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Deep Level Transient Spectroscopy of Radiation-Induced Defects and Their

Thesis Info

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External Link

Author

Muhammad Asghar

Program

PhD

Institute

Quaid-I-Azam University

City

Islamabad

Province

Islamabad.

Country

Pakistan

Thesis Completing Year

1993

Thesis Completion Status

Completed

Subject

Physics

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/3340/1/2502.pdf

Added

2021-02-17 19:49:13

Modified

2023-01-08 21:01:48

ARI ID

1676725814595

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کردے رہو نت کسب کمال

کر دے رہو نت کسب کمال
کھائو مت پرایا مال
امت دے رکھوالے بن کے
آئے آپ سخی لجپال
بے فیضے یاراں نے رل کے
کیتا سانوں آن کنگال
منہ شریک دا رتا ہووے
اپنا کریے چاٹاں نال
چادر ویکھ کے پیر پھیلایئے
رکھیے اپنا آپ سنبھال
روشن چن ستارے بھانویں
گھر دا رکھیے دیوا بال
جیہڑا ہتھاں نال کمائو
اوہو سمجھو رزق حلال
اپنی کہن سیانے بھلیا
’’کوا چلیا ہنس دی چال‘‘
لوکی پہنچے چن دے اتے
توں حنیف نہ بدلیں حال

المحاسبة الإدارية فـي القـرآن الكـريم مـن خلال قصة يوسـف عـليه السلام: دراسة تأصيلية مقارنة

تناولت الدراسة قضية المحاسبة الإدارية فـي القـرآن الكـريم مـن خلال قصة سيدنا يوسـف عـليه السلام، وأثرها عـلى عـلم المحاسبة الإدارية بصورة خاصة وعـلوم الإدارة بصورة عامة، وتهدف الدراسة إلى بيان أقوال المفسرين والفقهاء قديمـا وحديثا مـع ذكر أقوال عـلمـاء متخصصي المحاسبة الإدارية وربطها بقصة يوسـف عـليه السلام فـي صورة عـلمية توضح أبعاد مقاصد القـرآن الكـريم الذي يجمـع جميع العـلوم المختلفة. واستخدم الباحث المـنهج الإستقرائي المقارن، وتوصلت الدراسة إلى مجموعة مـن النتائج أهـمها: أظهر يوسـف قدرته فـي إدارة أزمة سنين القحط التي أصابت مصر ومـا حـولها بصورة مثالية فريدة مـن نوعها فـي ذلك الوقت، حتى جعـل أهل مصر مـا رأينا ملك أفضل مـنه. ومـن أهـم التوصيات: يوصي الباحث طلاب العـلوم الإدارية ومديري الإدارات فـي مسيرتهـم المهنية أن يكون قدوتهـم فـي ذلك سيدنا يوسـف عـليه السلام.

Exploring Perceptions and Practices of Teachers About Inclusion on Students With Special Educational Needs Sen : A Case Study of a Private Inclusive School in Karachi

This small-scale case study explores perceptions and practices of teachers about inclusion of students with special educational needs (SEN) in a private inclusive school of Karachi. Students with SEN are facing many challenges and barriers in obtaining their basic right to education. To achieve SDG Goal 4 that is to ensure inclusive, equitable and quality education and to promote lifelong learning opportunities for all and that has to be fulfilled by 2030 globally, students with SEN must have access to schools which should accommodate them with child-centered pedagogy. Inclusive orientations are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. These are all possible if school heads and teachers accept this challenge, first by changing their attitude towards students with SEN and, second, by getting in-service trainings. Teacher’s perceptions and practices play a vital role in educating students with SEN in an inclusive school. Within the qualitative research design, the data was mainly collected through semi-structured interviews, classroom observations and secondly from document analysis. Furthermore, a thematic analysis approach was used to make sense of the data and draw conclusions. The study revealed five emerging themes from the data. These are 1) teachers’ perceptions about special educational needs, 2) teachers’ understanding of inclusive education, 3) teachers’ inclusive practices in school and challenges they face, and 5) stakeholders’ (A school principal, 2 parents and 2 students with SEN) perceptions. It was observed that if all students are involved in all school activities, it leads to greater confidence, willingness to share and acceptance of diversity in the student body. It is a win-win situation for all in all activities. However, it was found that teachers lack special education background and it is not easy to adopt different and modified teaching strategies, to develop resource material and IEP of each student with SEN and to motivate parents for their support. At the same time, personal commitment enables teachers to meet most of the expectations of parents and school in terms of improved social, reading, writing and mathematical skills of students with SEN. The study concluded that government involvement, parents’ interest, ongoing professional development and presence of professional team in a school is essential for bringing good results from inclusive education and for fulfilling the commitment to education for all.