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Modeling Security Specific Authentication, Authorization and Availability in Extended-Communication Diagram

Thesis Info

Author

Sania Hafeez

Supervisor

Rizwan Bin Faiz

Program

MS

Institute

Riphah International University

Institute Type

Private

City

Islamabad

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Page

viii, 29 . : ill. ; 30 cm. +CD

Language

English

Other

Submitted in fulfillment of the requirements for the degree of Master of Science to the Faculty of Computing.; Includes bibliographical references; Thesis (MS)--Riphah International University, 2018; English; Call No: 005.14 SAN

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676711686878

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شانتی رنجن بھٹاچاریہ

شانتی رنجن بھٹا چاریہ
جناب شانتی رنجن بھٹا چاریہ کے انتقال سے اردو زبان اپنے ایک مخلص خادم اور زبردست شیدائی سے محروم ہوگئی وہ موجودہ بنگلہ دیش کے ضلع جیسور میں پیدا ہوئے تھے اور ان کی تعلیم حیدرآباد میں ہوئی تھی مگر کلکتہ ان کی سرگرمیوں کا مرکز رہا وہ عرصہ تک مغربی بنگال کے محکمۂ اطلاعات سے اور کچھ عرصہ تک مرکزی وزارت اطلاعات و نشریات سے بھی وابستہ رہے، جناب شانتی رنجن بنگالی اور اردو دونوں کے ماہر اور اردو کے ممتاز مصنف تھے۔ انہوں نے بنگلہ ادب کی تاریخ کے علاوہ بنگالی ناولوں کے ترجمے سے بھی اردو کے سرمایہ میں اضافہ کیا، وہ انجمن ترقی اردو کی مجلس عام اور اردو یونیورسٹی کمیٹی کے رکن بھی تھے، بنگال میں اردو کے فروغ اور مغربی بنگال اردو اکیڈمی کے قیام میں ان کا بڑا دخل تھا، ان کی ادبی خدمات کے اعتراف میں میر اکیڈمی لکھنؤ اور ساہتیہ اکیڈمی دہلی سے انہیں ایوارڈ بھی ملے، شانتی رنجن جی ہماری مشترکہ تہذیب کے عاشق اور صحیح معنوں میں سیکولر تھے، ہر شخص سے خوش اخلاقی اور گرم جوشی سے ملتے، راقم سے بھی دوبار ملاقات ہوئی تو اپنے خلوص و محبت کا نقش دل پر بیٹھا گئے۔ (ضیاء الدین اصلاحی۔ اکتوبر ۱۹۹۳ء)

 

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This paper is formulated under the conceptual framework of Gayatri spivak’s theory of Can Subaltern Speak? And explores the potential permeability of visual resources as a form of discourse through which subalterns found opportunity to counter media hegemony and make their voices heard. In order to analyze the selected graphic novel Munnu: A Boy From Kashmir (2015) the present qualitative study applies Grunter Kress and Theo Van Leeuwen’s model of visual design (2010) that connects the representational meaning to the interactive one. The analyst reflected upon how the interplay of visuals images and words together displayed the theme of Kashmir’s subjugation as well as how this genre has proved supportive to author to counter the said hegemony. Hence, the study found consent, political domination and media control as the broad elements that can be seen in the novel and also the study concludes that counter hegemony is possible through such literary genres, as the novel’s narrator has communicated those aspects of hegemonic situation in Kashmir to a large audience through literary discourse of graphic novel genre that are chiefly absent from mainstream media’s treatments of the Kashmir’s conflict. ______

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The purpose of the study was to try to understand how concrete materials can help to develop primary school children's understanding of quadrilaterals. Concrete materials for the purpose of the study refers to all materials and physical objects that can be seen, touched, felt and manipulated for mathematical learning. I worked with four boys (ages 9-11) of mixed ability from a private school that works in close collaboration with IED. I tutored them for one hour outside of their classroom situation. This teaching was done four times a week for seven weeks using at least nine different kinds of concrete material to teach about the sides, angles and diagonals of the parallelogram family of quadrilaterals (square, rhombus, rectangle and parallelogram). My role was dual in nature, that of a researcher as well as a teacher. After determining the needs of the students by an initial activity I designed materials to suit the learning needs of the children. Data was collected with methods suited to the qualitative paradigm of research, i.e., by field notes, audio taping the teaching/learning sessions and collection of samples of students' work and reflections. My own reflections guided the evolution of the research process. My biggest learning was that the role of the teacher is the key factor for effective teaching with concrete materials. The best of materials will not work unless the teacher takes the role of a facilitator, an assessor, a decision maker and a tailor. Concrete materials sometimes succeeded and sometimes did not succeed in developing an understanding of the concept in the children's minds, but in both cases played a key role in students' learning. The materials helped to develop students' mathematical language, encouraged discussion (both teacher-student and student-student), sharpened the ability of the students to question and probe their own and their peers understanding and also unveiled the alternate frameworks that the students harboured about the geometrical concepts under study. Important insights were gained into how children learn the different properties of the four quadrilaterals. For example, all students considered a rhombus to be a "tilted square”, the use of a flexiquad helped the students to learn to differentiate between the two. This study also discusses some of the possibilities and challenges of using concrete materials in the Math classroom and its implications for the teacher or a teacher educator.