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Association of TRAIL 1565 C/T polymorphism with lungs Cancer

Thesis Info

Author

Maryam Batool

Supervisor

Shaheen Shahzad

Department

Department of Bioinformatics and Biotechnology

Program

BS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2014

Thesis Completion Status

Completed

Page

vi,36

Subject

Bioinformatics & Biotechnology

Language

English

Other

BS 660.6 MAA

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676723691437

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اورنگ زیب خاں قتیلؔ شفائی

قتیلؔ شفائی کی رحلت
اورنگ زیب خاں قتیل شفائی کی وفات سے اردو کے شعری و ادبی حلقے میں بڑا خلا پیدا ہوگیا ہے، وہ ۲۴ـ؍ دسمبر ۱۹۱۹؁ء کو ہری پور ضلع ہزارہ پنجاب (پاکستان) میں پیدا ہوئے، ابتدائی تعلیم گورنمنٹ ہائی اسکول میں ہوئی، ۳۲ء سے شعر کہنے لگے، راولپنڈی وغیرہ کے مشاعروں میں شریک ہوتے، غزلیں پڑھتے تو سماں بندھ جاتا، کلام کی خوبی و دلکشی اور جادو بھری آواز سے عجیب کیفیت پیدا کردیتے تھے، اس لئے دوسری جگہوں کے مشاعروں میں بھی بلائے جاتے۔
کچھ عرصے وہ ہری پور میو نسلپٹی میں ملازم رہے، پہلی مرتبہ لاہور کے مشاعرے میں شرکت کے لئے آئے جہاں کے مشہور ادبی مجلے ’’ادب لطیف‘‘ میں ان کا کلام پہلے سے شائع ہوکر ادبی حلقوں سے خراج تحسین وصول کرنے لگا تھا، لاہور آنے پر جب ’’ادب لطیف‘‘ کے دفتر گئے تو چودھری نذیر احمد نے اس کی ادارت کی پیش کش کی، لاہور میں ان کاتعلق فلمی دنیا سے ہوا جس میں بڑی شہرت حاصل کی، تاہم اس سے ادبی حلقوں میں ان کی پذیرائی میں کمی نہیں ہوئی۔
شعر کے معائب ومحاسن میں قتیل شفائی کی گہری نظر تھی، پروفیسرجگن ناتھ آزاد کی روایت ہے کہ ممبئی کے ایک مشاعرے میں جوش ملیح آبادی صاحب نے اپنی نظم میں ایک مصرع پڑھا، ع کیا گلبدنی گلبدنی گلبدنی ہے تو قتیل نے مصرع کوغلط بتایا، آزاد صاحب نے وجہ پوچھی تو کہا تینوں جگہوں پر ’’گلبدنی‘‘ سے پہلے ’’کیا‘‘ آنا چاہیے اور جرات کا مصرعہ پڑھا،
؂ کیا بات ہے،کیا بات ہے ، کیا بات ہے واﷲ
ایک بار جگن ناتھ آزاد نے ان کو اپنی ایک غزل سنائی جس کا یہ شعر قتیل کو بہت پسند آیا ؂
تہذیبِ کہنہ میری شرافت پہ ناز کر
دھوکا دیا ہے دوست نے شرما رہا ہوں میں

اعجاز الاسلوب الخطابي في القرآن الكريم

1. The Stylistics of Holy Qur'an is way beyond human potential and capabilities. Its diction, semantics and phraseology is unique which is not found in any of man's writings. 2. The range of its stylistics is such that it impresses all and sundry simultaneously. Thus our Holy Qur'an exceeds in rhetoric and stylistics. 3. The stylistics of Qur'an is such that it holds a universal appeal for all times to come despite of the drastic evolutionary change in human society over a time period. The Holy Qur'an has not lost its relevance and freshness uptil now and neither shall it do so till the Day of Resurrection. 4. The Holy Qur'an addresses people belonging to all strata of society from a layman to a universe don. Each person may interpret and appreciate the miraculous Ayah's of Qur'an according to their own caliber and understanding. It offers straight direct teachings to the commoners whereas a scholar may unfold and marvel at its depth and delicate intricacies. 5. The miracles of the previous prophets were sensual in nature. They could be perceived through our senses. Yet the miracle of our Holy Prophet i.e. Holy Qur'an holds its dynamic appeal rationally and logically. It shall remain so till all times to come. 6. The salient features of the stylistics of Holy Qur'an are as follows: Its simultaneous brevity as well as comprehensive nature; its universal appeal to all and sundry; its precise summation yet in other places its elaborate detailing; its unique super human stylistics; its rhythm and variety phonetically and semantically; its recurrence and repeated mentions of incidents and topics; its

Use of Calculator in Primary Mathematics Classroom in Rural Sindh

The study was aimed to investigate how the use of calculator can enrich the teaching of primary mathematics of Grade Four. Moreover, it helped two participant teachers to use calculators to help their students improve their mathematical thinking. The research question 'How can a teachers use calculators in primary mathematics classroom to improve their students' problem solving and mathematical thinking' was employed to conduct the study in a private school of rural Sindh. A small-scale action research, consisting of pre-intervention, intervention and post-intervention, was conducted to explore and understand the possibilities and challenges of using calculator in primary mathematics classrooms. The study lasted for eight weeks. The data was collected through various qualitative data collection tools such as observation, interview, tape-recording of the discussions and reflections of researcher and participant teachers. The study has identified the factors which facilitate or hinder students' problem solving and thinking process in primary mathematics classroom when calculator is incorporated in primary mathematics. The study reveals the results of the using calculator in teaching primary mathematics, its possible benefits and the expected challenges of incorporating calculator as learning tool in primary mathematics curriculum of Grade Four. This study has significant implication for implementation of the recent National Educational Policy (2009), which puts emphasis on mathematical thinking and problem solving as well as recommends the use of technology in mathematics classrooms.