Wireshark IP Routing

Wireshark IP Routing Introduction To complete this study, I have had three Virtual machines running at once. Two of these Virtual Machines were running Ubuntu and one was running FREEBSD acting like a router between the two Ubuntu machines. Configured Each machine to the specified IP addresses beforehand and set two NAT Networks up as required in the study. Once all was set up I double checked IP addresses of both Ubuntu machines by opening terminal and typing in ifconfig which then confirmed that both machines networks were working correctly. Furthermore, I have used the ping command to send an ICMP packet to NAT Networks to confirm both Ubuntu machines are connected to the right network. (See below) Â   Fig.1 ifconfig Fig.2 ping NAT Network Fig.3 ICMP Echo Request message IP information Select the first ICMP Echo Request message sent by your computer, and expand the Internet Protocol part of the packet in the packet details window. What is the IP address of your computer? The IP Address of my computer is 10.0.3.4 . I found this out by looking at the Source and thats where packets were sent from so I know that will be my IP address also in the Internet Protocol version 4 it says Src: 10.0.3.4. Within the IP packet header, what is the value in the upper layer protocol field? Within the header, the value in the upper layer protocol field is ICMP(1). How many bytes are in the IP header? How many bytes are in the payload of the IP datagram? Explain how you determined the number of payload bytes. There are 20 bytes in the IP header and 60 bytes total length this gives 40 bytes in the payload of the IP datagram. To determine the number of payload bytes all you need to do is take away the IP header size which in this case is 20bytes from the total length which in this case is 60 bytes and the remainder is the number of payload bytes. Has this IP datagram been fragmented? Explain how you determined whether or not the datagram has been fragmented. The more fragments is= 0 so the data is not fragmented. I looked at the Flags drop down and there it determines if a packet is fragmented or not and in this case more fragments was 0 also Fragment offset is also =0. Which fields in the IP datagram always change from one datagram to the next within this series of ICMP messages sent by your computer? Time to live, Identification and Header checksum always change. The identification is a unique number assigned to each packet so it always has to change as a result of this the Header checksum will change and the Time to live will change with it too. Which fields stay constant? Which of the fields must stay constant? Which fields must change? Why? The fields that stay constant across the IP datagrams are: Version (since we are using IPv4 for all packets) Header length (since these are ICMP packets) Source IP (since we are sending from the same source) Destination IP (since we are sending to the same destination) Differentiated Services (since all packets are ICMP they use the same Type of Service class) Upper Layer Protocol (since these are ICMP packets) The fields that must stay constant are: Version (since we are using IPv4 for all packets) Header length (since these are ICMP packets) Source IP (since we are sending from the same source) Destination IP (since we are sending to the same dest) Differentiated Services (since all packets are ICMP they use the same Type of Service class) Upper Layer Protocol (since these are ICMP packets) The fields that must change are: Identification(IP packets must have different ids) Time to live (traceroute increments each subsequent packet) Header checksum (since header changes, so must checksum) Describe the pattern you see in the values in the Identification field of the IP datagram IP header Identification fields increment with each ICMP Echo (ping) request. I found this out by scrolling through each ICMP Echo request (ping) and looking at how Identification field values change. Fig.4 ICMP TTL exceeded reply, IP Info What is the value in the Identification field and the TTL field? Identification: 0x01a9(425) TTL:64 Do these values remain unchanged for all of the ICMP TTL-exceeded replies sent to your computer by the nearest (first hop) router? Why? The TTL will remain unchanged because the first hop router is always the same. Identification field for all ICMP TTL-exceeded replies will change because it is assigned a unique value. When two or more IP datagrams have the same identification value that means that these IP datagrams are fragments of a single large IP datagram. Fig.5 ICMP Echo Request packet size = 2000, First segment 10. Find the first ICMP Echo Request message that was sent by your computer after you changed the Packet Size in pingplotter to be 2000. Has that message been fragmented across more than one IP datagram? Yes, this packet has been fragmented across more than one IP datagram. I found this out by looking at the info tab on my Wireshark as it clearly states Fragmented IP also, I checked each one to see under Flags if the More segments is set to a value or not. 11. Print out the first fragment of the fragmented IP datagram. What information in the IP header indicates that the datagram been fragmented? What information in the IP header indicates whether this is the first fragment versus a latter fragment? How long is this IP datagram? Under the Flags bit for More Fragments it is showing that the datagram has been fragmented. Since the fragment offset is 0, we know that this is the first fragment. This first datagram has a total length of 1500 including the header. Fig.6 ICMP Echo Request packet size= 2000, second fragment Print out the second fragment of the fragmented IP datagram. What information in the IP header indicates that this is not the first datagram fragment? Are the more fragments? How can you tell? I can tell that this is not the first fragment since the fragment offset is 1480. It is the last fragment since the more fragments flag is not set. What fields change in the IP header between the first and second fragment? The IP header fields that changed between the fragments are: total length, flags, fragment offset and checksum. Fig.7 ICMP Echo Request packet size=3500, first fragment How many fragments were created from the original datagram? After switching to 3500, there are 3 packets created from original datagram. What fields change in the IP header among the fragments? The IP header fields that changed between all of the packets are: fragment offset and checksum. Between the first two packets and the last packet, we see a change in total length also in the flags. The first two packets have the total length of 1500 with more fragments bit set to 1 and the last packet has a total length of 540 with more fragments bit set to 0.

Self-destructive Self-expression in The Yellow Wallpaper

Self-destructive Self-expression in The Yellow Wallpaper      Ã‚  Ã‚  Ã‚   In "The Yellow Wallpaper", a story by Charlotte Perkins Gilman, the conflict centers around the protagonist's inability to maintain her sanity in a society that does not recognize her as an individual. Her husband and brother both exert their own will over hers, forcing her to conform to their pre-set impression an appropriate code of behavior for a sick woman. She has been given a "schedule prescription for each hour in the day; [John] takes all care from me" (155). This code of behavior involves virtually no exertion of her own free-will. Rather, she is expected to passively accept the fact that her own ideas are mere fancy, and only the opinions of the men in her life can be trusted. She is expected to take their own uninformed opinions on her mental state over her own. While "Wallpaper" presents a powerful argument in favor of the feminist movement, the true issue behind the conflict is even more fundamental: the resiliency of human will in the face of social neg ation.    Obviously, it is impossible to maintain a healthy mental state in the oppressive environment surrounding the woman. Throughout the story, the author traces the woman's mental deterioration from a having a normal but weakened sense of self, to a complete inversion of her ego. She slowly inverts her orientation of her place in society, turning away from society completely in order to create a world where she can act on her own volition. In order to represent the stages of her gradually worsening state of mind, the author represents the woman's struggles through a parallel with her view of the wallpaper. The wallpaper is at first a seeming inversion of the woman's mind, but it is gradu... ...leasantville: Reader’s Digest, 1977.   195-206. Golden, Catherine, ed. The Captive Imagination: A Casebook on "The Yellow Wallpaper." New York: Feminist Press, 1992 Kasmer, Lisa. "Charlotte Perkins Gilman's 'The Yellow Wallpaper': A Symptomatic Reading." Literature and Psychology. 36, (1990): 1-15. Kessler, Carol Parley. "Charlotte Perkins Gilman 1860 -1935." Modem American Women Writers. Ed. Elaine Showalter, et al. New York: Charles Scribner’s Sons, 1991. 155 -169. Owens, E. Suzanne. â€Å"The Ghostly Double behind the Wallpaper in Charlotte Perkins Gilman’s ‘The Yellow Wallpaper.’† Scharnhorst, Gary. "Gilman." Reference Guide to Short Fiction. Ed. Noelle Watson. Detroit: St. James Press, 1994. 209-210. Wagner-Martin, Linda. "The Yellow Wallpaper." Reference Guide to Short Fiction. Ed. Noelle Watson. Detroit: St. James Press, 1994. 981- 982.   

The Minutemen and Their World

Robert A. Gross in his book, â€Å"The Minutemen and Their World†, takes a nearer look at the American Revolution by investigating the lives of the people that exist in Concord, Massachusetts. By exploring and understanding court records, diaries, colony records, families’ trees, and private papers the writer begins to illustrate a civilization prior, during, and subsequent to the American Revolution.He in addition succeeds in producing an excellent written chronological text that is simple to read, understand, and enjoy. It can be thought that Gross achieves this by providing the reader an enhanced sense of the living of a person in the period of the American Revolution. As well, the writer provides the true information that not only were the people of Concord experiencing a Revolution to battle for their autonomy, but they were furthermore undergoing economic, social, agricultural, and religious revolutions.Prior to the Revolution, Concordians were living in their own world, symbolically and accurately speaking. The social order of Concord was well developed and controlled issues domestically. These problems hampered with the daily social and economic environment. For instance, relationships between parents and their children were deteriorating. Also, the soil was being used up for the reason of excessive farming which led to the problem of too man sons and not enough land to be divided up between them.The generation gap between social classes was also broadening and political offices were held by a privileged few which were passed down almost as an inheritance through families. These domestic problems were temporarily put on hold with the appearance of the characteristic of a Revolution. The harmony necessary to conquer the reliance by the British Crown was much more significant to the people of Concord than their somewhat small problems and bickering. The most important feature behind the people's determination to stay free was that they desir ed to preserve and defend their traditional life, on the other hand by combating to protect that life, Gross would point out that the Concordians in consequence opened themselves to change.The mainly convincing argument Gross makes reveals the loss of patriarchal control in Concord, and apparently across the colonies. He portrays the manners sons rely on fathers for land, and daughters depend on fathers for dowries. As the financial environment changes, dowries are condensed, local fruitful land turn out to be limited and mature children have enticements to leave the relatives to trail the frontier. This outlays the father his basis of labor and outlays the children the resource of heritage and constancy.The changes the Revolution had on the people of Concord were the building blocks of the democratic society as one recognizes it today. By joining together to depose the crown the people of Concord defeat the â€Å"barriers of residence and wealth†(61). Men in all positions of the society desired to defend their freedom, consequently after the Revolution the severe rules relating to the elitist model of government in Concord seldom existed.Gross points out that after the Revolution the â€Å"newly elected delegate† was sent a â€Å"strict set of rigid rules† for him to follow â€Å"in court†(163). With new prominence placed on the people and their rights, politics was hardly ever about religious status any longer but more about equal representation. Also, after the revolution, Gross indicate that by 1790 there are no slaves in Massachusetts. With the Concordians fighting for their autonomy in the Revolution, it would be archetypal for the Concordians to see enslavement of any persons as hypocritical; when that is the very thing they were fighting against.Agriculture also was alleviating by restructuring and intensive farming. This resulted in a better-off social life and landscape. In general, the competition between generations was declined and sons continued with their families instead of moving away. All things considered, a better-off economic and social approach developed the people of Concord after the Revolution, though not right away.Robert Gross carried out a marvelous quantity of research to uncover information about persons whose names and achievements have long since been elapsed by the world, but he enlightens their tale so systematically that he permits the reader to overlook what a demanding assignment he took upon himself. With the closer look at Concord, Gross means to symbolize Concord as a representation of an ordinary colonial settlement during the Revolution. The characters in the book provide the reader logic of why the people in this town opted to rebellion. By representing the people of Concord and their causes to battle, Gross efficiently signifies all of the colonies that battled in the Revolution; as Gross describes the Concord fight as a happening in a wider war.The Minutemen and The ir World was ground-breaking in personalizing a Revolution. The author prolonged past proceedings and statistics into a persuasive account of people both normal and great. The points of view are concrete due to the heavy quantitative research. Works CitedGross A. Robert, (April 30, 2001), The Minutemen and Their World, Hill and Wang; 25th Ann edition, IS

Security vs. Rights essays

Security vs. Rights essays "The detentions from the beginning have been veiled in secrecy. This decision will help to lift that veil so ... at least we can put names to prisoners' faces, and the families will know if their loved ones have been arrested." - Curt Goering. Although this may sound like some fascist, 1984 Orwellian "disappearing" of people against the government, it is actually your milk man. Ever since the events of September 11th, government officials have taken away many "suspected" terrorists to undisclosed locations. This includes your electrician, plumber, professor and city counsel member. The Bush Administration is in wrong doing by not granting constitutional rights to the 1,200 foreign nationals held in secretive detainment; especially issuing no warrants during their arrest. These rights are set forth to all people on American soil, as is the moral and law abiding thing to do. Granting these people their rights is morally justified. These "material witnesses" are nothing more than your next door neighbor, John Snackle, who works at the supermarket, and not part of a hidden terrorism cell. John Sanckle is your everyday law following citizen; however, he broke the unwritten law of being a foreign national, someone born in another country. By breaking this "law", John was detained by an undercover FBI agent on his way home from work and flown off to a maximum security prison. In essence, the government is running a gross racial profiling of all unofficial United States citizens of any decent from the "Axis of Evil" and shipping them off to a secretive location. It is in no way humanitarian to barge into someone's life, without a warrant, and "disappear" them. The Washington Post reported September 14th that "after countless investigations of thousands of suspects" a trio of men were the first "since the terror attacks on the World Trade Center and th e Pentagon to be accused of operating a terrorist cell in the United States"...

Student Welcome Letter

Student Welcome Letter A student welcome letter is a great way to greet and introduce yourself to your new students and their parents. Its purpose is to welcome students and give parents an insight into what you expect as well as what students need to do throughout the school year. This is the first contact between the teacher and home, so include all essential elements to give a great first impression and set the tone for the rest of the school year. Elements of a Welcome Letter A student welcome letter should include the following: Personal informationContact informationA description of your classroom behavior planA brief description of your classroom environmentHomework policyA classroom supply listA brief statement of your teaching philosophy Sample Welcome Letter Below is an example of a welcome letter for a first-grade classroom. It contains all of the elements listed above. September 2019 Dear Parents and Students: My name is Samantha Smith, and Id like to welcome your children, and you, to my first-grade class. Your children have all just completed a busy and productive year of kindergarten, and Id like to assure you that their education will continue as we work to meet their individual and collective learning goals. First, a little about myself: I have been a first-grade teacher for 25 years, including the last 10 here at Spencer V. Williams Elementary School. I believe in student-centered approach to learning. That is, I feel its important that I get to know every student individually and develop individual education goals for each that tie into our classroom learning. I also believe that its important that we- your child, you the parent, and I- work together as a team to help your children succeed. This year, we will be focusing on district and state first-grade learning standards, which include: Math: Problem-solving, operations, and number senseReading: Basic sight-word recognition, first-grade reading, phonemic awareness with more complicated sounds like blends and digraphsWriting: Formal work on handwriting skills in addition to creative writing tasksVisual Arts: Identification of lines, colors, shapes, forms, and textures as elements  Other Areas: Including basic science concepts, social studies, and social skills These are, of course, only some of the academic areas we will explore and learn this year as a class. I will inform you soon of our back-to-school night date and details, as well as dates for parent-teacher conferences. But please dont limit your contact to those. I am happy to talk or meet with parents any afternoon after school or early mornings. I have attached a copy of my classroom behavior plan, homework policy (I assign homework every weeknight except for Fridays), and classroom supply list. Please retain those for your records. Also, please feel free to call or email me with any questions, thoughts, and even concerns. Sincerely, Samantha Smith First-Grade Teacher Spencer V. William Elementary (555) 555-5555 smithsvwilliams.net Importance of the Letter The letter will be slightly different depending on the grade level. For middle school or high school, for example, or even for upper elementary school years, youll need to emphasize different curriculum requirements. But the letters structure can be similar regardless of the grade you are teaching because it sends a clear and open invitation to parents to work with you and their child as a team. Sending out this kind of letter to parents at the start of the school will make your job as a teacher much easier and open up a dialogue with parents, an important step in helping each child succeed in your class.

Relationship between Cooperative Learning and Social Emotinal Learning Research Paper

Relationship between Cooperative Learning and Social Emotinal Learning - Research Paper Example This process happens in stages and does not take place in one instance. This entails that it happens in defining stages that are dependant Brackett, (Kremenitzer, & Maurer, 2011). For the process to be successful, there must be proper mechanisms that ensure that each stage is followed. After successfully undergoing through this process, change is usually experienced Corporative learning is addressed based on two aspects. Academic and social learning, these are then organized based on classroom activities. Corporative learning differs from group work, therefore, it takes structural interdependence. Practically, it involves students that take up tasks collectively towards a particular academic goal. This mode of learning is considered to be better placed than individual learning since individual learning takes up a competitive edge. When students are involved in a group, each one capitalizes on the resource presented. A corporative learning setup enables students to ask for information and also evaluate the one at hand. The corporative learning mode has been credited by numerous authors. Its accreditation is drawn from the numerous benefits that have been resultant. Proper adoption of this mode of learning makes the success of a group to become shared amongst the members. In this model, workload is decreased as a result of role adjustments. Teachers are seen as facilitators, their normal role as information givers changes to facilitators. This model was first introduced by social theorists, before world war two. Notable authors that contributed to its establishment include Allport, Shaw, Watson, and Mead. This group established corporative learning after prior research that indicated that corporative learning is more effective with regards to quantity, quality and the general productivity. Social emotional learning is an all-inclusive term that covers all aspects pertaining to life skills. This covers other

Research Method in E-Logistics and Supply Chain Management Essay

Research Method in E-Logistics and Supply Chain Management - Essay Example This study focuses on a specific aspect of commerce: the supply chain management; emphasis is given on the risk involved in international shipping. Appropriate methods of research have been used in order to identify and explain the various aspects of the specific aspect of commerce. The literature review and the empirical research developed for this study have led to the assumption that risk can be related with all parts of commercial activities; the limitation of this risk is a challenging target, usually depended on the tools available but also on the experience/ capabilities of the persons involved. According to the report findings the use of existing theoretical framework has been proved particularly helpful for the effective handling of risk in commerce; unexpected problems may always appear leading to the decrease of effectiveness of the relevant theories and policies. The role of the persons that involve in the various phases of this activity, i.e. international shipping, is crucial for the limitation of risk; the state also has an important role to the control of the risk involved in international shipping but this role is usually depended on its power to enforce the relevant legal rules. The expansion of globalization has caused the alteration of business priorities worldwide; having to face the increased competition firms in all industrial sectors have been obliged to adopt innovative practices and to monitor all their activities making sure that they will be able to keep their position in the local or the international market.