INFO4MYSTREY , Best Mark Mystery

Advantage The biggest advantage of RIP is that it is simple to configure and implement. Stability in routing table. It is very easy to understand and configure. It is generally loop free. Conserve bandwidth, smaller routing updates sent & received. Minimized routing table and then faster lookup. Disadvantage The main disadvantage of RIP is the inability to scale to large or very large networks. The maximum hop count used by RIP routers 15.Does not support discontinuous networks. Another disadvantage of RIP is its high recovery time. It is slow convergence in larger networks.

The Routing Information Protocol (RIP) defines a way to connect to routers which networks using the Internet Protocol (IP) to share information on how the traffic between networks. RIP is classified by the Internet Engineering Task Force (IETF) as an Interior Gateway Protocol (IGP), one of the different protocols for routers traffic moving around within a larger autonomous system network - for example via a network cable a single company which may consist of a large number of separate local area network (LAN) interconnected by routers.

As with any form of communication, two things are needed: a message and the means to reliably send the message to send. The TP layer provides the message part. The message is broken down into smaller units, called packets, which are then transmitted over the network. The packet is received by the TP layer corresponds to the receiver and back in the original message. TP provide application-to-application communication. TP need extended addressing mechanisms to identify applications. TP - is responsible for verifying the correct delivery of data from client to server. Data can be lost in the intermediate network. TP adds support to detect errors or lost data and transmission lead to the data is correctly and completely received. TP are called end-to-end communication. The IP layer is in the first place concerned with the transmission components. This is done by means of a unique IP address assigned to each receiver and each active network. IP- provides computer-to-computer communic...

I have tried to show that the various theorists see different circumstances, situations, worry, tension, and while central to creating emotional responses. There is disagreement whether the emotion felt itself depends on meaningful participation sympathetic nervous system. Given this diversity, there are overarching themes that all theories address the needs or address? I turn on a number of topics of interest to students of emotion and transversely been through disciplinary lines ranging from the relationship between cognition to emotion in the sense of feeling by the social context. 1. cognition and emotion It was a few decades ago that the concept of cognition is again the study of emotion. The central question of the cognitive approach is: "What is it that the organism needs to learn to react and feel emotionally behaviorist During the conquest of America (ca. 1920 -1950), it is convenient to just? To look the behavior as such (eg gutted 5 anger) and to look around the...

There are some other important information and changes in the field that I can identify only briefly: 1. Development of Emotion No significant theories is entirely devoted to the early development of emotion. It is generally accepted that the same factors that apply to early emotional experience as applicable to adult emotions, given the inability to determine subjective experience of the child. It is also true that the early emotional development follows the general pattern of development of the child (that is to say, the increasing differentiation). In contrast, there was a lot of work on how to get children and using emotional labels and concepts (eg Bullock & Russell, 1986), how they start sub-standard feelings with others, and how such understanding is mediated by the social context. 2. Emotion and Artificial Intelligence Given the heterogeneity of approaches to emotions, it is not surprising that relatively little work has been done in artificial intelligence (AI)...

Introduction of Emotions Cognitive science has some natural language classes that should characterize inherited approximately cherished collection of symptoms. The categories include intelligence, information, development. In the same way, at least until sometime in the 20th century, the traditional view is that emotions are a unitary phenomenon, and that the only question to be resolved is theoretically account only best explains the phenomenon. Until the 19th century, the dominant faith based on the idea that most emotions some sequence of physical or visceral excitement and cognitive or belief-state position that goes back to Aristotle and revived some new life by the century, especially Descartes. Aristotle saw emotions as a combination of cognitive functions and sensual, very much in a modern form, defined in terms of emotional beliefs (cognitions) that causes it. Descartes saw something a little more complicatedly, with the soul of man fixing of both cognitive and physical ...

•          INTRODUCTION ANOVA is a method of analyzing data from designed experiments whose objective is to compare two or more group means. Factorial ANOVA has two independent variables which are crossed with each other. That means each value of one variable is paired with every value of other variable. •          ANOVA is used to compare means between three or more groups, so why is it called Analysis of VARIANCE? •          The ANOVA F-test is a comparison of the average variability between groups to the average variability within groups. –         The variability within each group is a measure of the spread of the data within each of the groups. –         The variability between groups is a measure of the spread of the group means around the overall mean for all groups combined. •...

Ø   Excessive use of computers by students lack of verbal and non-verbal signals necessary for the development of social and emotional skills .       Ø   Lead to decreased educational effectiveness in a classroom and cause problems down the line with the child's education .       Ø   When the computer is being used in the study, there are tendencies that effective teaching is lost between teachers and students. This is due to the intervention of the attention given by the students of computer equipment. In other words, the computer can be a barrier to communication between teachers and students .        Ø   The gap between the rich and the poor may also be affected, because the computer equipment that is rarely accessible to the poor students, while benefits are obvious to rich students usually study the leading schools and universities, typically computers and internet facilities .       Ø ...

   حضرت بابا فرید شکر گنجؒ بہت بڑے بُزرگ تھے۔ ہر سال محرم میں آپ کا عُرس پاک پتن میں بڑی دُھوم دھام سے منایا جاتا ہے۔ حضرت بابا فرید شکر گنجؒ بچپن ہی میں یتیم ہو گئے تھے۔ اُن کی پرورش والدہ نے کی تھی۔ وہ بڑی نیک خاتون تھیں۔ اُنھوں نے اپنے بیٹے کو نماز کی عادت ڈالنے کے لیے یہ ترکیب کی تھی کہ مُصلّے کے ایک کونے کے نیچے شکّر کی پُڑیا رکھ دیتی تھیں۔ فریدؒ نماز سے فارغ ہو کر شکّر کھا لیتے تھے۔ والدہ نے اُنھیں بتایا تھا کہ جو لوگ نماز پڑھتے ہیں، اُنھیں غیب سے شکّر ملتی ہے۔ ایک روز ایسا ہُوا کہ اُن کی والدہ مُصلّے کے نیچے شکّر کی پُڑیا رکھنا بُھول گئیں مگر ﷲ کی قُدرت دیکھیے کہ جب وہ نماز سے فارغ ہوۓ تو اُنھیں مُصلّے کے نیچے سے شکّر کی پُڑیا اسی طرح روز مِلا کرتی تھی۔ ایک بار ایک عورت اپنے لڑکے کو لے کر بابا فریدؒ کی خدمت میں حاضر ہوئی اور کہنے لگی: "بابا جی، میرا یہ لڑکا گُڑ بہت کھاتا ہے، اِسے کہو کہ گُڑ نہ کھایا کرے۔" بابا جی نے اُس عورت سے کہا: "اِس وقت اِسے لے جاؤ۔ کل میرے پاس لانا۔" عورت لڑکے کو کو واپس لے کر چلی گئی اور دُوسرے روز اُسے ساتھ لے کر پھر ح...

  حضرت عُمر بن عبدالعزیز ایک بہت بڑی سلطنت کے خلیفہ ہونے کے باوجود نہایت سادہ زندگی گُزارتے تھے۔ ایک بار اُنھیں اِطلاع ملی کہ سپہ سالار کے باورچی خانے کا روزانہ خرچ ایک ہزار درہم ہے۔ اُنھیں بڑا دُکھ ہوا کہ جس رقم پر یتیموں، مسکینوں اور بیواؤں کا حق ہے۔ اُسے سپہ سالار یُوں اُڑا رہا ہے۔اُنھوں نے سپہ سالار کو پیغام بھیجا کہ تُم سے کُچھ صلاح مشورہ کرنا ہے۔کل دُوپہر کا کھانا ہمارے ساتھ کھاؤ۔ دُوسرے دن حضرت عُمر بن عبدالعزیز نے پنے خادم کو حکم دیا کہ خوب لزیز اور مزے دار کھانے تیار کیے جائیں اور ساتھ ہی جَو کا دلیا بھی بنایا جاۓ۔ خادم نے ایسا ہی کیا۔ جب سپہ سالار آیا تو حضرت عُمر بن عبدالعزیز نے اُس کے ساتھ باتیں شروع کر دیں اوراتنی دیر تک باتیں کرتے رہے کہ سپہ سالار کے پیٹ میں بُھوک کے مارے چُوہے دَوڑنے لگے۔ وہ حضرت عُمر بن عبدالعزیز کے اَدب کی وجہ سے زبان سے تو کچھ نہیں کہہ سکتا تھا مگر اُس کے چہرے سے صاف پتا چل رہا تھا کہ بُھوک سے اُس کی جان پر بنی ہوئی ہے۔ جب حضرت عُمر بن عبدالعزیز نے دیکھا کہ اب زیادہ دیر تک بُھوک برداشت کرنا سپہ سالار کے لیے ممکن نہیں ہے تو اُنھوں نے اپنے...

حضرت عُمر بن عبدالعزیز خاندان بنو اُمیہ کے بڑے نیک دل پرہیزگار اور انصاف پسند خلیفہ تھے۔ جب آپ خلیفہ بنے تو بیوی کا سارا زیور سرکاری خزانے میں جمع کرا دیا اور اُن کۓ خاندان کی جن لوگوں نے زمینوں اور جائیدادوں پر ناجائیز قبضہ کر رکھا تھا، وُہ سب اُن سے چھین لیں۔ وہ اپنے ذاتی خرچ کے لیے سرکاری خزانے سے صِرف دو درہم روزانہ لیتے تھے اور نہایت سادگی سے زندگی بسر کرتے تھے۔ ایک دفعہ ایک شخص حضرت عُمر بن عبدالعزیزکے ہاں آیا اور خاصی رات گۓ تک بیٹھا باتیں کرتا رہا۔ اتنے میں تیل ختم ہو جانے کی وجہ سے چراغ بُجھ گیا۔ حضرت عُمر بن عبدالعزیز کا خادم قریب ہی سو رہا تھا۔اُن کے مہمان نے کہا: "اجازت ہو تو میں خادم کو جگا دُوں کہ وہ اُٹھ کر چراغ جلا دے؟" حضرت عُمر بن عبدالعزیزنے جواب دیا: "نہیں ، خادم کو جگانے کی ضرورت نہیں۔" مہمان نے کہا:"تو میں جلا دُوں؟" حضرت عُمر بن عبدالعزیزنے کہا: "نہیں، آپ میرے مہمان ہیں۔ مہمان سے کام لینا مُروت کے خلاف ہے۔ میں خود چراغ جلاتا ہوں۔" یہ کہہ کر آپ اُٹھے،  چراغ میں تیل ڈالا اور اسے روشن کر دیا۔ پھر دوبارہ مہمان ک...

عـراق کے شہر بصرے میں ایک بُزرگ منصُور عمارؒ رہتے تھے۔ اُس وقت بصرے میں اُن سے اچھا وعظ کہنے والا کوئی نہ تھا۔ ایک روز کی بات ہے کہ ایک امیر نوجوان نے اپنے گھر میں گانے بجانے کی محفل جما رکھی تھی۔ اس نوجوان نے اپنے غُلام کو چار درہم دیے کہ جاؤ بازار سے مٹھائی خرید لاؤ۔ غلام درہم لے کر بازار کی طرف چلا تو راستے میں ایک جگہ دیکھا کہ حضرت منصورعمارؒ وعظ کہہ رہے ہیں۔ غلام نے سوچا کہ تھوڑی دیر حضرت منصور کا وعظ سُن لُوں۔ پھر مٹھائی خریدوں گا۔ یہ سوچ کر وہ مجلس میں آبیٹھا۔ اُس وقت حضرت منصُورؒ کے پاس ضرورت مند درویش آیا ہُواتھا۔ اُنھوں نے لوگوں سے کہا: "اِس مجلس میں سے کون ایسا شخص ہے جو چار درہم دے کر اس درویش کی ضرورت پُوری کرے۔ اس کے بدلے میں اُس کے لۓ چار دُعائیں کروں گا۔" غُلام نے اپنے جی میں سوچا کہ یہ چار درہم جو میرے پاس ہیں، کیوں نہ اِس درویش کو دے دوں اور حضرت منصُور سے چار دُعائیں کرالُوں۔ اُس نے وہ چار درہم درویش کے حوالے کر دیے۔حضرت منصُورؒ نے خوش ہو کر غُلام سے کہا: "بتاؤ تُم کیا چاہتے ہو؟" غُلام نے عرض کی:"حضور، میں ایک امیر شخص کا غُلام ...

When we think of deviance, its dysfunctions are likely to come to mind. Most of us are upset by deviance,    especially crime, and assume that society would be better off without it. Surprisingly for Durkheim there is   nothing abnormal about deviance; in fact it contributes to the functioning of the society in four ways: 1. Deviance affirms cultural values and norms. Living demands that we make moral choices. To prevent our culture from dissolving into chaos, people must show preference for some attitudes and behaviors over others. But any conception of virtue rests upon an opposing notion of vice. And just as there can be no good without evil, there can be no justice without crime. Deviance is indispensable to creating and sustaining morality. 2. Deviance clarifies moral boundaries and affirms norms. A group's ideas about how people should act and think mark its moral boundaries. Deviance challenges those boundaries. To call a deviant member to explain, say in...

      To support the educational, civic, and cultural activities of groups and organizations to meet changing expectations to recognise the different needs of our users to develop and manage information resources to make our services easy to use, intuitive and coherent to improve the speed and quality of the resource discovery process to assist users in making the most of the information they discovelop to improve our physical and online learning environments to reduce barriers, bureaucracy and conflict to work with users in order to ‘get things right’ to encourage our staff by recognising their achievements to assess and improve our skills continuously

 Following are the characteristics of good Curriculum  Development of Social Understanding:  Promotion of Maximum Personal Development:  Promotion of Continuity of Experience:  Provision for Educational Goals:  Maintenance of Balance among All Goals  Utilization of Effective Learning Experiences and Needed Resources 

1. The good curriculum should comprise all possible learning experiences which result in the development of child towards continuous self realization. 2. The curriculum should be flexible and broad enough to encourage the selection of learning experiences geared to the needs and purposes of each individual. 3. The curriculum should make optimum use of knowledge of the learning process. 4. The curriculum should develop the cultural and social values of the nation as well as those of the immediate community. 5. The curriculum should provide for a balanced and integrated program to ensure   each child’s living more effectively in the world through great understanding of its.

In a broad sense, the curriculum development process includes the design, development, implementation and evaluation of curricula. However, as one examines the process more closely it becomes evident that each component may itself comprise several varied but inter-related activities. The Curriculum Development is charged with the responsibility to operationalise the Curriculum Development Process. Accordingly, the work of the division may be more adequately described as designing, developing, implementing, monitoring, evaluating and reviewing curricula that are appropriate and relevant to the needs and interests of a developing nation, such as ours.                                        The Curriculum Development Process The following is a brief description of these various activities involved in the development of curriculum materials: Design:  This involves...