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To Investigate the Spinning Faults in 100% Cotton Carded Yarn, in Ellcot Spinning Mills {Bs Program] [+Cd

Thesis Info

Author

Zeeshan, Muhammad; Ehsan Ul Haq; Qwaqar Ul Hassan; Waqas Babar

Supervisor

Naveed Akhtar

Department

UMT. School of Textile and Design

Program

BS

Institute

University of Management and Technology

Institute Type

Private

City

Lahore

Province

Punjab

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Page

39 . CD

Subject

Textiles

Language

English

Other

Report presented in partial requirement for BS degree Advisor: Naveed Akhtar; EN; Call No: TP 677.02852 INV-

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676713398239

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یونس فریدی احوال و آثار

یونس فریدی: احوال و آثار
مکمل نام: محمد یونس
قلمی نام: یونس ؔفریدی
تخلص: یونس ؔ
پیدائش:
یونس ؔ ؔفریدی۴ اگست ۱۹۵۵ء بروز جمعرات شہرِ فریدؒ(پاکپتن شریف) کے محلہ ’’غلہ منڈی‘‘میں پیدا ہوئے۔ان کے والد کا نام چودھری ولی محمدہے۔ایک معزز آرائیں گھرانے سے تعلق رکھتے ہیں۔
شروع شروع میں ان کا نام’’محمد اصغر‘‘ رکھا گیا اور بلدیہ میں بھی اسی نام کا اندراج کروایا گیا۔ بعد میں سرداراں بی بی (پھوپھی) نے نام محمد یونس رکھا جو آج تک ان کی پہچان کا باعث ہے اور اسی نام سے پکارے جاتے ہیں۔(۱)
پھر بعد میں حضرت بابا فرید الدین مسعود گنج شکر رحمتہ اللہ علیہ کے ساتھ دلی عقیدت اور نسبت کے باعث نام کے ساتھ ’’فریدی‘‘ لکھنا شروع کیا۔یونسؔ فریدی اس بارے میں کہتے ہیں:
’’اپنے نام کے ساتھ فریدی میں نے خود ہی لکھنا شروع کردیا تھا۔ میرے ایک استادِ گرامی! نے پوچھا فریدی کے کیا معنی ہیں؟ اور تم نے کیوں لگایا ہے اپنے نام کے ساتھ؟ میں نے عرض کی جناب معنی تو مجھے نہیں معلوم لیکن مجھے یہ اچھا لگتا ہے۔سو میں نے لگا دیا۔ اور پھر بعد میں جب میرے شعور کی آنکھ کھلی تو میرا رجحان تصوف کی طرف ہو گیا۔ اور حضرت بابا فرید رحمتہ اللہ علیہ سے دلی عقیدت ہو گئی جو آج بھی ہے۔ اب تو مکمل فریدی ہو گیا ہوں۔ہاں بچپن میں اپنے والدِ گرامی کے ساتھ دربار شریف حاضری دیا کرتا تھا۔‘‘(۲)
یونس اپنے نام کے ساتھ فریدی لکھے بغیر اپنے نام کو ادھورا سمجھتے ہیں اور نام کے ساتھ فریدی لکھنا فخر محسوس کرتے ہیں۔یعنی محمد یونس سے تب سے اب تک محمد یونس ؔفریدی لکھنا اپنی اصل پہچان کا باعث سمجھتے ہیں۔
خاندانی پس ِ منظر:
جب یونس ؔ ؔفریدی کے شعور کی آنکھ کھلی تو وہ دیکھتے ہیں کہ ان...

تعقبات ابن العراقي واستدراكاته في تحفة التحصيل على العلائي في جامع التحصيل

The research reveals significant insights cited by Ibn Al ‘Irāqī in his book "Toḥfah Al Taḥṣīl" on the illusions of Al-‘Alā'ī in his book "Jāmi Al Taḥṣīl". It highlights the scientific value of those illusions that Ibn Al-‘Irāqī pointed out. Several of them are related to narrators of hadith and their issues of hearing from their sheikhs. Many of those illusions are related to the chain narrators (isnad), the main text of the report (matn), or their position in the books of sunnah. There are no previous studies on this subject. I put the sequential insights I revel under headlines through which one can realize the illusions that Al-Ala'i fell in. I conclude with the perceptions that both Ibn Al-‘Iraqī and Al-‘Alā’ī have shared. I don’t mention my opinion after each insight for Ibn Al-‘Iraqī; however, my silence is an approval to what he said. When I went against him or it was important to mention any comment or information, I openly said my opinion and explained the reasons for my opposition. Some of the research findings are: Al-Ala'i ignores mentioning the narrator's gap (irsal), although Al-Mizzī mentions it in his book "Tahdhīb", or the scholars mention it before both of them.  He describes the narrator having a gap (irsāl) and attributes it to Al-Mizzī.  He added notes like "he didn't encounter him" and formulated expressions that weren’t mentioned by neither Al Dhahabī nor Al-Mizzī. He references a Ḥadīth to a book that it is not included in.

Residents’ Perception on the Need for Clinical Leadership Training at the Aga Khan University, Nairobi

Background:The healthcare environment is becoming increasingly complex with physicians undertaking more leadership roles. The majority of physicians are not prepared to take up these roles, despite evolving evidence that good clinical leadership yields better clinical outcomes for both patients and healthcare organizations. Further, few residency programs explicitly embed leadership training for their students despite their positions at the forefront of healthcare delivery. This deficit ultimately leaves a multilevel healthcare “leadership” gap in a sector that depends heavily on the education process to improve clinical outcomes. A pre-study survey of residency graduates at the Aga Khan University, Nairobi (AKU,N) undertaken by Lance Mayabi revealed a perceived need for clinical leadership training to aid in preparing the graduates in their future careers. Objective:To explore further this perceived need for clinical leadership training, the residents’ understanding of clinical leadership and preferred modalities for clinical leadership training delivery to residents in various residency programs within AKU, N Methods:This was a phenomenological qualitative survey designed to explore the perceived need for clinical leadership training, the understanding of clinical leadership and the preferred modes of delivery of this training. Survey Monkey, an online survey tool was used to administer a questionnaire. A total of 106 invitations were sent out to both alumni and residents of AKU, N between October 2015 and January 2016 to participate in this survey. Results were analysed using the Framework (thematic) analysis described by Ritchie and Spencer. Results:There were 60 respondents of whom the majority felt that they were clinical leaders and that residency had prepared them to be clinical leaders by providing opportunities, autonomy and experiences to practice clinical leadership. There were however various barriers to clinical leadership like the lack of formal leadership training, lack of good role models, inexperience, poor institutional policies and apathy. The residents’ definition of clinical leadership was varied but there was a clear distinction between leadership and management. Clinical leadership as defined by residents is skills based, patient care oriented, leading by example, and provision of guidance to a team of colleagues within a clinical setting. The majority of respondents felt that formal training would aid them in becoming better clinical leaders by providing structure, creating awareness of the available leadership opportunities and improving their competency. The formats of delivery of this training were varied but online curriculum and tailor-made to individual needs were most preferred. Conclusion:The study revealed that the residency programs at AKU,