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باب سوم: آیاتِ استفہام کے فہم میں تفسیر معارف القرآن کا کردار

اسلامی تاریخ پر نظر دوڑائیں ایسی شخصیات میسر آتیں ہیں جو اپنے اپنے وقت میں اہل ذوق و اہل علم کی سر پرستی کرتے ہوئے نظر آئیں برصغیر اس حوالہ سے خوش نصیب خطہ ہے کہ اس میں نامور شخصیت نے جنم لیا۔ذیل میں مفتی محمد شفیع کا علمی و دینی تعارف پیش کیا جا رہا ہے ۔

Arrhythmias after Implantation of the Left Ventricular Assisted Device Arrhythmias after Implantation of the Left Ventricular Assisted Device

Cardiac arrhythmias has been frequently reported after left ventricular assist devices implantation but currently literature shows no sufficient information on cardiac arrhythmias. Objective: The aim of this study was to assess the frequency and other features of ventricular and supra ventricular ectopic beats ((SVEB), atrial fibrillation (AF)/flutter (AFL) post device implantation. Methods: This is a retrospective study conducted in Department of Cardiac-Surgery, University of Verona Medical School, Verona, Italy from June 2014-September 2016. Rhythm monitoring and registration were collected from 16 patients (13 males; 45±13years) during the first five (05) days after implantation. To assess late post-operative rhythm, patient’s hospital electronic records were used as well asfunctional hemodynamic parameters including mean arterial pressure(MAP), right atrial pressure(RAP), heart rate(HR) and ST-deviation(d-ST). Results: Ventricular arrhythmia (n=9), atrial fibrillation (n=5) or atrial flutter (n=2) episodes were preoperatively present in 11 patients. Postoperatively, 5 patients developed either VT (n=2), AF (n=1) or both VT/AF (n=2) during a follow-up of 18±14 months. Prior to postoperative VT (POVT) episodes (n=123), MAP decreased, HR, d-ST increased and RAP remained unaltered. POVT were initiated either by single VEBS (28%), V-couplets (15%), V-run (46%) or occurred suddenly (11%). Conclusions: Ventricular and supraventricular arrhythmias are common after device implantation. The frequency of sustained VTA was less at early phase as compared to late postoperative phase.

Secondary School Teachers Perceptions of Management Leadership Style and its Impact on Job Satisfaction

This research has investigated the teachers’ job satisfaction and the role of secondary principals in the context of Pakistan, which has an ultimate impact on student achievement in a positive way. In fact, the goal is to improve the quality of education and improve the student performance in schools as the teachers’ satisfaction can improve the student performance, the research also indicates that creating a school culture that fosters open communication, provides a trusting atmosphere and a positive environment where teachers are satisfied with their jobs is an excellent place for the students to learn. This research has followed the studies done by Pettis (2017) on the relationship of employee’s perception of Administrator’s Leadership Style and their perceived empowerment in USA and found that, in higher education institutions, administrators that use transformational leadership style increased the faculty and staff’s perceived psychological empowerment. The study also followed Tobias (2017) that researched upon the relationship between Teachers’ Preferred Leadership Behaviors, and Teacher Job Satisfaction in the context of USA and hence found no statistically significant relationship between principal leadership behaviors and teachers’ job satisfaction. Hence, this study has taken some of the elements of the above studies and researched upon them in the context of Pakistan. The research was based upon the postpositivism philosophy and has used the quantitative paradigm with probabilistic sampling design, and it was cross-sectional in nature. The research has used the stratified random sampling and the teachers have been chosen based on the data provided by Sindh Education Statistics Report (2015-16). This study has targeted on the secondary school population as the main area of research is about the secondary schools. Karachi is divided into 6 districts and total teaching staff hired is 11,731. Hence, the sample size was chosen to be 5% (586) of the total teaching staff hired in public schools in Karachi as mentioned in the population size. It has been revaled by applying two statistical techniques Pearson and Spearman on the study hypotheses that, first hypothesis has been proved as all elemements of independent variables are co-related with the overall job satisfaction of Secondary school teachers as p value is less than 0.05. Although, Principals’ empowerment, accountability, courage are moderatly corelated with teachers job satisfction having the relationship stregnth almost or more than 50% in both tests results. Although, in the case of second hypothesis, it has been observed that, the components of job satifaction namely job supervison, colleagues, remuneration, responsibility, advancmeent, recognition are statistically significant with more than one independent variable elements: principals’ empowerment, accountability and courage and standing back. However, However, the strength of relationship between principals’ empowerment, accountability and courage and job supervision has found to be moderate in nature while weak in all other cases. Moreover, the thid hypothesis is also accepted as job supervision, remuneration, advancement and responsibility are statistically significant with the Transactional leadership style as their correlation value of both Pearson and Spearman is less than 0.05. However, colleagues and recognition are not found to be co-related with the transactional leadership. Although, job supervision, remuneration, and responsibility strength of relationship is weak in nature with the Transactional leadership style. However, advancement characteristics is found to be having moderate strength of relationship with the Transactional leadership style. However, the fourth and second last hypothesis is also accepted as job supervision, remuneration, advancement and responsibility are found to be statistically significant with the Transformational leadership style. Neverthesless, recognition is found to be negatively co-related with the Transformational leadership. However, colleagues’ characteristics is found to be statistically co-related with the Transformational leadership style only in Pearson correlation test. But, recognition is found to be statistically negatively co-related in both tests. Last but not the least, the fifth Hypothesis has also been proved as more than one of the variables is statistically significant with the moderate variable. It is to observed that job supervision and responsibility are statistically significant with the Laissez-faire leadership style as their correlation value of both Pearson and Spearman is less than 0.05. However, the colleagues and remuneration are also found to be statistically co-related with the Laissez-faire leadership style in Pearson correlation test. Although, job supervision, colleagues, remuneration and responsibility are negatively corelated in both statistical tests but, their strength of relationship is found to be weaker in nature with the Laissez-faire leadership style. However, advancement and recognition both are found not to be statistically co-related with the Laissez-faire leadership style. At the end, the research suggests that principal attitude have a significant impact on the job performance of teachers as a whole and the academic performance of their students in Pakistan. Hence, it can be concluded at the end of this study that, principals and teachers need to work together to provide an atmosphere that is conducive to the education process of Pakistan.
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