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Fault Tolerance in Multiprocessing Systems

Thesis Info

Author

Khan Muhammad Asif

Department

Deptt. of Electronics, QAU.

Program

Mphil

Institute

Quaid-i-Azam University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

1993

Thesis Completion Status

Completed

Page

43

Subject

Electronics

Language

English

Other

Call No: DISS/M.Phil ELE/13

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676716615010

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باب نہم: قدرتی وسائل کےآداب واخلاق

طہارت و نظافت کا اصول

اسلام زندگی بسرکرنے کے ہر پہلو کے متعلق ہدایات و احکام کا جامع تصور دیتا ہے۔ اسلام میں پاک و صاف وسائل ِ حیات کے استعمال کی ترغیب دی گئی ہے۔ اسلام میں طہارت و نظافت کے معاملے میں انتہائی مثالی تعلیمات و ہدایات بیان کی گئی ہیں۔ اسلام آلودگی و گندگی سے نفرت اور صفائی و پاکیزگی سے محبت کا جذبہ پیدا کرتا ہے۔ اصول ِ طہارت پر عمل کرنا حکم الہی ہے۔ طہارت کے اصول کی پیروی سے انسان فکری پاکیزگی حاصل کرتا ہے۔ اگر کوئی انسان اپنے نفس کو پاکیزہ رکھنا چاہتا ہے تو اسے لا محالہ طہارت کے اصول پر عمل کو اپنی اولین خصلت بنا نا ہوگا۔ طہارت کے اہتمام سے انسانی قلب و رووح میں نورانیت پیدا ہو جاتی ہے۔ فقہ اسلامی کی ہر کتاب کا آغاز کتاب "کتاب الطھارۃ "کیا جاتا ہے۔ شاہ ولی اللہ ؒ نے حجتہ اللہ البالغہ میں طہارت و نظافت کے اصول پر تفصیلی اور فکر انگیز روشنی ڈالی ہے اور اصول ِ طہارت کو اساسیاتِ اخلاق کے اولین درجے پر فائز کیا ہے۔ اصول طہارت کی پیروی انسانی فطرت کا خاصہ ہے۔

علامہ راغب اصفہانی کے مطابق طہارت کی دواقسام ہیں:

" والطَّهَارَةُ ضربان: طَهَارَةُ جسمٍ، وطَهَارَةُ نفسٍ، وحمل عليهما عامّة الآيات"[1]

طہارت کی دو قسمیں ہیں: 1۔ جسمانی و ظاہری طہارت 2۔ قلبی و باطنی طہارت قرآنی آیات میں جہاں بھی طہارت کا ذکر کیا گیا ہے، وہاں یہ دونوں قسم کی طہارت و نظافت پر عمل کرنا مراد ہوتاہے۔ امام بخاری ؒ نے صیح بخاری کا آغاز نیت کے اخلاص یعنی قلبی پاکیزگی سے کیا ہے۔ یعنی دل کی صفائی کو جسم کی صفائی پر فوقیت و برتری حاصل ہے۔

قرآن...

Developing An Improved Heart Rate Monitor With Work-Out Training Android Application And Real Time Audio Coaching

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This action research reports on the process and findings of a study undertaken in a private school that aimed at enhancing students’ understanding of chemical bonding using inquiry-based teaching (IBT). The concept of ‘chemical bonding’ is fundamental in teaching chemistry; and therefore, a thorough understanding of it is essential to understand other topics in chemistry. Research studies have shown that due to the traditional pedagogical approaches for teaching chemical bonding, high school students around the world lack fundamental understanding of chemical bonding (Nahum, Mamlok-Naaman, Hofstein, & Krajcik, 2007). This is true of Pakistani science teachers also who mostly apply the traditional way of teaching in the classrooms. As a result of traditional way of teaching, conceptual understanding of students does not occur. Therefore, employing action research methodology based on the Kemmis, MC Taggart and Retallick (2004) model, this study was conducted to explore how IBT enhances students’ conceptual understanding of chemical bonding of lower secondary students in a private school in Karachi (Pakistan). Altogether six lessons were taught in three cycles in the participant class. Data were collected through observations, personnel reflections, pre- and post-tests, interview and informal discussions. Data were analysed qualitatively and findings revealed that IBT enhanced students’ conceptual understanding of covalent bonding significantly and improvement in students’ achievements was seen in the post-test. This study also highlighted the promoting and hindering factors in the implementation of IBT in a lower secondary class in a private school. The study has implications for science teachers as well as teacher educators in their teaching of science generally and chemistry particularly. The study also presents recommendations for future studies.