Network topology is the topological structure of a system and might be portrayed physically or sensibly. It is an utilization of chart hypothesis wherein conveying gadgets are demonstrated as hubs and the associations between the gadgets are displayed as connections or lines between the hubs.
CCNA: Connecting Networks SA Exam
Lab 13 CCNA: Connecting Networks
CSIS 430 – Weeks 1 - 4
Hands-On Skills Assessment
Topology
Complete the assessment in Packet Tracer and document and fill in the blanks. Submit this file and the pka file in Week 8 Lab 13, Points will not be given for incomplete Steps.
Assessment Objectives
Part 1: Initialize Devices (2 points, 5 minutes)
Part 2: Configure Device Basic Settings (8 points, 20 minutes)
Part 3: Configure PPP Connections (7 points, 20 minutes)
Part 4: Configure NAT (4 points, 15 minutes)
Part 5: Monitor the Network (6 points, 15 minutes)
Part 6: Configure Frame Relay (7 points, 20 minutes)
Part 7: Configure a GRE VPN Tunnel (6 points, 20 minutes)
Scenario
In this Skills Assessment (SA) you will create a small network. You must connect the network devices and configure those devices to support various WAN protocols. This will require that you reload the routers before starting your configuration of the next WAN protocol. The assessment has you save your basic device configurations to flash prior to implementing a WAN protocol to allow you to restore these basic configurations after each reload.
The first WAN protocol you will configure is Point-to-Point Protocol (PPP) with CHAP authentication. You will also configure Network Address Translation (NAT), and network monitoring protocols during this phase of the assessment. After your instructor has signed off on this phase, you will reload the routers and configure Frame Relay. After the Frame Relay part is complete, and has been signed off by your instructor, you will reload the routers and configure a GRE VPN tunnel. Network configurations and connectivity will be verified throughout the assessment by using common CLI commands.
Required Resources
3 Routers (Cisco 1941 with Cisco IOS Release 15.2(4)M3 universal image or comparable)
3 PCs (Windows 7, Vista, or XP with terminal emulation program, such as Tera Term.
Console cable to configure the Cisco IOS devices via the console ports
Ethernet and Serial cables as shown in the topology
Initialize Devices
Total points: 2
Time: 5 minutes
Initialize and reload routers.
Erase the startup configurations and reload the devices.
Task
IOS Command
Points
Erase the startup-config file on all routers.
erase startup-config
(1 point)
Reload all routers.
reload
(1 point)
Points: __________ of 2
Configure Device Basic Settings
Total points: 8
Time: 20 minutes
Configure PCs.
Assign static IPv4 address information (IP address, subnet mask, default gateway) to the three PCs in the topology. Refer to the Topology diagram to obtain the IP address information.
Configuration Item or Task
Specification
Points
Configure static IPv4 address information on PC-A.
IP Address: 192.168.11.3
Subnet Mask: 255.255.255.0
Default Gateway: 192.168.11.1
1
Configure static IPv4 address information on PC-B.
IP Address: 192.168.22.3
Subnet Mask: 255.255.255.0
Default Gateway: 192.168.22.1
Configure static IPv4 address information on PC ...
Network topology is the topological structure of a system and might be portrayed physically or sensibly. It is an utilization of chart hypothesis wherein conveying gadgets are demonstrated as hubs and the associations between the gadgets are displayed as connections or lines between the hubs.
CCNA: Connecting Networks SA Exam
Lab 13 CCNA: Connecting Networks
CSIS 430 – Weeks 1 - 4
Hands-On Skills Assessment
Topology
Complete the assessment in Packet Tracer and document and fill in the blanks. Submit this file and the pka file in Week 8 Lab 13, Points will not be given for incomplete Steps.
Assessment Objectives
Part 1: Initialize Devices (2 points, 5 minutes)
Part 2: Configure Device Basic Settings (8 points, 20 minutes)
Part 3: Configure PPP Connections (7 points, 20 minutes)
Part 4: Configure NAT (4 points, 15 minutes)
Part 5: Monitor the Network (6 points, 15 minutes)
Part 6: Configure Frame Relay (7 points, 20 minutes)
Part 7: Configure a GRE VPN Tunnel (6 points, 20 minutes)
Scenario
In this Skills Assessment (SA) you will create a small network. You must connect the network devices and configure those devices to support various WAN protocols. This will require that you reload the routers before starting your configuration of the next WAN protocol. The assessment has you save your basic device configurations to flash prior to implementing a WAN protocol to allow you to restore these basic configurations after each reload.
The first WAN protocol you will configure is Point-to-Point Protocol (PPP) with CHAP authentication. You will also configure Network Address Translation (NAT), and network monitoring protocols during this phase of the assessment. After your instructor has signed off on this phase, you will reload the routers and configure Frame Relay. After the Frame Relay part is complete, and has been signed off by your instructor, you will reload the routers and configure a GRE VPN tunnel. Network configurations and connectivity will be verified throughout the assessment by using common CLI commands.
Required Resources
3 Routers (Cisco 1941 with Cisco IOS Release 15.2(4)M3 universal image or comparable)
3 PCs (Windows 7, Vista, or XP with terminal emulation program, such as Tera Term.
Console cable to configure the Cisco IOS devices via the console ports
Ethernet and Serial cables as shown in the topology
Initialize Devices
Total points: 2
Time: 5 minutes
Initialize and reload routers.
Erase the startup configurations and reload the devices.
Task
IOS Command
Points
Erase the startup-config file on all routers.
erase startup-config
(1 point)
Reload all routers.
reload
(1 point)
Points: __________ of 2
Configure Device Basic Settings
Total points: 8
Time: 20 minutes
Configure PCs.
Assign static IPv4 address information (IP address, subnet mask, default gateway) to the three PCs in the topology. Refer to the Topology diagram to obtain the IP address information.
Configuration Item or Task
Specification
Points
Configure static IPv4 address information on PC-A.
IP Address: 192.168.11.3
Subnet Mask: 255.255.255.0
Default Gateway: 192.168.11.1
1
Configure static IPv4 address information on PC-B.
IP Address: 192.168.22.3
Subnet Mask: 255.255.255.0
Default Gateway: 192.168.22.1
Configure static IPv4 address information on PC ...
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
Assessment 4 Instructions: Health Promotion Plan Presentation
*** note, this assignment is meant to tie into assignment 1***
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Note:
All assignments in the course are based upon hypothetical individuals or groups.
Professional Context
Health education
is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational ses.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
Assessment 4 Instructions: Health Promotion Plan Presentation
*** note, this assignment is meant to tie into assignment 1***
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Note:
All assignments in the course are based upon hypothetical individuals or groups.
Professional Context
Health education
is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational ses.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docxgalerussel59292
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docxgalerussel59292
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
SHOW LESS
Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docxgalerussel59292
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docxgalerussel59292
Assessment 3
PRINT
Letter to the Editor: Population Health Policy Advocacy
Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
SHOW LESS
Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
C.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docxgalerussel59292
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docxgalerussel59292
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3 Health Assessment ProfessionalCommunication.docxgalerussel59292
Assessment 3: Health Assessment
Professional Communication in Nursing 2019: History for Nurse and Patient Interaction – Health Assessment
Scenario 3
Patient 3: History for Nurse and Patient Interaction – Health Assessment
Student (Community – Registered Nurse): Use professional nursing communication
with the patient to conduct a 10 minute health assessment video interview taking into
account the following:
• Introduction – nurse and patient
• Situation – reasons for assessment, allergies, and relevant personal details
• Background – health history, general health and psychosocial status
• Assessment – observations, nutrition/diet, exercise, lifestyle, health beliefs and
values, and cultural/spiritual/religious practices
• Recommendation – confirm health assessment information and implications for
well-being, recommend changes to manage and improve health and suggest
timeframes for any plans
Assessor (Patient – Chester Abioye): You are cooperative, alert and orientated. You
are willing to provide all requested information. You like to ask general questions of the
nurse related to the health assessment and like to know your observations and if they are
within normal limits. You are open to discuss ways to improve your health through
possible changes to your diet, exercise, daily habits, and lifestyle choices.
STUDENT (General Practitioner’s Office – REGISTERED NURSE)
Scenario 3: Patient- Chester Abioye
Chester has come to see a Registered Nurse at his General Practitioner’s Office for
a health assessment. Chester is not very active and feels stress and lonely living
Australia without his family. He has suffered from depression in the past and wants
to improve his health through regular exercise, eating well and by making positive
changes to his lifestyle.
Chester Abioye: Male, height 187 cm; weight 73kg (BMI = 20.9). BP 118/ 70,
HR 86, RR 22, temperature 37.0 C, SaO2 99% on room air.
Assessment 3: Health Assessment
Professional Communication in Nursing 2019: History for Nurse and Patient Interaction – Health Assessment
ASSESSOR (PATIENT )
Scenario 3 Patient 3- Chester Abioye
Biodata
• Chester is a 19 year old man (DOB-14th January 2000) and lives at 97 Leafy
Avenue, Broadfields, 2173 in a share house with 4 other people.
• Chester has a girlfriend that lives in Melbourne who is planning to move to
Broadfields later in the year to be closer to him.
• Chester regularly smokes about a packet (30 cigarettes per day).
• Chester often drinks up to 6 to 10 standard drinks (beer and spirits) when he
catches up with two of his friends once a month.
• Chester was born in Zambia and came to Australia to commence a law degree
but only did 1 year of the degree because he did not enjoy the course. He is now
working at Aldi in the storeroom. He often volunteers to work overtime to save
money to send back to his family.
• Chester mostly stays at home watching television. He rarely exercises because he
finds .
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docxgalerussel59292
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
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Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
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www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
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espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
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www.raikesf oundation.org
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www.medicalnewstoday.com
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Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docxgalerussel59292
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docxgalerussel59292
Assessment 2
-Analysing factual texts
This assignment requires students to assess and critically analyse one or two of the key issues, concepts, keywords or themes raised across the module in some detail. The assignment must address the above by paying specific reference to examples drawn from one of the following factual formats listed below.
Students must apply a concept to a textual example
:-Broadcast news (eg The Channel 4 News, PM)
-Political discussion show (eg Question Time, Any Questions)-
Current affairs (eg Newsnight, Today)-
The talk show (eg The Jeremy Kyle Show)-
Documentary (eg Dispatches, The Report)-
Reality television (eg The X-Factor)-
Lifestyle television (eg How to Look Good Naked)
The essay should focus principally on one concept. It can refer to others in passing if there is significant overlap -eg if discussing impartiality in broadcast news it may be appropriate to briefly mention balance or objectivity. •Similarly, the essay should focus principally on one television, radio example.•Students are encouraged to engage with critical debates that may take place around their chosen example (eg a newspaper’s reaction to a broadcast).•If your analysis refers to specific episodes, you must ensure you reference the text in full (eg original date of airing, URL for online viewing, channel name, etc).•Be careful not to dilute your analysis by trying to cover lots of areas superficially.•The essay requires students to be critical rather than descriptive. Describing the narrative of a text achieves very little in isolation other than to pad out the word count inefficiently.•Similarly, long general historiographies of concepts or formats are seldom conducive to critical analysis. Significant moments or developments are acceptable providing they pertain to the selected example.•The best work will demonstrate knowledge of the subjects, contextualising relevant themes and issues in relation to historical shifts and the contemporary television landscape.•The assignment should consist of your own analysis of a media text rather than paraphrasing an article by an established author. Higher grades will be awarded to work that is able to apply an argument/framework from one area and apply it to a different example –eg taking the work of Lunt and Stenner on The Jerry Springer Show and applying it to The Jeremy Kyle Show or Higgins’ work on newspapers and applying it to television news.•The essay should be 2500 words. It can go 10% either side of this target without penalty. grades can be penalised for failing to adhere to this target.Your essays must include critical reference to definitions of your chosen concepts from legitimate academic sources, either from within the recommended course reading or from your own independent research. Your assignments must be written entirely in your own words (except for properly acknowledged quotations). A bibliography must be appended. We remind you about, and emphasise the importance of.
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
3. Part 2: Control Administrative Access for Routers
Part 3: Configure Administrative Roles
Part 4: Configure Cisco IOS Resilience and Management
Reporting
Secure the Cisco IOS image and configuration files.
devices using NTP.
5. routers and hosts. You use various CLI and
CCP tools to secure local and remote access to the routers,
analyze potential vulnerabilities, and take steps
to mitigate them. You also enable management reporting to
monitor router configuration changes.
The router commands and output in this lab are from Cisco
1841s using Cisco IOS software, release
12.4(20)T (advanced IP image). Other routers and Cisco IOS
versions can be used. See the Router Interface
Summary table at the end of the lab to determine which
interface identifiers to use based on the equipment in
the lab. Depending on the model of the router, the commands
available and output produced may vary from
what is shown in this lab.
Note: Make sure that the routers and the switches have been
erased and have no startup configurations.
Required Resources
12.4(20)T1 or comparable)
-A: Windows XP, Vista, or Windows 7 with CCP 2.5,
PuTTy SSH Client (no ACS required)
-C: Windows XP, Vista or Windows 7 with PuTTy SSH
Client and Kiwi or Tftpd32 Syslog server
rs via the console port
7. Step 1: Cable the network.
Attach the devices shown in the topology diagram and cable as
necessary.
Step 2: Configure basic settings for each router.
a. Configure host names as shown in the topology.
b. Configure interface IP addresses as shown in the IP
Addressing Table.
c. Configure a clock rate for routers with a DCE serial cable
attached to their serial interface. Router R1
is shown here as an example.
R1(config)# interface S0/0/0
R1(config-if)# clock rate 64000
d. To prevent the router from attempting to translate incorrectly
entered commands as though they were
host names, disable DNS lookup. Router R1 is shown here as an
example.
R1(config)# no ip domain-lookup
Step 3: Configure static routing on the routers.
a. Configure a static default route from R1 to R2 and from R3 to
R2.
b. Configure a static route from R2 to the R1 LAN and from R2
to the R3 LAN.
9. Page 5 of 43
Step 6: Save the basic running configuration for each router.
Use the Transfer > Capture text option in HyperTerminal or
some other method to capture the running
configs for each router. Save the three files so that they can be
used to restore configs later in the lab.
Part 2: Control Administrative Access for Routers
In Part 2 of this lab, you will:
e and encrypt passwords.
software and configure
the SSH client.
Note: Perform all tasks, on both R1 and R3. The procedures and
output for R1 are shown here.
Task 1: Configure and Encrypt Passwords on Routers R1 and R3
Step 1: Configure a minimum password length for all router
passwords.
Use the security passwords command to set a minimum
password length of 10 characters.
10. R1(config)# security passwords min-length 10
Step 2: Configure the enable secret password.
Configure the enable secret encrypted password on both routers.
R1(config)# enable secret cisco12345
How does configuring an enable secret password help protect a
router from being compromised by an
attack?
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
Step 3: Configure basic console, auxiliary port, and virtual
access lines.
Note: Passwords in this task are set to a minimum of 10
characters but are relatively simple for the
benefit of performing the lab. More complex passwords are
recommended in a production network.
a. Configure a console password and enable login for routers.
For additional security, the exec-
timeout command causes the line to log out after 5 minutes of
inactivity. The logging
synchronous command prevents console messages from
interrupting command entry.
12. R1(config)# line aux 0
R1(config-line)# password ciscoauxpass
R1(config-line)# exec-timeout 5 0
R1(config-line)# login
d. Telnet from R2 to R1.
R2> telnet 10.1.1.1
Were you able to login? Why or why not?
_______________________________________________
What messages were displayed?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
_____________________________________________________
___________________________
e. Configure the password on the vty lines for router R1.
R1(config)# line vty 0 4
R1(config-line)# password ciscovtypass
R1(config-line)# exec-timeout 5 0
R1(config-line)# login
f. Telnet from R2 to R1 again. Were you able to login this time?
_______________________________
13. g. Enter privileged EXEC mode and issue the show run
command. Can you read the enable secret
password? Why or why not?
_____________________________________________________
___________________________
Can you read the console, aux, and vty passwords? Why or why
not? _________________________
h. Repeat the configuration portion of steps 3a through 3g on
router R3.
Step 4: Encrypt clear text passwords.
a. Use the service password-encryption command to encrypt the
console, aux, and vty
passwords.
R1(config)# service password-encryption
b. Issue the show run command. Can you read the console, aux,
and vty passwords? Why or why
not?
_____________________________________________________
_______________________
c. At what level (number) is the enable secret password
encrypted? _____
d. At what level (number) are the other passwords encrypted?
_____
e. Which level of encryption is harder to crack and why?
15. c. Exit privileged EXEC mode using the disable or exit
command and press Enter to get started.
Does the MOTD banner look like what you created with the
banner motd command? _____
Note: If the MOTD banner is not as you wanted it, recreate it
using the banner motd command.
Task 3: Configure Enhanced Username Password Security on
Routers R1 and
R3.
Step 1: Investigate the options for the username command.
In global configuration mode, enter the following command:
R1(config)# username user01 password ?
What options are available?
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
Step 2: Create a new user account using the username command.
a. Create the user01 account, specifying the password with no
encryption.
R1(config)# username user01 password 0 user01pass
b. Use the show run command to display the running
17. R1(config)# line console 0
R1(config-line)# login local
R1(config-line)# end
R1# exit
b. Exit to the initial router screen which displays: R1 con0 is
now available, Press RETURN
to get started.
c. Log in using the user01 account and password previously
defined.
What is the difference between logging in at the console now
and previously?
_____________________________________________________
___________________________
d. After logging in, issue the show run command. Were you able
to issue the command? Why or why
not?
_____________________________________________________
_______________________
e. Enter privileged EXEC mode using the enable command.
Were you prompted for a password? Why
or why not?
_____________________________________________________
_________________
18. Step 5: Test the new account by logging in from a Telnet
session.
a. From PC-A, establish a Telnet session with R1.
PC-A> telnet 192.168.1.1
Were you prompted for a user account? Why or why not?
_____________________________________________________
___________________________
b. Set the vty lines to use the locally defined login accounts.
R1(config)# line vty 0 4
R1(config-line)# login local
c. From PC-A, telnet to R1 again.
PC-A> telnet 192.168.1.1
Were you prompted for a user account? Why or why not?
_____________________________________________________
___________________________
d. Log in as user01 with a password of user01pass.
e. While Telnetted to R1, access privileged EXEC mode with
the enable command.
What password did you use?
_____________________________________________________
____
f. For added security, set the AUX port to use the locally
defined login accounts.
20. No Quiet-Mode access list has been configured.
Router NOT enabled to watch for login Attacks
b. Use the login block-for command to configure a 60 second
login shutdown (quiet mode timer) if
two failed login attempts are made within 30 seconds.
R1(config)# login block-for 60 attempts 2 within 30
c. Exit global configuration mode and issue the show login
command.
R1# show login
Is the router enabled to watch for login attacks? _____ What is
the default login delay?
_____________________________________________________
___________________________
Step 2: Configure the router to log login activity.
a. Configure the router to generate system logging messages for
both successful and failed login
attempts. The following commands log every successful login
and log failed login attempts after every
second failed login.
R1(config)# login on-success log
R1(config)# login on-failure log every 2
R1(config)# exit
21. b. Issue the show login command. What additional information
is displayed?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
Step 3: Test the enhanced login security login configuration.
a. From PC-A, establish a Telnet session with R1.
PC-A> telnet 10.1.1.1
b. Attempt to log in with the wrong user ID or password two
times. What message was displayed on PC-
A after the second failed attempt?
_____________________________________________________
What message was displayed on the router R1 console after the
second failed login attempt?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
c. From PC-A, attempt to establish another Telnet session to R1
within 60 seconds. What message was
displayed on PC-A after the attempted Telnet connection?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
23. network professionals.
Note: For a router to support SSH, it must be configured with
local authentication, (AAA services, or
username) or password authentication. In this task, you
configure an SSH username and local authentication.
Step 1: Configure a domain name.
Enter global configuration mode and set the domain name.
R1# conf t
R1(config)# ip domain-name ccnasecurity.com
Step 2: Configure a privileged user for login from the SSH
client.
a. Use the username command to create the user ID with the
highest possible privilege level and a
secret password.
R1(config)# username admin privilege 15 secret cisco12345
b. Exit to the initial router login screen, and log in with this
username. What was the router prompt after
you entered the password?
_____________________________________________________
___________________________
Step 3: Configure the incoming vty lines.
Specify a privilege level of 15 so that a user with the highest
privilege level (15) will default to privileged
EXEC mode when accessing the vty lines. Other users will
25. Step 4: Erase existing key pairs on the router.
R1(config)# crypto key zeroize rsa
Note: If no keys exist, you might receive this message: % No
Signature RSA Keys found in
configuration.
Step 5: Generate the RSA encryption key pair for the router.
The router uses the RSA key pair for authentication and
encryption of transmitted SSH data.
Configure the RSA keys with 1024 for the number of modulus
bits. The default is 512, and the range is
from 360 to 2048.
R3(config)# crypto key generate rsa general-keys modulus 1024
The name for the keys will be: R3.ccnasecurity.com
% The key modulus size is 1024 bits
% Generating 1024 bit RSA keys, keys will be non-
exportable...[OK]
R3(config)#
*Dec 16 21:24:16.175: %SSH-5-ENABLED: SSH 1.99 has been
enabled
R3(config)# exit
27. All rights reserved. This document is Cisco Public Information.
Page 12 of 43
Task 6: Research Terminal Emulation Client Software and
Configure the SSH
Client
Step 1: Research terminal emulation client software.
Conduct a web search for freeware terminal emulation client
software, such as TeraTerm or PuTTy. What are
some capabilities of each?
_____________________________________________________
__________________________________
_____________________________________________________
__________________________________
_____________________________________________________
__________________________________
Step 2: Install an SSH client on PC-A and PC-C.
a. If the SSH client is not already installed, download either
TeraTerm or PuTTY.
b. Save the application to the desktop.
Note: The procedure described here is for PuTTY and pertains
to PC-A.
Step 3: Verify SSH connectivity to R1 from PC-A.
a. Launch PuTTY by double-clicking the putty.exe icon.
b. Input the R1 Fa0/1 IP address 192.168.1.1 in the Host Name
30. Save the running configuration to the startup configuration from
the privileged EXEC prompt.
R1# copy running-config startup-config
Note: Complete steps 3 and 4 between PC-C and router R3.
Part 3: Configure Administrative Roles
In Part 3 of this lab, you will:
and R3.
The role-based CLI access feature allows the network
administrator to define views, which are a set of
operational commands and configuration capabilities that
provide selective or partial access to Cisco IOS
EXEC and configuration (config) mode commands. Views
restrict user access to the Cisco IOS CLI and
configuration information. A view can define which commands
are accepted and what configuration
information is visible.
Note: Perform all tasks on both R1 and R3. The procedures and
output for R1 are shown here.
Task 1: Enable Root View on R1 and R3
If an administrator wants to configure another view to the
32. R1# enable view
Password: cisco12345
*Dec 16 22:41:17.483: %PARSER-6-VIEW_SWITCH:
successfully set to view
'root'.
Task 2: Create New Views for the Admin1, Admin2, and Tech
Roles on R1 and R3
Step 1: Create the admin1 view, establish a password, and
assign privileges.
a. The admin1 user is the top-level user below root that is
allowed to access this router. It has the most
authority. The admin1 user can use all show, config, and debug
commands. Use the following
command to create the admin1 view while in the root view.
R1(config)# parser view admin1
R1(config-view)#
*Dec 16 22:45:27.587: %PARSER-6-VIEW_CREATED: view
'admin1’
successfully created.
R1(config-view)#
Note: To delete a view, use the command no parser view
viewname.
33. b. Associate the admin1 view with an encrypted password.
R1(config-view)# secret admin1pass
R1(config-view)#
c. Review the commands that can be configured in the admin1
view. Use the commands ? command to
see available commands. The following is a partial listing of the
available commands.
R1(config-view)# commands ?
RITE-profile Router IP traffic export profile command
mode
RMI Node Config Resource Policy Node Config mode
RMI Resource Group Resource Group Config mode
RMI Resource Manager Resource Manager Config mode
RMI Resource Policy Resource Policy Config mode
SASL-profile SASL profile configuration mode
aaa-attr-list AAA attribute list config mode
aaa-user AAA user definition
accept-dialin VPDN group accept dialin configuration
mode
accept-dialout VPDN group accept dialout configuration
mode
35. 'admin1'
R1# show parser view
R1# Current view is ‘admin1’
f. Examine the commands available in the admin1 view.
R1# ?
Exec commands:
configure Enter configuration mode
debug Debugging functions (see also 'undebug')
enable Turn on privileged commands
exit Exit from the EXEC
show Show running system information
g. Examine the show commands available in the admin1 view.
R1# show ?
aaa Show AAA values
accounting Accounting data for active sessions
adjacency Adjacent nodes
alignment Show alignment information
appfw Application Firewall information
36. archive Archive of the running configuration information
arp ARP table
<output omitted>
Step 2: Create the admin2 view, establish a password, and
assign privileges.
The admin2 user is a junior administrator in training who is
allowed to view all configurations but is
not allowed to configure the routers or use debug commands.
a. Use the enable view command to enable the root view, and
enter the enable secret password
cisco12345.
R1# enable view
Password:cisco12345
b. Use the following command to create the admin2 view.
R1(config)# parser view admin2
R1(config-view)#
*Dec 16 23:02:27.587: %PARSER-6-VIEW_CREATED: view
'admin2’
successfully created.
R1(config-view)#
38. f. Examine the commands available in the admin2 view.
R1# ?
Exec commands:
enable Turn on privileged commands
exit Exit from the EXEC
show Show running system information
What is missing from the list of admin2 commands that is
present in the admin1 commands?
_____________________________________________________
_____________________
Step 3: Create the tech view, establish a password, and assign
privileges.
a. The tech user typically installs end-user devices and cabling.
Tech users are only allowed to use
selected show commands.
b. Use the enable view command to enable the root view, and
enter the enable secret password
cisco12345.
R1# enable view
Password:cisco12345
c. Use the following command to create the tech view.
39. R1(config)# parser view tech
R1(config-view)#
*Dec 16 23:10:27.587: %PARSER-6-VIEW_CREATED: view
'tech’ successfully
created.
d. Associate the tech view with a password.
R1(config-view)# secret techpasswd
R1(config-view)#
e. Add the following show commands to the view and then exit
from view configuration mode.
R1(config-view)# commands exec include show version
R1(config-view)# commands exec include show interfaces
R1(config-view)# commands exec include show ip interface
brief
R1(config-view)# commands exec include show parser view
R1(config-view)# end
f. Verify the tech view.
R1# enable view tech
Password:techpasswd
41. interfaces Interface status and configuration
ip IP information
parser Show parser commands
version System hardware and software status
i. Issue the show ip interface brief command. Were you able to
do it as the tech user? Why or
why not?
_____________________________________________________
____________________
j. Issue the show ip route command. Were you able to do it as
the tech user? _________________
k. Return to root view with the enable view command.
R1# enable view
Password: cisco12345
l. Issue the show run command to see the views you created. For
tech view, why are the show and
show ip commands listed as well as show ip interface and show
ip interface brief?
_____________________________________________________
___________________________
Step 4: Save the configuration on routers R1 and R3.
42. Save the running configuration to the startup configuration from
the privileged EXEC prompt.
Part 4: Configure IOS Resilience and Management Reporting
In Part 4 of this lab, you will:
for other devices.
re the logging trap level on a router.
PC.
Note: Perform all tasks on both R1 and R3. The procedure and
output for R1 is shown here.
Task 1: Secure Cisco IOS Image and Configuration Files on R1
and R3
The Cisco IOS Resilient Configuration feature enables a router
to secure the running image and maintain a
working copy of the configuration so that those files can
withstand malicious attempts to erase the contents of
persistent storage (NVRAM and flash). The feature secures the
smallest working set of files to preserve
persistent storage space. No extra space is required to secure the
primary Cisco IOS image file. In this task,
you configure the Cisco IOS Resilient Configuration feature.
44. 10 415956 Dec 16 2008 17:21:16 sslclient-win-1.1.4.176.pkg
14815232 bytes available (49197056 bytes used)
Step 2: Secure the Cisco IOS image and archive a copy of the
running configuration.
a. The secure boot-image command enables Cisco IOS image
resilience, which hides the file from
dir and show commands. The file cannot be viewed, copied,
modified, or removed using EXEC
mode commands. (It can be viewed in ROMMON mode.) When
turned on for the first time, the
running image is secured.
R1(config)# secure boot-image
.Dec 17 25:40:13.170: %IOS_RESILIENCE-5-
IMAGE_RESIL_ACTIVE: Successfully
secured running image
b. The secure boot-config command takes a snapshot of the
router running configuration and
securely archives it in persistent storage (flash).
R1(config)# secure boot-config
.Dec 17 25:42:18.691: %IOS_RESILIENCE-5-
CONFIG_RESIL_ACTIVE:
Successfully secured config archive [flash:.runcfg-20081219-
45. 224218.ar]
Step 3: Verify that your image and configuration are secured.
a. You can use only the show secure bootset command to
display the archived filename. Display
the status of configuration resilience and the primary bootset
filename.
R1# show secure bootset
IOS resilience router id FTX1111W0QF
IOS image resilience version 12.4 activated at 25:40:13 UTC
Wed Dec 17
2008
Secure archive flash:c1841-advipservicesk9-mz.124-20.T1.bin
type is
image (elf)
[]
file size is 37081324 bytes, run size is 37247008 bytes
Runnable image, entry point 0x8000F000, run from ram
IOS configuration resilience version 12.4 activated at 25:42:18
UTC Wed
Dec 17 2008
47. 6 931840 Dec 16 2008 17:14:42 es.tar
7 112640 Dec 16 2008 17:15:06 home.tar
8 1038 Dec 16 2008 17:15:22 home.shtml
10 1697952 Dec 16 2008 17:17:54 securedesktop-ios-
3.1.1.45-k9.pkg
11 415956 Dec 16 2008 17:21:16 sslclient-win-1.1.4.176.pkg
14807040 bytes available (49205248 bytes used)
b. Is the Cisco IOS image or the archived running config file
listed? _____________________________
c. How can you tell that the Cisco IOS image is still there?
_____________________________________________________
___________________________
Step 5: Disable the IOS Resilient Configuration feature.
a. Disable the Resilient Configuration feature for the Cisco IOS
image.
R1# config t
R1(config)# no secure boot-image
.Dec 17 25:48:23.009: %IOS_RESILIENCE-5-
IMAGE_RESIL_INACTIVE: Disabled
secure image archival
48. b. Disable the Resilient Configuration feature for the running
config file.
R1(config)# no secure boot-config
.Dec 17 25:48:47.972: %IOS_RESILIENCE-5-
CONFIG_RESIL_INACTIVE: Disabled
secure config archival [removed flash:.runcfg-20081219-
224218.ar]
Step 6: Verify that the Cisco IOS image is now visible in flash.
R1# show flash
-# - --length-- -----date/time------ path
1 37081324 Dec 16 2008 21:57:10 c1841-advipservicesk9-
mz.124-20.T1.bin
2 6389760 Dec 16 2008 22:06:56 sdm.tar
3 1505280 Dec 16 2008 22:08:52 common.tar
4 527849 Dec 16 2008 17:13:40 128MB.sdf
5 1821 Dec 16 2008 00:11:30 sdmconfig-18xx.cfg
6 931840 Dec 16 2008 17:14:42 es.tar
7 112640 Dec 16 2008 17:15:06 home.tar
8 1038 Dec 16 2008 17:15:22 home.shtml
9 1697952 Dec 16 2008 17:17:54 securedesktop-ios-
3.1.1.45-k9.pkg
50. Note: If you are using CCP to configure R2 to support NTP,
skip this step and go to Step 2.
a. Use the show clock command to display the current time set
on the router.
R2# show clock
*01:19:02.331 UTC Mon Dec 15 2008
b. To set the time on the router, use the clock set time
command.
R2# clock set 20:12:00 Dec 17 2008
R2#
*Dec 17 20:12:18.000: %SYS-6-CLOCKUPDATE: System
clock has been updated
from 01:20:26 UTC Mon Dec 15 2008 to 20:12:00 UTC Wed
Dec 17 2008,
configured from console by admin on console.
c. Configure R2 as the NTP master using the ntp master
stratum-number command in global
configuration mode. The stratum number indicates the distance
from the original source. For this lab,
use a stratum number of 3 on R2. When a device learns the time
from an NTP source, its stratum
number becomes one greater than the stratum number of its
source.
R2(config)# ntp master 3
51. Step 2: Configure R1 and R3 as NTP clients using the CLI.
a. R1 and R3 will become NTP clients of R2. To configure R1,
use the global configuration command
ntp server hostname. The host name can also be an IP address.
The command ntp update-
calendar periodically updates the calendar with the NTP time.
R1(config)# ntp server 10.1.1.2
R1(config)# ntp update-calendar
b. Verify that R1 has made an association with R2 with the
show ntp associations command. You
can also use the more verbose version of the command by
adding the detail argument. It might
take some time for the NTP association to form.
R1# show ntp associations
address ref clock st when poll reach delay offset disp
~10.1.1.2 127.127.1.1 3 14 64 3 0.000 -280073
3939.7
*sys.peer, # selected, +candidate, -outlyer, x falseticker, ~
configured
c. Issue the debug ntp all command to see NTP activity on R1 as
it synchronizes with R2.
53. 0x645A3120,
next action is 1.
Dec 17 20:12:18.574: NTP Core(DEBUG): receive: packet
given to
process_packet
Dec 17 20:12:18.578: NTP Core(INFO): system event
'event_peer/strat_chg'
(0x04)
status 'sync_alarm, sync_ntp, 5 events, event_clock_reset'
(0xC655)
Dec 17 20:12:18.578: NTP Core(INFO): synchronized to
10.1.1.2, stratum 3
Dec 17 20:12:18.578: NTP Core(INFO): system event
'event_sync_chg'
(0x03) status
'leap_none, sync_ntp, 6 events, event_peer/strat_chg' (0x664)
Dec 17 20:12:18.578: NTP Core(NOTICE): Clock is
synchronized.
Dec 17 20:12:18.578: NTP Core(INFO): system event
'event_peer/strat_chg'
(0x04)
status 'leap_none, sync_ntp, 7 events, event_sync_chg' (0x673)
54. Dec 17 20:12:23.554: NTP: Calendar updated.
d. Issue the undebug all or the no debug ntp all command to
turn off debugging.
R1# undebug all
e. Verify the time on R1 after it has made an association with
R2.
R1# show clock
*20:12:24.859 UTC Wed Dec 17 2008
Step 3: (Optional) Configure R1 and R3 as NTP clients using
CCP.
You can also use CCP to configure the router to support NTP. If
you configured R1 as an NTP client using
Cisco IOS commands in Step 2, you can skip this step.
However, read through it to become familiar with the
process. If you configured R1 and R3 as NTP clients using
Cisco IOS commands in Step 2, you can still
perform this step but you need to issue the following commands
first on each router.
R1(config)# no ntp server 10.1.1.2
R1(config)# no ntp update-calendar
a. From the CLI, enable the http server on R1.
R1(config)# ip http server
R1(config)# username admin privilege 15 secret cisco12345
57. *sys.peer, # selected, +candidate, -outlyer, x falseticker, ~
configured
R1# show clock
*20:12:24.859 UTC Wed Dec 17 2008
Task 3: Configure syslog Support on R1 and PC-A
Step 1: Install the syslog server.
The Kiwi Syslog Daemon is a dedicated syslog server. Another
application is Tftpd32, which includes a TFTP
server, TFTP client, and a syslog server and viewer. You can
use either with this lab. Both are available as a
free version and run with Microsoft Windows.
If a syslog server is not currently installed on the host,
download the latest version of Kiwi from
http://www.kiwisyslog.com or Tftpd32 from
http://tftpd32.jounin.net and install it on your desktop. If it is
already
installed, go to Step 2.
Note: This lab uses the Kiwi syslog server.
Step 2: Configure R1 to log messages to the syslog server using
the CLI.
a. Verify that you have connectivity between R1 and the host by
pinging the R1 Fa0/1 interface IP
address 192.168.1.1. If it is not successful, troubleshoot as
necessary before continuing.
b. NTP was configured in Task 2 to synchronize the time on the
58. network. Displaying the correct time
and date in syslog messages is vital when using syslog to
monitor a network. If the correct time and
date of a message is not known, it can be difficult to determine
what network event caused the
message.
Verify that the timestamp service for logging is enabled on the
router using the show run command.
Use the following command if the timestamp service is not
enabled.
R1(config)# service timestamps log datetime msec
c. Configure the syslog service on the router to send syslog
messages to the syslog server.
R1(config)# logging host 192.168.1.3
Step 3: Configure the logging severity level on R1.
Logging traps can be set to support the logging function. A trap
is a threshold that when reached triggers a
log message. The level of logging messages can be adjusted to
allow the administrator to determine what
kinds of messages are sent to the syslog server. Routers support
different levels of logging. The eight levels
range from 0 (emergencies), indicating that the system is
unstable, to 7 (debugging), which sends messages
that include router information.
http://www.kiwisyslog.com/
http://tftpd32.jounin.net/
60. <cr>
b. Define the level of severity for messages sent to the syslog
server. To configure the severity levels,
use either the keyword or the severity level number (0–7).
Severity Level Keyword Description
Severity level Keyword Meaning
0 emergencies System unusable
1 alerts Immediate action required
2 critical Critical conditions
3 errors Error conditions
4 warnings Warning conditions
5 notifications Normal but significant condition
6 informational Informational messages
7 debugging Debugging messages
Note: The severity level includes the level specified and
anything with a lower severity number. If you
set the level to 4 or use the keyword warnings, you capture
messages with severity level 4, 3, 2, 1,
and 0.
c. Use the logging trap command to set the severity level for
R1.
R1(config)# logging trap warnings
d. What is the problem with setting the level of severity too
high or too low?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
62. Page 27 of 43
Console logging: level debugging, 271 messages logged, xml
disabled,
filtering disabled
Monitor logging: level debugging, 0 messages logged, xml
disabled,
filtering disabled
Buffer logging: disabled, xml disabled,
filtering disabled
Logging Exception size (4096 bytes)
Count and timestamp logging messages: disabled
Persistent logging: disabled
No active filter modules.
ESM: 0 messages dropped
Trap logging: level warnings, 0 message lines logged
Logging to 192.168.1.3 (udp port 514, audit disabled,
authentication disabled, encryption disabled, link up),
63. 0 message lines logged,
0 message lines rate-limited,
0 message lines dropped-by-MD,
xml disabled, sequence number disabled
filtering disabled
b. At what level is console logging enabled?
_______________________
c. At what level is trap logging enabled?
__________________________
d. What is the IP address of the syslog server?
_____________________
e. What port is syslog using?
___________________________________
Step 5: (Optional) Use CCP to configure R1 to log messages to
the syslog server.
You can also use CCP to configure the router for syslog
support. If you previously configured R1 for syslog
and trap levels, you can skip this step. If you used Cisco IOS
commands in Step 4 to configure R1 syslog and
trap levels you can still perform this step but you need to issue
the following commands first on the router:
R1(config)# no logging 192.168.1.3
R1(config)# no logging trap warnings
66. The Kiwi syslog screen should look similar to the one below.
c. What would happen if you shut down the Fa0/1 interface on
R1 (do not actually perform this action)?
_____________________________________________________
___________________________
d. From the R1 global configuration mode, enable the logging of
user info when enabling privileged
mode and reset the trap level to informational.
R1(config)# logging userinfo
R1(config)# logging trap informational
e. On the Kiwi Syslog Daemon, choose View > Clear Display to
clear the log display.
f. Exit to the login screen, and enable the admin1 view that you
created in Part 3 of this lab. Enter the
password admin1pass.
R1> enable view admin1
Password:
Note: You can enable the desired view from the user EXEC
prompt. This allows different users to login
without having to know the privileged EXEC mode enable
secret password.
g. Exit to the login screen again, and enable the admin1 view
again. This time enter the password
69. d. Save the running config to the startup config using the copy
run start command.
Task 2: Use AutoSecure to Secure R3
By using a single command in CLI mode, the AutoSecure
feature allows you to disable common IP services
that can be exploited for network attacks and enable IP services
and features that can aid in the defense of a
network when under attack. AutoSecure simplifies the security
configuration of a router and hardens the
router configuration.
Step 1: Use the AutoSecure Cisco IOS feature.
a. Enter privileged EXEC mode using the enable command.
b. Issue the auto secure command on R3 to lock down the
router. Router R2 represents an ISP
router, so assume that R3 S0/0/1 is connected to the Internet
when prompted by the AutoSecure
questions. Respond to the AutoSecure questions as shown in the
following output. The responses
are bolded.
R3# auto secure
--- AutoSecure Configuration ---
*** AutoSecure configuration enhances the security of the
router, but it will
not make it absolutely resistant to all security attacks ***
70. AutoSecure will modify the configuration of your device. All
configuration
changes will be shown. For a detailed explanation of how the
configuration
changes enhance security and any possible side effects, please
refer to
Cisco.com for
Autosecure documentation.
At any prompt you may enter '?' for help.
Use ctrl-c to abort this session at any prompt.
Gathering information about the router for AutoSecure
Is this router connected to internet? [no]: yes
Enter the number of interfaces facing the internet [1]: Press
ENTER to
accept the default of 1 in square brackets.
Interface IP-Address OK? Method Status
Protocol
FastEthernet0/0 unassigned YES NVRAM administratively
down down
72. Disabling the cdp protocol
Disabling the bootp server
Disabling the http server
Disabling the finger service
Disabling source routing
Disabling gratuitous arp
Here is a sample Security Banner to be shown
at every access to device. Modify it to suit your
enterprise requirements.
Authorized Access only
This system is the property of So-&-So-Enterprise.
UNAUTHORIZED ACCESS TO THIS DEVICE IS
PROHIBITED.
You must have explicit permission to access this
device. All activities performed on this device
are logged. Any violations of access policy will result
in disciplinary action.
73. Enter the security banner {Put the banner between
k and k, where k is any character}:
# Unauthorized Access Prohibited #
Enable secret is either not configured or
is the same as enable password
Enter the new enable secret: cisco12345
Confirm the enable secret : cisco12345
Enter the new enable password: cisco67890
Confirm the enable password: cisco67890
Configuration of local user database
Enter the username: admin
Enter the password: cisco12345
Confirm the password: cisco12345
Configuring AAA local authentication
Configuring Console, Aux and VTY lines for
local authentication, exec-timeout, and transport
75. no ip redirects
no ip proxy-arp
no ip unreachables
no ip directed-broadcast
no ip mask-reply
Disabling mop on Ethernet interfaces
Securing Forwarding plane services...
Enabling CEF (This might impact the memory requirements for
your platform)
Enabling unicast rpf on all interfaces connected
to internet
Configure CBAC Firewall feature? [yes/no]: no
Tcp intercept feature is used prevent tcp syn attack
on the servers in the network. Create autosec_tcp_intercept_list
to form the list of servers to which the tcp traffic is to
be observed
76. Enable tcp intercept feature? [yes/no]: yes
This is the configuration generated:
no service finger
no service pad
no service udp-small-servers
no service tcp-small-servers
service password-encryption
service tcp-keepalives-in
service tcp-keepalives-out
no cdp run
no ip bootp server
no ip http server
no ip finger
no ip source-route
no ip gratuitous-arps
no ip identd
banner motd ^C Unauthorized Access Prohibited ^C
78. All rights reserved. This document is Cisco Public Information.
Page 34 of 43
line vty 0 4
login authentication local_auth
transport input telnet
line tty 1
login authentication local_auth
exec-timeout 15 0
login block-for 60 attempts 2 within 30
ip domain-name ccnasecurity.com
crypto key generate rsa general-keys modulus 1024
ip ssh time-out 60
ip ssh authentication-retries 2
line vty 0 4
transport input ssh telnet
service timestamps debug datetime msec localtime show-
timezone
service timestamps log datetime msec localtime show-timezone
logging facility local2
79. logging trap debugging
service sequence-numbers
logging console critical
logging buffered
interface FastEthernet0/0
no ip redirects
no ip proxy-arp
no ip unreachables
no ip directed-broadcast
no ip mask-reply
no mop enabled
interface FastEthernet0/1
no ip redirects
no ip proxy-arp
no ip unreachables
no ip directed-broadcast
no ip mask-reply
no mop enabled
80. interface Serial0/0/0
no ip redirects
no ip proxy-arp
no ip unreachables
no ip directed-broadcast
no ip mask-reply
interface Serial0/0/1
no ip redirects
no ip proxy-arp
no ip unreachables
no ip directed-broadcast
no ip mask-reply
interface Vlan1
no ip redirects
no ip proxy-arp
no ip unreachables
no ip directed-broadcast
no ip mask-reply
82. Apply this configuration to running-config? [yes]: <ENTER>
Applying the config generated to running-config
The name for the keys will be: R3.ccnasecurity.com
% The key modulus size is 1024 bits
% Generating 1024 bit RSA keys, keys will be non-
exportable...[OK]
R3#
000037: *Dec 19 21:18:52.495 UTC: %AUTOSEC-1-
MODIFIED: AutoSecure
configuration
has been Modified on this device
Step 2: Establish an SSH connection from PC-C to R3.
a. Start PuTTy or another SSH client, and log in with the admin
account and password cisco12345
created when AutoSecure was run. Enter the IP address of the
R3 Fa0/1 interface 192.168.3.1.
b. Because AutoSecure configured SSH on R3, you will receive
a PuTTY security warning. Click Yes to
connect anyway.
c. Enter privileged EXEC mode, and verify the R3 configuration
using the show run command.
83. d. Issue the show flash command. Is there a file that might be
related to AutoSecure, and if so what
is its name and when was it created?
_____________________________________________________
___________________________.
e. Issue the command more flash:pre_autosec.cfg. What are the
contents of this file, and what
is its purpose?
_____________________________________________________
_______________
f. How would you restore this file if AutoSecure did not
produce the desired results?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
Step 3: Contrast the AutoSecure-generated configuration of R3
with the manual configuration of
R1.
a. What security-related configuration changes were performed
on R3 by AutoSecure that were not
performed in previous sections of the lab on R1?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
_____________________________________________________
___________________________
87. Step 1: Verify that CCP is installed on Host PC.
Note: CCP can only be run from a host PC. If CCP is not
installed on the PC, consult your instructor for
directions.
Step 2: Create a CCP user and enable the HTTP secure server on
R1.
a. Create a privilege-level 15 username and password on R1.
R1(config)# username admin privilege 15 secret 0 cisco12345
b. Enable the HTTP secure server on R1.
R1(config)# ip http secure-server
% Generating 1024 bit RSA keys, keys will be non-
exportable...[OK]
R1(config)#
*Dec 19 17:01:07.763: %SSH-5-ENABLED: SSH 1.99 has been
enabled
*Dec 19 17:01:08.731: %PKI-4-NOAUTOSAVE: Configuration
was modified.
Issue
"write memory" to save new certificate
c. Enable local HTTP authentication on R1.
R1(config)# ip http authentication local
88. R1(config)# end
d. Save the running config to the startup config.
R1# copy run start
Step 3: Start CCP.
a. From PC-A, run the CCP application.
Note: Make sure that all pop-up blockers are turned off in the
browser, and make sure that Java is
installed and updated.
b. In the Manage Devices window, add R1 IP address
192.168.1.1 in the first IP address field. Enter
admin in the username field, and cisco12345 in the password
field. Click the Connect Securely
check box to use secure-server for your connection. Check the
Discover All Devices check box then
click on the OK button.
c. When the Security Certification Alert is displayed, click Yes.
d. If the Discovery fails, use the Discovery Details button to
determine the problem and resolve it.
Step 4: Back up the current router configuration using CCP.
a. Back up the router configuration from within CCP by
choosing Utilities > Save Configuration to PC.
b. Save the configuration on the desktop using the default name
of RunningConfig_192.168.1.1.txt.
91. Page 40 of 43
c. Open the report card HTML document you saved on the
desktop to view the contents and then close
it.
Task 5: Fix Security Problems on R1 Using the Security Audit
Tool
In this task, you will use the Security Audit wizard to make the
necessary changes to the router configuration.
Step 1: Review the Security Problems Identified window for
potential items to fix.
a. In the Security Audit window, click Close.
b. A window appears listing the items that did not pass the
security audit. Click Next without choosing
any items. What message did you get?
________________________________________________
c. Click OK to remove the message.
Step 2: Fix security problems.
With the Security Audit tool, you can fix selected problems or
all security problems identified.
a. Click Fix All and then click Next to fix all security problems.
b. When prompted, enter an enable secret password of
cisco12345 and confirm it.
c. Enter the text for the login banner: Unauthorized Access
93. is selected, and click Deliver.
k. Click OK in the Commands Delivery Status window to exit
the Security Audit tool. How many
commands were delivered to the router?
________________________
Task 6: Review Router Security Configurations with CCP and
the CLI
In this task, you will use Cisco CCP to review changes made by
Security Audit on router R1 and compare
them to those made by AutoSecure on R3.
Step 1: View the running configs for R1 and R3.
a. From the PC-A CCP session with R1, in the utilities area at
the bottom left corner, click the View >
Running Configuration.
b. Using PuTTY, open an SSH connection to router R3, and log
in as admin.
c. Enter privileged EXEC mode, and issue the show run
command.
Step 2: Contrast AutoSecure with CCP Security Audit.
a. Compare the function and ease of use between AutoSecure
and CCP Security Audit. What are some
similarities and differences?
_____________________________________________________
___________________________
_____________________________________________________
___________________________
95. a. Ping from router R1 to the router R3 S0/0/1 interface
(10.2.2.1). Were the pings successful? Why or
why not?
_____________________________________________________
__________________
Note: Firewalls are covered in detail in Chapter 4.
b. Ping from PC-A on the R1 LAN to PC-C on the router R3
LAN. Were the pings successful? Why or
why not?
_____________________________________________________
___________________
c. Ping from router R3 to the router R2 S0/0/0 interface
(10.1.1.2). Were the pings successful? Why or
why not?
_____________________________________________________
___________________
d. Ping from router R3 to the router R1 S0/0/0 interface
(10.1.1.1). Were the pings successful? Why or
why not?
_____________________________________________________
___________________
e. Ping from PC-C on the R3 LAN to PC-A on the router R1
LAN. Were the pings successful? Why or
why not?
_____________________________________________________
___________________
Reflection
1. How important is securing router access and monitoring
network devices to ensure responsibility and
96. accountability and for thwarting potentially malicious activity.
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
2. What advantages does SSH have over Telnet?
_____________________________________________
3. What advantages does Telnet have over SSH?
_____________________________________________
4. How scalable is setting up usernames and using the local
database for authentication?
_____________________________________________________
______________________________
5. Why it is better to have centralized logging servers rather
than only have the routers log locally?
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
6. What are some advantages to using automated security
mechanisms like AutoSecure and CCP Security
Audit?
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
Router Interface Summary Table
98. All rights reserved. This document is Cisco Public Information.
Page 43 of 43
Router Interface Summary
(G0/0) (G0/1) (S0/0/0) (S0/0/1)
2800 Fast Ethernet 0/0
(Fa0/0)
Fast Ethernet 0/1
(Fa0/1)
Serial 0/0/0
(S0/0/0)
Serial 0/0/1
(S0/0/1)
2900 GigabitEthernet 0/0
(G0/0)
GigabitEtherne 0/1
(G0/1)
Serial 0/0/0
(S0/0/0)
Serial 0/0/1
(S0/0/1)
Note: To find out how the router is configured, look at the
interfaces to identify the type of router
and how many interfaces the router has. There is no way to
effectively list all the combinations of
configurations for each router class. This table includes
101. igure VTY lines to accept SSH connections only.
Introduction
The network topology shows three routers. You will configure
NTP and Syslog on all routers. You will configure
SSH on R3.
Network Time Protocol (NTP) allows routers on the network to
synchronize their time settings with an NTP
server. A group of NTP clients that obtain time and date
information from a single source have more consistent
time settings and Syslog messages generated can be analyzed
more easily. This can help when
troubleshooting issues with network problems and attacks.
When NTP is implemented in the network, it can be
set up to synchronize to a private master clock, or to a publicly
available NTP server on the Internet.
The NTP Server is the master NTP server in this lab. You will
configure the routers to allow the software clock
to be synchronized by NTP to the time server. Also, you will
configure the routers to periodically update the
hardware clock with the time learned from NTP. Otherwise, the
hardware clock will tend to gradually lose or
gain time (drift) and the software clock and hardware clock may
become out of synchronization with each other.
The Syslog Server will provide message logging in this lab. You
will configure the routers to identify the remote
102. host (Syslog server) that will receive logging messages.
You will need to configure timestamp service for logging on the
routers. Displaying the correct time and date in
Syslog messages is vital when using Syslog to monitor a
network. If the correct time and date of a message is
not known, it can be difficult to determine what network event
caused the message.
R2 is an ISP connected to two remote networks: R1 and R3. The
local administrator at R3 can perform most
router configurations and troubleshooting; however, since R3 is
a managed router, the ISP needs access to R3
for occasional troubleshooting or updates. To provide this
access in a secure manner, the administrators have
agreed to use Secure Shell (SSH).
You use the CLI to configure the router to be managed securely
using SSH instead of Telnet. SSH is a network
protocol that establishes a secure terminal emulation connection
to a router or other networking device. SSH
encrypts all information that passes over the network link and
provides authentication of the remote computer.
SSH is rapidly replacing Telnet as the remote login tool of
choice for network professionals.
The servers have been pre-configured for NTP and Syslog
services respectively. NTP will not require
authentication. The routers have been pre-configured with the
following:
104. Configure timestamp service for logging on the routers. Step 0.
Task 2: Configure routers to log messages to the Syslog Server.
Step 1. Configure the routers to identify the remote host (Syslog
Server) that will receive logging
messages.
The router console will display a message that logging has
started.
Step 2. Verify logging configuration using the command show
logging.
Step 3. Examine logs of the Syslog server. Step 0.
From the Config tab of the Syslog server’s dialogue box, select
the Syslog services button. Observe the
logging messages received from the routers.
Note: Log messages can be generated on the server by executing
commands on the router. For example,
entering and exiting global configuration mode will generate an
informational configuration message.
Task 3: Configure R3 to support SSH connections.
Step 1. Configure a domain name.
Configure a domain name of ccnasecurity.com on R3.
Step 2. Configure users for login from the SSH client on R3.
Create a user ID of SSHadmin with the highest possible
privilege level and a secret password of
ciscosshpa55.
106. for your
General Purpose Keys. Choosing a key modulus greater than
512 may take
a few minutes.
How many bits in the modulus [512]:1024
% Generating 1024 bit RSA keys, keys will be non-
exportable...[OK]
Note: The command to generate RSA encryption key pairs for
R3 in Packet Tracer differs from those used in
the lab.
Step 6. Verify the SSH configuration.
Use the show ip ssh command to see the current settings. Verify
that the authentication timeout and retries
are at their default values of 120 and 3.
Step 7. Configure SSH timeouts and authentication parameters.
The default SSH timeouts and authentication parameters can be
altered to be more restrictive. Set the timeout
to 90 seconds, the number of authentication retries to 2, and the
version to 2.
Issue the show ip ssh command again to confirm that the values
have been changed.
Step 8. Attempt to connect to R3 via Telnet from PC-C.
107. Open the Desktop of PC-C. Select the Command Prompt icon.
From PC-C, enter the command to connect to
R3 via Telnet.
PC> telnet 192.168.3.1
This connection should fail, since R3 has been configured to
accept only SSH connections on the virtual
terminal lines.
Step 9. Connect to R3 using SSH on PC-C.
Open the Desktop of PC-C. Select the Command Prompt icon.
From PC-C, enter the command to connect to
R3 via SSH. When prompted for the password, enter the
password configured for the administrator
ciscosshpa55.
PC> ssh –l SSHadmin 192.168.3.1
Step 10. Connect to R3 using SSH on R2.
In order to troubleshoot and maintain the R3 router, the
administrator at the ISP must use SSH to access the
router CLI. From the CLI of R2, enter the command to connect
to R3 via SSH version 2 using the SSHadmin
user account. When prompted for the password, enter the
password configured for the administrator:
ciscosshpa55.
R2# ssh –v 2 –l SSHadmin 10.2.2.1
Step 11. Check results.
Your completion percentage should be 100%. Click Check
Results to see feedback and verification of which