Communication and professional relationships Essay

Assessment task – TDA 2.3 Communication and professional relationships with children, young people and adults. 1.1) Describe how to establish respectful, professional relationships with children and young people Establishing relationships with children and young people can be hard, especially within a school environment. Ground rules must be established, in order for there to be mutual respect. It is important that the child/young adult understands that you are there to support them, but not to be their friend. It is important to understand the age of the person you are communicating with – what issues and problems may be affecting them, at what is significant to their lives at that time. This understanding will enable you to support them effectively at any phase of their life. Simple things like maintaining eye contact when speaking, and listening and commenting appropriately, ensure that the other person knows you have heard and understood what they have said. By setting a good example, you show children what is appropriate, and how to communicate correctly with each other. Something as simple as praising a child for correct behaviour is enough to inspire them to repeat it, and also inspires others to do the same. By using positive behaviours, you inspire a positive result. Five key things to remember when building and maintaining any relationship within the school are: Always remain professional: no bad language, inappropriate conduct, and don’t bring your home life to work with you. Treat others with respect. It is surprising how well they will respond! Notice the efforts and achievements of others, staff or students, however small. Give practical support when it is needed. Always avoid gossip, and negativity, within the workplace. 1.2) Describe with examples how to behave appropriately for a child or young person’s stage of development. By the time the child/young person has reached the age range of key stages 3 – 4, they will most likely have a different style of communicating from stages 1-2. They may have a better attention span, be able to immerse themselves in tasks for longer periods of time, and communicate about their activities in a more adult manner. At key stage 1-2 you can expect children to lose focus easily, with play being more interesting than class work, and  they will be far more excitable. It will be important to recognise, and adapt, to each age level, and encourage behaviour that is expected at that age, and discourage behaviour that is not. As children age, it is inevitable that language will become less formal, and they may well be less willing to contribute in a discussion, or speak out in class, due to heightened self-awareness, and less self-confidence. They will also start using different methods of communicating – email, instant messaging, and social networking are becoming more and more common, with children as young as 5 having Facebook accounts and virtual profiles. An understanding of these technologies will be useful to support children to stay out of danger. As a teaching assistant, it is important to help those who are less outgoing, and support them to make themselves heard. You can do this by quietly encouraging them to put up their hand and answer a question, or even by setting them goals to speak up once a day. It is important to recognise each achievement of a child or young person, no matter how small it seems to you, as it is likely that it would be a big accomplishment for them. Changing the style of language that you use will help interaction with different age ranges, but children and young people are always conscious of how adults communicate with each other – and it is this observation that teaches them for the future. 1.3) Describe how to deal with disagreements between children and young people Disagreements between students (and staff) usually happen at either break, or lunch time. With any argument or disagreement, it is important to find out what happened. This includes each person’s opinion of what happened, from the beginning, in their own words, and how it made them feel. Each person must feel that they have been listened to and understood, and that they have had a fair chance to say their piece. It may be that you need support from other members at this stage, especially if the debate has become heated! Once all sides have been heard, you can decide how to progress. An apology may be needed from one party, or if a misunderstanding has taken place, it may be appropriate to sit everyone down together to discuss the incident as a group. It is important with all students that they understand the link between emotions and behaviour, and how their own behaviour can affect the others around them. By talking in groups, everyone can appreciate how their own behaviours and emotions contribute to the well-being of the other students. 1.4) Describe how own  behavior could†¦ Promote effective interactions with children and young people Your own behaviour, as a teaching assistant, can have a very positive affect and influence on the children and young people you help and support. If they see that you are being respectful, courteous and tolerant, listening attentively, being kind and understanding with the children and adults surrounding you, and that you are recognising their achievements and ideas, then children will hopefully, in turn value and respect one another. Impact negatively on the interactions with children and young people If children or young people see that you are rude to someone, for example a member of staff; not saying please or thank you, interjecting in conversation, or not paying attention when someone is talking to you, they may well think that these are acceptable behaviours. Children and young adults may also may not find you approachable, and not be so keen to come to you with their problems, issues or concerns. 2.1)Describe how to establish respectful, professional relationships with adults Adults working within the education profession should expect an environment of mutual support, and openness. However, this is dependent on the attitude of each individual, and their commitment to maintaining positive relationships. Staff should work in a team – there should be no lone working in schools, and the team should communicate positively with each other, parents, and professionals from outside the school. You will need to remain professional even outside of the education setting. For example, you might be out at the Christmas party, with friends, colleagues, or even parents of the children you support. You need to be trustworthy – avoid talking about people in a negative way, this will only impact you negatively in return. Be respectful of others: you not always see eye to eye with a colleague, but listening to what they have to say, and valuing their ideas and opinions helps keep communication open. There are varied ways and means of supporting individuals, but the PIPE acronym is a good way to remember the basics: Practical: This may be as simple as helping someone who is unfamiliar with the class room layout or school surroundings, or assisting a disabled student to navigate a corridor Information: You may be required to pass on material about a situation, or be asked to a write reports on the student you are supporting Professional: This could be by helping the teacher or session leader with their lesson plan, or you may be asked if you can assist and observe a new member of staff Emotional: This could be anything from supporting a student with an emotional situation, to talking to a colleague at lunch time about a stressful incident, or even just keeping a good sense of humour during a difficult time. 2.2) Describe the importance of the adult relationship as a role models for children and young people Children will be leading by example, and will want to come to school if the environment is positive, constructive, and supportive. Communication and support between team members should be practical, informative, professional, and emotional, and as a role model in the school environment, this should reflect in the relationships that that team has with students, and other adults. Whilst at work you must remember to leave your personal feelings, and home life, at home. However stressful life might be, the children and young people you support need your concentration and focus to enable them to achieve their goals. Negative behavior can impact those around you, and make for an uncomfortable working environment for all involved. 3.1)Describe how communication with children and young people differs across different age ranges and stages of development Communication techniques will differ depending on the ages of the person. Young children will need more reassurance than older children, to ensure they feel safe, and are doing the right activity in the right way. Young children will be anxious to see their parents during the first term, often asking how long it will be until they can go home. Supporting them at this time is crucial, as it can make school a rewarding, exciting place if they are encouraged and nurtured in the right way. Teenagers will likely need more guidance, and some help to talk about their issues, problems and thoughts. TAs will need to adapt their vocabulary when talking to different age ranges, so that they can be understood. Communication can be verbal, nonverbal, informal and formal, as they learn to communicate and adapt using these different types of communication as they mature. 3.2)Describe the main differences between communicating with adults and communicating with children and young people There are similarities between the age ranges, in terms of communication techniques, such as maintaining eye contact and interest, listening to what is being said and responding appropriately, and treating the student with the courtesy and respect that you would expect yourself. Always be clear with your dialogue: don’t use unnecessarily complicated language or sarcasm, make sure that what you have said has been understood, and keep your instructions clear and precise (no long lists), and always stay professional. However, there are differences between the communication techniques used for children and adults. For example, the relationship that you have with a child in the school setting is that of a carer, and may appear patronising if used on others. An approach that was successful in the classroom when supporting a student to understand a maths problem, may not be an appropriate approach when speaking with a colleague or co-worker. Children copy adult behaviours, so keep this in mind when communicating with them! Show respect for your colleagues and children will pick up on this, and show respect for their peers. Acknowledge the contributions of others, and say thank you, even if you don’t always agree. Remember that as an elder in the school environment, you will be looked to as a role model. 3.3)Identify examples of communication difficulties that may exist It is likely that communication difficulties will be encountered occasionally, within the school environment, but there are ways to avoid this happening. There are many, many examples of communication difficulties that could arise in the school environment, some examples of potential problems are: speech delay impairment With any one of these examples, a care package/person centred support plan would accompany the student, and it is essential that all staff who work with them has read and understood every element of it. 3.4)Describe how to adapt communication to meet different communication needs To support your students, and team, effectively, you will need to be constantly adapting your communication style. This will depend on the needs of the individual, and you will need to be aware of their potential problems. As a good teaching assistant, you should be able to quickly observe as assess the situation, in order to cope effectively and ensure a positive result. You will need to detect any sensitivity in the student, and support them if they are nervous or shy about speaking. Some examples of good communication are: Speak slowly and clearly. Do not interrupt. However tempting it may be, the person needs the opportunity to speak without interjection. Arrange a translator in advance if required. Whether it is for a foreign language or signing, it is crucial that this be prepared for, to spare the student and embarrassment or upset. Use different methods of communication – if a student is struggling with verbal instruction, get creative! Use flash cards, drawings or hand signals! Maintain eye contact, respond appropriately, and use positive body language. Be empathetic: a child hearing the words â€Å"I understand† can be comforting and reassuring. Have respect for the speaker, don’t allow yourself to be distracted by other conversations. These are the basics for communication with a child, young adult or colleague. In any situation communication can be adapted to be appropriate for the audience, such as: Think about the situation or occasion, and with whom you are speaking. The context of your communication makes a difference both in the way you engage with others, and in the way they interpret your communication. To adapt effectively, you need to understand who you are talking with. See things from their view, and tailor your communication to them as much as possible, by using the points above. Acknowledge that there are differences in personality, whether you are speaking with children are adults. Some children might appreciate a  light hearted approach, whereas the head teacher will expect professionalism at all times. Be intentional with the language you use. Words can help you quickly connect with someone, but they may also offend them. A joke that was funny in the staff room may be wildly inappropriate in the classroom! Avoid using sarcasm with children. It is generally considered as a negative form of humour, and may easily be misunderstood. Choose words based on the age, education, and literacy level of the person you are talking to. By assuming that someone understands the level at which you are speaking, you could easily offend them. 3.5)Describe how to deal with disagreements between†¦ The practitioner and children and young people Dealing with disagreements can be difficult. You cannot always say exactly what you are thinking, and in order to remain professional, you must always be polite, fair, and respectful. Disagreements and misunderstandings should be dealt with as soon as possible, preferably with another adult as a mediator. When dealing with a disagreement or argument between children, for example in the playground, you should not allow yourself to be drawn into any bickering. If the pupil does not calm down, or is particularly defiant, it may be wise to take a ‘time out’ from a difficult situation, in order to have the time and space to think about what has been said, and to calm down. You can then approach the situation logically and rationally, giving each side of the argument a chance to speak. It is important at this time that you remain supportive to each child, be polite, and sympathetic. The practitioner and other adults In a disagreement between colleagues, this kind of situation is unlikely to resolve itself if left, and it is uncomfortable to work in an atmosphere of tension. Bear in mind that this will soon be picked up by other staff and students. Avoid being drawn into disagreements, if they do not concern you, as this rarely has a good outcome and can often turn into negativity and gossip. Asking the advice of an impartial adult can also help to get an unbiased review of the situation, and how to progress from it. 4.1)Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information Whilst communication is the key to good relationships with students and colleagues, there are times when  information shouldn’t be shared with others, and it is crucial to know who, and when, to pass it on to. The key people working with children in the school setting should have a good understanding of the current laws and legislations that protect the children they support. These people are: teachers, teaching assistants, healthcare staff (nurses) and any principals/head teachers. There are laws protecting children, and staff, with regards to safeguarding information. The main legislation that governs the safeguarding of materials is The Data Protection Act 1998. This ensures that relevant information is not passed on without consent, and outlines what must be shared, in the interests of child safety. There are eight principles, regarding the principles of practice or information, and these state that information should be†¦ â€Å"used fairly and lawfully; All data about an individual must be obtained fairly, and lawfully. The individual must be informed of the purposes that the information is being collected, and who is going to process it. The new Data Protection Act covers personal data in both manual and electronic form, meaning that emails are just as safe as paper files, and must be treated the same way. With information kept in electronic form, appropriate measures must be taken to keep it safe. While a padlock may be sufficient for a filing cabinet, data encryption and regular back-ups may be required for information stored on a  computer. Under the Data Protection Act, all organisations that hold confidential information about individuals must be registered with the Information Commissioners Office. This helps to protect the information that is held, and ensure it is not shared unnecessarily. Training on safeguarding children is mandatory in the education setting, and this will provide all the information about the specific policies and procedures that apply to each school, and who to contact about concerns, or questions. Usually, the first point of contact for a concern or question would be the line manager, such as head of safeguarding or principal, or the Special Educational Needs Co-ordinator (SENCO). The individual who provided the information is also entitled to certain rights, under the Data Protection Act 1998. Any individual can make an access request to view the information that is stored, and also to change, block or erase it. The information is also subject to protocols to ensure it is not used to cause damage or distress, or to make significant decisions, by means of an automated system. These guidelines, regulations and policies not only protect children within the education environment, but also staff. For example, at an interview or hearing, everything that is said can be written down, and safely stored for reference, only being shared on a need to know basis. 4.2)Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and th e limits of this It is important to reassure children that they will stay safe, and that you will only repeat what they have told you to those who need to know. Parental consent is usually required before information can be shared; however, if the pupil is at risk of harm to themselves or others, confidentiality can be breached. In all situations, it is necessary to tell the pupil that you will not be able to maintain confidentiality, and that you will have to tell someone else. It is crucial to be educated in the policies and procedures of the individual school setting, and to know who to turn to, should the situation ever arise. 4.3)Identify the kinds of situations when confidentiality protocols must be breached There may be times when it is crucial for staff to know sensitive information about a student, for example, if they are suffering a health condition that could affect them in the classroom, such as asthma or epilepsy. In these circumstances, an agreed protocol would be set up within the school, and all staff would be trained on how to manage  such circumstances. The parents of the child must give permission for the information to be shared, and the staff must do everything in their power to protect the privacy of every child, and adult. It is also required for the school to have designated first aiders, and for the children/young adults to know who these people are, in case of an emergency. There are certain circumstances in which a practitioner can pass on the information to the relevant authority without permission. If you become aware of information which led you to a genuine suspicion that a child is being abused at home, then it would it be right for the responsible adult to pass on the information. The general rule is that if you believe a child to be at a significant risk of harm then you should pass on personal information to those who would be able to prevent harm. Every school will have policies and procedures that must be followed in these circumstances.

Golden Rice

Golden rice Vitamin A is one of the most important vitamins to humans, and it plays an inevitable role in our daily life, thus Vitamin A deficiency (VAD) affects millions of people, causing serious health problems. Therefore, scientists are searching for the most effective method to let people obtain enough Vitamin A as possible. As a consequence, the scientific program of cultivating Golden Rice has attracted people’s attention. â€Å"Golden Rice is a new type of rice that contains beta-carotene, a source of Vitamin A † (Golden rice, para. ). This new technology has aroused many controversial debates. Some organizations and individuals think that Golden Rice poses unknown threats to the environment and human health, even preventing people from diversifying their diet. In contrast, others hold the opinion that Golden Rice has more benefits than harm to humans, helping to release the severe situation about VAD. This issue is a worth exploring in the aspects of technology , economy and efficiency.As a new project with high-tech content, Golden Rice needs reliable technical supports. Until now, many developing countries, such as African country, have no chances of benefiting from bio-technology, while developed countries have already enjoyed the new invention to obtain their mental health. Many people from the developing country recommend that, since the last green revolution had been missed, they do not want to miss this one, which may allow them to have the opportunity to lift millions of people out of hunger.What is more, International Rice Research Institute( IRRI) is optimistic about the prospects for the Golden Rice project, and they believe that it may open up a kind of new research model creating partnerships with the private institution. On the contrary, people consider that this technique needs to establish its reliability before it becomes available to the general public. Methods such as testing should be done, making sure it could suit the local environment. Moreover, this advanced agriculture technology needs to be promoted through marketing subjects in order to assure its safety.As far as I am concerned, bio-safety cannot be guaranteed. As we know, data on the potential health risks of Genetically Modified Foods (GMO) foods are scanty, which has made it impractical to remove the risk. There is a concern that the transgenic crop may endanger biodiversity, and lead to the extinction of valuable bio-resources, thus it is unwise to take this risk. Beyond that, the economic factors cannot be ignored. For people from developing countries, Golden Rice was thought to be contributed to reach self-sufficient in food to climb out of poverty.After all, economic turmoil and social instability may well happen without food security. It is also significant for the independence of nation and peace to the world. Besides, the IRRI thought they could seek economic help for private sectors, so that they do not have to worry about the f unding issues. On the other hand, Friends of the Earth (FOE) found that such a project can hardly get nearly the amount of funding they deserved according to the data of past years.It is said that† more than $100 million dollars has been spent on developing golden rice, and another $50 million has been budgeted for advertisements touting the crops’ future benefits â€Å"(Pollan, 2001, p. 15). How many cases of blindness could be averted right now if the industry were to divert this investment from advertising spending to a few of the programs such as providing free seeds to poor famers to help more people? In addition, the main purpose of this research is to solve the VAD and the poverty problem.However, malnutrition, diseases and poverty are deeply rooted in social soil, associating with economic and political systems, such as, the unfairness of income distribution. Hence, the Golden Rice has done little to address the fundamental problem. With all these essentials, t he other important factor is on effectiveness on consuming. There is no denial that Golden Rice can supply a certain amount of Vitamin A, and it is necessary for developing countries to operate as stakeholders, instead of just accepting the decision made by government from developed countries.However, the fact is that Golden Rice has too little Vitamin A, a woman has to eat 16 pounds of cooked rice a day to satisfy her minimum daily requirement of Vitamin A, according to the research made by FOE. Hence,FOE advocate diet diversification. â€Å"Previous studies either focused solely on effects of the rice on Vitamin A intakes without considering health outcomes, but used only highly aggregate intake data without taking into account important nutritional features like dietary heterogeneity† (Stein, Sachdev, & Qaim, 2006, P. 4-10). In addition, Krawinkel argued that the general issue is that nutritional deficiencies are rarely focused on one nutrient (e. g. , vitamin A, iron, selenium, zinc or others). In most cases, they are complex conditions and many sources for the various nutrients (Krawinkel , 2007, p. 9). It can be seen easily that the technical issue, economic issue and efficiency of Golden Rice have connected with each other closely.Essentially, I tend to think that disadvantages of developing Golden rice outweigh the benefits, located with three main reasons including doubting about the safety of genetically modified (GM) crops, reasoning the huge payout with small output and disagreeing with the monotonous diet, instead of a diverse diet. From my point of view, developing the varied diet is not only the most radical way to get all the nutrients we need but also helping to improve the life quality as well as developing a healthy lifestyle. References IRRI. (n. d. ). Golden rice.Retrieved from http://www. irri. org/index. php? option=com_k2&view=itemlist&task=category&id=764:golden-rice-at-irri&lang=en Krawinkel, M. B. (2007). W hat we know and don't know about golden rice. Nature Biotechnology, 25(6), 623; doi: http://dx. doi. org/10. 1038/nbt0607-623 Pollan, M. (2001, Mar 04). The great yellow hype. New York Times Magazine, 15. Stein, A. J. , H. P. S. Sachdev, ;amp; Qaim, M. (2006). Potential impact and cost-effectiveness of golden rice. Nature Biotechnology, 24(10), 1200-1. doi: http://dx. doi. org/10. 1038/nbt1006-1200b

Policy Paper Essay Example | Topics and Well Written Essays - 2000 words

Policy Paper - Essay Example In Texas, two-year old Riley Ann died on the spot when she was supposedly flung to the other side of the room during an â€Å"obedience training session† with her mom and stepfather. (Callebs, S., 2007) According to the mother, the toddler was having difficulty saying â€Å"please† and â€Å"yes, sir†. Obviously, this situation has gone beyond reasonable. Riley Ann’s parents were sent to jail for parricide. In Montreal, Quebec, a 9-year old autistic boy was found lifeless in his classroom on April 17, 2008 due to suffocation from a therapeutic blanket wrapped around his head by his teacher as a punishment for being disruptive. (Glocwood, R., 2009) Corporal punishment for children is not a new thing. It has been practiced even before civilization as we know it. Since ancient times, corporal punishment on children has been recorded in literature, art and science. (Ten Bensel, Rheinberger, Radbill, 1997) In ancient Rome, corporal punishment was seen as both necessary and virtuous: â€Å"Most of the ancient philosophers and law-makers were in favour of flogging children, not only as a means of inducing them to conduct themselves well and tell the truth, but also an aid to education itself† (Scott, G.R., 1951). Even now some people even refer to the Bible which contains phrases such as Proverbs 23:13 that talk about disciplining children: â€Å"Withhold not correction from the child: for it thou beatest him with the rod, he shall not die.† According to early Christian sources, children’s obedience was a necessary element of family life. Didache 4-9 and Barnabas 19-5 warned parents not to withhold corporal punishment from son or daughter but to â€Å"teach [didaxeis] them the fear of God† from their â€Å"youth† (neotetos). (Horn, C. and Martens, J., 2009) For decades the right to punish or discipline children as families saw fit was considered a parental privilege. (Marotz, L., 2009) Different forms of punishment have

Review #3 Essay Example | Topics and Well Written Essays - 250 words

Review #3 - Essay Example The appearance of hand axes is evidenced in the Lower Paleolithic period as used by the Homo erectus. The initial radiation Homo erectus is found to emerge from Africa and Eurasia. The evolution of this species of Homo sapiens dates back to approximately 160,000 years from both Africa and Eurasia. Ultimately, Homo sapiens are described as more civilized humans, with the appearance of bows and arrows being linked to Homo sapiens sapiens in the past 10, 000 years. The five part discussion in this article have an historical significance to the humans as they help in understanding the origin of mankind. From the 5 parts of the article it is possible to ascertain that human beings have through the evolution become wiser, from one ancient period the other. This is crucial to human understanding that every generation that emerges is always at a better intellection capability than the preceding one. Lastly, the entire five parts of the article focuses on the origin of humankind based on many assumptions that do not embrace a religious account of the creation of human beings. The differently can only be seen as an opposed illustration of evolution of human from a primitive ape, which highly differ from religious

Disscusion and analusis on Rimskii korsakov golden cockerel Research Paper

Disscusion and analusis on Rimskii korsakov golden cockerel - Research Paper Example The story centers on making the audience happily laugh after seeing the entire opera. One such satiric scene is the small fragile powerless Golden Cockerel easily killing of the strongly overpowering king. Another satiric scene is king’s being late to save his sons from the deadly onslaught of the enemy army. A third satiric opera scene is disloyal astrologer’s forcing his superior king to turn over the Shemakha queen to the astrologer. The king was right to kill the astrologer. Viewing the Youtube Video, http://www.youtube.com/watch?feature=player_embedded&v=gva90C_7NeQ, Olga Trifonova played the important musical parts of the play, as the lead singer. Olga is the soprano of the Rimksy-Korsakov tragedy. Music, text, etc. of Nationalism and Exoticism. The opera musical score is excellently orchestrated. The characters are assigned different singing voice levels. King Dodon sings the bass tone. Prince Guidon sings using the tenor tone. Prince Afron sings using the barito ne tone. General Polkan sings using the bass tone. Armelfa, the royal housekeeper sings using the contralto tone. The Astroloer sings using the tenor tone. The queen of Shemakha sings using the soprano tone. Lastly, the Golden Cockeral sings using the soprano tone (Osborne 2007, 362). ... Vocal ranges. In addition, the opera includes singers who surpass the required vocal ranges. Further, different singers were hired to add color to the exciting orchestra play (www.youtube.com) Nationalism Satire (Nationalism and Exoticism). Rimsky-Korsakov’s The Golden Cockerel (Le Coq D’ Or) musical masterpieces centers on the fairy tale satire of Alexander Puskin (http://www.youtube.com). The opera piece combines several themes that include the themes of nationalism and exoticism. The themes include brutality, romance, and mild fantasy scenes. The story also includes romance scenes in the violence-tainted operatic masterpiece. The story revolves around King Dodon. As in other fairy tale stories, the king is old and tired from the daily grind of one’s kingly duties. The fantasy includes the astrologer’s offering the King a golden cockerel. The cockerel is trained to crow whenever danger approaches (Ackart 1992, 88). Nationalistic mockery theme: Untimely d eath of the King’s sons.vThe musical play shows a nationalistic statement that the Russian King Czar’s children are weak and cannot defend themselves. In the Golden Cockerel Opera, King Dodon’s sons are not successful in their desire to defend the kingdom from the approaching enemy’s army (Goodman, 1992, 101). The king did not arrive in time to save his sons from the marauding enemy army. The king failed to fulfill his duty to ensure his children are not killed in battle. Likewise, the astrologer is not successful in persuading the king to give the Queen as payment for the golden cockerel bird. The king represents the theme of mistrust. The astrologer should not have trusted the king. The king broke his promise to grant the astrologer anything the astrologer

Why Students Do Not Finish School Essay Example | Topics and Well Written Essays - 1000 words

Why Students Do Not Finish School - Essay Example It is documented that students from the bottom 20% income range families are 6 times at risk of dropping out of school as compared to those from the top 20% income range families. In the US, African Americans and Hispanics being among the minority communities have been noted to be more at risk due to what Blue and Cook (2004) identify as subjective norms, attitudes and perceived behavioral control The second critical factor that would cause a student not to finish school has been noted to be performance. As early as eighth grade, performance has been observed by researchers as a risk factor causing students to drop out of school. Studies by White and Kelly (2010) indicate that at eighth grade, a student exhibits 80% chance of dropping out if such a student failed in English/or mathematics and attended school not more than 80%. Closely related to performance would be the aspect of grade retention cited by Blue and Cook (2004) which has been noted to cause students to be overage at the ir grades which negatively impacts on students’ self-esteem, school engagement, peer relations and socio-emotional adjustment. Grade retention would not fix the problem but would rather send a message of failure to the respective students. Finally, psychosocial factors could be said to influence non-completion of schooling as related to motivation and personality of the students (White & Kelly, 2010). The engagement of the students, teachers and parents in education could directly predict pursuance of schooling. The lack of adult engagement in a student’s educational process poses greater risk for such a student not to finish schooling. The multifaceted nature of engagement includes identifying the appropriate school for the student and the... This paper stresses that to undertake appropriate measures that could help students remain in school, it would be critical to understand who takes the responsibility and how this could be fixed. It would be beneficial to improve school teaching curricula so as to make the school environment more engaging. Similarly, it would be important to improve instruction approach and access to support systems for struggling students including after school tuitions, summer schooling and Saturday schooling among others. Adult-student relationship in school should be fostered and the communication between the parents and the school enhanced so that the parents and teachers would work together with the students in determining the source of the problem and finding appropriate solution to encourage schooling. Finally, school administrators should ensure that the school climate fosters academics and discourages vices like discrimination and violence that could discourage other students from attending school. Thsi report makes a conlusion that ensuring that students remain in school until completion has been a major challenge in the education sector as indicated by the high prevalence rates of school dropout. Demographics, performance and psychosocial factors intertwine to determine the risk of students not completing school. These factors point out to the effective approaches to undertake so as to encourage students to stay in school. Just as the multifaceted causes of the problem, intervention approaches should also adopt various strategies simultaneously for gainful results.

Private Life Should Mean What It Says Essay Example | Topics and Well Written Essays - 4000 words

Private Life Should Mean What It Says - Essay Example It was therefore not considered to be offensive. Later in October of 1999 when he was asked to declare the organizations with which he was associate, among them he listed the House of Roissy, which did such activities as fire acts and the merchandising of products that were connected with domination bondage and sadomasochism. It was also his acknowledgement that he performed in fetish and hedonist clubs but contended that such would not bring his employers to disrepute. The Assistant Chief of Probation considered this activity as unsuitable for a probation officer. The Human Resource Officer had no issue with the fact that the employee had another paid job outside his normal employment but whether or not, given that he was a public servant and a member of the criminal justices system, working with sexual offenders and several other groups that were considered vulnerable, the employees activities during his private time were commensurate with the role that he was playing in the societ y and if the public could trust him. This is despite the fact that they had not been offended by his performance but rather by the fact that he was expressing himself in a way that would otherwise be considered offensive by the victims of the people he was dealing with. The employee was dismissed and his dismissal was upheld when he appealed. It was the view of both disciplinary panels that the probation service had the responsibility to the public to show them that it had integrity and so did its officers and that if the public knew the activities that this particular employee was engaged in, it could ruin the reputation of the service. This is based on the fact that probation in itself was aimed at reforming the people in the society who were now considered a... This report stresses that the law of unfair dismissal is a part of private and not public law. So are many regulations that government employment, in both public and private sector. While there are regulations that may be in the interest of the public, private remains exactly that, private. There are many principles of public law that have been imported into the regulations that govern the relationship between an employee and his employer because of the rules of natural justice. This is mostly because these two share several common and essential features especially in the review of decisions and the manner in which such decisions are made and reached. This paper makes a conclusion that given the inevitable compromise and balance between work life and private life and the commitments involved in both particularly in matters relation to family issues, it is necessary to strike a balance between what is significant to the reputation of the employers or the duties of an employee and what is not. The reality of the circumstance that surrounds every case has to be considered. What should also be reviewed are the terms and conditions of employment, be they express or implied. This is because letting employers determine what affects their reputation or firm would amount to giving them permission to arbitrarily termination employment contracts on the basis of factors which they consider to be in contravention of the terms of their employment while it is possible they are just negatively stereotyped towards certain activities or beliefs of the employee.

Professional Mentoring Report Coursework Example | Topics and Well Written Essays - 2000 words

Professional Mentoring Report - Coursework Example It is based on a sequence of questions, which could be used within an assessment relating to self assessment. 2 Self Assessment Currently I am enrolled for completing my bachelors in â€Å"Computing in Application and Support†. However, my short term objective is to complete the current semester. Furthermore, my medium term objective is to complete my degree program successfully with terrific scoring points. Moreover, my long term objective is to become a computer teacher/ instructor. However, in the current scenario, I am in the process of completing my short term objective i.e. to complete the current semester with substantial scoring marks. Selecting my current field related to computing contains certain factor that inspired me to set my long term objectives as a computer teacher / instructor. 3 Personality Profile I have a great interest swimming. I like listening to all types of music and attend a variety of concerts and shows. I love to travel and experience different cu ltures and countries. I also have a flare in learning computing technology in which I am studying in the hope to take my interest as a career. In the year 2000, I complete my ECDL certification from Castleblayney College. In fact, I experienced interaction with computing devices via ECDL. (, ECDL / ICDL for Life - European Computer Driving Licence Foundation) â€Å"ECDL sets the foundation for Certified Computer Skills with these three advancements: Communicate with friends and family   Connect with virtual communities of like-minded people through, for example, web browsing, email, or blogs Interact using online technologies, for example,  Instant Messaging, webcams, Internet telephony, or online education and entertainment† Moreover, getting through ECDL, I learnt how to utilize the Internet enabled computing devices to interact with online technologies. For example, online shopping, online banking, communicate with friends and colleagues via instant messaging, accessin g news etc. Furthermore, after being inspired by the online capabilities of revolutionary technology, I decided to enroll in a website development course from Monaghan Institute in the year 2001, immediately after completing my ECDL. In order to enhance my computing skills, I completed level 5 with majors in Information Technology from FETAC (Further Education and Training Awards Council) in the year 2008 with a remarkable highest grade i.e. Distinction. Inspiration came from personal interest in computing technologies. Furthermore, high scores in level 5 motivated me enroll in FETAC level 6, majoring in Advanced IT and Business Administration. The FETAC level 6 was completed in the year 2009. Moreover, in the same year I was enrolled for a degree program. However, my work experience is contradicting as compared to my education in computing technologies, I maintained a pace for practicing computing along with business administration. There were many options available for me, but the reason for choosing computing technologies is only because of the inspiration from revolutionary computing technologies with new inventions. As I learn more and more, it becomes more interesting for me that also suits my â€Å"self motivation† factor. 4 Self Analysis 4.1 Passion Without passion, it is unattainable to become a terrific teacher. If I do not uncover subjects overwhelming, how can I foresee my students to? This is not a significant issue, but worth mentioning, as still it is always vital to accentuate. I have a passion for learning

Smoking labelling Research Proposal Example | Topics and Well Written Essays - 1250 words

Smoking labelling - Research Proposal Example The most affected are young children and expected mothers. Therefore, there have been attempts to segregate smokers from the rest of the population. However, the law is rarely implemented. This is because the politicians are not willing to lose their popularity. This is aggravating an already worse condition. Many of the smokers in the country have stated that they are more aware of the consequences of their behavior than before (Fischhoff, Brewer, Downs, & United States, 2011). Have the graphic images have not dampened their desire to smoke. Many state that whenever they come across the graphic warnings, they become more aware that smoking is hazardous to their health. Nevertheless, the addition empowers these cautions and the desire to quit the vice. Labeling of cigarette packages with warnings has a major impact on deterring new smokers from starting this behavior. Many of the young people feel that the graphic images make them to think of the repercussions of starting this behavior. However, those who were already affected by addition find it very hard to stop it (La, 2013). Therefore, the number of people who are joining the list of smokers has reduced in Saudi Arabia. However, the number of those who are quitting is very minimal. This is an indication that the warnings are more effective in deterring non-smokers not to engage in smoking behavior rather than encouraging the smokers to quit this vice. Therefore, the government should implement other more effective measures such as imposing stricter law on public smoking and stiff penalties to those who violates these rules. Cigarette packages warning labels acts as an effective tool for educating both the smokers and non-smokers on the health risks that are likely to face after using tobacco. This has increased the level of awareness among non-smokers and children. In addition, parents now have information on the repercussions

Evaluating the human resource development in public and private sector Dissertation

Evaluating the human resource development in public and private sector IN Oman - Dissertation Example The overall aim of evaluating the human resource development in public and private sector in Oman cannot be achieved in the absence of a benefiting research design. The researcher shall therefore use the case study research design to conduct the present study. With the case study research design, the researcher shall be offered the opportunity to select specific scenarios and cases for both the private and public sectors in Oman to investigate in. The case study shall also offer the opportunity of meeting and interacting with the most suitable and appropriate respondents whose inputs would affect the research positively. In the course of the case study, the researcher shall select specific institutions, companies and organizations that fall under both the private and public sectors. These institutions, companies and organizations shall also have different industrial background so that a well balanced and comprehensive view of human resource development as it cuts across different qua rters of Oman shall be seen. This is to say that the case study shall not be limited to specific industries or service providers. The researcher shall build a sample size that shall be made up of two hundred (200) respondents. These two hundred (200) respondents shall be solicited from as many as forty (40) different organizations and institutions. This means that there shall be five (5) respondents from each company. Among the companies, there shall be twenty (20) from the private sector and twenty (20) from the public sector.

Maydavian Online Reservation and Booking System Essay Example for Free

Maydavian Online Reservation and Booking System Essay Maydavian has been founded as a resort in the beautiful island of Palawan. With the exertion of Ms. Marrieta S. Mayor, the capital of this unspoiled island, and a memorable journey of about two hours by bus or shuttle taking you through a zigzag in the mountains and with breathtaking views of mountain ranges and unspoiled forests. An oasis of hospitality awaits you at Maydavian, with spectacular views of the Sulu Sea. Ideally located in a coconut plantation with modern facilities in harmony with the serene and soothing atmosphere. Maydavian Resort establish on 2000. The establishment started with just a small canteen, 6 rooms and small dinning cottages. After a few months, reception hall, VIP rooms and Standards rooms were built. A swimming pool was formally open to the public. Maydavian Resort has a total land area of eighteen hectares located at Brgy. Caguisan Narra, Palawan. The guest who visited Maydavian loved enjoyed a walkway through century mangroves, clear Sky and myriad of stars and delicious food serves for the most discerning of pallets comprising both Filipino and western specialties. Presently, Maydavian offers plenty of facilities and services. There are the Restaurant and Bar, the Maydavian Pavillion. One of the venues for wedding and birthday parties, island Park intended for playful kids and weather favors the park also serve as venue for children party and garden wedding reception for sports minded guest, there is a room venue for billiards and many more that had contributed to the overall success of this more than a decade old establishment. The continuous growth of the world their exist the modern and a high-tech way of living due to the reason of unsatisfied and consciousness of humans by discovering and searching for more effective way of living such as computer- is a device that computes, especially a programmable electronic machine that performs high speed mathematical or logical operations that can assembles, store, correlates and otherwise process information. Dealing with the triumphant advancement, internet is a network of almost transaction system through this transaction system must gather sort of information for online services. Website is related collection of web files that includes an initial called a homepage it is essential in an organization to establish a tourist spot in the province of Palawan adopting reliable reviewing like a website to provide a complex transaction system through on line services. This system is entitled â€Å"Maydavian Resort Online Reservation and Booking System†.

Impact Hammurabis Code of Laws and Egyptians Be Human Essay Example for Free

Impact Hammurabis Code of Laws and Egyptians Be Human Essay Select a minimum of TWO [2] primary-source documents [easier if a contrast] from the list on Blackboard HICC 101 course package as a basis to answer the central questions listed below. In other words, answer the question using evidence from what the authors at the time thought about these issues. Always clearly state your idea first, and then quote from the source. REMEMBER: the term â€Å"quote† should be restricted to a verb form. You are quoting the text, but if you refer to the text, don’t say â€Å"In this quote†; refer to the â€Å"statement† or â€Å"text. † All quotations from the primary sources must state the author’s last name (or title of book) and page number in parentheses directly following the quote. You will need to quote the most significant passages in order to support your claims. Keep the length of all quotations to a minimum, and make certain that you interpret and point out the meaning of the text [texts are never obvious]. Quote only what you can explain: quotations are only evidence for the points you already make! In order to reflect on a document you will have to quote it several times. Never quote your professor or class notes; they only teach you the material so you can find evidence in published texts, like your text book, which you can choose to quote in a limited way, but is not necessary. This assignment is your analysis of the primary sources (thus: never begin or end a paragraph with a quotation), and always interpret and explain the quotation in light of the idea that you have made. A good paragraph (in a nut shell) has one central idea, the idea is explained, then evidence is suggested (quote), then interpretation, then conclusion of the idea. Primary Source paper #1 reflect on any of the material in Units I, II, III. Central Question: How did civilizations in the ancient world view humanity? What did it mean to be human? Compare and contrast at least two different civilizations (i.e. Mesopotamian, Hebrew, Greek, or Roman). Primary Source paper #2 reflect on any of the material in Units IV, V. Central Question: How did Christians in the European West [AD 200-1600] develop the Catholic intellectual tradition? How did they balance the wisdom from Greco-Roman thought with Christian theology, and what balance was developed between faith and reason? Compare and contrast an author from the early medieval period (any Christian thinkers before 1000 AD) with an author from the high Middle Ages or Renaissance period (after 1000 AD). Primary Source paper #3 reflect on any of the material in Units VI on China. Central question: What did Chinese authors [1500 BC- AD 220] think was necessary to forge a more just society for the common good? Compare and contrast two different authors. You may refer to some of the authors in Units I-V to compare and contrast, but most of the paper should be reflecting on Chinese authors

Features of Transport Layer Security (TLS)

Features of Transport Layer Security (TLS)   TRANSPORT LAYER SECURITY TLS is a successor to Secure Sockets Layer protocol. TLS provides secure communications on the Internet for such things as e-mail, Internet faxing, and other data transfers. There are slight differences between SSL 3.0 and TLS 1.0, but the protocol remains significantly the same. It is good idea to keep in mind that TLS resides on the Application Layer of the OSI model. This will save you a lot of frustrations while debugging and troubleshooting encryption troubles connected to TLS.   TLS Features TLS is a generic application layer security protocol that runs over reliable transport. It provides a secure channel to application protocol clients. This channel has three primary security features: Authentication of the server. Confidentiality of the communication channel. Message integrity of the communication channel. Optionally TLS can also provide authentication of the client. In general, TLS authentication uses public key based digital signatures backed by certificates. Thus, the server authenticates either by decrypting a secret encrypted under his public key or by signing an ephemeral public key. The client authenticates by signing a random challenge. Server certificates typically contain the servers domain name. Client certificates can contain arbitrary identities.   The Handshake Protocols The TLS Handshake Protocol allows the server and client to authenticate each other and to negotiate an encryption algorithm and cryptographic keys before data is exchanged. In a typical scenario, only the server is authenticated and its identity is ensured while the client remains unauthenticated. The mutual authentication of the servers requires public key deployment to clients. Provide security parameters to the record layer. A Client sends a ClientHello message specifying the highest TLS protocol version it supports, a random number, a list of suggested cipher suites and compression methods. The Server responds with a ServerHello, containing the chosen protocol version, a random number, cipher, and compression method from the choices offered by the client. The Server sends its Certificate (depending on the selected cipher, this may be omitted by the Server). The server may request a certificate from the client, so that the connection can be mutually authenticated, using a Certificate Request. The Server sends a ServerHelloDone message, indicating it is done with handshake negotiation. The Client responds with a ClientKeyExchange which may contain a PreMasterSecret, public key, or nothing. (Again, this depends on the selected cipher). The Handshake protocol provides a number of security functions. Such as Authentication, Encryption, Hash Algorithms  · Authentication A certificate is a digital form of identification that is usually issued by a certification authority (CA) and contains identification information, a validity period, a public key, a serial number, and the digital signature of the issuer. For authentication purposes, the Handshake Protocol uses an X.509 certificate to provide strong evidence to a second party that helps prove the identity of the party that holds the certificate and the corresponding private key.  · Encryption There are two main types of encryption: symmetric key (also known as Private Key) and asymmetric key (also known as public key. TLS/SSL uses symmetric key for bulk encryption and public key for authentication and key exchange.  · Hash Algorithms A hash is a one-way mapping of values to a smaller set of representative values, so that the size of the resulting hash is smaller than the original message and the hash is unique to the original data. A hash is similar to a fingerprint: a fingerprint is unique to the individual and is much smaller than the original person. Hashing is used to establish data integrity during transport. Two common hash algorithms are Message Digest5 (MD5) produce 128-bit hash value and Standard Hash Algorithm1 (SHA-1) produce 160-bit value.   The Change Cipher Spec The Change Cipher Spec Protocol signals a transition of the cipher suite to be used on the connection between the client and server. This protocol is composed of a single message which is encrypted and compressed with the current cipher suite. This message consists of a single byte with the value1. Message after this will be encrypted and compressed using the new cipher suite.   The Alert The Alert Protocol includes event-driven alert messages that can be sent from either party. the session is either ended or the recipient is given the choice of whether or not to end the session. Schannel SSP will only generate these alert messages at the request of the application.   The Record Layer/Protocol The TLS record protocol is a simple framing layer with record format as shown below: struct { ContentType type; ProtocolVersion version; uint16 length; opaque payload[length]; } TLSRecord; As with TLS, data is carried in records. In both protocols, records can only be processed when the entire record is available. The Record Layer might have four functions: It fragments the data coming from the application into manageable blocks (and reassemble incoming data to pass up to the application). Schannel SSP does not support fragmentation at the Record Layer. It compresses the data and decompresses incoming data. Schannel SSP does not support compression at the Record Layer. It applies a Message Authentication Code (MAC), or hash/digest, to the data and uses the MAC to verify incoming data. It encrypts the hashed data and decrypts incoming data.   Application Protocol TLS runs on application protocol such as HTTP, FTP, SMTP, NNTP, and XMPP and above a reliable transport protocol, TCP for example. While it can add security to any protocol that uses reliable connections (such as TCP), it is most commonly used with HTTP to form HTTPS. HTTPS is used to secure World Wide Web pages for applications such as electronic commerce and asset management. These applications use public key certificates to verify the identity of endpoints.   TSL/ SSL Security The client may use the CAs public key to validate the CAs digital signature on the server certificate. If the digital signature can be verified, the client accepts the server certificate as a valid certificate issued by a trusted CA. The client verifies that the issuing Certificate Authority (CA) is on its list of trusted Cas. The client checks the servers certificate validity period. The authentication process stops if the current date and time fall outside of the validity period.   IPSec IPSec acts at the network layer, protecting and authenticating IP packets between participating IPSec devices (peers), such as PIX Firewalls, Cisco routers, Cisco VPN 3000 Concentrators, Cisco VPN Clients, and other IPSec-compliant products. IPSec is not bound to any specific encryption or authentication algorithms, keying technology, or security algorithms. IPSec is a framework of open standards. Because it isnt bound to specific algorithms, IPSec allows newer and better algorithms to be implemented without patching the existing IPSec standards. IPSec provides data confidentiality, data integrity, and data origin authentication between participating peers at the IP layer. IPSec is used to secure a path between a pair of gateways, a pair of hosts, or a gateway and a host. Some of the standard algorithms are as follows: Data Encryption Standard (DES) algorithm—Used to encrypt and decrypt packet data. 3DES algorithm—effectively doubles encryption strength over 56-bit DES. Advanced Encryption Standard (AES)—a newer cipher algorithm designed to replace DES. Has a variable key length between 128 and 256 bits. Cisco is the first industry vendor to implement AES on all its VPN-capable platforms. Message Digest 5 (MD5) algorithm—Used to authenticate packet data. Secure Hash Algorithm 1 (SHA-1)—Used to authenticate packet data. Diffie-Hellman (DH)—a public-key cryptography protocol that allows two parties to establish a shared secret key used by encryption and hash algorithms (for example, DES and MD5) over an insecure communications channel. IPSec security services provide four critical functions: Confidentiality (encryption)—the sender can encrypt the packets before transmitting them across a network. By doing so, no one can eavesdrop on the communication. If intercepted, the communications cannot be read. Data integrity—the receiver can verify that the data was transmitted through the Internet without being changed or altered in any way. Origin authentication—the receiver can authenticate the packets source, guaranteeing and certifying the source of the information. Anti-replay protection—Anti-replay protection verifies that each packet is unique, not duplicated. IPSec packets are protected by comparing the sequence number of the received packets and a sliding window on the destination host, or security gateway. Late and duplicate packets are dropped. v How IPSec works The goal of IPSec is to protect the desired data with the needed security services. IPSecs operation can be broken into five primary steps: Define interesting traffic—Traffic is deemed interesting when the VPN device recognizes that the traffic you want to send needs to be protected. IKE Phase 1—This basic set of security services protects all subsequent communications between the peers. IKE Phase 1 sets up a secure communications channel between peers. IKE Phase 2—IKE negotiates IPSec security association (SA) parameters and sets up matching IPSec SAs in the peers. These security parameters are used to protect data and messages exchanged between endpoints. Data transfer—Data is transferred between IPSec peers based on the IPSec parameters and keys stored in the SA database. IPSec tunnel termination—IPSec SAs terminate through deletion or by timing out. TASK 1(b) IPSecs advantage over TLS: It has more plasticity on choosing the Authentication mechanisms (like the Pre Shared Key), and therefore makes it hard for the attacker to do man in the middle.TLS is based only on Public key and with tools, its possible to do man in the Middle breaking TLS. Going one step down the OSI stack, IP Security (IPSec) guarantees the data privacy and integrity of IP packets, regardless of how the application used the sockets. This means any application, as long as it uses IP to send data, will benefit from the underlying secure IP network. Nothing has to be rewritten or modified; it even is possible that users wont be aware their data is being processed through encrypting devices. This solution is the most transparent one for end users and the one most likely to be adopted in the future in the widest range of situations. The main drawback of IPSsec lies in its intrinsic infrastructural complexity, which demands several components to work properly. IPSec deployment must be planned and carri ed out by network administrators, and it is less likely to be adopted directly by end users. TLSs advantage over IPSec: The advantage of TLS over generic application-level security mechanisms is the application no longer has the burden of encrypting user data. Using a special socket and API, the communication is secured. The problem with TLS is an application wishing to exploit its functionality must be written explicitly in order to do so (see Resources). Existing applications, which constitute the majority of data producers on the Internet, cannot take advantage of the encryption facilities provided by TLS without being rewritten. Think of the common applications we use everyday: mail clients, web browsers on sites without HTTPS, IRC channels, peer-to-peer file sharing systems and so on. Also, most network services (such as mail relays, DNS servers, routing protocols) currently run over plain sockets, exchanging vital information as clear text and only seldomly adopting application-level counter-measures (mostly integrity checks, such as MD5 sums).   IGMP IGMP is a protocol used by IP hosts, and adjacent multicast network devices to identify their memberships. If they are part of the same multicast group they communicate with each other. ICMP communicates 1 to 1.IGMP communicates 1 to many.   Establish Multicast group We describe a distributed architecture for managing multicast addresses in the global Internet. A multicast address space partitioning scheme is proposed, based on the Unicast host address and a per-host address management entity. By noting that port numbers are an integral part of end-to-end multicast addressing we present a single, unified solution to the two problems of dynamic multicast address management and port resolution. We then present a framework for the evaluation of multicast address management schemes, and use it to compare our design with three approaches, as well as a random allocation strategy. The criteria used for the evaluation are blocking probability and consistency, address acquisition delay, the load on address management entities, robustness against failures, and processing and communications overhead. With the distributed scheme the probability of blocking for address acquisition is reduced by several orders of magnitude, to insignificant levels, while consi stency is maintained. At the same time, the address acquisition delay is reduced to a minimum by serving the request within the host itself. It is also shown that the scheme generates much less control traffic, is more robust against failures, and puts much less load on address management entities as compared with the other three schemes. The random allocation strategy is shown to be attractive primarily due to its simplicity, although it does have several drawbacks stemming from its lack of consistency (addresses may be allocated more than once) The Routing and Remote Access administrative tool is used to enable routing on a Windows 2000 server that is multihomed (has more than one network card). Windows 2000 professional cannot be a router. The Routing and Remote Access administrative tool or the route command line utility can be used to con a static router and add a routing table. A routing table is required for static routing. Dynamic routing does not require a routing table since the table is built by software. Dynamic routing does require additional protocols to be installed on the computer. When using the Routing and Remote Access tool, the following information is entered: Interface Specify the network card that the route applies to which is where the packets will come from. Destination Specify the network address that the packets are going to such as 192.168.1.0. Network Mask The subnet mask of the destination network. Gateway The IP address of the network card on the network that is cond to forward the packets such as 192.168.1.1. Metric The number of routers that packets must pass through to reach the intended network. If there are more than 1, the Gateway address will not match the network address of the destination network.   Dynamic Routing Windows 2000 Server supports Network Address Translation (NAT) and DHCP relay agent. Three Windows 2000 supported Dynamic routing protocols are: Routing Information Protocol (RIP) version 2 for IP Open Shortest Path First (OSPF) Internet Group Management Protocol (IGMP) version 2 with router or proxy support. The Routing and Remote Access tool is used to install, con, and monitor these protocols and routing functions. After any of these dynamic routing protocols are installed, they must be cond to use one or more routing interfaces.   Protocol Independent Multicast (PIM): This document describes an architecture for efficiently routing to multicast groups that may span wide-area (and inter-domain) internets. We refer to the approach as Protocol Independent Multicast (PIM) because it is not dependent on any particular unicast routing protocol. The most significant innovation in this architecture is the efficient support of sparse, wide area groups. This sparse mode (SM) of operation complements the traditional { dense-mode} approach to multicast routing for campus networks, as developed by Deering [2][3] and implemented previously in MOSPF and DVMRP [4][5]. These traditional dense mode multicast schemes were intended for use within regions where a group is widely represented or bandwidth is universally plentiful. However, when group members, and senders to those group members, are distributed sparsely across a wide area, these schemes are not efficient; data packets (in the case of DVMRP) or membership report information (in the case of MOSPF) are occasionally sent over many links that do not lead to receivers or senders, respectively. The purpose of this work is to develop a multicast routing architecture that efficiently establishes distribution trees even when some or all members are sparsely distributed. Efficiency is evaluated in terms of the state, control message, and data packet overhead required across the entire network in order to deliver data packets to the members of the group.   The Protocol Independent Multicast (PIM) architecture: maintains the traditional IP multicast service model of receiver-initiated membership; can be cond to adapt to different multicast group and network characteristics; is not dependent on a specific unicast routing protocol; uses soft-state mechanisms to adapt to underlying network conditions and group dynamics. The robustness, flexibility, and scaling properties of this architecture make it well suited to large heterogeneous inter-networks. This document describes an architecture for efficiently routing to multicast groups that may span wide-area (and inter-domain) internets. We refer to the approach as Protocol Independent Multicast (PIM) because it is not dependent on any particular unicast routing protocol. The most significant innovation in this architecture is the efficient support of sparse, wide area groups. This sparse mode (SM) of operation complements the traditional { dense-mode} approach to multicast routing for campus networks, as developed by Deering [2][3] and implemented previously in MOSPF and DVMRP [4][5]. These traditional dense mode multicast schemes were intended for use within regions where a group is widely represented or bandwidth is universally plentiful. However, when group members, and senders to those group members, are distributed sparsely across a wide area, these schemes are not efficient; data packets (in the case of DVMRP) or membership report information (in the case of MOSPF) are occas ionally sent over many links that do not lead to receivers or senders, respectively. The purpose of this work is to develop a multicast routing architecture that efficiently establishes distribution trees even when some or all members are sparsely distributed. Efficiency is evaluated in terms of the state, control message, and data packet overhead required across the entire network in order to deliver data packets to the members of the group. A user of an internet- connected pc, Adam; send an email message to another internet connected pc user beryl. 1. Outlinethe function of four internet host that would normally be involved be involved in this task. . : 1. Adams Computer : :2. Server of Adams Internet Service Provider : : 3. Server of Beryls Internet Service Provider: :4. Beryls Computer : . This program allows you to build and deal with a large mailing list, and to create modified messages from predefined templates while sending. It lets you define multiple independent SMTP server connections and will utilize the latest in multithreading technology, to send emails to you as fast as it is possible. You can use all the standard message formats like plain text, HTML or even create a rich content message in the Microsoft Outlook Express and export it into the program. The interface of the program is very simple and easy to learn nearly all functions can be performed using hotkeys on the keyboard. E-mail is a growing source of an enterprises records and needs to be treated as any written memo, letter or report has been treated. The information in e-mail has the potential to add to the enterprises knowledge assets, from interactions with the users or customers in the enterprise to interactions with colleagues overseas. 2. List the internet protocol which would be used in this task. Internet Protocol (IP) is packet-based protocol that allows dissimilar hosts to connect to each other for the purpose of delivering data across the resulting networks. Applications combine IP with a higher- level protocol called Transport Control Protocol (TCP), which establishes a virtual connection between a destination and a source. IP by itself is something like the postal system. It allows you to address a package and drop it in the system, but theres no direct link between you and the recipient. . : 1. HTTP : :2. IMAP(Version 4): : 3.SMTP : :4.POP (Version 3) : .   HTTP (Hyper-Text Transfer Protocol) is the underlying protocol used by the World Wide Web. HTTP defines how messages are formatted and transmitted, and what actions Web servers and browsers should take in response to various commands. HTTP/1.0, as defined by RFC 1945 [6], improved the protocol by allowing messages to be in the format of MIME-like messages, containing meta information about the data transferred and modifiers on the request/response semantics.   IMAP4 (Internet Message Access Protocol) A mail protocol that provides management of received messages on a remote server. The user can review headers, create or delete folders/mailboxes and messages, and search contents remotely without downloading. It includes more functions than the similar POP protocol.   POP3 (Post Office Protocol 3) is the most recent version of a standard protocol for receiving e-mail. POP3 is a client/server protocol in which e-mail is received and held for you by your Internet server. Periodically, you (or your client e-mail receiver) check your mail-box on the server and download any mail, probably using POP3. This standard protocol is built into most popular e-mail products, such as Eudora and Outlook Express. Its also built into the Netscape and Microsoft Internet Explorer browsers. POP3 is designed to delete mail on the server as soon as the user has downloaded it. However, some implementations allow users or an administrator to specify that mail be saved for some period of time. POP can be thought of as a store-and-forward service.   SMTP (Simple Mail Transfer Protocol) is a TCP/IP protocol used in sending and receiving e-mail. However, since it is limited in its ability to queue messages at the receiving end, it is usually used with one of two other protocols, POP3 or IMAP, that let the user save messages in a server mailbox and download them periodically from the server. In other words, users typically use a program that uses SMTP for sending e-mail and either POP3 or IMAP for receiving e-mail. On Unix-based systems, send mail is the most widely-used SMTP server for e-mail. A commercial package, Send mail, includes a POP3 server. Microsoft Exchange includes an SMTP server and can also be set up to include POP3 support. SMTP usually is implemented to operate over Internet port 25. An alternative to SMTP that is widely used in Europe is X.400. Many mail servers now support Extended Simple Mail Transfer Protocol (ESMTP), which allows multimedia files to be delivered as e-mail. 3. Taking the case that the message include the text please find attached abstract and 1. as well as in MS-Word format and an attachment in jpeg, list format of the send mail messages. .. : 1. MIME : ..   MIME (Multi-Purpose Internet Mail Extensions) is an extension of the original Internet e-mail protocol that lets people use the protocol to exchange different kinds of data files on the Internet: audio, video, images, application programs, and other kinds, as well as the ASCII text handled in the original protocol, the Simple Mail Transport Protocol (SMTP). In 1991, Nathan Borenstein of Bellcore proposed to the IETF that SMTP be extended so that Internet (but mainly Web) clients and servers could recognize and handle other kinds of data than ASCII text. As a result, new file types were added to mail as a supported Internet Protocol file type. Servers insert the MIME header at the beginning of any Web transmission. Clients use this header to select an appropriate player application for the type of data the header indicates. Some of these players are built into the Web client or browser (for example, all browsers come with GIF and JPEG image players as well as the ability to handle HTML files). 4. How would received message differ the sent messages? The email address that receives messages sent from users who click  ¿Ã‚ ½reply ¿Ã‚ ½ in their email clients. Can differ from the  ¿Ã‚ ½from ¿Ã‚ ½address which can be an automated or unmonitored email address used only to send messages to a distribution list.  ¿Ã‚ ½Reply-to ¿Ã‚ ½ should always be a monitored address.   IPv4: Internet Protocol (Version 4) The Internet Protocol (IP) is a network-layer (Layer 3) protocol in the OSI model that contains addressing information and some control information to enable packets being routed in network. IP is the primary network-layer protocol in the TCP/IP protocol suite. Along with the Transmission Control Protocol (TCP), IP represents the heart of the Internet protocols. IP is equally well suited for both LAN and WAN communications. IP (Internet Protocol) has two primary responsibilities: providing connectionless, best-effort delivery of datagrams through a network; and providing fragmentation and reassembly of datagrams to support data links with different maximum-transmission unit (MTU) sizes. The IP addressing scheme is integral to the process of routing IP datagrams through an internetwork. Each IP address has specific components and follows a basic format. These IP addresses can be subdivided and used to create addresses for sub networks. Each computer (known as host) on a TCP/IP network is assigned a unique logical address (32-bit in IPv4) that is divided into two main parts: the network number and the host number. The network number identifies a network and must be assigned by the Internet Network Information Center (InterNIC) if the network is to be part of the Internet. An Internet Service Provider (ISP) can obtain blocks of network addresses from the InterNIC and can itself assign address space as nece ssary. The host number identifies a host on a network and is assigned by the local network administrator.   IPv6 (IPng): Internet Protocol version 6 IPv6 is the new version of Internet Protocol (IP) based on IPv4, a network-layer (Layer 3) protocol that contains addressing information and some control information enabling packets to be routed in the network. There are two basic IP versions: IPv4 and IPv6. IPv6 is also called next generation IP or IPng. IPv4 and IPv6 are de-multiplexed at the media layer. For example, IPv6 packets are carried over Ethernet with the content type 86DD (hexadecimal) instead of IPv4s 0800. The IPv4 is described in separate documents. IPv6 increases the IP address size from 32 bits to 128 bits, to support more levels of addressing hierarchy, a much greater number of addressable nodes, and simpler auto-configuration of addresses. IPv6 addresses are expressed in hexadecimal format (base 16) which allows not only numerals (0-9) but a few characters as well (a-f). A sample ipv6 address looks like: 3ffe: ffff: 100:f101:210:a4ff:fee3:9566. Scalability of multicast addresses is introduced. A new type of address called an any cast address is also defined, to send a packet to any one of a group of nodes. Two major improvements in IPv6 vs. v4: * Improved support for extensions and options IPv6 options are placed in separate headers that are located between the IPv6 header and the transport layer header. Changes in the way IP header options are encoded to allow more efficient forwarding, less stringent limits on the length of options, and greater flexibility for introducing new options in the future.  · Flow labeling capability A new capability has been added to enable the labeling of packets belonging to particular traffic flows for which the sender requests special handling, such as non-default Quality of Service or real-time service.   Comparison between IPv6 with IPv4 Data structure of IPv6 has modified as follows: Header length field found in IPv4 is removed in IPv6. Type of Service field found in IPv4 has been replaced with Priority field in IPv6. Time to live field found in IPv4 has been replaced with Hop Limit in IPv6. Total Length field has been replaced with Payload Length field Protocol field has been replaced with Next Header field Source Address and Destination Address has been increased from 32-bits to 128-bits.   Major Similarities IPv6 with IPv4 Both protocols provide loopback addresses. IPv6 multicast achieves the same purpose that IPv4 broadcast does. Both allow the user to determine datagram size, and the maximum number of hops before termination. Both provide connectionless delivery service (datagrams routed independently). Both are best effort datagram delivery services.   Major Differences between IPv6 with IPv4 IPv6 host to IPv6 host routing via IPv4 network: Here, IPv6 over IPv4 tunneling is required to send a datagram. IPv6 packets are encapsulated within IPv4 packets, allowing travel over IPv4 routing infrastructures to reach an IPv6 host on the other side of the .IPv6 over IPv4 tunnel. The two different types of tunneling are automatic and cond. For a cond tunnel, the IPv6 to IPv4 mappings, at tunnel endpoints, have to be manually specified. Automatic tunneling eases tunneling, but nullifies the advantages of using the 128-bit address space. IPv6 host to IPv4 host and vice versa: The device that converts IPv6 packets to IPv4 packets (a dual IP stack/ dual stack router) allows a host to access both IPv4 and IPv6 resources for communication. A dual IP stack routes as well as converts between IPv4 and IPv6 datagrams ICMP: IPv6 enhances ICMP with ICMPv6. The messages are grouped as informational and error. An ICMPv6 message can contain much more information. The rules for message handling are stricter. ICMPv6 uses the Neighbor Discovery Protocol. New messages have been added also. Absence of ARP RARP: Features of Transport Layer Security (TLS) Features of Transport Layer Security (TLS)   TRANSPORT LAYER SECURITY TLS is a successor to Secure Sockets Layer protocol. TLS provides secure communications on the Internet for such things as e-mail, Internet faxing, and other data transfers. There are slight differences between SSL 3.0 and TLS 1.0, but the protocol remains significantly the same. It is good idea to keep in mind that TLS resides on the Application Layer of the OSI model. This will save you a lot of frustrations while debugging and troubleshooting encryption troubles connected to TLS.   TLS Features TLS is a generic application layer security protocol that runs over reliable transport. It provides a secure channel to application protocol clients. This channel has three primary security features: Authentication of the server. Confidentiality of the communication channel. Message integrity of the communication channel. Optionally TLS can also provide authentication of the client. In general, TLS authentication uses public key based digital signatures backed by certificates. Thus, the server authenticates either by decrypting a secret encrypted under his public key or by signing an ephemeral public key. The client authenticates by signing a random challenge. Server certificates typically contain the servers domain name. Client certificates can contain arbitrary identities.   The Handshake Protocols The TLS Handshake Protocol allows the server and client to authenticate each other and to negotiate an encryption algorithm and cryptographic keys before data is exchanged. In a typical scenario, only the server is authenticated and its identity is ensured while the client remains unauthenticated. The mutual authentication of the servers requires public key deployment to clients. Provide security parameters to the record layer. A Client sends a ClientHello message specifying the highest TLS protocol version it supports, a random number, a list of suggested cipher suites and compression methods. The Server responds with a ServerHello, containing the chosen protocol version, a random number, cipher, and compression method from the choices offered by the client. The Server sends its Certificate (depending on the selected cipher, this may be omitted by the Server). The server may request a certificate from the client, so that the connection can be mutually authenticated, using a Certificate Request. The Server sends a ServerHelloDone message, indicating it is done with handshake negotiation. The Client responds with a ClientKeyExchange which may contain a PreMasterSecret, public key, or nothing. (Again, this depends on the selected cipher). The Handshake protocol provides a number of security functions. Such as Authentication, Encryption, Hash Algorithms  · Authentication A certificate is a digital form of identification that is usually issued by a certification authority (CA) and contains identification information, a validity period, a public key, a serial number, and the digital signature of the issuer. For authentication purposes, the Handshake Protocol uses an X.509 certificate to provide strong evidence to a second party that helps prove the identity of the party that holds the certificate and the corresponding private key.  · Encryption There are two main types of encryption: symmetric key (also known as Private Key) and asymmetric key (also known as public key. TLS/SSL uses symmetric key for bulk encryption and public key for authentication and key exchange.  · Hash Algorithms A hash is a one-way mapping of values to a smaller set of representative values, so that the size of the resulting hash is smaller than the original message and the hash is unique to the original data. A hash is similar to a fingerprint: a fingerprint is unique to the individual and is much smaller than the original person. Hashing is used to establish data integrity during transport. Two common hash algorithms are Message Digest5 (MD5) produce 128-bit hash value and Standard Hash Algorithm1 (SHA-1) produce 160-bit value.   The Change Cipher Spec The Change Cipher Spec Protocol signals a transition of the cipher suite to be used on the connection between the client and server. This protocol is composed of a single message which is encrypted and compressed with the current cipher suite. This message consists of a single byte with the value1. Message after this will be encrypted and compressed using the new cipher suite.   The Alert The Alert Protocol includes event-driven alert messages that can be sent from either party. the session is either ended or the recipient is given the choice of whether or not to end the session. Schannel SSP will only generate these alert messages at the request of the application.   The Record Layer/Protocol The TLS record protocol is a simple framing layer with record format as shown below: struct { ContentType type; ProtocolVersion version; uint16 length; opaque payload[length]; } TLSRecord; As with TLS, data is carried in records. In both protocols, records can only be processed when the entire record is available. The Record Layer might have four functions: It fragments the data coming from the application into manageable blocks (and reassemble incoming data to pass up to the application). Schannel SSP does not support fragmentation at the Record Layer. It compresses the data and decompresses incoming data. Schannel SSP does not support compression at the Record Layer. It applies a Message Authentication Code (MAC), or hash/digest, to the data and uses the MAC to verify incoming data. It encrypts the hashed data and decrypts incoming data.   Application Protocol TLS runs on application protocol such as HTTP, FTP, SMTP, NNTP, and XMPP and above a reliable transport protocol, TCP for example. While it can add security to any protocol that uses reliable connections (such as TCP), it is most commonly used with HTTP to form HTTPS. HTTPS is used to secure World Wide Web pages for applications such as electronic commerce and asset management. These applications use public key certificates to verify the identity of endpoints.   TSL/ SSL Security The client may use the CAs public key to validate the CAs digital signature on the server certificate. If the digital signature can be verified, the client accepts the server certificate as a valid certificate issued by a trusted CA. The client verifies that the issuing Certificate Authority (CA) is on its list of trusted Cas. The client checks the servers certificate validity period. The authentication process stops if the current date and time fall outside of the validity period.   IPSec IPSec acts at the network layer, protecting and authenticating IP packets between participating IPSec devices (peers), such as PIX Firewalls, Cisco routers, Cisco VPN 3000 Concentrators, Cisco VPN Clients, and other IPSec-compliant products. IPSec is not bound to any specific encryption or authentication algorithms, keying technology, or security algorithms. IPSec is a framework of open standards. Because it isnt bound to specific algorithms, IPSec allows newer and better algorithms to be implemented without patching the existing IPSec standards. IPSec provides data confidentiality, data integrity, and data origin authentication between participating peers at the IP layer. IPSec is used to secure a path between a pair of gateways, a pair of hosts, or a gateway and a host. Some of the standard algorithms are as follows: Data Encryption Standard (DES) algorithm—Used to encrypt and decrypt packet data. 3DES algorithm—effectively doubles encryption strength over 56-bit DES. Advanced Encryption Standard (AES)—a newer cipher algorithm designed to replace DES. Has a variable key length between 128 and 256 bits. Cisco is the first industry vendor to implement AES on all its VPN-capable platforms. Message Digest 5 (MD5) algorithm—Used to authenticate packet data. Secure Hash Algorithm 1 (SHA-1)—Used to authenticate packet data. Diffie-Hellman (DH)—a public-key cryptography protocol that allows two parties to establish a shared secret key used by encryption and hash algorithms (for example, DES and MD5) over an insecure communications channel. IPSec security services provide four critical functions: Confidentiality (encryption)—the sender can encrypt the packets before transmitting them across a network. By doing so, no one can eavesdrop on the communication. If intercepted, the communications cannot be read. Data integrity—the receiver can verify that the data was transmitted through the Internet without being changed or altered in any way. Origin authentication—the receiver can authenticate the packets source, guaranteeing and certifying the source of the information. Anti-replay protection—Anti-replay protection verifies that each packet is unique, not duplicated. IPSec packets are protected by comparing the sequence number of the received packets and a sliding window on the destination host, or security gateway. Late and duplicate packets are dropped. v How IPSec works The goal of IPSec is to protect the desired data with the needed security services. IPSecs operation can be broken into five primary steps: Define interesting traffic—Traffic is deemed interesting when the VPN device recognizes that the traffic you want to send needs to be protected. IKE Phase 1—This basic set of security services protects all subsequent communications between the peers. IKE Phase 1 sets up a secure communications channel between peers. IKE Phase 2—IKE negotiates IPSec security association (SA) parameters and sets up matching IPSec SAs in the peers. These security parameters are used to protect data and messages exchanged between endpoints. Data transfer—Data is transferred between IPSec peers based on the IPSec parameters and keys stored in the SA database. IPSec tunnel termination—IPSec SAs terminate through deletion or by timing out. TASK 1(b) IPSecs advantage over TLS: It has more plasticity on choosing the Authentication mechanisms (like the Pre Shared Key), and therefore makes it hard for the attacker to do man in the middle.TLS is based only on Public key and with tools, its possible to do man in the Middle breaking TLS. Going one step down the OSI stack, IP Security (IPSec) guarantees the data privacy and integrity of IP packets, regardless of how the application used the sockets. This means any application, as long as it uses IP to send data, will benefit from the underlying secure IP network. Nothing has to be rewritten or modified; it even is possible that users wont be aware their data is being processed through encrypting devices. This solution is the most transparent one for end users and the one most likely to be adopted in the future in the widest range of situations. The main drawback of IPSsec lies in its intrinsic infrastructural complexity, which demands several components to work properly. IPSec deployment must be planned and carri ed out by network administrators, and it is less likely to be adopted directly by end users. TLSs advantage over IPSec: The advantage of TLS over generic application-level security mechanisms is the application no longer has the burden of encrypting user data. Using a special socket and API, the communication is secured. The problem with TLS is an application wishing to exploit its functionality must be written explicitly in order to do so (see Resources). Existing applications, which constitute the majority of data producers on the Internet, cannot take advantage of the encryption facilities provided by TLS without being rewritten. Think of the common applications we use everyday: mail clients, web browsers on sites without HTTPS, IRC channels, peer-to-peer file sharing systems and so on. Also, most network services (such as mail relays, DNS servers, routing protocols) currently run over plain sockets, exchanging vital information as clear text and only seldomly adopting application-level counter-measures (mostly integrity checks, such as MD5 sums).   IGMP IGMP is a protocol used by IP hosts, and adjacent multicast network devices to identify their memberships. If they are part of the same multicast group they communicate with each other. ICMP communicates 1 to 1.IGMP communicates 1 to many.   Establish Multicast group We describe a distributed architecture for managing multicast addresses in the global Internet. A multicast address space partitioning scheme is proposed, based on the Unicast host address and a per-host address management entity. By noting that port numbers are an integral part of end-to-end multicast addressing we present a single, unified solution to the two problems of dynamic multicast address management and port resolution. We then present a framework for the evaluation of multicast address management schemes, and use it to compare our design with three approaches, as well as a random allocation strategy. The criteria used for the evaluation are blocking probability and consistency, address acquisition delay, the load on address management entities, robustness against failures, and processing and communications overhead. With the distributed scheme the probability of blocking for address acquisition is reduced by several orders of magnitude, to insignificant levels, while consi stency is maintained. At the same time, the address acquisition delay is reduced to a minimum by serving the request within the host itself. It is also shown that the scheme generates much less control traffic, is more robust against failures, and puts much less load on address management entities as compared with the other three schemes. The random allocation strategy is shown to be attractive primarily due to its simplicity, although it does have several drawbacks stemming from its lack of consistency (addresses may be allocated more than once) The Routing and Remote Access administrative tool is used to enable routing on a Windows 2000 server that is multihomed (has more than one network card). Windows 2000 professional cannot be a router. The Routing and Remote Access administrative tool or the route command line utility can be used to con a static router and add a routing table. A routing table is required for static routing. Dynamic routing does not require a routing table since the table is built by software. Dynamic routing does require additional protocols to be installed on the computer. When using the Routing and Remote Access tool, the following information is entered: Interface Specify the network card that the route applies to which is where the packets will come from. Destination Specify the network address that the packets are going to such as 192.168.1.0. Network Mask The subnet mask of the destination network. Gateway The IP address of the network card on the network that is cond to forward the packets such as 192.168.1.1. Metric The number of routers that packets must pass through to reach the intended network. If there are more than 1, the Gateway address will not match the network address of the destination network.   Dynamic Routing Windows 2000 Server supports Network Address Translation (NAT) and DHCP relay agent. Three Windows 2000 supported Dynamic routing protocols are: Routing Information Protocol (RIP) version 2 for IP Open Shortest Path First (OSPF) Internet Group Management Protocol (IGMP) version 2 with router or proxy support. The Routing and Remote Access tool is used to install, con, and monitor these protocols and routing functions. After any of these dynamic routing protocols are installed, they must be cond to use one or more routing interfaces.   Protocol Independent Multicast (PIM): This document describes an architecture for efficiently routing to multicast groups that may span wide-area (and inter-domain) internets. We refer to the approach as Protocol Independent Multicast (PIM) because it is not dependent on any particular unicast routing protocol. The most significant innovation in this architecture is the efficient support of sparse, wide area groups. This sparse mode (SM) of operation complements the traditional { dense-mode} approach to multicast routing for campus networks, as developed by Deering [2][3] and implemented previously in MOSPF and DVMRP [4][5]. These traditional dense mode multicast schemes were intended for use within regions where a group is widely represented or bandwidth is universally plentiful. However, when group members, and senders to those group members, are distributed sparsely across a wide area, these schemes are not efficient; data packets (in the case of DVMRP) or membership report information (in the case of MOSPF) are occasionally sent over many links that do not lead to receivers or senders, respectively. The purpose of this work is to develop a multicast routing architecture that efficiently establishes distribution trees even when some or all members are sparsely distributed. Efficiency is evaluated in terms of the state, control message, and data packet overhead required across the entire network in order to deliver data packets to the members of the group.   The Protocol Independent Multicast (PIM) architecture: maintains the traditional IP multicast service model of receiver-initiated membership; can be cond to adapt to different multicast group and network characteristics; is not dependent on a specific unicast routing protocol; uses soft-state mechanisms to adapt to underlying network conditions and group dynamics. The robustness, flexibility, and scaling properties of this architecture make it well suited to large heterogeneous inter-networks. This document describes an architecture for efficiently routing to multicast groups that may span wide-area (and inter-domain) internets. We refer to the approach as Protocol Independent Multicast (PIM) because it is not dependent on any particular unicast routing protocol. The most significant innovation in this architecture is the efficient support of sparse, wide area groups. This sparse mode (SM) of operation complements the traditional { dense-mode} approach to multicast routing for campus networks, as developed by Deering [2][3] and implemented previously in MOSPF and DVMRP [4][5]. These traditional dense mode multicast schemes were intended for use within regions where a group is widely represented or bandwidth is universally plentiful. However, when group members, and senders to those group members, are distributed sparsely across a wide area, these schemes are not efficient; data packets (in the case of DVMRP) or membership report information (in the case of MOSPF) are occas ionally sent over many links that do not lead to receivers or senders, respectively. The purpose of this work is to develop a multicast routing architecture that efficiently establishes distribution trees even when some or all members are sparsely distributed. Efficiency is evaluated in terms of the state, control message, and data packet overhead required across the entire network in order to deliver data packets to the members of the group. A user of an internet- connected pc, Adam; send an email message to another internet connected pc user beryl. 1. Outlinethe function of four internet host that would normally be involved be involved in this task. . : 1. Adams Computer : :2. Server of Adams Internet Service Provider : : 3. Server of Beryls Internet Service Provider: :4. Beryls Computer : . This program allows you to build and deal with a large mailing list, and to create modified messages from predefined templates while sending. It lets you define multiple independent SMTP server connections and will utilize the latest in multithreading technology, to send emails to you as fast as it is possible. You can use all the standard message formats like plain text, HTML or even create a rich content message in the Microsoft Outlook Express and export it into the program. The interface of the program is very simple and easy to learn nearly all functions can be performed using hotkeys on the keyboard. E-mail is a growing source of an enterprises records and needs to be treated as any written memo, letter or report has been treated. The information in e-mail has the potential to add to the enterprises knowledge assets, from interactions with the users or customers in the enterprise to interactions with colleagues overseas. 2. List the internet protocol which would be used in this task. Internet Protocol (IP) is packet-based protocol that allows dissimilar hosts to connect to each other for the purpose of delivering data across the resulting networks. Applications combine IP with a higher- level protocol called Transport Control Protocol (TCP), which establishes a virtual connection between a destination and a source. IP by itself is something like the postal system. It allows you to address a package and drop it in the system, but theres no direct link between you and the recipient. . : 1. HTTP : :2. IMAP(Version 4): : 3.SMTP : :4.POP (Version 3) : .   HTTP (Hyper-Text Transfer Protocol) is the underlying protocol used by the World Wide Web. HTTP defines how messages are formatted and transmitted, and what actions Web servers and browsers should take in response to various commands. HTTP/1.0, as defined by RFC 1945 [6], improved the protocol by allowing messages to be in the format of MIME-like messages, containing meta information about the data transferred and modifiers on the request/response semantics.   IMAP4 (Internet Message Access Protocol) A mail protocol that provides management of received messages on a remote server. The user can review headers, create or delete folders/mailboxes and messages, and search contents remotely without downloading. It includes more functions than the similar POP protocol.   POP3 (Post Office Protocol 3) is the most recent version of a standard protocol for receiving e-mail. POP3 is a client/server protocol in which e-mail is received and held for you by your Internet server. Periodically, you (or your client e-mail receiver) check your mail-box on the server and download any mail, probably using POP3. This standard protocol is built into most popular e-mail products, such as Eudora and Outlook Express. Its also built into the Netscape and Microsoft Internet Explorer browsers. POP3 is designed to delete mail on the server as soon as the user has downloaded it. However, some implementations allow users or an administrator to specify that mail be saved for some period of time. POP can be thought of as a store-and-forward service.   SMTP (Simple Mail Transfer Protocol) is a TCP/IP protocol used in sending and receiving e-mail. However, since it is limited in its ability to queue messages at the receiving end, it is usually used with one of two other protocols, POP3 or IMAP, that let the user save messages in a server mailbox and download them periodically from the server. In other words, users typically use a program that uses SMTP for sending e-mail and either POP3 or IMAP for receiving e-mail. On Unix-based systems, send mail is the most widely-used SMTP server for e-mail. A commercial package, Send mail, includes a POP3 server. Microsoft Exchange includes an SMTP server and can also be set up to include POP3 support. SMTP usually is implemented to operate over Internet port 25. An alternative to SMTP that is widely used in Europe is X.400. Many mail servers now support Extended Simple Mail Transfer Protocol (ESMTP), which allows multimedia files to be delivered as e-mail. 3. Taking the case that the message include the text please find attached abstract and 1. as well as in MS-Word format and an attachment in jpeg, list format of the send mail messages. .. : 1. MIME : ..   MIME (Multi-Purpose Internet Mail Extensions) is an extension of the original Internet e-mail protocol that lets people use the protocol to exchange different kinds of data files on the Internet: audio, video, images, application programs, and other kinds, as well as the ASCII text handled in the original protocol, the Simple Mail Transport Protocol (SMTP). In 1991, Nathan Borenstein of Bellcore proposed to the IETF that SMTP be extended so that Internet (but mainly Web) clients and servers could recognize and handle other kinds of data than ASCII text. As a result, new file types were added to mail as a supported Internet Protocol file type. Servers insert the MIME header at the beginning of any Web transmission. Clients use this header to select an appropriate player application for the type of data the header indicates. Some of these players are built into the Web client or browser (for example, all browsers come with GIF and JPEG image players as well as the ability to handle HTML files). 4. How would received message differ the sent messages? The email address that receives messages sent from users who click  ¿Ã‚ ½reply ¿Ã‚ ½ in their email clients. Can differ from the  ¿Ã‚ ½from ¿Ã‚ ½address which can be an automated or unmonitored email address used only to send messages to a distribution list.  ¿Ã‚ ½Reply-to ¿Ã‚ ½ should always be a monitored address.   IPv4: Internet Protocol (Version 4) The Internet Protocol (IP) is a network-layer (Layer 3) protocol in the OSI model that contains addressing information and some control information to enable packets being routed in network. IP is the primary network-layer protocol in the TCP/IP protocol suite. Along with the Transmission Control Protocol (TCP), IP represents the heart of the Internet protocols. IP is equally well suited for both LAN and WAN communications. IP (Internet Protocol) has two primary responsibilities: providing connectionless, best-effort delivery of datagrams through a network; and providing fragmentation and reassembly of datagrams to support data links with different maximum-transmission unit (MTU) sizes. The IP addressing scheme is integral to the process of routing IP datagrams through an internetwork. Each IP address has specific components and follows a basic format. These IP addresses can be subdivided and used to create addresses for sub networks. Each computer (known as host) on a TCP/IP network is assigned a unique logical address (32-bit in IPv4) that is divided into two main parts: the network number and the host number. The network number identifies a network and must be assigned by the Internet Network Information Center (InterNIC) if the network is to be part of the Internet. An Internet Service Provider (ISP) can obtain blocks of network addresses from the InterNIC and can itself assign address space as nece ssary. The host number identifies a host on a network and is assigned by the local network administrator.   IPv6 (IPng): Internet Protocol version 6 IPv6 is the new version of Internet Protocol (IP) based on IPv4, a network-layer (Layer 3) protocol that contains addressing information and some control information enabling packets to be routed in the network. There are two basic IP versions: IPv4 and IPv6. IPv6 is also called next generation IP or IPng. IPv4 and IPv6 are de-multiplexed at the media layer. For example, IPv6 packets are carried over Ethernet with the content type 86DD (hexadecimal) instead of IPv4s 0800. The IPv4 is described in separate documents. IPv6 increases the IP address size from 32 bits to 128 bits, to support more levels of addressing hierarchy, a much greater number of addressable nodes, and simpler auto-configuration of addresses. IPv6 addresses are expressed in hexadecimal format (base 16) which allows not only numerals (0-9) but a few characters as well (a-f). A sample ipv6 address looks like: 3ffe: ffff: 100:f101:210:a4ff:fee3:9566. Scalability of multicast addresses is introduced. A new type of address called an any cast address is also defined, to send a packet to any one of a group of nodes. Two major improvements in IPv6 vs. v4: * Improved support for extensions and options IPv6 options are placed in separate headers that are located between the IPv6 header and the transport layer header. Changes in the way IP header options are encoded to allow more efficient forwarding, less stringent limits on the length of options, and greater flexibility for introducing new options in the future.  · Flow labeling capability A new capability has been added to enable the labeling of packets belonging to particular traffic flows for which the sender requests special handling, such as non-default Quality of Service or real-time service.   Comparison between IPv6 with IPv4 Data structure of IPv6 has modified as follows: Header length field found in IPv4 is removed in IPv6. Type of Service field found in IPv4 has been replaced with Priority field in IPv6. Time to live field found in IPv4 has been replaced with Hop Limit in IPv6. Total Length field has been replaced with Payload Length field Protocol field has been replaced with Next Header field Source Address and Destination Address has been increased from 32-bits to 128-bits.   Major Similarities IPv6 with IPv4 Both protocols provide loopback addresses. IPv6 multicast achieves the same purpose that IPv4 broadcast does. Both allow the user to determine datagram size, and the maximum number of hops before termination. Both provide connectionless delivery service (datagrams routed independently). Both are best effort datagram delivery services.   Major Differences between IPv6 with IPv4 IPv6 host to IPv6 host routing via IPv4 network: Here, IPv6 over IPv4 tunneling is required to send a datagram. IPv6 packets are encapsulated within IPv4 packets, allowing travel over IPv4 routing infrastructures to reach an IPv6 host on the other side of the .IPv6 over IPv4 tunnel. The two different types of tunneling are automatic and cond. For a cond tunnel, the IPv6 to IPv4 mappings, at tunnel endpoints, have to be manually specified. Automatic tunneling eases tunneling, but nullifies the advantages of using the 128-bit address space. IPv6 host to IPv4 host and vice versa: The device that converts IPv6 packets to IPv4 packets (a dual IP stack/ dual stack router) allows a host to access both IPv4 and IPv6 resources for communication. A dual IP stack routes as well as converts between IPv4 and IPv6 datagrams ICMP: IPv6 enhances ICMP with ICMPv6. The messages are grouped as informational and error. An ICMPv6 message can contain much more information. The rules for message handling are stricter. ICMPv6 uses the Neighbor Discovery Protocol. New messages have been added also. Absence of ARP RARP: