Battered Wife Syndrome: Definition and Stages

BWS recognized as important in providing legal defense to victims and as basis for diagnosis and treatment. However, there has been confusion as to the definition of BWS such as the use of violence committed against the woman as the defining characteristic. The study introduced by Walker (1984) demonstrates cycle of violence and learned helplessness to battered women. (Seligman, 1993) In addition, studies found out that BWS, manifested in a form of depression, low self-esteem, anxiety, physical symptoms, is evident in some abused women putting them at risk of suicide and homicide.Symptoms attributed to battering may also be a result of stress from a troubled relationship. The Learned Helplessness and Grief Theory (Campbell, 1989) explains the depression in battered women. Moreover, researchers are in disagreement of the factors that affect the level of trauma such as frequency of abuse, educational status and severity of sexual and emotional abuse. The issue on Post-Traumatic Stress Disorder and learned helplessness in BWS remained unresolved.Some researchers view battered women in the context of â€Å"survivors rather than victims†. Furthermore, studies prove that battered women experience stages of abuse where the manifestations of BWS are part of the steps to conflict resolution. Based on these descriptions and findings, it is clear that not all battered women experience BWS. Although widely misunderstood even among legal professionals, â€Å"battered woman syndrome† is not a legal defense. It is one approach to explaining battered women’s experiences.Like other â€Å"social framework testimony,† ( Vidmar & Schuller, in press ), expert testimony concerning battering and its effects is used in the legal system to help a judge or jury better understand a battered woman’s experience ( Federal Rules of Evidence 702 ). Battered Women’s Syndrome considered a form of Post-Traumatic Stress. Battered Women’s Syndrome i s a recognized psychological condition used to describe someone who has been the victim of consistent or severe domestic violence. To classify as a battered woman, a woman has to have been through two cycles of abuse.A Cycle of abuse is abuse that occurs in a repeating pattern. Abuse is identifiable as being cyclical in two ways: it is both generational and episodic. Generational cycles of abuse passed down, by example and exposure, from parents to children. Episodic abuse occurs in a repeating pattern within the context of at least two individuals within a family system. It may involve spousal abuse, child abuse, or even elder abuse. There are generally four stages in the battered women’s syndrome. Stage One–Denial Stage one of battered women’s syndromes occurs when the battered woman denies to others, and to herself, that there is a problem.Most battered women will make up excuses for why their partners have an abusive incident. Battered women will generally b elieve that the abuse will never happen again. Stage Two–Guilt Stage two of battered women’s syndrome occurs when a battered woman truly recognizes or acknowledges that there is a problem in her relationship. She recognizes she has been the victim of abuse and that she may be beaten again. During this stage, most battered women will take on the blame or responsibility of any beatings they may receive.Battered women will begin to question their own characters and try harder to live up their partners â€Å"expectations. † Stage Three-Enlightenment Stage three of battered women’s syndrome occurs when a battered woman starts to understand that no one deserves to be beaten. A battered woman comes to see that the beatings she receives from her partner are not justified. She also recognizes that her partner has a serious problem. However, she stays with her abuser in an attempt to keep the relationship in tact with hopes of future change.Stage Four–Respon sibility Stage four of battered women’s syndrome occurs when a battered woman recognizes that her abuser has a problem that only he can fix. Battered women in this stage come to understand that nothing they can do or say can help their abusers. Battered women in this stage choose to take the necessary steps to leave their abusers and begin to start new lives. BWS is a psychological reaction that occurs in normal people who are exposed to repeated trauma such as family or domestic violence. It includes three groups of symptoms that assist the mind and body in preparing to defend against threats.Psychologists call it the â€Å"fight or flight† response. The â€Å"Fight† Response Mode: In the â€Å"fight† mode, the body and mind prepare to deal with danger by becoming hyper vigilant to cues of potential violence, resulting in an exaggerated startle response. The automatic nervous system becomes operational and the individual becomes more focused on the singl e task of self-defense. This impairs concentration and causes physiological responses usually associated with high anxiety. In serious cases, fearfulness and panic disorders are present and phobic disorders may result.Irritability and crying are typical symptoms of this stage. The â€Å"Flight† Response Mode: The â€Å"flight† response mode often alternates with the fight pattern. Most individuals would run away from danger if they could do so safely. When physical escape is actually or perceived as impossible, then mental escape occurs. This is the avoidance or emotional numbing stage where denial, minimization, rationalization and disassociation subconsciously used as ways to psychologically escape from the threat or presence of violence.Cognitive Ability and Memory Loss: The third major impact of BWS is to the cognitive and memory areas where the victim begins to have intrusive memories of the abuse or may actually develop psychogenic amnesia and not always remember important details or events. The victim has trouble following his or her thoughts in a logical way, distracted by intrusive memories that may be flashbacks to previous battering incidents. The victim disassociates himself or herself when faced with painful events, memories, reoccurring nightmares or other associations not readily apparent to the observer.American feminist and psychologist Lenore Walker coined the term â€Å"Battered woman syndrome†. It is based on two fundamental premises a cycle model of ‘violence’ and ‘learned helplessness’. In 1978 to 1981, she interviewed 435 female victims of domestic violence. Walker (1984) concluded that the violence goes in cycles. Each cycle consists of three stages: Tension building stage, when a victim suffers verbal abuse or minor physical violence, like slaps. At this stage, the victim may attempt to pacify the abuser. However, the victim’s passivity may reinforce the abuser’s violent tend encies.Acute battering incident At this stage, both perceived and real danger of being killed or seriously injured is maximal. Loving contrition After the abuser discharged his tension by battering the victim, his attitude changes. He may apologize for the incident and promise to change his behavior in the future. The repetition of this cycle over time, linked to the undermining of women’s self-belief create a situation of ‘learned helplessness’ whereby the woman feels â€Å"trapped in a deadly situation† in which she may fight back with lethal consequences.Early formulation of battered woman syndrome referred to the cycle of violence (Walker, 1984), a theory that describes the dynamics of the batterer’s behavior. The cycle of violence theory used to explain how battered victims are drawn back into the relationship when the abuser is contrite and attentive following the violence. More recently, battered woman syndrome has been defined as post-trauma tic stress disorder (PTSD) (Walker, 1992), a psychological condition that results from exposure to severe trauma.Among other things, PTSD can explain why a battered victim may react, because of flashbacks and other intrusive experiences resulting from prior victimization, to a new situation as dangerous, even when it is not. There are a number of criticisms directed at the use of battered woman syndrome, both in a legal context and in clinical environments. BWS as defined by Walker (1984) may be set apart from the majority of recognized disorders in that it describes the behavioral and psychological characteristics of not only the victim, but also the perpetrator.By working her analysis of the psychology of the perpetrator into her cycle of violence, it is arguable Walker purports to draw both victim and perpetrator into her ‘diagnosis’ (McMahon 1999). Critics claim that Walker’s theory (1984) does not explain the killing of abusive partners. If a battered female suffers from learned helplessness, she would, by definition, behave passively (Griffith, 1995) with the suggestion that the model of a battered spouse as a â€Å"survivor† proposed by Gondolf (1988) might be more realistic. Killing abusive partners is not passive behavior, so it contradicts, rather than supports, Walker’s theory.Nor is the killing of abusing partners consistent with Walker’s theory of â€Å"cyclical violence†. Wilson and Daly (1992) have calculated the sex ratio for spouse killing using data from England and Wales 1977-86. For every 100 men who kill wives 23 women kill husbands. 120 women were killed by male partners in 1992 40% of all female homicides in England and Wales are women killed by partners the figure for men is 6%. Wilson and Daly’s (1994) Canadian data show that 26% of women killed were divorced or separated at the time, Australian data (Wallace 1986) as many as 45% in New South Wales had left or were in the process o f leaving.Accurate official data on women who kill is, as Celia Wells (1994) has pointed out, difficult to access and incomplete. She presents information on 200 women charged during 1984-92. 46 were acquitted 14 on self-defense, a further 98 were found guilty of manslaughter 38 were found guilty of murder and the outcomes were unknown in 55 cases. She notes that more women acquitted or receive a manslaughter verdict than men, but that this does not mean that are no gendered injustices in the legal process. Cynthia Gillespie (1989) cites a study 29 US cases where BWS was used, only 9 resulted in acquittals.The language in many of the US cases shows that courts understand BWS as a new and excusable form of female irrationality (Gillespie, 1989). A conviction for murder means two things – a label and a mandatory life sentence. The promoted abolition of the life sentence would only address the second point, and would not necessarily create justice for women convicted of murder, since the tariffs given by judges for many women have been at the higher end of the scale. Studies of women who kill (Browne, 1987) in the US have found that they have experienced repeated and life threatening violence, with a greater frequency of coerced sex.Almost all the women had also attempted to leave and elicit the support of other agencies in their struggles to end violence. Nothing they have attempted has stopped the violence, and many talk of reaching a point where they believe only one of them can survive. The leading case in Canada is that of RV Lavallee that the Supreme Court heard in 1989. The woman shot her husband in the back during a violent incident, and her plea of self-defense accepted on appeal, BWS evidence presented to the point that she was â€Å"one who could not escape and saw no options for survival†.(Martha Shaffer, 1990) Judge Wilson made some telling and important points in her judgment that women’s actions judged in the context of her rea lity. â€Å"It is not for the jury to decide to pass judgment on the fact that the accused stayed in the relationship. Still less is it entitled to conclude that she forfeited her right to self-defense for having done so†. The courts in Australia, Canada, New Zealand, United Kingdom and United States have accepted the extensive and growing body of research showing that battered partners can use force to defend themselves.In addition, sometimes kill their abusers because of the abusive and sometimes life-threatening situation in which they find themselves, acting in the firm belief that there is no other way than to kill for self-preservation. The courts have recognized that this evidence may support a variety of defenses to a charge of murder or to mitigate the sentence if convicted of lesser offences (Faigman, David L1986) Self-defense when using a reasonable and proportionate degree of violence in response to the abuse might appear the most appropriate defense but, until re cently, it almost never succeeded.Maguigan (1991) argues that self-defense is genders biased both in its nature and in the way trial judges apply it. BWS focuses on women’s responses to violence, rather the context of violence in the relationship. It thus diverts attention from the previous behavior of the man, and the danger he represented. The case thus turns on women’s personality defects rather than the man’s behavior.The central question becomes why women stay, which she is not on trial for, whilst the more important questions of why men continue to use violence, refuse to let women leave and the failure of agencies to intervene to control violence and protect women are lost. These issues are the ones current international research highlights as central to the contexts in which battered women kill and are killed. The battering â€Å"cycle† is by no means universal Walker (1984) herself failed to find it in a third of her interviews – some men for example are never contrite, never apologies and rule the household through a reign of terror.BWS emphasizes damaged women, rather than women who perceive themselves to be, and in fact be, acting competently, assertively and rationally in the light of alternatives. The legal focus becomes trying to find an ‘excuse’ rather than a justification linked to a reasonable act. Conclusion: Women’s resistance to violence and control is minimized, if not made logically impossible. Research now suggests that in some relationships violence continues precisely because women resist men’s controlling behavior (Kelly 1988, Lundgren 1986).The deaths of men and women are preventable if domestic violence is taken seriously, and that ought to be our primary goal. Creating appropriate defenses for women who kill in desperation is a damage limitation rather than a prevention strategy. It is more than obvious that judges, lawyers and juries need access to the most up to date knowledge about domestic violence in order to counteract the stereotypes and misinformation that has predominated to date. However, are most psychologists and psychiatrists familiar with state of the knowledge?REFERENCESBrowne, A. (1987) When Battered Women Kill, The Free Press, New York. Campbell, Jacquelyn C ( 1995).â€Å"Prediction of Homicide of and by Battered Women. † In Jacquelyn C. Campbell (ed. ) Assessing Dangerousness: Violence by Sexual Offenders, Batterers, and Child Abusers. Thousand Oaks, CA: Sage Daly, Kathleen (1994).â€Å"Feminism and Criminology. † Justice Quarterly 5:499-535 Gillespie, Cynthia K. (1990).Justifiable Homicide: Battered Women, Self Defense, and the Law Ohio: Ohio State University Press. Gondolf, E. F. (1988).Battered Women as Survivors: An Alternative to Treating Learned Helplessness. Lexington, Mass. : Lexington Books. Griffith, M. (1995).â€Å"Battered woman syndrome: a tool for batterers?† Fordham Law Review. Vol. 64(1): pp14 1-198. Faigman, David L. (1986).â€Å"Battered Woman Syndrome and Self Defense: A Legal and Empirical Dissent. † Virginia Law Review, vol. 72, no. 3 619-647. Federal Rules of Evidence 702 Kelly,Liz, Lundgren, Eva (1988).â€Å"How Women Define Their Experiences of Violence. † In Kersti Yllo and Michele Bograd (eds. ) Feminist Perspectives on Wife Abuse. Newbury Park, CA: Sage Martha Shaffer, (1990).‘Rv. Lavallee: A Review Essay’ 22 Ottawa L. Rev. 607 Maguigan, H. (1991).â€Å"Battered Women and Self-Defense: Myths and Misconceptions in Current Reform Proposals†, University of Pennsylvania Law Review, 140(2): 379-486. McMahon, M. (1999).â€Å"Battered women and bad science: the limited validity and utility of battered woman syndrome†. Psychiatry, Psychology and Law, Vol. 6(1): pp 23-49 Seligman, Martin. (1993).Learned Helplessness: A Theory for the Age of Personal Control, Oxford: Oxford University Press. Vidmar, N. and Schuller, R. A. (1989).J uries and expert evidence. Social framework testimony. Law and Contemporary Problems , 133. Walker, Lenore E. (1984).The Battered Woman. New York: Harper and Row. Walker, L. E. (1977-78). Battered women and learned helplessness. Victimology: an International Journal. 2(3/4), 525-534. Walker, L. E. (1992).Battered women syndrome and self-defense. Symposium on Women and the Law, Notre Dame Journal of Law, Ethics, and Public Policy, 6(2), 321-334. Wallace, H. (1994).â€Å"Battered Women Syndrome: Self-Defence and Duress as Mandatory Defences? † Police Journal, vol. 67, no. 2 133-139 Wells, Celia (1993).â€Å"Battered Woman Syndrome and Defences to Homicide† Journal of Law and Society 24 (1993), 427-437 Wilson, Nanci Koser. (1993).â€Å"Gendered Interaction in Criminal Homicide. † In Anna Victoria Wilson (ed. ) Homicide: The Victim-Offender Connection Cincinnati, OH: Anderson.

Communication Crisis Essay

Communication and Crisis Many of us know about the devastating hurricane Katrina that took place in New Orleans, Louisiana, in 2005, but how many of us actually thought about the communication issues. From the writing of James L Garnett and Alexander Kouzmin,† Hurricane Katrina was as much a communication disaster as it was a natural and bureaucratic disaster. Communication gaps, missed signals, information technology failures, administrative buï ¬â‚¬ering, turf battles, and deliberate and unintentional misinterpretations delayed and handicapped both the recognition of the crisis that Katrina posed and the response to its devastation.† If Americans actually stop and think about it, not only was the media trying to communicate with America on what was happening but also trying to get word out to the people which were affected. Advantages of the communication from the media to some extent helped to obtain as much information and photos to public to help everyone understand what was taken place. To the local community communication challenges took place because Mother Nature does not care about keeping today’s technology in working conditions. Once the power goes down what is the point of technology for citizens in the middle of the disaster area, they cannot receive information on where to go, if help is on the way. Because of Mother Nature’s way of approaching upon so many areas in the United States and around the world each community should start disaster programs to teach each person on survival, there are so many ways to communicate with community in learning techniques. Town meeting is one way to start, give demonstrations on how to take cover from Tornados, Fires and, of course Hurricanes. Most of us were taught in school the basic safety procedures during storms. Common knowledge during a tornado is to take cover in the lowest point of the home such as a basement or if no basement is accessible, then to remove yourself from any windows and doors because of the suction that comes with the storm. During fires go to the nearest exit and go as far away from the fire so no one gets burned or if fire does contact a person to stop drop and roll until the fire is out, in a hurricane tape up all windows in a x shape to keep the winds from scattering glass all over, if he or she lives near water, place sands bags along the shore line to help rising water. All these things can save lives but does everyone know what to do if there is no available hospital’s near because they too were caught in the damage. This is where local doctors, firefighters and police need to communicate their training with the public, as previously said by demonstrations, brochures, feeling the emotions of concerned population in their area. Offering radios that not only work by batteries but can wind up receiving power so the information can get to the area that has been affected. Education on how to make a reserve area in the home or even in a safe and secure place outside of the home of survival materi als such as water, food, clothing the essentials that humans need to live daily. Training on how to contact and find loved ones, and to cope with devastation. As individuals with training on survival we still depend on the doctors and nurses that are available to take charge and because of their years of training they will, but in an area were a natural disaster has taken place technology will not be able to help. All hospitals have back up power but even then that does not last. During hurricane Sandy the New York, NYU Langone Medical Center’s learned this lesson, after the emergency generators turned on within two hours 90 percent of the power was drained. ( Roney, Kathleen) This particular tragedy had the health care industry trying to come up with ways to save and recover data on each patient, and improve back up power to allow the hospitals and equipment to keep functioning. According to the article 4 Tips to Strengthen Hospital Data and Recovery Plans for Natural Disasters the four ideas they have come up with to help the Health Care are 1. Validate third-party data recovery services, 2. Backup data in a safe-place offsite, 3. If possible, prepare and practice with paper-based options, 4. Validate your backup power. ( Roney, Kathleen) In closing no matter how widely the information that comes from the media is right or wrong during a natural disaster, any information giving to the public is better than silence. Many may complain after all is said and done on how not all the information was correct but enough was, it helps the loved ones watching because that may be the only communication available. The more our community offers in knowledge through all stages of communication the better each and every one will be prepared. It is said to say but with all the modern day technology that we depend on it takes Americans to get shook up a little to see that even the new evolving world still needs solutions. References Garnett, J. L., & Kouzmin, A. (December,2007). Communicating throughout Katrina: Competing and Complementary Conceptual Lenses on Crisis Communication. Retrieved from http://www.glerl.noaa.gov Roney, K. (November 02,2012). 4 Tios to Strengthen Hospital Data Recovery Plans for Natural Disasters. Retrieved from http://www.beckerhospitalreview.com

Itm 440 Paper on Bonjour

ITM 440- ­? 540 Introduc0on to Data Networking and the Internet 03/03/12 1 Router Architectures †¢? There are 3 steps a router must follow to process and forward a packet to the next hop. –? Check an incoming packet for errors and other parameters –? Look up the des0na0on address in a forwarding table to determine the proper output port for the packet –? Send the packet out the port 03/03/12 2 Router like a Train Roundhouse 03/03/12 3 Router Architecture †¢? Rou0ng can be implemented using soKware based forwarding –? e. g small dsl router, linux box, etc †¢? Hardware Based –? These are larger routers ith forwarding fabric architectures. †¢? ISP routers , Internet backbone, etc 03/03/12 4 Basic Hardware Routers †¢? Routers are very much like computers. –? CPU’s †¢? Several types used not necessarily as powerful as pc –? NVRAM (Flash Memory) †¢? Stores router con? gura0ons –? DRAM †¢? Shared working storage –? ROM †¢? Bootstrap for router OS 03/03/12 5 03/03/12 6 Larger Internet Routers †¢? Fundamental principle is that the func0ons of a router can be split into two dis0nct parts –? Rou0ng and control †¢? Handles protocols, management of router, etc –? Forwarding packets †¢? Handles actual forwarding f packets †¢? Many packets go straight through this func0on 03/03/12 7 03/03/12 8 Router Access †¢? Console Port –? Port for a serial terminal that is the loca0on as the router and is a]ached by a short cable from the serial port on the terminal to the console port on the router (replaced by RJ45) 03/03/12 9 Console Port 03/03/12 10 Router Access †¢? Auxiliary Port –? Port for a serial communica0on that is a remote loca0on 03/03/12 11 Router Access 03/03/12 12 Router Access †¢? Network –? Can always be managed over the same network onwhich it is rou0ng packets 03/03/12 13 03/03/12 14 ForwardingTable Lookups †¢? Longest Match Rule –? Allows a router to determine the best route based on granularity of the masked address. –? Used when a network ID is found to match more than one subnet mask –? The longest match rule is implemented because the longer the mask found, the be]er granularity the router has in exactly de? ning the correct route. –? It is oKen called the best match or the more speci? c route for a given des0na0on 03/03/12 15 †¢? Example: †¢? – Received datagram of 200. 40. 1. 1 †¢? – Route table lookup found two entries: –? 200. 40. 1. 0/24 –? 200. 40. 0. 0/16 †¢? – Route would use he 200. 40. 1. 0/24 03/03/12 16 03/03/12 17 Dual Protocol Stacks †¢? Hosts can have dual protocol stacks –? If the Ethernet type ?eld is 0x800 the packet is hando? to the IPv4 process –? If the Ethernet type ?eld is 0x86DD the packet is handed o? to the IPv6 process 03/03 /12 18 03/03/12 19 Tunneling †¢? Tunneling occurs whenever the normal sequence of encapsula0on headers is violated †¢? Four types of tunnels –? Host to router –? Put a frame into a frame and violate the normal OSI- ­? RM sequence of headers –? Router to router †¢? Hosts with duel stack capabili0es can tunnel IPv6 packets to a dual tack router that is only reachable over a series IPv4 only device †¢? Routers with duel stack capability can tunnel IPv6 packets over an IPv4 infrastructure to other routers 20 03/03/12 Tunneling †¢? Router to host –? Routers with duel stack capabili0es can tunnel IPv6 packets over an IPv4 infrastructure to a duel stack des0na0on host †¢? Host to Host –? Hosts with duel stack capabili0es can tunnel IPv6 packets over an IPv4 infrastructure to other duel stack IP hosts without an intervening router 03/03/12 21 03/03/12 22 Tunneling †¢? The ?rst two methods is when an IPv6 packet is sent to a router nd the endpoint of the tunnel is not the same des0na0on †¢? The last two methods send the encapsulated IPv6 packet directly to the des0na0on host so the IPv4 and IPv6 addresses used correspond to the same host –? The source host or router must have the tunnel’s address con? gured –? This is called con? gured tunneling 03/03/12 23 Automa0c Tunneling †¢? Does not require special con? gura0on †¢? Uses a special form of the IPv6 address †¢? All duel stack IP hosts recognize the format and encapsulate the IPv6 packet inside an IPv4 packet using the embedded IPv4 address, crea0ng an end to end tunnel ? Hosts that only run IPv6 can also duel stack routers to communicate using a special form of the IPv6 03/03/12 24 03/03/12 25 Tunneling Mechanisms †¢? Manually con? gure tunnels –? De? ned in RFC 2893 and both endpoints of the tunnel must have both IPv4 and IPv6 addresses †¢? Generic Rou0ng Encapsula0on (GRE) tunnels †“? Designed to transport non- ­? IP protcols over IP network †¢? IPv4 compa0ble (6over4) tunnels –? Also de? ned in RFC 2893 these are automa0c tunnels based on IPv4 compa0ble IPv6 addresses using the :: (Pv4 address) form of IPv6 address 03/03/12 26 Tunneling Mechanisms †¢? 6to4 unnels –? Another form of automa0c tunnel de? ned in RFC 3065. They use and IPv4 embedded in the IPv6 address to iden0fy the tunnel endpoint †¢? Intra- ­? site Automa0c Tunnel Addressing Protcol (ISATAP) –? Mechanism much like 6to4 tunneling but for local site networks. Uses a special pre? x and the IPv4 address to iden0fy the endpoint 03/03/12 27 6to4 and ISATAP tunnel addressing showing how the 128 bits of the IPv6 address Are structured in each case. (a) 6to4 (b) ISATAP 03/03/12 28 Transi0on Considera0ons †¢? Terminology used for IPv4 to IPv6 transi0on plans for nodes –? IPv4 only node: host or outer that implements only IPv4 –? IPv6/IPv4 (duel ) node: A host or router that implements both IPv4 and IPv6 –? IPv6 only node: A host or router that implements only IPv6 –? IPv6 node: A host or router that implements IPv6 –? IPv4 node: A host or router that implements IPv4 †¢? Includes IPv6 only and duel node 03/03/12 29 †¢? Includes IPv4 only and duel node Transi0on Considera0ons †¢? The plan also de? nes three types of addresses –? IPv4 compa0ble IPv6 address †¢? An address assigned to an IPv6 node that can be used in both IPv6 and IPv4 packets –? IPv4 mapped IPv6 address †¢? An address mapped o an IPv4 only node represented as an IPv6 address –? IPv6 only address †¢? An address globally assigned to any IPv4/IPv6 only node 03/03/12 30 Ques0ons 03/03/12 31 03/03/12 32 Q1 †¢? 1. Which router, based on the architecture in the ?gure, is probably a small site router? Which is probably a large Internet backbone router? †¢? Although architectures vary, t he router with only memory is likely to be a smaller site router. The router with separate hardware forwarding and control plane is likely the backbone router. 03/03/12 33 Q2 †¢? 2. Which output interface, based on the rou0ng table shown in he ?gure, will packets arriving from the directly a]ached host for IPv4 address 10. 10. 11. 1 use for forwarding? Assume longest match is used. †¢? 64 is 0100 0000, 128 is 1000 0000, and 11 is 0000 1011. All three routes match the ?rst 16 bits. The /18 masks (01 and 10) do not match the address bit pa]ern (00) in posi0ons 17 and 18. So 10. 10. 0. 0/16 is the longest match and the packet will use output interface #1. 03/03/12 34 Q3 †¢? 3. Which output interface will packets for 10. 10. 192. 10 use? Assume longest match is used. †¢? 192 is 1100 0000. Again, all three routes match the ?rst 16 bits.The /18 masks (01 and 10) do not match the address bit pa]ern (11) in posi0ons 17 and 18. So 10. 10. 0. 0/16 is again the longest matc h and the packet will use output interface #1. 03/03/12 35 Q4 †¢? 4. Is 6to4 tunneling automa0c? How many bits will be used for the subnet iden0? er? †¢? Yes, 6to4 automa0c tunnels are de? ned in RFC 3065. Sixteen bits are used for subnet ID. See Figure 9- ­? 9. 03/03/12 36 Q5 †¢? 5. Do the routers require IPv6 support to deliver packets between the two hosts? †¢? No. If IPv6 is not supported on the routers, 6to4 tunneling can be used to deliver packets. 03/03/12 37

In your opinion, can a criminal trial be fair if witnesses are granted Essay

In your opinion, can a criminal trial be fair if witnesses are granted anonymity - Essay Example Anonymity is considered as one of the most sensitive and controversial issues related with the criminal justice. The laws related with the anonymity of the witnesses have been developed under the common law and there has been a large standing principal that the defendant to be confronted with his accuser in the court of law. (The Crown Prosecution Service) The case of R Davis however, brought forward new challenges when it was decided by the House of Lords that the anonymity of the witnesses may render the overall trial as unfair. This case is considered as one of the leading examples of ignoring the achievement of a delicate balance between the rights and responsibilities of different parties involved in any given case. (Kerrigan and Stockdale). This paper will attempt to discuss whether a trial can be fair if witnesses are given the choice of anonymity? The Case of R Davis In order to discuss the argument of whether a trial can be fair, it is important to discuss the case of R Davi s as this case is considered as one of the leading cases establishing the legal position for the anonymity of the witnesses and the fairness of the trial. R Davis was accused of committing double murders in London and after hiding for some time in US on false passport, he was extradited to UK. He maintained that he left the party before actual shooting took place and he has been fixed in this by his Ex- partner. The Crown’s investigation included witnesses in this case who were fearful about their security and therefore requested anonymity. After the due investigation, the claims of the witnesses were considered as true and trial judge, in order to ensure the safety of the witnesses as well as to obtain their evidence, allowed the anonymity under which witnesses were allowed to give their evidence against the false names, no information about them was provided to the defence and the natural voice of the witnesses was only heard by the Jury. Subsequently Davis was convicted by the Jury. (Rahman) The House of Lords however, overturned based on the Common Law Principle that the accused has the entitlement to confront with the accusers so that the accused could have cross examined them. Though exceptions were noted such as the case of hearsay however, based on the article 6 of the ECHR, the conviction was overthrown. Fairness of trial and Anonymity of witnesses Article 6 of the European convention deals with the right of having a fair trial and the article (6)(3)(d) outlines the rights of the defendants to examine the witnesses. In case of Davis, the court convicted him because of making a delicate balance between the rights of the accused and the rights of the witnesses can be a difficult task and commented that this may not always be incompatible with the Convention. Article 10 and 11 of the Universal declaration of Human Rights suggest that everyone has the right to fair trail and public hearing by and independent and impartial tribunal in case any crimi nal charges are levied against him. Further, anyone is presumed to be innocent until charges are proven as guilty. Viewed from the perspective of the above legislations and legal principles, it may be clear that the right of fair trial is of absolute importance however, competing interests also need to be taken into consideration when viewing the fairness of a trial and anonymity of the witnesses. In the

Educational Psychology Essay Example | Topics and Well Written Essays - 1250 words

Educational Psychology - Essay Example However, many critics have proved Piaget to be inaccurate about the time in which the student is developmentally ready to conserve and because children develop individually and not just static some students are able to operate at a higher level than others. Further, some students may need concrete materials to manipulate whereas others may be able to solve the problem abstractly.The author of this paper â€Å"Educational Psychology† believes that selecting the appropriate lesson is important to the success of all students but it is critical to the success of students with disabilities. For example, the teacher with students with attention deficit hyperactivity disorder (adhd) may adopt a task analysis approach to the teaching of numbers. In this approach the teacher must during preparation time, systematically and sequentially go through the steps involved in the understanding of the value of eleven. The teacher must itemize each step as this procedure would become a recipe fo r understanding the value of eleven. The teacher would begin the lesson by reviewing previously taught lessons to ensure that students remember the previous concepts and are ready to move forward. Also it would focus their minds to the lesson. Once the teacher is satisfied that students have the required previous knowledge and skill, then the teacher may proceed to distribute concrete examples of the numeral ten. The teacher may then allow students to count the objects up to 10. The next step would be to add one more object and elicit from students.  

Unknown and Undiluted Titration Date Essay Example | Topics and Well Written Essays - 500 words - 6

Unknown and Undiluted Titration Date - Essay Example Furthermore, the concentration of Cca2+ is again subtracted from all the total concentration, in addition, the Mg2+ concentration is 0.0227+-0.005M after calculation. After Na2H2EDTA.2H2O is prepared and goes in contamination by water in 0.3 percentage the standard solution has to be corrected. Here below are the equations that analyses and further determines the EDTA solution concentration. Mass without impurity is the mass corrected and the mass actual is the dried chelating agent; EDTA concentration bears the name as CEDTA; the initial MW represents molecular weight, and the volume of the solution (500 ml) is V solution. Propagation of the errors calculates the uncertainty. The balance of uncertainty is +- 0.0001g and that of volumetric flask’s uncertainty is +-0.15 ml. the standard relative deviation is initialized by SRD. Calculation of results is in tabulation in the table. Results show that both relative derivation volume and relative derivation balance is +-0.0003.Moreso, after calculating using the values above EDTA concentration solution is 0.0018+-0.0004M. 1.00ml Ca/Mg solution in the spike is contained in the blank titration, Ph 10 buffer solution, water in conjunction with the indicator. From all the titration, the data in trial one from all the titrations undergoes nullification due to it being carried out hastily. Additional of 1.00ml in dilution of the unknown sample to the blank titration is put in a performance. The equation below is used to calculate V total: Both the standard deviation and the mean of part one and part two titrations are as follows and in illustration in table 4.Concentration of Mg2+ and Ca2+ can be identified from the values in the unknown sample.  

Blended Learnning in Higher Education in Saudi Arabia Research Paper

Blended Learnning in Higher Education in Saudi Arabia - Research Paper Example (Graham 5). While internationally, there has been impressive research on the recognitions of e-taking in and blended learning, in with its diverse models, there is a lot of space for further research particularly in the Arab locale, and in Saudi Arabia where blended learning in is currently just starting to be introduced. (Alebaikan RA) The development of teaching method and educational program configuration includes educationalists and specialists investigating hypothetical and commonsense pathways, particularly with open doors offered by the web. This is no more obvious than in tertiary education, with framework, instructional method and educational module advancement for higher education, as well as for different parts, for example, preparing and industry Singh, (2003) and Holley & Oliver, (2010) believe that the presentation of internet learning conveyance frameworks expanded accessibility and adaptability in the educational module, improving correspondence and the learning backg round, in any case, there are issues with completely online courses in connection to the absence of social contact, decisions, and engagement (Almalki 5). The idea of blended learning alludes to the pedagogical standard of a proactive person concentrate on educational module conveyance, instead of as a latent onlooker present at an address. Utilizing the qualities of online and up close and personal learning, blended learning educational module conveyance utilizes these ideas to join the relative focal points of both situations and examination demonstrates that blended learning conveyance is expanding in higher education (Chandra, 2004; Garrison & Vaughan, 2008; Graham, 2006; Picciano, 2009). There are a few alternatives in outlining a blended learning educational program and organizations actualize this type of learning for diverse reasons and use distinctive educational program