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A Roirective Study of Local Drinking Water Quality and its Impact on Heal To

Thesis Info

Access Option

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Author

Kazmi, Syeda Sabahat

Program

PhD

Institute

Quaid-I-Azam University

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

2004

Thesis Completion Status

Completed

Subject

Natural Sciences

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/4691/1/1985.pdf

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676725407400

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مولانا عبدالقدوس ہاشمی ندوی

مولانا عبدالقدوس ہاشمی ندوی
معاصر امپیکٹ انٹر نیشنل لندن مورخہ ۹؍ مارچ سے یہ افسوسناک خبر ملی کہ ۶؍ جنوری ۸۹؁ء کو کراچی میں مولانا عبدالقدوس ہاشمی ندوی کا انتقال ہوگیا، اناﷲ وانا الیہ راجعون۔
وہ ۱۹۱۱؁ء میں پیدا ہوئے، ان کا آبائی وطن بہار کے ضلع گیا کا ایک گاؤں مخدوم پور ہے جو حضرت مولانا سید سلیمان ندویؒ کے وطن دیسنہ سے صرف سولہ سترہ میل کے فاصلہ پر واقع ہے۔
۱۹۲۲؁ء میں جب وہ گیارہ برس کے تھے تو اپنے والد مولانا اوسط حسین صاحب کے سایہ شفقت سے محروم ہوگئے، اسی سال ان کو مؤ کے مدرسہ عالیہ میں مولانا عبدالرحمن صاحب کے سپرد کردیا گیا جو میاں سید نذیر حسین محدث دہلویؒ کے شاگرد اور ان کے والد کے ہم سبق تھے، مدرسہ عالیہ میں تعلیم مکمل کرنے کے بعد وہ ۲۶؁ء میں دارلعلوم ندوۃ العلماء لکھنؤ میں داخل ہوئے اور ۲۹؁ء میں سند تکمیل حاصل کی۔
بچپن سے نیک اور سعید تھے، مؤ میں جب وہ تعلیم حاصل کررہے تھے تو ان کی عمر ۱۲۔ ۱۳ سال کی تھی، اسی زمانہ میں وہاں تحریک ترک موالات کا ایک جلسہ ہوا اس میں جب ہزاروں کے مجمع میں انھوں نے تقریر کی تو تمام لوگوں نے اسے حیرت و مسرت سے سنا حضرت سید صاحبؒ اس جلسہ کے صدر تھے، انھوں نے بھی حوصلہ افزائی فرماتے ہوئے سر پر ہاتھ رکھ کر دعادی، مولانا ہاشمی عمر بھر اس دست شفقت کی گرمی کو محسوس کرتے اور حضرت سید صاحبؒ کی عنایات و ہدایات سے مستفید ہوتے رہے، ندوہ میں سید صاحبؒ نے ان کے درجہ میں تاریخ اسلام پر کئی لکچر دیے، سید صاحبؒ وفد خلافت کے رکن کی حیثیت سے حجاز گئے، واپس تشریف لائے تو ندوہ کے اساتذہ و طلبہ کی طرف سے ایک استقبالیہ جلسہ ہوا، اس میں مولانا...

پاکستانی نوجوان’’ فکری انحراف، اسباب اور سدباب‘‘ اسوہ حسنہ کی روشنی میں

The Pakistani youth are engaged day and night in a struggle for attainment of education, technology, and status. But what is deplorable is that they have forgotten their cultural values, ethics, code of life, and religious identity in order to unite with external powers in becoming part of the drive for development and they have become ignorant of their fundamental responsibilities as a member of the Muslim Ummah. What are the priorities and issues facing Muslims on the local, national, and international levels? Especially in Europe and America the Muslim youth are standing at the crossroads. They are undergoing a religious, ideological, and moral decline. History is eye witness to how the Muslim youth made valuable sacrifices in all walks of life and persevered in making incredible achievements. Moreover, it is the three-fold ideological, cultural, and emotional invasion of the anti-Islamic forces which has been the cause of a weakening of faith in the Muslim Ummah in general and the young generation in particular, since ideology is of primary significance for any nation, religion, movement, or group. It is true that nations are formed and sustained on the basis of ideology. The moment the ideological base is weakened, decline and dissolution become the fate of nations. They are unaware of how it is our foremost national duty and an urgent need to develop scholars who would propagate the Islamic agenda. Contrastively, the anti-Islamic forces are engaged in engendering their representatives. Hence, in order to safeguard our youth from ideological and religious dissolution it is necessary that educational and cultural steps are taken in society in advance so that our youth are provided with a wholesome environment free of ideological dissolution. An outline of the article is given below: The importance and significance of the prime of youth, The ideological propensities of the youth, The causes of dissension in youth, The remedy of dissension, are discussed in detail in this article.

The Effect of Direct Instruction Model on Intermediate Class Achievement and Attitudes Towards English Grammar

Direct instruction is one specific model of teacher-directed, explicit instruction. Direct Instruction (DI) is an approach for teaching that emphasizes well-developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. ''It is based on the theory that clears instruction and elimination of misinterpretations can greatly improve and accelerate student learning''. In the direct instruction approach, teacher’s role is to pass facts, rules, or action sequences to students in as direct way as possible. It is especially useful for teaching well structured subjects like mathematics, English grammar etc. The components of direct instruction include informing the students of learning objectives, activating their prerequisite knowledge, explaining the new topic in small and sequential steps, providing sufficient supervised practice and giving immediate feedback followed by independent practice in the form of seatwork and homework. Direct instruction approach has attracted worldwide attention of research scientists at all levels of education and in all subject areas. The results mostly favor the effectiveness of this approach. In Pakistan, this approach is still unfamiliar to practitioners in education, including teaching English language at the secondary and higher secondary level. ''The study was designed to investigate the effects of direct instruction model on intermediate class achievement in and attitudes towards English grammar''. The objectives of the study were to measure the achievement of the experimental group and control group after providing treatment of direct instruction to the experimental group, to measure the attitude of the experimental group and control group after providing treatment of direct instruction to the experimental group, to compare the achievement of the experimental group with the control group, to compare the attitude of the experimental group and control group towards English grammar after providing treatment of direct instruction, to compare the effect of direct instruction on the retention of students in English grammar. xviTo achieve the above-mentioned objectives, 11 null hypotheses were formulated and tested. The sample of the study comprised 52 1 st year students who were matched on their ability in English grammar and placed into experimental group and control group on the basis of specially designed pretest. The study was conducted in Cantt College for Women Wah Cantt. A valid and reliable pretest and a posttest in English grammar was developed to measure the achievement of students in English grammar. An attitude scale was developed to measure the attitude of the student towards English grammar and administered before and after the treatment. The experimental group was taught through direct instruction approach and control group was taught as usual, through the traditional approach for the period of three months. t-test and Chi-Sqaure were applied to test the above null hypotheses and .05 was selected level of significance. The results of Direct Instruction Model were consistently better than those of traditional instruction both in terms of achievement and attitude. After an interval of six weeks, the students taught through DI also showed better retention.