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In Silico Analysis of Hepatitis C Virus Hcv Ns3 Protease Cleavage Sites and Development of Hcv Cleavage Sites Prediction Tool

Thesis Info

Author

Azkia Khan, Maryam Mehmood

Supervisor

Farah Mustafa

Department

Department of Biosciences

Program

BS

Institute

COMSATS University Islamabad

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2009

Thesis Completion Status

Completed

Subject

Biosciences

Language

English

Added

2021-02-17 19:49:13

Modified

2023-02-17 21:08:06

ARI ID

1676719611608

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میر اکبر علی خان

سابق گورنر میر اکبر علی خاں
اتر پردیش اور اڑیسہ کے سابق گورنر میر اکبر علی خاں کی وفات ملک و ملت کا اہم حادثہ ہے، وہ تحریک خلافت اور آزادی کی جدوجہد میں شریک رہے، اسی زمانے سے مولانا سید سلیمان ندوی سے ان کے تعلقات تھے، وہ علامہ شبلیؒ اور سید صاحبؒ کے قدرداں اور دارالمصنفین سے بڑا اخلاص رکھتے تھے، جب اتر پردیش کے گورنر ہوئے تو اسے میزبانی کا شرف بھی بخشا اور ایک بڑی رقم مرحمت کی جس سے ایک بڑا ہال تعمیر ہوا، مرحوم ہماری پرانی تہذیب و شرافت کا نمونہ اور سچے مسلمان تھے، صوم و صلوٰۃ کے پابند تھے، دارالمصنفین میں ان کی تشریف آوری جمعہ کے دن ہوئی تھی، یہیں کی مسجد میں جمعہ کی نماز ادا کی، جب وہ اڑیسہ کے گورنر تھے تو اس زمانے میں ایک دفعہ میں کلکتہ گیا، گورنر ہاؤس میں عصرانہ تھا، جس میں وہ بھی شریک تھے، میں ملا تو بڑی شفقت و محبت سے پیش آئے اور دارالمصنفین کا ذکر خیر فرماتے رہے، اﷲ تعالیٰ انہیں جنت الفردوس نصیب کرے اور پسماندگان کو صبر جمیل عطا کرے، آمین۔ (ضیاء الدین اصلاحی،جولائی ۱۹۹۴ء)

The Role Of Attachment Style And Marital Quality In Attachment Injury Couples

The attachment system is thought to facilitate relationship goals by motivation seeking and bonding activities with significant others, particularly under times of stress (Bowlby, 1982). Attachment theory has also contributed to further understanding the marital relationship in terms of profound psychological and physiological interdependence. It is perhaps this interdependence that causes damage to the quality of attachment relationship. Hence, attachment injury is defined as “a specific incident or event in which one partner is unresponsive and inaccessible when one partner cries out for help in extreme need” (Johnson & Makinen, 2001). Therefore, marital distress or breakup in couple’s relationships does not happen suddenly, so understanding of attachment injury in relation to individual’s marital quality and attachment style would help practitioners to be equipped for appropriate and effective inventions. Further it would also help counsellors and mental health professionals to be familiar with the complexities of the topic by dealing with consequences of an attachment injury ethically and competently.  Therefore our study aimed at examining the prevalence and nature of attachment injury and its effect on marital quality, in a group of married heterosexual couples. It also attempted to associate attachment styles with and without attachment injury in couples. The study employed cross-sectional exploratory design with a set of self-administered measures. The sample comprised of 400 married individuals from urban Bangalore. Statistical results showed those individuals who were experiencing attachment injury are associated with poor marital quality. It was also seen that attachment injury was found to be associated with gender and insecure attachment style. Therefore our findings suggest that poor marital quality with insecure attachment style plays an important role in attachment injury over time. Based on the attachment style, further intervention strategies and effective programs should be designed for marital counselling. And marital enrichment programs may be useful to enhance marital quality to prevent the marital distress or breakups.

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.