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Islamia College Peshawar History and Achievements

Thesis Info

Author

Muhammad Ali

Department

Pakistan Study Centre

Program

MA

Institute

University of Peshawar

Institute Type

Public

City

Peshawar

Country

Pakistan

Degree Starting Year

1996

Degree End Year

1998

Subject

Pak Studies

Language

English

Added

2021-02-17 19:49:13

Modified

2023-02-17 21:08:06

ARI ID

1676710720332

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کارِ سعادت

کارِ سعادت
قیاس ذاتی کسی بھی اعتراض گزار کی بنیادی قوت ہوتی ہے جسے وہ شعور (خود ساختہ شعور جو آرٹ کے درجے میں ہے) کے ذریعے کسی معروضی حقیقتِ مطلق کو اپنے شعور کے مطابق قیاس کر کے مسرور ہوتا ہے تبھی کہا جاتا ہے خود سے یگانگی حقیقت سے بیگانگی کے مترادف ہوتی ہے۔ ہرہیچ مدان و ناتواں کو اپنے عقلِ کل ہونے کا زعم وقوف سے عاری کرتا ہے اس لیے مضحکہ خیز اعتراضات کو فتوحات گردانتا ہے۔ حالاں کہ راست علم ہمیشہ کسی واقعی معروض کی تمیز سے اٹھتا ہے یعنی موجود پر قوتِ امتیاز یا وجدانی ادراک کے ذریعے جوہر کے اسما و شناخت کا سفر طے کیا جاتا ہے۔ ہر چند ہر مذہب موضوعِ علم بننے کی پوری استطاعت رکھتا ہے۔ ہاں مگر ناظر کاصاحبِ وجدان ہونا ازحد ضروری ہوتا ہے۔ چوں کہ ہر قضیہ وجدانی ادراک کے متحرک ہونے سے جنم لیتا ہے۔ ہم زمان و مکان کا ادراک اسی استعداد کی تحریک سے کرتے ہیں۔ اسی لیے ایک طے شدہ امر ہے کہ شعور ِ علمی کی تشکیل میں خارجی معروض کا ہونا بنیادی حیثیت کا حامل ہے۔ اگر خارجی معروض اور اس سے منسوب شعورِ انسانی میں مطابقت نہ ہو تو قضیہ کے بجائے بے بنیاد مناقشات ظہور کرتے ہیں ،جن پہ خارجی واقعیت دلالت نہیں کرتی اور نتیجہ خیز حقانیت کی راہیں بھی برابر مسدود ہوتی جاتی ہیں۔ جب معترضین اپنے خود ساختہ علم کا قابلِ قبول شعور پیدا کرنے سے قاصر ہو جاتے ہیں تو اس کی غلط توجیہات پر قانع ہونے کے شعور سے بھی ہاتھ دھو بیٹھتے ہیں۔ اکثر یوں ہوتا ہے کہ نظریاتی تسکین جب بھی ضرورت سے زیادہ بڑھ جاتی ہے تو معیاری اور یقینی علم کو محال کر دیتی ہے۔
اعتراض محاذ تب بنتا ہے جب علمی کے بجائے ذاتی تسکین...

Physical activity in prevention of cancer and better prognosis

Cancer is a multifactorial disease with genetic and environmental risk factors. Environmental factors may also be termed as modifiable risk factors and these contribute towards 35% of cancer related mortalities as reported by World Health Organization. Obesity is the leading risk factor in this regard, causing not only deaths due to cancer but also to many other diseases. Among different factors causing obesity, a major contributor is lack of physical activity. In this era of modern technology and digitalization, sedentary mode of life has become a part of life and is mostly unavoidable. At the same time, there is a rise in the incidence of cancer. In the olden times, people used to do all manual work, a lot of walk, exercise and had healthy life style. Such healthy life style may have prevented them from various diseases.             Physical activity as a therapy on daily basis, is associated with a reduction in incidence of various carcinomas. It may improve overall wellbeing of healthy people as well as diseases persons from various ailments. As it is a common proverb that, “prevention is better than cure”, physical activity serves as a preventive measure for various diseases and also for fitness of normal healthy people. Although it is a known fact, yet planned population studies are required to provide evidence. Instead of unorganized physical activities, a structured physical activity may help in improvement of condition of cancer patients, prevention of cancer, cancer related deaths as well we quality of life. Healthcare providers should guide the patients in this regard.             There is lack of awareness among physicians and mostly they don’t refer them to physical therapists. There is also lack of information regarding the implementation of the programs and regimens of physical exercises for different diseases and cancers. Physical therapists may guide the patients in terms of frequency, intensity, duration of exercises which may serve as a betterment of their condition.

Relationship Between Teacher Interaction and Academic Achievement of Students at Secondary Level

Classroom is the most important place in the educational institutions. It is the focal point of all learning activities. This study was designed to investigate the interaction between teachers and students, and students to students within the classroom. This study started with the review of the literature; many studies were found which have analyzed different aspects of classroom life. A need was fell to see the relationship between teachers'' verbal interaction and students'' academic achievement. The population of this study consisted of all secondary level science teachers of government high schools in Bahawalpur. A sample of 45 science teachers was purposively selected and their intact classes (405 students) were also taken as a part of the sample. The major objectives of the study were to explore the time spent on each component of verbal interaction in teaching of science through the analysis of classroom interaction at secondary level, and to find out the relationship between teacher interaction and academic achievement of students. Seven research questions about lime spent in each component of interaction, relationship between interaction and academic achievement, and the effect of different types of interactions on the levels of learning of students, were formulated to address these objectives. A sixteen category observation schedule was used to analyze teacher student interaction in the classroom. In a typical setting of the classroom there were a number of ways of interaction but the most significant among them was the teacher student interaction. Although, theoretically, teachers have a large number of teaching methodologies on their disposal but in real settings it was revealed that most of the teachers, in the sample used, typical lecture method mixed with inductive or deductive reasoning. As patterns of teaching are concerned, it was found that most of the classroom lime was xvdevoted to talk, Most of the talk time was consumed by the teacher. Most of the talk time was spent in direct talk i.e. lecturing, questioning-answering, giving directions. Demonstrations, students’ questions, acceptance of students’ feelings and using the ideas of students were given less time in teacher student interaction. It was concluded that the academic achievement of the students is directly influenced by teachers’ talk time devoted for one component or the other in their respective classrooms. The interaction between students and teachers was analyzed to find out different aspects according to the classroom dynamics. lire correlation between teacher interaction''s aspects and the academic achievement of students'' was calculated. The results of the correlations showed that lectures of the teachers enhanced students’ knowledge level’s academic achievement while question answers were more correlated to higher level’s learning. Student-student talk other than question-answer had been negatively correlated with students’ academic achievements. In the end it was concluded that it is not necessary to divide classroom time 50:50 among teacher and students but proper utilization of time is more important. Some recommendations are given in end especially for the teachers that they may be able to focus on students’ higher level learning through a better interaction in their classrooms.