Nmap Essay Example

Nmap Paper Title:- Network Scanning using NMAP in Windows Exp. No:-1 Aim:- To study NMAP Software and demonstrate using various websites. Theory:- Nmap (â€Å"Network Mapper†) is an open source tool for network exploration and security auditing. It was designed to rapidly scan large networks, although it works fine against single hosts. Nmap uses raw IP packets in novel ways to determine what hosts are available on the network, what services (application name and version) those hosts are offering, what operating systems (and OS versions) they are running, what type of packet filters/firewalls are in use, and dozens of other characteristics. While Nmap is commonly used for security audits, many systems and network administrators find it useful for routine tasks such as network inventory, managing service upgrade schedules, and monitoring host or service uptime. The output from Nmap is a list of scanned targets, with supplemental information on each depending on the options used. Key among that information is the â€Å"interesting ports table†. That table lists the port number and protocol, service name, and state. The state is either open, filtered, closed, or unfiltered. Open means that an application on the target machine is listening for connections/packets on that port. Filtered means that a firewall, filter, or other network obstacle is blocking the port so that Nmap cannot tell whether it is open or closed. Closed ports have no application listening on them, though they could open up at any time. Ports are classified as unfiltered when they are responsive to Nmaps probes, but Nmap cannot determine whether they are open or closed. Nmap reports the state combinations open|filtered and closed|filtered when it cannot determine which of the two states describe a port. We will write a custom essay sample on Nmap specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Nmap specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Nmap specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The port table may also include software version details when version detection has been requested. When an IP protocol scan is requested (-sO), Nmap provides information on supported IP protocols rather than listening ports. The topology view uses many symbols and color conventions. This section explains what they mean. | | | | | | Each regular host in the network is represented by a little circle. The color and size of the circle is determined by the number of open ports on the host. The more open ports, the larger the circle. A white circle represents an intermediate host in a network path that was not port scanned. If a host has fewer than three open ports, it will be green; between three and six open ports, yellow; more than six open ports, red. | | | | | If a host is a router, switch, or wireless access point, it is drawn with a square rather than a circle. | | Network distance is shown as concentric gray rings. Each additional ring signifies one more network hop from the center host. | | Connections between hosts are shown with colored lines. Primary traceroute connections are shown with blue lines. Alternate paths (paths between two hosts where a different path already exists) are drawn in orange. Which path is primary and which paths are alternates is arbitrary and controlled by the order in which paths were recorded. The thickness of a line is proportional to its round-trip time; hosts with a higher RTT have a thicker line. Hosts with no traceroute information are clustered around localhost, connected with a dashed black line. | | If there is no RTT for a hop (a missing traceroute entry), the connection is shown with a blue dashed line and the unknown host that makes the connection is shown with a blue outline. | Some special-purpose hosts may carry one or more icons describing what type of host they are: | | A router. | A switch. | | A wireless access point. | | A firewall. | | A host with some ports filtered. | Procedure:1. Click on the nmap icon(eye-shaped) in order to start nmap. 2. After nmap opens,type the name of a website or any specific IP address in the ‘Target’ column. 3. Select the type of scan(intense,quick. etc) in the ‘Profile’. 4. nm ap displays all the relevant output details which includes a. nmap output b. ports/hosts c. topology d. host details e. scans. Example of NMAP software using wikipedia website Topology of Wikipedia website. Conclusion:- Hence we have studied NMAP Software with various websites.

buy custom Algerian War essay

buy custom Algerian War essay Algerian war implied to the conflict that involved the movements of independence in Algerians and France which took place between the years 1954 and 1962. The end analysis after the war was the gaining of independence in Algeria from France. This therefore implies that the war was a decolonization one that made it to be a complicated conflict whose notable characteristics were the guerrilla type of warfare, terrorism to the civilians, the application of torture by both parties, the use of maquis fighting in addition to the use of the operations of counter-terrorism by French Army The actual causes of the war that took place in Algeria were the invasion of the French, the inevitable fundamentalism of the Islam in addition to the collapse of democracy. There was a need for the achievement of independence among the Algerians and this could only be achieved through the use of the war since the French were reluctant to give independence to the Algerians. The French settlers were particularly unwilling to facilitate for the independence of the natives due to the privileges they had with regard to their lifestyles relative to the Algerians (Aussaresses, 2006). During the era of the pacification as well as the periods that were associated with colonization that came after the conquest, there was a feeling of hesitation among the French people on the decisions regarding the most appropriate policies that were to be adopted. This is in respect to the policies of colonization, the regime of local government, the possibility of assimilation, departmentalization or the use of semi-autonomy. It was evident that for the century that followed, even at the termination of the world war two, Algeria continued to heavily depend on France on economical as well as political matters. This resulted to the upcoming of most of the uprisings especially as concerns the Setif as well as the Guelma which were suppressed in a brutal manner (Maran, 1989). Buy custom Algerian War essay

What You Need to Know About the Black Death

What You Need to Know About the Black Death When historians refer to The Black Death, they mean the specific outbreak of plague that took place in Europe in the mid-14th century. It was not the first time plague had come to Europe, nor would it be the last. A deadly epidemic known as the Sixth-Century Plague  or Justinians plague  struck Constantinople and parts of southern Europe 800 years earlier, but it did not spread as far as the Black Death, nor did it take nearly as many lives. The Black Death came to Europe in October of 1347, spread swiftly through most of Europe by the end of 1349 and on to Scandinavia and Russia in the 1350s. It returned several times throughout the rest of the century. The Black Death was also known as  The Black Plague, the Great Mortality, and the Pestilence. The Disease Traditionally, the disease that most scholars believe struck Europe was Plague. Best known as the bubonic plague for the buboes (lumps) that formed on the victims bodies, Plague also took pneumonic and septicemic forms. Other diseases have been postulated by scientists, and some scholars believe that there was a pandemic of several diseases, but currently, the theory of Plague (in all its varieties) still holds among most historians.​ Where the Black Death Started Thus far, no one has been able to identify the point of origin of the Black Death with any precision.  It started somewhere in Asia, possibly in China, possibly at Lake Issyk-Kul in central Asia. How the Black Death Spread Through these methods of contagion, the Black Death spread via trade routes  from Asia to Italy, and thence throughout Europe: Bubonic Plague was spread by the fleas who lived on plague-infected rats, and such rats were ubiquitous on trading ships.Pneumonic Plague could spread with a sneeze and jump from person to person with terrifying speed.Septicemic Plague spread through contact with open sores. Death Tolls It is estimated that approximately 20 million people died in Europe from the Black Death. This is about one-third of the population. Many cities lost more than 40% of their residents, Paris lost half, and Venice, Hamburg, and Bremen are estimated to have lost at least 60% of their populations. Contemporary Beliefs About the Plague In the Middle Ages, the most common assumption was that God was punishing mankind for its sins. There were also those who believed in demonic dogs, and in Scandinavia, the superstition of the Pest Maiden was popular. Some people accused the Jews of poisoning wells; the result was horrific persecution of Jews that the papacy was hard-put to stop. Scholars attempted a more scientific view, but they were hampered by the fact that the microscope wouldnt be invented for several centuries. The University  of Paris conducted a study, the Paris Consilium, which, after serious investigation, ascribed the plague to a combination of earthquakes and astrological forces. How People Reacted to the Black Death Fear and hysteria were the most common reactions. People fled the cities in panic, abandoning their families. Noble acts by doctors and priests were overshadowed by those who refused to treat their patients or give last rites to plague victims. Convinced the end was near, some sank into wild debauchery; others prayed for salvation. Flagellants went from one town to another, parading through the streets and whipping themselves to demonstrate their penitence. Effects of the Black Death on Europe Social Effects The marriage rate rose sharply- in part due to predatory men marrying rich orphans and widows.The birth rate also rose, though recurrences of the plague kept population levels reduced.There were notable increases in violence and debauchery.Upward mobility took place on a small scale. Economic Effects A surplus of goods resulted in overspending; it was swiftly followed by a shortage of goods and inflation.A shortage of laborers meant they were able to charge higher prices; the government tried to limit these fees to pre-plague rates. Effects on the Church The Church lost many people, but the institution became richer through bequests. It also grew richer by charging more money for its services, such as saying mass for the dead.Less-educated priests were shuffled into jobs where more learned men had died.The failure of the clergy to help the suffering during the plague, combined with its obvious wealth and the incompetence of its priests, caused resentment among the people. Critics grew vocal, and the seeds of the Reformation were sown.

Video Observation and Reflection Movie Review Example | Topics and Well Written Essays - 1000 words

Video Observation and Reflection - Movie Review Example She explains that it is vital they work in that manner because the girls may not participate well when they partner with the boys. Completing the task required that the students partner so that they share and discuss how the connections worked. They also managed to walk around and ask the other students how they managed to work on their experiments successfully (Completing the Circuit: A Conversation About Teaching, 1999). Engagement Questionnaires were given to the students by Ms. Block to allow her know about the encounters of students with electricity. Posters about various uses of electricity and the applications were made by the students. Engagement can spring from two different conditions: experience and dialogue (Bilica, 2007). Experience has been used by Ms. Block through the classroom experiments she has administered. The students in the learning have been assigned the duty of carrying out experiments using the materials they have been given and making precise observations a bout the circuits. Through dialogue, the students purposefully discuss the unit content with their experiences in relation. They write down the class notes and the discussion details. The students thus become the creators and users of knowledge and not passively the recipients of it. Communication Ms. Block herself allowed the students to talk about their observations. This she does by first taking them through the step-by-step process of discussing with them the things she will look for during the learning session. She asks the students questions regarding what their thoughts about sharing and working in groups. It is a process of question asking and letting the students give out their thoughts on the topic (Bilica, 2007). Ms. Block explains that she will be interested in the way the students will be sharing the materials she will give out. Additionally, she will be interested in how the students themselves will share with others the observations and ideas as the experiments contin ues. While giving out the instructions on how the discussions and experiments should be carried out, Ms. Block was standing in front of the class. The students communicated with each other by: 1. Discussing with their individual partners about the connection details and the observations. 2. Moving from their individual groups to other tables to check, ask and help others on their experiments. 3. Giving out their observations to the whole class as they answered the questions asked by the instructor later on when they had finished different phases of the experiment. Direct instruction Ms. Block directly instructed the students about what she looked for during the lesson. She explained-before she gave out the materials for the experiment-that the students will work in groups. The atmosphere in the classroom The groups had different encounters and views during the experiments. This helped to bring out seriousness and involvement in the learning environment (Barton & Haydn, 2006). Studen ts could reveal their excitements when their connections were a success. Others, however, could be seen to be a bit nervous considering that they had difficulties completing their circuits. Ms. Block did her best by also engaging in the experiment process by checking on the groups that were not working out their connections properly. The classroom atmosphere was fun, and the students mood was jovial. We could finally say that the classroom

The principles and misconceptions in effective interpersonal Essay

The principles and misconceptions in effective interpersonal communications - Essay Example The principles and misconceptions in effective interpersonal communications The principles and misconceptions in effective interpersonal communications There are several principles that underlie effective interpersonal communication. These principles should be adhered to in order to enhance the success of any interpersonal communication endeavor. The principles of effective interpersonal communication have emanated from mediation, focusing on the quality and nature of interpersonal communication and relationships. One of the key principles of interpersonal communication demands that people should treat one another with a lot of respect. A couple should enjoy being together and present for one another during times of difficulty. Another principle of effective interpersonal communication is that people should not interrupt one another. This principle is essential as it helps a person to be listened to when he or she talks with another person. By not interrupting others, conversations will become useful, joyful, interesting, and worthwhile (Mayer, 2007). In int erpersonal communication, there is a vital principle, which demands that people should not volunteer others. This denotes that there should be the recognition of valuing the right of the other person to make their own choice. As such, there is no need to use one’s language in a manner suggesting we are choosing for the other party. The other principle of effective interpersonal communication is that everyone has the right to pass. This means that a person can make the choice not to do something, especially when he or she does not have the feeling to do it. With this principle in mind, everyone should take responsibility for their own actions and choices. Interpersonal communication also calls for the principle of speaking, but the speaking should not be for long or happen too often. Based on this principle, it can be deduced that talking for too long affects the reliance on communication as a way of connecting with others. Therefore, it is of considerable significance that we allow others to talk about ourselves. Interpersonal communication also holds the principle that we should challenge the behavior of the other person, as opposed to challenging the person. Therefore, complicated situations should be de-personalized from a personal battle to an opportunity for creativity and learning (Mayer, 2007). The other principle of effective interpersonal communication is that confidentiality should be respected. Therefore, one should develop a feeling of safety, trust, and intimacy by valuing what the other person regards as crucial to themselves. Effective interpersonal communication also has the principle that there may be nothing wrong in making mistakes. Thus, people in a relationship should acknowledge that either or both of them may make mistakes. Mistakes can be regarded as leaning opportunities, avenues for insight and connection instead of opportunities where people should blame each other (Mayer, 2007). Effective interpersonal is not without several misconceptions. One of the misconceptions in effective interpersonal communication encompasses the belief that it solves all problems. Although people may learn to communicate about a problem clearly through interpersonal communication, it may be easy to come with a solution to the problem. The other misconception about interpersonal communication entails the belief that it is always a desired thing. However, may communicate in ways that tend to be deceitful, racist, manipulative, and

The Contrasting Themes and Structure of William Faulkners The Bear Ess

The Contrasting Themes and Structure of William Faulkner's The Bear  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      At first,   William Faulkner's The Bear, seems to be a story about the decline of an old bear and the wilderness he represented. Oddly, it is possible to omit the fourth chapter of The Bear and still have a complete and less confusing story.   Although sandwiched in between the third and fifth chapters, the fourth chapter is almost wholly independent. For the purpose of this analysis, I will refer to chapters one, two, three, and five as being one half of the story, while chapter four solely comprises the other half. At first, it seems that these two sections have little in common, but that exactly is Faulkner's intention. He has deliberately pitted these two halves of the story against each other in order to compare and contrast wilderness to civilization. He does this by creating two separate and independent plots, containing each almost solely in the environment dictated by their theme, contrasting two martyr-like characters-each central to the plot, and giving the two sections different narrative styles and chronology. To complicate things, the fourth chapter is placed in the midst of the rest of the story. Faulkner uses contrasting plots to separate the two sections of The Bear at the lowest possible level. The first half of the story (chapters 1,2,3, and 5) contains a fully contained plot about a bear hunt and the decline of the wilderness, while the other half (chapter 4) is also self sufficient in its plot, depending only on the other half for introducing the main characters. The first half of the story tells a bittersweet tale of a boy who wished to learn humility and pride in order to become skillful and worthy in the woods but... ...the wilderness, but abandoned it along with the wilderness. Faulkner illustrates these differences with representative parts in the story and communicates his feelings towards each in what he chooses to write and how he writes it. Yet by melding the two parts into one and tying them inseparably together, he effectively communicates the duality of grief felt by the boy, one of that last who understood humility and pride. Works Cited Brooks, Cleanth. William Faulkner: Toward Yoknapatawpha and Beyond. New Haven: Yale University Press, 1978. Evans, David H. "Taking the Place of Nature: 'The Bear' and the Incarnation of America." Faulkner and the Natural World: Faulkner and Yoknapatawpha, 1996. Ed. Donald M. Kartiganer and Ann J. Abadie. Jackson: UP of Mississippi, 1999. Faulkner, William. â€Å"The Bear.† Uncollected Stories of William Faulkner. Vintage: 1997.

Feminist Times: a Jury of Her Peers Essay

Susan Glaspell was born in 1882; she wrote a short story called â€Å"A Jury of Her Peers† based on her play Trifles. Susan Glaspell received a degree in philosophy from Drake University. She became a newspaper reporter in Des Moines. The writer married a freethinker who believed in free love. In 1916 the author was inspired to write the play Trifles based on a murder case she covered on the job. One year later in 1917, she creates the short story. Mrs. Glaspell has stated that promotes all progressive movements. Her short story â€Å"A Jury of Her Peers† is very touching and judgmental. In her story she is revealing moments that define the women’s personalities and lives. This short story is symbolizing how the women felt, what roles they play in society, and what the women saw as a worry was considered little to none importance by men. In this short story, how women felt was of no matter. For instance, Minnie Wright’s life was compared to the life of a bird in a cage. Mrs. Wright’s life was full of loneliness with nowhere to go. She was trapped in a cage just like the bird. Mrs. Hale remembered Minnie Wright as Minnie Foster before she got married to John Wright. Mrs. Hale states that Minnie Foster once had a beautiful voice just like the bird once had one too. â€Å"I wish you’d seen Minnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang.† (Glaspell, Page 264) The beautiful voice of both Minnie Wright’s and the birds was taken away by a heartless man. Men in those times had no respect for how women felt. John Wright was a cruel man who killed the bird with disregard to her feelings. As the bird died, a piece of her heart died as well. â€Å"She was going to bury it in that pretty box.† (Glaspell, Page 264) Her only friend and connection to the world was taken away. As a consequence, Mr. Wright’s life was taken.   During the old time, the role that women played in society was based on their husbands. For example, Mrs. Hale was married to Mr. Hale who was a farmer. She was known as the farmer’s wife. Mrs. Peters was married to Mr. Peters who happened to be the sheriff. In the eyes of society she was known as the lady married to the law. In the book Mr. Peter’s states â€Å"Married to the law!† (Glaspell, Page 265) These women have no individual identity. Who they were, was determined by their husbands. The women were never called by their first names. They were called by their husband’s last name. In those days, women had no say or opinion. They had to do what their husbands would tell them to do. Who they would be for the rest of their life was established by the man they married. Decades ago, what women saw as a worry was considered little to none importance by men. Men back then were ignorant to what was obvious and right in front of their faces. The women saw the small details of what was happening or did happen. They put those small details together and found the motive as to why Mrs. Wright killed her husband. In the story â€Å"A Jury of Her Peers,† Mrs. Hale and Mrs. Peters noticed all the small details that were clues. When Minnie asked that they check on her preserves. Mr. Hale commented â€Å"women are used to worrying over trifles.† (Hedges, web)The quilt was one of the clues that gave the ladies a scare. They were trying to figure out why the quilt was done so well, but towards the middle looked wrong. The ladies were puzzled as to if Minnie Wright was going to knot or quilt it. They understood that it described Minnie’s life. It looked nice and pretty on the outside, but on the inside her life was mess. The men didn’t see or understand it. Mr. Henderson the county attorney made a brief smirk about the ladies wonders. â€Å"They wonder whether she was going to quilt it or just knot it!† (Glaspell, Page 260) The ladies knew something was very wrong. The men saw it as nothing. The women found a beautiful little box at the bottom of the sewing basket. In the box they found a dead bird, but did not mention it to the men. The men were too busy looking for the big clues that they found nothing. All the small details that would convict Minnie Wright were in her personal belongings. Everything that had to do with her everyday life was considered small details or of no value in the men’s eyes. In reality, it was all the clues they needed, but overlooked. The small worries of women should never be underestimated and should be considered when trying to understand them. A woman’s small worries are the clues to discovering the answers. In this mystery of finding all the right clues, the two ladies found them all. This story shows that women are just as smart as men. Sometimes women are even smarter. These two ladies read between the lines and figured out Minnie Wright’s life story in just a short period of time. â€Å"For these women, solving the murder is not a disinterested act, but a cooperative endeavor which leads them to a knowledge essential for their survival as females in a hostile or indifferent world.† (Ortiz, web ) As the men searched for big clues, they found nothing. The women understood what Minnie had endured in her life and choose not to tell the men about the clues. It was their choice not to tell the men and none of them would ever know that the ladies had defied them that day. It was one step closer to gaining their rights.