Quick Scan b. Quick Scan Plus c. Quick Traceroute d. Regular Scan e. Slow comprehensive scan 7. How many different tests (i.e.‚ scripts) did your “Intense Scan” definition perform? List them all after reviewing the scan report. I found six different test performed. APR scan‚ SYN Stealth Scan‚ Service Scan‚ OS detection‚ Nmap Scan. 8. Describe what each of these tests or scripts performs within the Zenmap GUI (Nmap) scan report. The APR Ping Scan was scanning for host. They SYN Stealth
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MEDIA AND THE CITY: URBAN SENSES COMMUNICATION STUDIES 361 Department of Art History and Communication Studies McGill University Christopher Gutierrez M/W/F 11:35-12:25 Arts W-215 FALL 2014 Instructor: Office: Office hours: E-mail: Christopher Gutierrez Arts W-285 Monday 1:00 – 3:00 christopher.gutierrez@mcgill.ca T.A.: Office: Office Hours: Email: Francois Mouillot Arts B-22 Wednesday 12:30 – 1:30 francois.mouillot@mail.mcgill.ca OVERVIEW This course engages with
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Introduction………………………………………………………………………...3 Chapter I……………………………………………………………………………7 Theoretical aspects of teaching grammar games.......................................................7 1.1. The advantages of using games…………………………………………7 1.2. The adequacy in using games…………………………………………...9 1.3. Learning grammar through games…………………………………….12 Chapter II……………………………………………………………………….....17 Samples of grammar games……………………………………………………….17 2.1. Games with prepositions………………………………………………..17 2.2. Conditionals
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well‚ so well that the Deans nominated me for the Truman Scholarship‚ the Marshall Scholarship‚ and the Rhodes Scholarship. I didn’t get any of them‚ though‚ but the rejections came on super nice letterhead that still hasn’t yellowed. Standardized tests weren’t typically a problem‚ but the first time I took the LSAT‚ I threw up right before the exam‚ and so I scored somewhere in the neighborhood of a gifted fifth grader. Oh‚ I took more exams and I went to graduate school‚ but once I was there‚
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LESSON PLAN Preliminaries Form: 2 Bestari Date: Saturday‚ June 23‚ 2012 Time: 9.00 am -9.30am Level: Advanced level. Theme: Chapter 13 [Waste Not‚ Want Not] Topic: Teach sentence construction using teaching material Language skills: For Informational Use – Construct sentence in Simple Future Tense General Objective: Students will be able
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Prepositions – Time |English |Usage |Example | |on |days of the week |on Monday | |in |months / seasons |in August / in winter | | |time of day |in the morning
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English Grammar Question Paper Choose the correct answer: 1. We had____ sort of problems doing it. All Every 2. I’ve read____ her books. Every All 3. I tried____ single thing I could think of‚ but it still didn’t work. All Every 4. Professionals ____as doctors and lawyers Like Such 5. The dog’s ____the field In At 6. The doctor ____ saw me in the afternoon Who That 7. I didn’t see ______ anyone no-one 8. I saw ____ anybody nobody 9. We stayed at ____ Hotel Grand The Grand 10.
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McKinsey & Company Skip main navigation Client Service Insights & Publications About Us Alumni Careers Global Locations Register Log in McKinsey Global Institute Latest thinking Research People In the news Contact us Article| McKinsey Global Institute MBAs can’t afford to end their math education with calculus March 12‚ 2013 | byJames Manyika and Michael Chui From financial transactions to consumer purchases to political polling‚ a torrent of data now flows into every area
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Oxford: Oxford University Press. Yule‚ G. (2000). Explaining English grammar. Oxford: Oxford University Press. Conference Proceeding Wilson‚ H. (2005). Testing the covert method of grammar teaching: A pilot study. Paper presented at the CATESOL State Conference‚ Alliant International University San Diego‚ California. Electronic Book Savage‚ K.L.‚ Bitterlin‚ G.‚ & Price‚ D. (2010). Grammar Matters Teaching Grammar in Adult ESL Programs. Cambridge‚ England: Cambridge University Press
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DEDUCTIVE AND INDUCTIVE GRAMMAR TEACHING By Arnis Silvia (arnis.silvia@gmail.com) I. Introduction: What is Grammar Teaching and Why? In traditional setting‚ grammar teaching is seen as the presentation and practice of discrete grammatical structures. More comprehensively‚ Ellis1 (2006) defines grammar teaching as: Grammar teaching involves any instructional technique that draws learners ’ attention to some specific grammatical form in such a way that it helps them either to understand it
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