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Online collaboration system

Thesis Info

Author

Samra Zakawat

Supervisor

Zareen Sharf

Department

Department of Computer Science and Software Engineering

Program

BS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2013

Thesis Completion Status

Completed

Page

xiii,60

Subject

Computer Science

Language

English

Other

BS 005.43 SAO

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676724123135

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شیخ غلام قادر گرامیؔ

گرامیؔ، غلام قادر، شیخ
حضرت گرامیؔ
ہندوستان کے کہنہ مشق اور فارسی کے مسلم الثبوت شاعر حضرت گرامی نے ۲۶؍ مئی ۱۹۲۷؁ء کو چند روزہ علالت کے بعد اس دنیائے فانی کو الوداع کہا، مرحوم پنجاب کے ضلع جالندھر کے رہنے والے تھے، فارسی شاعری سے ان کو فطری لگاؤ تھا، کچھ دنوں امرتسر کے ایک اسلامی مدرسہ میں معلم رہے، پھر اعلیٰ حضرت نظام سابق مرحوم کی قدر شناس نگاہ نے ان کو تاکا اور اپنے دربار کا فارسی شاعر مقرر کیا، اخیر عمر میں حیدرآباد سے جالندھر آکر جب قیام کیا تو ان کی صحبت اور فیض اثر سے متعدد نوجوان اردو شاعر پیدا ہوئے، جن میں ابولاثر حفیظؔ اور سالکؔ کے نام سب سے اونچے ہیں، ڈاکٹر اقبال نے بھی جب سے فارسی میں کہنا شروع کیا، ان سے استفادہ میں دریغ نہیں کیا، زبان کے معاملہ میں وہ ان کی سند تھے، افسوس ہے کہ اب کشورِ ہند ایسے یگانہ نامور کے وجود سے خالی ہوگیا۔
مرحوم سے صرف ایک دفعہ آل انڈیا شعراء کانفرنس دہلی منعقدہ ۱۹۲۳؁ء میں ملاقات ہوئی تھی، بے حد ملنسار، متواضع اور مرنجان آدمی تھے، ایک سال پہلے تک ان کے اکثر خطوط میری عزت بڑھاتے رہتے تھے اور کبھی کبھی معارف کے صفحوں کو بھی اپنے نغموں سے معمور کیا کرتے تھے، مولانا شبلی مرحوم کے تعلق اور ان سے حیدرآباد کی یک جائی اور شاعری کی ہم پیشگی کا اثر یہ تھا کہ وہ مولانا مرحوم کی اس یادگار کو بزرگانہ محبت کی نگاہوں سے دیکھا کرتے تھے، افسوس کہ یہ فیض اب ہمیشہ کے لئے بند ہوگیا۔
(سید سليمان ندوی، جون ۱۹۲۷ء

فکر اقبال کے تناظر میں تہذیبی تصادم

A thorough critical analysis of human history highlights that the clash of civilizations centered on themes of conflict, war, and struggle. Historical experts use the word encounter to interpret or explain these relations among civilizations. Trade played a vital role in flourishing these ties, however, conflict and encounter have also been a part of almost all the phases or eras of human history. Developing nations have always looked up to the western world as a role model of economic and military progression, but this philosophy has also resulted in the escalation of tensions among these nations. World peace faces daunting challenges and is one of the most talked-about human concerns in the present times. Islam is currently being challenged by the western world in terms of the right interpretation of religious teachings and the true message of the Holy Quran and Sunnah. Islam is still struggling to make its mark in the present world order, particularly after the 9/11 incident which painted Muslims as terrorists and fundamentalists. It is quite evident that the world is divided into factions or groups, where one group is the torchbearer of Islam and religious teachings, while the second group endorses western ideals or secularism. According to Samuel Huntington, it won’t be wrong to say that the next ideological challenge that the world faces after the ultimate demise of the Soviet Union is Islam and the prospective clash between the East and the West in the 21st century will be the most discussed topic. The present-day relationship between the East and the West is based upon rivalry. This conflict is not a new area of research and is centuries old. The only solution to this problem is to promote global peace and harmony and facilitate dialogue among nations. This would help in creating a social system that can center on values, harmony, peace, and love. Also, Iqbal’s philosophy can act as a guiding stone and can help in resolving this crisis. Iqbal’s universal social reconstruction theory highlights how different civilizations can live together and can facilitate constructive dialogue to improve civilizational ties. This article aims to incorporate the teachings of Iqbal, especially the universal social reconstruction theory to propose solutions for inter-civilizational clashes. This article aims to use the teachings of Iqbal as a beacon of light to promote constructive dialogue and peaceful coexistence among the two dominant sides of the world, resultantly leading in much prosperous and peaceful world order. 

Authentic Assessment: An Approach to Enhance and Assess Students’ Learning

The traditional forms of assessments are generally seen to narrow down the teaching and learning process and they are ineffective in providing essential information on students' learning. It also seems to encourage rote learning rather than the development of students' understanding and thinking skills. In contrast, authentic assessment broadens the process of teaching and learning, and provides the students the opportunity to work on worthwhile and meaningful tasks in the real context, which in turn results in authentic academic achievements (construction of new knowledge through disciplined inquiry, which has value beyond classroom) of students and develops high cognitive skills in them. The main purpose of this study was to explore the approach of implementing authentic assessment. My major question was: “How can I implement authentic assessment to enhance and assess students' learning in a secondary science classroom in a community-based school in Pakistan?” To investigate my research question, I used the qualitative approach as a research methodology. Within the qualitative approach, I used action research and more specifically practical action research. The targeted sample was class eight of a community-based high school in Pakistan. During the study, the data was collected through interviews (group and individual) and classroom observations to understand the process of implementation, students and my actions and roles, post-observation discussions, document analysis such as; students work samples. The other sources of data were my assessment tasks, tools, classroom discussions and my reflective dairy. This research aimed to explore the process of the implementation of authentic assessment to assess and enhance students' learning in a secondary level science classroom. The analysis of the data in the reconnaissance stage revealed that traditional testing (paper-and-pencil test) was the main strategy to assess students' learning in their science class. The assessment happened at the end of the teaching and learning process, assessing only knowledge and low cognitive skill and students' role was limited to test takers. The students rarely received any written feedback or opportunities to link their learning to the real context. The findings of study indicate that authentic assessment helped in enhancing students' learning such as; knowledge about the noise pollution, planning, developing interview questions, interviewing people, preparing posters, giving presentation and responding to audience question. The study also revealed that in authentic assessment the student's role changed from a passive test taker to an active participant in the process of assessment. For example, they identified issue, found out