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Generation of Cloning Data With Exactly the Same Non Linear Regression Fit

Thesis Info

Author

Sajid Hussain

Supervisor

Rashid Ahmed

Institute

Allama Iqbal Open University

Institute Type

Public

City

Islamabad

Country

Pakistan

Thesis Completing Year

2017

Thesis Completion Status

Completed

Page

xii, 100.

Subject

Mathematics

Language

English

Other

Call No: 519.536 SAG; Publisher: Aiou

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676710104008

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حقیقت کا اقرار

حقیقت کا اقرار
استفہام کا ایک بلیغ موقع استعمال وہ بھی ہے جب مخاطب سے کسی ایسی بات کا اقرار کرانا ہو جس کی نوعیت ہو تو ایک بدیہی حقیقت کی لیکن مخاطب اس کو تسلیم کرنے کے باوجود عملاً اس سے منحرف ہو۔ جیسے آیت ذیل :
" هَلْ أَتَى عَلَى الْإِنْسَانِ حِينٌ مِنَ الدَّهْرِ لَمْ يَكُنْ شَيْئًا مَذْكُورًا" “[ ]
"انسان پر کبھی ایسا وقت آیاہے کہ نہیں جب وہ کوئی قابل چیز نہیں تھا" کی تفسیر میں مولانا امین اصلاحی کانقطہ نظر ہے یہ محض ایک سادہ خبریہ جملہ نہیں ہے بلکہ اس کے اندر بہت سے معانی مضمر ہیں۔ مثلاً:
۱۔ ایک عظیم حق کی یاددہانی ہے جو اس پر عائد ہوتا ہے اور جس سے اس کے لیے انکار کی گنجائش نہیں ہے لیکن اس کا رویہ اس کے منافی ہے۔
۲۔اس میں ملامت ‘ غصہ ‘ رنج اور اظہار حسرت کے بھی گوناگوں پہلو ہیں۔
۳۔اس میں نہایت مبنی برحقیقت گلہ و شکوہ بھی ہے اور نہایت موثر اپیل بھی۔
۴۔ استفہامیہ اسلوب نے اس حسن فکر کو بیدار کرنا چاہا ہے کہ انسان کی نظروں سے خدا اوجھل ہے تو اس کا اپنا وجود تو اوجھل نہیں ہے ‘ وہ خود اپنے اندر خدا کی قدرت و حکمت اور اس کے عدل و رحمت کی نشانیاں دیکھ سکتا ہے۔[ ]
" قُلْ لِمَنْ مَا فِي السَّمَاوَاتِ وَالْأَرْضِ قُلْ لِلَّهِ" “[ ]
"ان سے پوچھوکہ آسمانوں اور زمین میں جو کچھ ہے وہ کس کی ملکیت ہے(پھر اگر وہ جواب نہ دیں توخود ہی )کہہ دو کہ اللہ ہی کی ملکیت ہے"۔
مولانا امین احسن اصلاحی کی تحقیق کےمطابق قرآن مجید میں جہاں جہاں سوال کر کے مخاطب کے جواب کا انتظار کیے بغیر خود اس کا جواب دیا ہے۔ غور کرنے سے معلوم ہوتا ہے کہ...

Analysis of Business Feasibility Studies in MSMEs Tahu and Tempe Business Success Jaya Mahato Village Tambusai North

To evaluate the feasibility of a business venture, both financial and non-financial factors are taken into consideration. The assessment of feasibility involves analyzing non-financial elements, with a specific focus on production and marketing aspects. The financial aspects of Tofu and Tempeh Sukses Jaya's commercial production were analyzed using metrics such as payback period (PP), net present value (NPV), internal rate of return (IRR), and profitability index (PI) to determine its overall feasibility. Based on the analysis, it was concluded that the business is feasible due to its advantageous location and convenient accessibility. The Tofu and Tempeh Sukses Jaya business appears to be viable due to its strategic and easily accessible location, modern technology, and straightforward production process. Feasibility is ensured by high product quality, imported raw materials, competitive pricing, extensive distribution channels, and effective promotional efforts by the owner to ensure consumer awareness. The financial analysis suggests that the Tempeh Tofu business could be viable over a 10-year project duration with a 10 percent discount rate. According to the evaluation criteria, the business has a 6-month payback period (PP), a net present value (NPV) of IDR 161,565,200, a profitability index (PI) of 1.6%, and an internal rate of return (IRR) of 30%, all of which indicates the business's financial feasibility.

Developing Students Writing Skills Through Feedback

Learning through feedback is currently an important topic for researchers and teachers. Feedback is an important part of teaching, which is used in our daily classroom practices in different forms i.e. written, verbal and non-verbal. In the classroom, it takes place between the teacher and the students or between or among the students. Feedback is considered to be an important learning tool if it is given and acted upon effectively. This study is an effort to find the answer to the question of how a teacher can provide feedback to the English as a Second Language (ESL) primary school students in a way, which will help them to develop their writing skills. To answer the question, an action research was conducted in a classroom setting. An attempt has been made to make the feedback constructive by describing the students' actual performance, giving encouragement and specific suggestions for further improvement. Feedback was provided in writing as well as verbally. To examine the impact of the feedback the study followed a process writing approach, in which the focus of the feedback was on: content, syntax, grammar and mechanics, organization and vocabulary. The writing process involved two cycles. Each cycle had one topic comprising of three drafts. The classroom teacher's services were utilized in planning, teaching, classroom management as well as in providing feedback to half of the class. The data has been gathered through interviews, conferencing, research memos and from students' drafts. The effects of the feedback in developing students' writing skills have been seen by analyzing the drafts of eight students and by exploring their views about the feedback. The findings show that the feedback helped the students in bringing about specific changes in different areas of their writing including content, syntax, conventions, organization and vocabulary. The students who incorporated the feedback in their writing made visible improvement while those who did not incorporate it thoroughly in their writing made less improvement. The feedback was viewed as encouraging, helpful, motivating for learning, enjoyable and thought provoking, in terms of highlighting the potential for improvement in the need areas.