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Home > Budget Deficit and its Linkages Witii Money Sijpply. Inflation, Interest Rate. Exchange Rate and Trade Balance a Varmodel Case Study of Pakistan

Budget Deficit and its Linkages Witii Money Sijpply. Inflation, Interest Rate. Exchange Rate and Trade Balance a Varmodel Case Study of Pakistan

Thesis Info

Access Option

External Link

Author

Nawaz Hakro, Ahmed

Program

PhD

Institute

University of Sindh

City

Jamshoro

Province

Sindh

Country

Pakistan

Thesis Completing Year

1999

Thesis Completion Status

Completed

Subject

Financial economics

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/3112/1/4131H.pdf

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676724538315

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بحضور استادِ محترم خواجہ غلام قطب الدین فریدی

بحضور استادِ محترم خواجہ غلام قطب الدین فریدی
(سجادہ نشین دربارِ عالیہ گڑھی شریف)

فریدالدینؒ کی حاصل جسے محبت ہے
اُسی فقیر یگانہ سے مجھ کو نسبت ہے

نہیں ہے آپ کو رغبت کوئی بھی دنیا سے
خوشا! کہ آپ کو شعر و سخن سے رغبت ہے

عطا کیا ہے مجھے آپ نے وہ ذوقِ سلیم
مرے خیال میں اب بے پناہ وسعت ہے

ہوئی ہے فکر بہت نعت میں رواں میری
قسم خدا کی یہ اُن کا ہی فیضِ نسبت ہے

رہِ سخن پہ جو میں ہوں چلا تو میرے حضور
قدم قدم پہ مجھے آپ کی ضرورت ہے

مجھے یہ فخر ہے تائبؔ ہوں آپ کا تلمیذ
میں خوش نصیب ہوں میرے لیے سعادت ہے

Why Social Protection is Not Enough to Effectively Address Poverty Reduction in Pakistan

Pakistan is behind many other countries in the Asia region in reducing poverty. Dedicated poverty reduction Programmes so far were mainly done by NGOs using livelihood and microfinance approaches and since 2008 through the Benazir Income Support Programme’s cash transfer scheme. Recently, the office of the Prime Minister established Ehsaas Strategy which combines the various poverty reduction and social protection approaches in the country under one Programme. This paper argues that a stronger focus on effective income generating poverty reduction Programmes would be needed to make poverty reduction more successful.

The Effects of Learning Styles and Socio-Economic Status on Learning Achievement of Secondary School Students

Title: The Effects of Learning Styles and Socio-economic Status on Learning Achievement of Secondary School Students The objectives of the study were to investigate the relationship between different learning styles and learning achievements, socio-economic status of students and their learning achievement and learning styles and Socio-economic status of students studying at secondary schools. Study also assessed the difference in opinion by gender and by region about learning styles. To investigate the relationship three types of data were collected. Firstly information about students learning styles were collected by using learning style questionnaire, secondly information about socio-economic status of parents were collected through the questionnaire and thirdly information about students’ achievement was taken from their Secondary School Certificate Examination. The population of the study was all students studying in class 10 th at public sector schools of district Attock, Chakwal, Islamabad and Rawalpindi. The sample (1580 students and their parents) was drawn by using multistage sampling technique from four districts. The data were collected by administering the questionnaires to students in their classes. The data were then analyzed by SPSS using Pearson Co-relation. Gender wise and region wise differences in opinion were also computed by t-test. It was found that A + grade achievers did not preferred collaborative learning style and A grade achievers did not preferred dependent learning style. None of the students from upper and lower class got A + grade. The more students who got A + grade were from the upper middle class and lower middle class. The middle class students prefer independent learning style. The female students prefer dependent learning style in spite of region (rural and urban). No difference in opinion by region was observed. Students did not preferred collaborative and dependent learning style. They preferred to study at their own this leads that the class room activities were of no use for them. Their concern for the achievement showed their interest for examination. This showed that learning styles may not effect learning achievement but the system of examination effects the achievement. In the light of conclusions it was recommended that the system of examination may be connected with class room activities. It may focus on real classroom learning not to rote memorization.