Friday, August 21, 2020

Compare and Contrast between IPv4 and IPv6. Why IPv6 Hasn't Been Research Paper

Investigate somewhere in the range of IPv4 and IPv6. Why IPv6 Hasn't Been Implemented on the Internet - Research Paper Example It conveys datagrams or parcels from the source to the goal have by just basing on their addresses. Throughout the years, the IP has experienced amendments in its turn of events and the Internet Protocol variant 4 (IPv4) is its fourth update. Another ongoing correction is the Internet Protocol variant 6 (IPv6). Both IPv4 and IPv6 are at the center of web internetworking strategies that are guidelines based. Nonetheless, there exist contrasts between the two variants of the IP just as their degrees of organization. Since its turn of events, the IPv4 is the main form of the web convention to be generally conveyed and until today, it is still stands apart as the Internet Layer convention that is broadly sent. This is so in spite of the improvement of further developed form of the IP, the IPv6. This means there is something in particular about the IPv4 that makes it more well known than the IPv6. I pick this subject with a point of knowing the distinctions and similitudes that exist betw een the IPv4 and IPv6 in order to distinguish why IPv6 has not been executed on the web. ... From these, it is normal that IPv6 ought to have accomplished a more prominent degree of sending than the IPv4. Be that as it may, for what it's worth, the sending of IPv6 is still at its earliest stages. This paper investigations the reasons with respect to why IPv6 has not been actualized on the web. Writing Review In request to distinguish the reasons regarding why IPv6 has not been actualized on the web, it is imperative to comprehend the likenesses and contrasts somewhere in the range of IPv4 and IPv6. This will be significant in recognizing any shortcomings that underlie the IPv6 and give a base to making suggestions for enhancements that will empower it to accomplish a decent degree of sending. For this paper, the wellsprings of the writing audit and examination will be books, diaries and articles on PC sciences and data innovation. sound online sources on a similar will likewise be utilized. Likenesses Both IPv4 and IPv6 are interior layer conventions intended for bundle exch anged internetworking. The two IP adaptations are likewise equipped for giving start to finish datagram or parcel transmission across more than one IP systems. As far as the structure of their parcels, both the headers of IPv4 and IPv6 have a discretionary fields or augmentation that can be utilized to execute uncommon highlights. Contrasts According to (Shankland, 2011), IPv4 permits 32 bits for an IP and along these lines, it can bolster 232 (4,294,967,296) addresses. Then again, IPv6 utilizes 128-piece addresses, thusly, the created address space bolsters 2128. This is around 340 undecillion or 3.4?1038 locations. This makes the enormous location space a significant element of IPv6 over IPv4. This extension makes space for additional gadgets and clients on the web. It likewise considers extra

Tuesday, July 14, 2020

Expository Essays Tips, Tricks and Topics

Expository Essays Tips, Tricks and Topics (1) Every student has to write an expository essay at least once in their educational career. These are actually fairly simple essays to write, but they do require some serious research skills. Like most academic essays, the expository essay requires formal writing with an introduction, body, and conclusion. Tips for Writing a Kick-Butt Essay Want to really impress your professor? Here are a few ways you can turn an ordinary essay into something that will blow their socks off. Focus on the Thesis Your thesis is the central point of the entire essay, so if it’s amazing, you’re off to a great start. Begin with this and make sure you decide on something that is impressive to kick off the essay. Listen to the Assignment Your professor may give you hints on what they’re looking for. If you just write down the basics of the assignment, you could miss out on some key points. For example, your professor may hint at a preferred topic or give tips that could result in a higher score. Write it all down and then analyze what is wanted before you write. Pre-write Long before you actually put pen to paper or fingers to keyboard to write the essay, you need to complete the pre-writing phase. This is where you do research and outline your essay. You’ll be amazed at how much better your writing is when you have these basic elements in place first. If you need help with these basic elements consider using an Expository Essay Template. Explain, Don’t Argue If you’re not careful, an expository essay can turn into a persuasive or argumentative essay. Focus on explaining the topic, rather than convincing people of something about it. Revise and Edit, Revise and Edit Going over the essay once to edit and polish isn’t really enough. If you’re tight on time, such as when writing an essay for an exam, just once will do. However, if you have time, it’s a good idea to edit immediately, then let the essay sit overnight or even longer. When you come back, you won’t be as close to the writing and can look at it more objectively. Choosing the Right Topic Topics for an expository essay vary widely, but ideally, you should select something you’re interested in writing about. Topics can answer a question such as “How can we prevent bullying in school?” or they can describe something like a historical building in your area. Other interesting topics to inspire you include: How does technology affect our relationships? How to treat a burn What are the must-haves for a freshman in college? How to handle anxiety attacks naturally How to train your dog to stop barking on command Research the history of a monument in your area Why roller skating is a great exercise As you can see, there’s no limit to the types of topics you can choose for your essay and it really comes down to what the professor assigns you and what you enjoy writing about. How narrow your topic is will also depend on how much you plan to write. An entire history of the Civil War won’t fit into two page, for example, so you’ll need to narrow it down to a specific battle or element of the Civil War. Writing an expository essay can actually be a fun experience if you approach it the right way. When you enjoy the topic and are interested in it, your essay will show that and will stand out from those written out of boredom. Finally, if you’re ever facing writer’s block for your college paper, consider WriteWell Essay Templates to help you get started. Referred to any sources in your work? Cite them in your paper in MLA format, APA format, and other styles with EasyBib citation tools!

Thursday, May 21, 2020

Words for Clothes in Spanish

Talking about clothing in Spanish is one of the practical ways you can put your knowledge of Spanish to use. Whether youre going shopping in an area where Spanish is spoken, making a packing list for a Spanish-speaking person, or preparing a laundry list for your hotel, youll find these words useful. Names for Clothing in Spanish Here are some of the most common names for articles of clothing. Although some regions have their own names for some types of clothing, these words should be understood nearly everywhere Spanish is spoken. bathrobe: el albornozbelt: el cinturà ³n (leather belt: cinturà ³n de cuero)bikini: el bikini, el biquini (feminine in Argentina)blouse: la blusaboots: las botasboxers: los bà ³xersbra: el sostà ©n, el sujetador, el brasiercap: la gorra, el gorrocoat: el abrigodress: el vestidogloves: los guantesgown (formal dress): el traje, el vestido, el vestido de noche, el vestido de bailehalter: halter, tophat: el sombrero (any kind of hat, not just a type of Mexican hat)jacket: la chaquetajeans: los jeans, los vaqueros, los bluyines, los tejanosleggings: las mallas (can refer to any type of tight-fitting elastic clothing), los leggingsminiskirt: la minifaldamittens: los mitonespajamas: la pijamapants, trousers: los pantalonespocket: el bolsillopurse: el bolsoraincoat: el impermeablesandal: la sandaliashirt: la camisashoe: el zapatoshoelaces, shoestrings:  cordones, agujetas (primarily in Mexico)shorts: los pantalones cortos, el short, las bermudas, el culote (especially for cycling short s)skirt: la faldaslipper: la zapatillasock: el calcetà ­nstocking: la mediasuit: el trajesweater: el suà ©ter, el jersey, la chompasweatshirt: la sudadera, el pulà ³ver (with hood, con capucha)sweatsuit: el traje de entrenamiento (literally, training clothes)swimsuit: el baà ±ador, el traje de baà ±otank top: camiseta sin mangas (literally, sleeveless T-shirt)tennis shoe, sneaker: el zapato de tenis, el zapato de lonatie: la corbatatop (womens clothing article): topT-shirt: la camiseta, la playera articleestuxedo: el esmoquin, el smokingunderwear: la ropa interiorvest: el chalecowatch, wristwatch: el reloj, el reloj de pulsera The general word for clothing is la ropa. It can refer to clothing in general or to an article of clothing. General types of clothing include ropa deportiva or ropa sport (sportswear), ropa informal (casual clothing), ropa formal (formalwear), ropa  de negocios (businesswear), and ropa casual de negocios (business casual clothing). Using Definite Articles With Spanish Clothing When referring to a persons article of clothing, it is usual to use a definite article rather than a possessive pronoun, much as is done with body parts. In other words,  someone would refer to your shirt as la camisa (the shirt) rather than tu camisa (your shirt) if the meaning is still clear. For example: Durante la cena, yo llevaba los jeans verdes.During the dinner, I wore my green jeans. The meaning is clear without specifying that the jeans were mine.Mis zapatos son mà ¡s nuevos que los tuyos.My shoes are newer than yours. Possessive adjectives are used here for emphasis and clarity. Verbs Related to Clothes in Spanish Llevar is the verb most often used to refer to wearing clothing: Paulina llevà ³ la blusa rota a la tienda.Pauline wore the torn dress to the store. You can usually use ponerse to refer to putting on of clothing: Se puso la camisa sin abotonar.He put on the shirt without buttoning it. Sacar and quitar are usually used when referring to the removal of clothes: Los adolescentes entraban en una iglesia y no se quitaban el sombrero.The adolescents would enter a church and not take off their hats.No hay problema si sacas los zapatos.Theres no problem if you take off your shoes. Cambiarse is the verb of choice for changing possessions including clothing: Cuando te vas a cambiar de ropa,  ¿sigues alguna rutina?When you change clothes, do you follow some routine? Planchar is the verb for to iron. An iron is una plancha. Es difà ­cil planchar una camisa sin arrugas.It is difficult to iron a shirt without creases. The usual verb for laundering clothes is lavar, the same verb used for cleaning all sorts of items. Lavar and launder come from the same Latin verb, lavare. No es necesario que laves los jeans con la misma regularidad que las demà ¡s prendas de vestir.It isnt necessary that you wash jeans as consistently as with other articles of clothing.

Wednesday, May 6, 2020

Sample Argumentative Essay Skills vs. Knowledge in...

Sample Argumentative Essay Skills vs. Knowledge in Education Jonan Donaldson Introduction Main Idea One: The Other Side – Learning Information is needed for tests a) Tests are the best way to compare students b) Tests measure if you understand something c) Not all students can have the same skills, but all can have the same knowledge Main Idea Two: My Side 1 – Education is about understanding a) Knowledge is limited, but imagination encircles the world (creativity) b) Knowledge is what other people think about something, but understanding is what you think. c) Everybody sees, hears, feels, and thinks differently, so each person will have a different understanding of the same thing. Main Idea Three:†¦show more content†¦If a person knows many facts, it is impressive, but not very useful. It is of much greater importance to be able to find information quickly, organize that information, analyze and understand the main ideas, put different pieces of information together (synthesize), and create new information. Together these skills make what we call information management and innovation, the skills which are most desired in the business world. Most people in the world believe that education is about remembering things to take tests which measure one’s performance against other people who have studied the same information. However, this idea no longer matches the reality of the modern world in which knowledge is less important than creativity and deep understanding. To be successful in the age of technology, education must focus on helping students gain information management and innovation skills. Sources Cited Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books. Needle, Andrew, et al. (2007). Combining art and science in arts and sciences education. College Teaching

Shakespeare Midterm Free Essays

string(48) " play where the suitor is involved is resolved\." There are many themes through Shakespeare’s plays, As You Like It, Merchant of Venice, and All’s Well that Ends Well. such as love, pride, irony, and marriage. All three plays are comedies because essentially the love that so alludes the protagonists in the beginning of the play somehow unites them toward the end of the play through either mis-identity, in the case of Roselind and Orlando in As You Like It or Helena and Bertram in All’s Well that Ends Well, albeit the latter’s love is a forced loved by the King (whom Helena’s physician father heals of fistula), as Bertram writes to Helena while he’s at war, â€Å"When thou canst get the ring upon my finger, which never shall come off, and show me a child begotten of thy body that I am father to, then call me husband† (Shakespeare III. We will write a custom essay sample on Shakespeare Midterm or any similar topic only for you Order Now i. 55-58). The purpose of this essay paper will be to explore these issues of love as they apply to the main characters and come to a revelation on the love between them and the progress of its destruction or affirmation through Shakespeare’s device of mis-identity – thus, identity and love will play a dual role in this essay along with high authorities such as royalty or fate. As You Like It As You Like It is one of Shakespeare’s comedies. The focus of the play revolves around the theme of love and identity – either the changing of the main character’s identities or their dramatic use of mis-identity to other main characters. The main protagonists, Rosalind and Orlando, fall in love, but due to circumstance (such as their identities and their fates as destined by higher authorities) are unable to unite until the end of the play. The play begins with Rosalind’s banishment into the forest of Arden (along with her friend Celia and a clown) and with Orlando’s own fleeing of his brother’s plot to murder him. Thus, the beginning of the play is in direct opposition to the close of the play: the beginning of the play is about banishment and betrayal and the end of the play is about unification through love; thus it is the theme of love that unites each of these three Shakespearean plays. To the characters in As You Like It, the most important, and powerful thing in life is love and through love the reader comes to understand the concept of fate. It is the power of love that drives Rosalind to dress up as a man in order to escape being detected as herself from royalty. While she is ‘Ganymede’ (a man) she approaches Orlando and has him practice wooing Rosalind with ‘him’, thus staying true to Shakespeare’s idea of mixing comedy with love and in the process revealing certain truths about the characters (such as their feelings for one another and their destiny with each other). Thus, the beginning of the main lover’s courtship is done through this misappropriation of identity by way of a royal idea of what love should be countered with Shakespeare’s idea of what love is as seen with the mounting feelings his protagonists have with each other. It seems that the message that Shakespeare is trying to convey with these two characters is that love flourishes under the most drastic of circumstances: Two lovers fleeing or banished from home and yet through disguise are still able to find true love. As Jacques states in As You Like It, All the world’s a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages. (Shakespeare II. vii. 39-143). This passage’s intended meaning emphasizes love (although Shakespeare does poke fun at the intention of the play with this passage as well as Rosalind’s final speech or epilogue which requests the audience to enjoy the play at their disposal but not more than warrants undo attention). The end of the play sees Hyman the god of marriage (another pun in the play, making reference to virginity) unite Orlando and Rosalind, Oliver and Celia, Silvius and Phebe and even Touchston e and Audrey. Thus, while the beginning of the play has a start in banishment and gloom, the final act of the play is exalted in love, and in finding love, each character reveals their true identity thus suggesting to the reader that love can only come if a person is honest with themselves about who they are. Merchant of Venice The hero’s evil that is confronted in The Merchant of Venice, is that of Antonio’s (hero) to Shylock’s (the villain). This play is one of Shakespeare’s problem plays. The plot synopsis is that a young man, Bassanio wants to woe Portia but is unable to due so because of lack of funds (Hankey 431). He asks his friend Antonio for the money, and in turn, Antonio asks Shylock for a loan. The prejudice of the play is found in Antonio having spat on Shylock and called him a Jew; thus the tension for the play is set between the loan and these two principle characters. It is through Antonio’s own actions, as one can pull from the text, that his relationship with Shylock is doomed. The tension of the play is further doomed as Shylock’s daughter Jessica runs away to convert to Christianity in order to marry her lover Lorenzo; thus Shylock’s vengeance is twofold – one for getting his money back and the other for seeking vengeance from religion. Although the finer points of the play are dealing with vengeance and the scenes between Shylock and Antonio are very suspenseful, the point of the play is that love prevails despite the urgency of an opposing powerful force (thus keeping this play linked with the opposing royalty force as seen in As You Like It). Bassanio chooses the correct lead box in order to marry Portia according to her father’s will and thus, the point of the play where the suitor is involved is resolved. You read "Shakespeare Midterm" in category "Papers" However, Bassanio still is entangled with the tension between Antonio and Shylock since it was for Bassanio that Antonio loaned money from Shylock. It is Antonio’s haste in agreeing to such a deal that the play is focused upon. This play is filled with smaller plot elements that add to the definition of this being a problem play. The turns which the play makes during the progression of the plot makes the play point towards being a tragedy, it is not until the end of the play that the theme of love can truly be applied: With Bassanio’s engagement and Antonio’s getting out of his deal with Shylock. Portia (in disguise as a man) asks Shylock to show mercy in her famous speech, â€Å"The quality of mercy is not strained—(Shakespeare IV,i,185), this plea comes to no avail however and Shylock is determined to extract his pound of flesh. In the end love reigns: as the court decides that since Shylock is unable to extract the flesh without shedding any blood, he must forfeit his property half to the government and half to Antonio. In a gesture of fairness, Antonio will have the principle amount given to Jessica and Lorenzo – thus, the theme of love wins at the end for Bassanio gets Portia and Jessica marries Lorenzo and Shylock. Thus, when Shylock’s daughter comes forward with her true feelings and her love, she gains power. Thus, the link between love and power and the revelation of love through true identity is found. Indeed the theme of love is found in plenty in The Merchant of Venice with the correlating couples. In a particularly romantic scene Lorenzo speaks of Jessica (Skylock’s daughter), Beshrew me but I love her heartily; For she is wise, if I can judge of her, And fair she is, if that mine eyes be true, And true she is, as she hath proved herself, And therefore, like herself, wise, fair and true, Shall she be placed in my constant soul. Shakespeare II, vi, 51-57. It is found in this play that Shylock is a naysayer when it comes to the subject of love; it would be prudent then to state that because of Shylock’s predisposition on the theme of love, his negative attitude about it, as revealed in the court case in the presence of the play’s caste of characters, â€Å"Some men there are love not a gaping pig, some that are mad if they behold a cat, and others when the bagpipe sings i’ the nose cannot contain their urine. † (Shakespeare IIII, i, 47-50) that the end that Shylock meets with (having to convert to Christianity and losing his property) is in direct relation to his sentiments about love. The issue that Shakespeare presents them with the financial and religious demise of Shylock is that love conquers all. All’s Well that Ends Well The them of All’s Well that Ends Well is one that is definitely defined as love, albeit, a rather dishonest start to love. Bertram is made to marry Helena after her father cured the kind of an illness. Although Helena is very much in love with Bertram, as she reveals, â€Å"’T were all one, That I should love a bright particular star, And think to wed it, he is so above me. † (Shakespeare 1. 1. 98). Bertram seeks refuge in war and tells Helena that the marriage isn’t truly a marriage since they have not slept together and thus do not have any hopes of having children. Helena seeks to remedy this situation. This play, (as with the previous plays written about in this paper) exudes the cleverness of women dressing up as men in order to gain access to information or dressing up as women (as Helena does, dressing up as her maid Diana) in order to have power and information. Thus, Bertram is seduced by Helena/ Diana and made a proper husband of by his wife; in fact the play ends on Bertram’s lines, â€Å"†¦love her dearly, ever, ever dearly. (Shakespeare V. iii. 354) which are made in reference to Helena. This romantic view is littered throughout modern art – such as movies and music. The concepts to most adults of â€Å"adolescent suicide is horrifying and a little unreal†. (Hodgdon 342) To the eyes of fellow young lovers, this tale could be seen as the very definition of modern teen angst. There are obvious examples throughout the play as to why this label had been given, and remains used to this day. One way that a play may be seen as a tragedy, as Nevo wrote, is â€Å"by way of intrusive morality in the interpretation of the spectator†. Nevo 244) This means that, while the audience watches the play, it uses its own ideals of law, order, and society to judge the actions of its characters. The actions of Romeo are seen by the audience as falling against the contemporary ideals of right and wrong. Romeo is a character who longed for a chaste girl, accepted an invitation to a party under false pretences, allowed for his love of Rosaline to be completely forgotten at the sight of Juliet, and who, in a moment of extreme rage and wanton revenge, slays the cousin of his new bride (this rage is also seen in Othello’s character when he believes Desdemona is cheating on him). Thus, love reigns at the end of this play as well as it had in the end of As You Like It. Conclusion The themes of the plays have been made obvious: Love. Through the use of disguises, the women of the play are able to help themselves into positions of power through the gaining of information that would not be known to them without the ruse (as with Jessica disguising herself in order to persuade her father, Roselind in order for Orlando to woe her, and Helena in order to gain access to Bertram’s bed) (Kimbrough 30). The plays end, each in their own accord, on scenes of love and rejoicing for the characters who have found love (this means that since Shylock did not find love, he could not rejoice). Thus, love is the element of consistency in each play, and it is with love that the plays are able to progress from one scene to the next until the end of the play finds the main characters happy. How to cite Shakespeare Midterm, Papers

Friday, April 24, 2020

Populist Party free essay sample

Consequently, we can wonder how does the Populist Party define itself against the two major parties. In order to answer that question we will first see that the Peoples Party wants to create a government by the people and for the people. And in a second time we will discuss the collective economic actions that they offer in order to help the crisis. According to the populists, the Government was led by richer classes and capitalists. They want to give more importance and power to the people.Indeed, Populists believed that people were not fairly represented by their government mainly composed of rich men of higher classes. These men did to act in the interest of the people and took advantage of the poor classes whom they controlled by force and corruption Corruption dominates the ballot-box, the Legislatures, the Congress, and touches even the ermine of the bench. ). This explains why the Populists wanted to change the election system, using direct election of the Senators by the people, and the Secret ballot in order to avoid pressure by the government. We will write a custom essay sample on Populist Party or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They also complained about the lack of labor Unions (The urban workmen are denied the right to organize for self-protection, imported apprized labor beats down their ages, a hireling standing army, unrecognized by our laws, is established to shoot them down). Populists were very keen on defending workers rights and wanted to reform, among other things, the weekly hours of labor. They consider that the lower class are being stolen by the rich and therefore a huge gap is created between the fewer who own all the riches and the very poor lower classes. The fruits of the toil of millions are boldly stolen to build up colossal fortunes for a few [. .. ]From the same prolific womb of governmental injustice we breed the two great classes-?tramps and lionesses). They want to go back to the very principles of the Constitution (We assert our purposes to be identical with the purposes of the National Constitution; to form a more perfect union and establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty for ourselves and our posterity. )and they insist on the notion of a government made by the people, for the people (Me believe that the power of government-?in other words, of the people-?should be expanded). The Peoples Party as we just saw, bears an appropriate name, and wants to create a stronger government also through strong economic actions. One of the reform of the Populist Party, was to give the government control over railroads, telegraphs and telephones. We believe that the power of government-?in other words, of the people-?should be expanded (as in the case of the postal service)). They also wanted the money from the agriculture to be redistributed to the farmers and create federal loans to farmer (our annual agricultural productions amount to billions of dollars in value, which just, within a few weeks or months, be exchanged for billions of dollars worth of commodities consumed in their production).