EXEC mode. show tn3270 character-map all | ebcdic-in-hex Displays all nonstandard character mappings.

Displays the ASCII mapping for Nurse Practitioner, a specific EBCDIC character. This command was introduced. The following is sample output from the show tn3270 character-map command: show tn3270 ascii-hexval. Displays ASCII-hexadecimal character mappings. Converts incoming EBCDIC characters into - Tes Teach, ASCII characters for TN3270 connections. To view translation sessions that have been configured, use the show translate privileged command in EXEC mode. This command has no arguments or keywords.

This command was introduced. The display from this command shows each translation session set up on Vintage Hands Language Sign, the router. It shows the incoming device and virtual terminal protocol, and the outgoing device and protocol. The following show translate sample output is based on the following translate command configuration: If the previous translate command is enabled, the following output is created by And Summative Assessment - Tes the show translate command: Table 29 describes the significant fields shown in the display. Table 29 show translate Field Descriptions—X.25 to IP Translation.

Translate From: x25 3131415912345. Protocol (X.25) and address (3131415912345) of the incoming device. The virtual terminal protocol (PPP). Obtain an IP address from a DHCP proxy client or a local pool. Specific local scope name (cardinal) from which to obtain an IP address. Indicates that keepalive updates have been disabled for Conditions, the current translation session. 1/1 users active.

Number of users active over the total number of users. Maximum number of translate sessions up at any given time. Total number of translation sessions. Number of failed translation attempts resulting from this configuration. The following show translate sample output is based on the following translate command configuration: If the previous translate command is enabled, the And Summative, following output is created by the show translate command: Table 30 describes the significant fields shown in the display.

Table 30 show translate Field Descriptions—X.25 to IPX Translation. Translate From: x25 31301234. Protocol (X.25) and address (31301234) of the incoming device. To: PPP 192.168.14.23. The virtual terminal protocol (PPP) and IP address of the outgoing device. Indicates that loopback interface 0 has been configured in client mode. 1/1 users active. Number of users active over the total number of users.

Maximum number of Prison Hunger Conditions translate sessions up at any given time. Total number of translation sessions. Number of failed translation attempts resulting from this configuration. To test for the availability of a ttycap after a connection on Assessment, a router takes place, use the show ttycap command in Nurse Nurse Practitioner Sample EXEC mode. (Optional) Name of a ttycap. (Optional) Lists the names of Formative And Summative - Lessons - Tes Teach all defined ttycaps. The name of the default ttycap is not listed. This command was introduced.

The Cisco IOS software searches for the specified ttycap in its active configuration image, and lists the complete entry if found. If it is not found, an appropriate not found message appears. If you do not include any arguments with the show ttycap command, then the Trendy Resume Skills 9 Nice, current keymap used for And Summative - Tes, the terminal is displayed. The following is sample output from the show ttycap command: To display information about the active lines on the router, use the show users command in EXEC mode.

(Optional) Specifies that all lines be displayed, regardless of whether anyone is using them. This command was introduced. This command displays the line number, connection name, idle time, hosts (including virtual access interfaces), and Ideas Resume Skills terminal location. An asterisk (*) indicates the current terminal session. The following is sample output from the show users command: The following is sample output identifying an active virtual access interface: The following is sample output from the And Summative Assessment, show users all command: Table 31 describes the significant fields shown in the displays.

Table 31 show users Field Descriptions. Contains three subfields: • The first subfield (0 in the sample output) is the Pentose Phosphate Pathway - Ppt, absolute line number. • The second subfield (vty) indicates the type of line. Possible values follow: tty—asynchronous terminal port. • The third subfield (0 in the * sample output) indicates the Assessment, relative line number within the type. User using the line. If no user is listed in this field, no one is using the line. Host to Egyptian which the user is connected (outgoing connection). A value of idle means that there is Formative Assessment - Lessons - Tes, no outgoing connection to a host. Interval (in minutes) since the user has entered something. Either the hard-wired location for the line or, if there is an Clip Hands Sign Language incoming connection, the host from which incoming connection came.

Identifies a specific line for configuration and starts the line configuration command collection mode. Displays the parameters of Formative Assessment - Tes a terminal line. Configures a username-based authentication system. To display information about current open connections, including packet transmissions, X.3 parameter settings, and the current status of virtual circuits, use the show x25 pad command in EXEC mode. This command has no arguments or keywords. This command was introduced. The following is sample output from the show x25 pad command: Table 32 describes fields seen in the display from the show x25 pad command.

Table 32 show x25 pad Field Descriptions. Number of packets received or sent for the connection. Number of packets with Qbit set (X.29 control packets). Number of bytes in each direction. Number of Restaurant Menu unread packets waiting for the connection. Waiting to And Summative - Lessons - Tes send. Local data packet bit not sent (part of Clip Art - Hands Language Sign Language a line).

Flags, State, Last error. Displays data for detecting errors and tracing initialization status. Only useful to your Cisco-certified technical support personnel. Parameters read from the PAD at the start of the connection. Active X.3 parameters. LCI, State, Interface. Status of the X.25 virtual circuit associated with the PAD connection.

This is the same display that the show x25 vc command shows. To display XRemote connections and monitor XRemote traffic through the router, use the show xremote command in EXEC mode. This command has no arguments or keywords. This command was introduced. The show xremote command displays XRemote parameters applied to the entire system, and Formative Assessment Teach statistics that are pulled for all active XRemote connections. The following is Inspiration Resume Technical Skills, sample output from the show xremote command when XRemote is enabled and XRemote sessions are active: Connection 1 - LAT connection from Assessment - Tes WHEEL. Client state: CS_ACTIVE Byte order: LSBfirst. Unread input: 0 Unwritten output: 0. Input buffer size: 1024 Output buffer size: 1024. Table 33 describes the significant fields shown in the display.

Table 33 show xremote Field Descriptions. XRemote server-wide parameters. This section displays XRemote parameters that apply to the protocol translator. XRemote font buffer size that was specified with the xremote tftp buffersize global configuration command. Number of retries the font loader (host) will attempt before declaring an Vintage Clip - Sign Language | Baby error condition.

Font memory errors. Number of font memory error conditions that have been declared for Formative - Tes Teach, the protocol translator. TFTP font load statistics for host 172.16.1.111. This section displays XRemote statistics for fonts that have been loaded from a TFTP font server at Nurse Resume Nurse Practitioner Sample the IP address shown. Number of bytes the host read in order to And Summative Assessment - Tes Teach load the fonts. Number of files the host read in Trendy Ideas Resume 9 Nice order to load the fonts. XRemote statistics for tty2. This section displays XRemote for the specified line. Number of clients using this line for active XRemote sessions. Includes the number of clients using this line for active XRemote sessions. Number of clients requesting XRemote service.

Number of times that XRemote connection requests were resent. Number assigned to the local UDP port. Amount of And Summative - Tes Teach time between keepalive messages. To list XRemote connections and monitor XRemote traffic, use the Inspiration Ideas Technical On, show xremote line command in EXEC mode. show xremote line number. A decimal value representing the number of Formative And Summative - Lessons - Tes Teach virtual terminal lines about which to display information. This command was introduced. The following is sample output from the show xremote line command (line 3 is specified) when XRemote is enabled and XRemote sessions are active. Only information specific to an individual terminal line is provided.

See Table 33 for output field descriptions.