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Molecular Characterization of Rice Root Germin-Like Protein Gene-1 Osrglpi Promoter

Thesis Info

Author

Muhammad Ilyas

Supervisor

Tariq Mahmood

Department

Department of Plant Sciences, QAU

Program

PhD

Institute

Quaid-i-Azam University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2017

Thesis Completion Status

Completed

Page

150

Subject

Plant Sciences

Language

English

Other

Call No: Diss / PH.D / BIO / 4574

Added

2021-02-17 19:49:13

Modified

2023-02-17 21:08:06

ARI ID

1676717250411

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بھیڑیا تے بھیڈ

بھیڑیا تے بھیڈ

اک جنگل وچ اِک خون خوار بھیڑیا رہندا سی۔ اوہ بہت ظالم سی تے جانوراں دے بچے کھا جاندا سی۔ اوسے جنگل وچ اک بھیڈ اپنے پنج بچیاں نال رہندی سی۔ اوس دے بچے بہت شرارتی سن۔ بھیڑیے دی اوہناں بچیاں اتے نظر سی۔ اوس نوں کھاون دا کوئی موقع نئیں سی مل رہیا۔

بھیڈ سویرے اپنے بچیاں نوں روٹی کھوا کے کم تے ٹر جاندی۔ اوہ اپنے بچیاں نوں آکھدی کہ گھر دے اندر ای کھیڈنا ایں۔ شرارتاں نئیں کرنیاں تے جے کوئی بوہا کھڑکاوے تاں تصدیق کرن توں پہلاں بوہا نئیں کھولنا۔ ایہہ آکھ کے بھیڈ کم تے چلے جاندی۔

اک دن بھیڈ دے کم اتے جاون توں بعد بھیڈ دے بچے شرارتاں کردے ہوئے گھروں باہر آ گئے۔ باہر بھیڑیا بیٹھا اوہناں نوں ویکھ رہیا سی۔ جدوں بھیڑیا اوہناں اتے حملہ آور ہویا تاں اوہ ڈور کے اندر آ گئے تے بوہا بند کر لیا۔ بھیڑیا ناکام ہو کے بوہے دے اک پاسے بہہ کے اوہناں نوں کھاون دا کوئی ہور پلان بناون لگ پیا۔ تیسرے پہر اوس نے بوہا کھڑکایا۔ بچیاں نے پچھیا کون؟ بھیڑیے جواب دتا میں تہاڈا ماما۔ تہاڈی ماں نے کھاون پین دا سامان دے کے مینوں تہاڈے ول گھلیا اے۔ ایہہ سامان لے لو۔ اوہناں بوہا کھول دتا تے بھیڑیے نے اندر وڑ دے ای اوہناں اتے حملہ کر دتا تے دو بچے کھا گیا۔ باقی بچیاں لک کے اپنی جان بچائی۔ بھیڑیے جان توں بعد وی بچے لکے رہے تے بوہا کھلا رہیا۔

جدوں شام نوں بھیڈ کم توں واپس آئی تاں گھر دا بوہا کھلا ویکھ کے پریشان ہو گئی۔ اوس گھر داخل ہو کے اپنے بچیاں نوں آواز ماری پہلا اک بچہ اپنی ماں دے سامنے آیا تے مڑ دوسرے وی...

فقہی اختلافات کے مابین امام شعرانی اور شاہ ولی اللہ کے اسالیب تطبیق

In the Islamic Sharia there are two types of texts, as for the first one, there is no need for any interpretations. For instance: Tauhid (unity of Allah), while few interpretations have modiefied with the changing circumstances. The expertises of Islamic jurists highlight the interpretations of the text according to prevailing social and political environment which can create harmony between Islamic Sharia and importunity of nature. Imam Sharani and Shah Wali Ullah are those personalities who evaluated the intellectual efforts of Islamic jurists and describe their diligencial and margenial secondary level differences. They created a road of conformity between their minor level marginal differences which are legitimate. Imam Sharani and Shah Wali Ullah‘s methodologies of uniformity represent the facts that differences in the approaches of jurists, which are considered as segregation in the reality that is benevolence for Muslim Ummah. Their methodologies of uniformity are not only practical but also very useful in the context of global village. In this age ethical, social, and family problems can be solved through the method of uniformity. For the solution of issues like intellectual extremism, prejudice and terrorism, Imam Sharani and Shah Wali Ullah‘s methodologies of uniformity are beaconhouse.

Creating an Enabling Enviornment for Student Talk in Esl Primary Classrooms

The last twenty years have seen a discernible shift in the teaching of English Language. Reading and Writing are no longer to be the sole focus of primary teachers. Speaking and Listening, for a long time neglected aspects, are to be given equal importance with the traditional first two aspects of literacy. Recent research has indicated the importance of talk in the learning process. Oral language, both talking and listening, is a lifetime activity; it enhances pupils' understanding of language in both oral and written forms and of the way language can be used to communicate. Despite all the emphasis on talk in the learning process, it has been found that insufficient student talk is being carried out in schools. The situation is all the more alarming in the Pakistani context. Teachers lack this understanding. They feel that talk obstructs learning and actively discourage children from initiating any kind of talk in the classroom. Such classroom environment encourages a depressing passivity and isolation among learners and is detrimental for their academic and social growth. This study set out to address one teaching strategy enquiring how effective it is on creating a conducive environment to promote student talk, and the implications of this strategy 'cooperative group work' on classroom practice. The study was carried out following the model of action research which involved implementing a series of activities in the classroom under study. The activities were monitored closely using multiple sources such as audio recording, observation techniques, reflective journals and students' work, The data was analyzed, keeping in view the qualitative research tradition. The study found that 'cooperative group work' is an effective strategy in creating a conducive environment for promoting student talk. Such a supportive non-threatening environment increases student learning outcomes, which further brings about the desired change in the teacher's perception about the role of talk in the learning process.