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An Approach to Ewma Charts

Thesis Info

Author

Saddam Akbar Abbasi

Department

Deptt. of Statistics, QAU.

Program

Mphil

Institute

Quaid-i-Azam University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2007

Thesis Completion Status

Completed

Page

xv,102

Subject

Statistics

Language

English

Other

Call No: DISS/M.Phil STAT/21

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676715015179

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شاہد ذکی

شاہد ذکی(۱۹۷۴ء پ) کا اصل نام شاہد محمود ہے۔ آپ سیالکوٹ کے گاؤں گجرال میں پیدا ہوئے۔ آپ نے ایم۔اے انگلش مرے کالج سیالکوٹ سے کیا۔ آپ لیڈر شپ کالج سیالکوٹ میں بطور لیکچرار انگلش تدریسی فر ا ئض سر انجام دے رہے ہیں۔ پروین شاکر اور احمد فراز کو پڑھنے کے بعد شاعری کے شوق میں اضافہ ہوا لیکن اس شوق کو بام عروج تک پہنچانے میں شکیب جلالی کی شاعری نے اہم کردار ادا کیا۔(۱۱۶۲)

                ’’خوشبو کے تعاقب میں‘ شاہد ذکی کا پہلا شعری مجموعہ پنجاب ادبی مرکز گوجرانوالہ نے ۱۹۹۵ء میں شائع کیا۔ دوسرا شعری مجموعہ ’’خوابوں سے خالی آنکھیں‘‘ ہے۔ جسے الحمد پبلی کیشنز لاہور نے ۲۰۰۱ء میں شائع کیا۔ ’’خوابوں سے خوشبو آتی ہے‘‘ شاہد کا تیسرا شعری مجموعہ ہے جسے الحمد پبلی کیشنز نے ۱۹۹۹ء میں شائع کیا۔ شاہد ذکی کا چوتھا شعری مجموعہ ’’سفال میں آگ‘‘ ہم خیال پبلشرز فیصل آباد نے ۲۰۰۷ء میں شائع کیا۔ ان مطبوعہ شعری مجموعوں کے علاوہ شاہد کے پاس شعری سرمایہ مسودات کی صورت میں موجود ہے ۔ جن کا ابھی نام تجویز نہیں کیا گیا ہے۔

                دریائے چناب کے کنارے خاص مضافاتی ماحول میں رہنے والا غزل گو شاعر شاہد ذکی اپنے حساس فکری رویوں کی بنا پر فطرت کے حسن کے مطالعہ میں مصروف ہے۔ وہ اپنے مشاہدے کی اساس پر کھڑا ہے۔ اپنے ماحول کے ایک ایک زاویے کا مشاہدہ کر رہا ہے۔ محبت کے حوالے سے معاشرے میں ہونے والی زیادتیوں پر تو یہ کانپ ہی اٹھتا ہے۔ اپنی فکری مسافتوں پر چلنے والا یہ معصوم اور مخلص انسان دراصل درد اور کرب کا شاعر ہے۔ پوہ پھوٹتی صبح کا منظر ہو یا شام کا سرمئی سماں ،آگ برساتا سورج ہو کہ جل برساتے بادل یہ دکھ ہی رقم کرتا ہے۔ ان کی غزلوں میں غمِ دوراں اور...

Economic Policies of Pakistan During Military Rules an Analytical Study in Islamic Perspective

In the history of Pakistan, three military governments ruled for a quite long period. Nonetheless, they made no stable policies for the economic development of Pakistan. As a result, Pakistan could not make progress on strong foundation. Economic policies were meant for a shorter interval. Therefore, they only resulted in cosmetic change in the economy. The results of these policies were restricted to a certain class and the public suffered from the negative impact of these policies. Public welfare got secondary importance which resulted in economic inequality. Wealth circulated within a few families. In all the three reigns, no strategy was formed for the paying of external debt. On the one hand, the salvation of Pakistan was put at stake by increasing external debt and aid while on other hand, masses suffered added direct and indirect taxes. In these conditions, common man could not fulfill his basic necessities of life. Pakistan could make considerable progress, if any of the governments might have considered Islamic principles of Islam.

Developing Thinking Skills of Early School Children Through Science Activities

The experimental study investigated the effect of science activities (‘Let’s Think!’) on the development of thinking skills of early school children in Pakistan. A total of 101 experimental and 130 control group children of grade 1 participated in the study. The sample comprised 4 experimental and 5 control groups was selected from 6 different schools. The mean age of children was 83 months (SD=11.4) at the time of pretest. Thirty science activities were conducted as intervention for a period of 1 year. The Schemata i.e., Seriation, Classification, Time Sequence, Spatial Perception, Causation, Theory of Mind and Concrete Modeling were addressed in the activities. For measuring the cognitive development of children, drawing and conservation tests were used as pre and posttest. The purpose of drawing test, that intended to measure the schema of spatial perception, was to see the effect of science activities on the schema addressed in the intervention program. The conservation test was used to examine the effect of science activities on the schema other than those addressed in the intervention program. Independent sample t-test was applied to see the difference between the mean gain scores of the experimental and the control group. Hedges’ g effect size was calculated on the gain scores to measure the magnitude of effect on the thinking skills of children. The results of the study showed that the gain scores of the experimental group on the drawing and the conservation tests were significantly higher than those of the control group. The effect of intervention on the drawing and the conservation tests was significant both in boys and girls. However, the values of the effect sizes on both of the tests were higher in the girls than the boys. When age-wise comparison was made, it was observed that the effect of intervention on the drawing test was significant at age 6 + , 7 + and 8 + years. In case of the conservation test, however, it was significant at the age 6 + and 7 + years. The value of the effect size on conservation test was the highest at the age 6 + , which dropped gradually in the age 7 + and 8 + years. Furthermore, the effect of intervention on the drawing and the conservation tests was significant in the girls at age 6 + and 7 + years, whereas for the boys, it was significant at the age 6 + only. Phases of rapid brain growth iiand plateau and the gender differences in these phases give an account of the differential effect of intervention on age and gender. The results of the study suggest that thinking skills intervention programs aiming at the development of general thinking ability of children should be introduced in schools at appropriate time.