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Effects of infection control programme on the health of patients and care provider in health care settings

Thesis Info

Author

Farzana Shaheen

Supervisor

Sai ur Rehman Saif Abbasi

Department

Depart of Sociology

Program

MS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Page

x, 170

Subject

Sociology

Language

English

Other

MS 362.1 FAE

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676723903278

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مولاناسید انور شاہ

مولانا سیّد انور شاہؒ
دین و دانش کی دنیا کا مہرانور ۳؍ صفر ۱۳۵۲؁ھ (۲۹؍مئی ۱۹۳۳؁ء) کی صبح کو دیوبند کی خاک میں ہمیشہ کے لئے غروب ہوگیا، یعنی مولانا سید انور شاہ صاحب جانشین شیخ الہند و صدر المدرسین دارالعلوم دیوبند نے دوبرس کی علالتہ بواسیر اور ضعف و نقاہت کے بعد ۵۹ برس کی عمر میں وفات پائی، مرحوم کا وطن گو کشمیر تھا، مگر تعلیم سے فراغت کے بعد ایک مدت تک مدینہ منورہ میں اقامت کی، پھر واپس آکر استاد کی خواہش اور اصرار سے دارالعلوم کی صدارت کی ذمہ داری قبول فرمائی، اور جس کو حضرت شیخ کے زمانۂ جنگ میں ہجرت کے بعد سے ۱۹۲۹؁ء تک اس طرح انجام دیا کہ چین سے لے کر روم تک ان کے فیضان کا سیلاب موجیں لیتارہا اور ہند اور بیرون ہند کے سینکڑوں تشنگان علم نے اس سے اپنی پیاس بجھائی۔
مرحوم کم سخن لیکن وسیع النظر عالم تھے، ان کی مثال اس سمندر کی سی تھی جس کی اوپر کی سطح ساکن لیکن اندر کی سطح موتیوں کے گراں قیمت خزانوں سے معمور ہوتی ہے، دو وسعت نظر، قوتِ حافظہ اور کثرت حفظ میں اس عہد میں بے مثال تھے، علوم حدیث کے حافظ اور نکتہ شناس، علوم ادب میں بلند پایہ، معقولات میں ماہر، شعر و سخن سے بہرہ مند اور زہدہ و تقویٰ میں کامل تھے، اﷲ تعالیٰ اپنی نوازشوں کی جنت میں ان کا مقام اعلیٰ کرے کہ مرتے دم تک علم و معرفت کے اس شہید نے قال اﷲ و قال الرسول کا نعرہ بلند رکھا۔
مرحوم کو سب سے پہلے ۱۹۰۶؁ء یا ۱۹۰۷؁ء میں دیوبند میں دیکھا، جب وہ اور مولانا حسین احمد صاحب مدنی سرزمین عرب سے تازہ وارد ہند تھے، مدرسہ دیوبند میں میری حاضری کی تقریب سے طلبہ اور مدرسین کا ایک جلسہ...

اسلامی بینکوں میں رائج مرابحہ للآمر بالشراء میں عقدِ وکالت کی تطبیق: ایک جائزہ

The graph of development of Islamic Banking system is increasing day by day. It deals only those transaction which are not conflict with Shari'ah. Therefor the procedure of transaction of Islamic Banking is completely different from the conventional Banking system. Murābaha (Cost plus sale) or Murābaha li al-Āamir be al-Shēraá. (Cost plus sale for the purchase orderer) is a well-known financing mood. In this mood of financing, the Islamic bank bound to buy the required goods to the orderer and to sells him at higher price than the purchase price. Islamic Banks occasionally appoints an agent to buy the goods. Sometime the Islamic Banks appoints the purchase ordere himself as an agent. In this case, the contract of Murabaha and the contract of agency should not be related to each other. When the purchase orderer buys the goods as an agent, he will inform the Bank of his purchase, and the possession of the agent will be considered as the possession of the Bank. In this way, both contracts Murābaha and Wakālah are not related to each other. After this, the Bank will offer to sell him (purchase orderer) the goods and then he will accept the offer.

Enhancing Secondary Students’ Conceptual Understanding of States of Matter Through Practical Work

This study presents findings of a small-scale action research carried out in one of the private schools of Gilgit-Baltistan. The study was conducted in a chemistry classroom with Grade 9 students and the class teacher. The research explored how practical work, in Grade 9 chemistry facilitates students' conceptual understanding of the selected concepts (States of Matter). The study was conducted over five weeks in two cycles. In the reconnaissance stage, two classes were observed, a pre-test, a focused group interview of six students and an interview of the teacher was taken. In cycles 1 and 2, the chemistry teacher and I planned and taught six lessons using this strategy. Data was collected through classroom observations, interviews and pre and post-test. The findings of the study revealed that students started getting familiarized with practical work; as a result there was a shift from a teacher directed class to a student led class. In the teacher directed class, the students did practical work according to the teachers' instructions. However, at the end of the 6th lessons, students developed the process skills i.e. investigated the topic, observed the process accurately, collected the data, and drew conclusions. The findings of the study also showed a considerable progression in terms of a shift from individual work to Collaborative work, resulting in confidence building and a shift from memorizing to engaging in practical science. Moreover, the significant difference (p < 0.001) in paired sample t-test showed a positive impact of the intervention on students learning. The study highlighted time, teacher and students' misconceptions, lack of laboratory resources, space, and students' lack of self-confidence as challenges in implementing practical work in the classroom. However, cognizant to its significance the study has implications for school in terms of students' better learning and effective teaching. Therefore, schools need to relook its method of teaching from theory to practices and teacher need to change their theoretical based teaching to practical based teaching.