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Mca Voh: A Toolkit for Mining, Classification and Visualization of Human Microbiota

Thesis Info

Author

Maryum Nisar

Supervisor

Nighat Noureen

Department

Department of Biosciences

Program

BSB

Institute

COMSATS University Islamabad

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Subject

Biosciences

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676719725031

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لالچی بلی دا انجام

لالچی بلی دا انجام

کسے جنگل وچ اک بلی رہندی سی۔ جنگل دے سارے جانور اوس نوں ماسی آکھدے سن۔ بلی بہت چالاک تے تیز سی۔ اوہ اپنے شکار نوں بڑی پھرتی نال قابو کر لیندی سی۔ پر ہن اوہ بڈھی ہو گئی سی تے شکار اوہدے ہتھوں نکل جاندا سی۔ جنگل دے سارے جانور اوس توں تنگ آئے ہوئے سن۔ بڈھا ہوون پاروں اوس نوں کئی کئی دن بھکا رہنا پیندا سی۔ اوس بھکھ توں تنگ آ کے اک دن حاجیاں والا سفید لباس پایا۔ ہتھ وچ تسبیح پھڑی تے اپنے گھر توں باہر آ گئی۔ اوہ تسبیح کر دی جنگل وچ ٹہل رہی سی۔ راہ وچ اوس دی ملاقات اک خرگوش نال ہوندی اے۔ اوس بلی نوں پچھیا کہ ماسی کدھر دی تیاری اے؟ بلی نے جواب دتا میں حج کرن چلی آں۔ بلی بڑی چالاک سی۔ خرگوش نوں آکھن لگی کہ آ جا بچہ میں تینوں وی حج تے نال لے کے جاندی آں۔ خرگوش تیار ہو گیا تے اوہناں رل کے سفر شروع کر دتا۔

سفر کردے ہوئے اوہناں دی ملاقات چڑی نال ہوندی اے۔ چڑی پچھدی اے کہ خالہ بلی کتھے چلی ایں؟ بلی آکھدی اے کہ میں حج کرن جا رہی آں تے ایہہ خرگوش وی میرے نال جا رہیا اے۔ چڑی آکھدی اے کہ جے خالہ اجازت ہووے تاں میں وی تہاڈے نال رل جاواں حج کرن لئی۔ بلی جواب دیندی اے کہ آ جا توں وی آ جا۔ ہن خرگوش، چڑی تے بلی رل کے حج کرن لئی سفر کردے نیں۔

جدوں تینوں رل کے اگانہہ ودھدے نیں تاں راہ وچ اوہ اک ککڑ نوں ملدے نیں۔ ککڑ آکھدا اے کہ خالہ بلی اج چڑی تے خرگوش نوں لے کے کتھے جا رہے او؟ بلی آکھدی اے کہ میں حج...

HUBUNGAN ANTARA EFIKASI DIRI DAN PERAN GURU DENGAN BELAJAR BERDASAR REGULASI DIRI PADA AKSELERAN

This research is a quantitative approach with the aim at knowing: (1). The relationship between self-efficacy and the role of the teacher by learning based on self-regulation. (2). The contribution given by self-efficacy and the role of teachers in self-regulation based learning. (3). Levels of self-efficacy and the role of teachers in learning based on self-regulation. The subject of this study was acceleration in one of the Public High Schools in Surakarta as many as 115 people. This study is a principled study on population studies. Based on the results and analysis using multiple regression it is known that the correlation coefficient R = 0.375 (p = 0.000: p <0.05), which means that there is a significant relationship between self-efficacy and the role of teachers with self-regulation. The total contribution given by the two independent variables in this study amounted to 14.1%, and for both categorizations the independent variables namely self-efficacy and the role of the teacher were at a high level, and the dependent variable of learning based on self-regulation was at a very high level. Key word: Self-Regulated Learning, Self-Efficacy, The Role of Teachers

Analysis of Multiple Assessment Practices at Secondary Level in Pakistan

Ministry of Education Government of Pakistan (2009, 2017) focused on English teachers to use modern assessment techniques for measuring students’ learning through multiple assessment methods. The study was designed to study in this context. The prime focus of the study was to investigate the English teachers’ perception, practice, paradigm preference and impact of multiple assessments on students’ scores. The population of the study was all secondary schools’ English teachers and their respective 10th class students. Cluster sampling was used as the two main streams of education (federal and provincial) were included in the study for knowing English teachers exercise of multiple assessment. The equal participation of federal and provincial English teachers was ensured having similar division on the basis of gender and locality. The revised validated assessment tools: CAPSQ-LT, 2011; SPAQ, 2012 and English Teachers’ Beliefs and Practices of Multiple Assessments, (2003, 2008) were consulted before designing the research instrument. The research tool was finalized after expert opinions. The tool had three parts; the first part of the questionnaire dealt with demographic details, the second part investigated teachers’ perception and practice regarding multiple assessment practices and the third part explored English teachers’ assessment paradigms preferences. The sample of the study was 344 English teachers and 3440 students (ten students of each sampled teacher). The data was analyzed through descriptive and inferential statistics unveiling English Teachers’ multiple assessment perceptions, practices, its impact on student’s results and paradigms preference of English teachers. The findings of the study revealed the higher perceptional mean score as compared to their practices. The positive correlation was found between perception and practices of four multiple practices. The gap was identified between perception and practice of Alternative assessment practice. The statistical analysis of multiple assessment practices of English teachers were graded as: Test-based; Traditional; Observational; Task-Based and Alternative consecutively that revealed the teachers more frequently exercised those practices which are designed for summative assessment. The analysis of assessment paradigms reflected the secondary school’s English teachers’ preference as: assessment of learning; assessment to inform; assessment for learning; assessment as learning and assessment for instruction. The alignment of multiple assessment practices and paradigms preferences of English teachers is evident from the findings which indicate that the teachers exercised assessment practice according to paradigm (purpose of assessment) which they reflected from their preferences. The inferential statistics revealed that the most applied assessment practices Test-based and Traditional did not prove their significant impact on students’ results while highly significant impact was calculated of Observational, Task-Based and Alternative assessment practices that were less exercised by English teachers. It was deduced from the English teachers’ corroborated preferences of assessment paradigms and assessment practices that the primary focus of English teachers was not encouraging students to improve their language competency rather they mostly used those assessment practices that minimize the scope of assessment to assign grades or award certificates to the learners. Thus, it is concluded that there arises a need of changing teachers’ assessment preferences for availing the maximum benefits from all assessment practices by providing them facilitation to exercise those practices that widen the scope of learning. The researcher recommended the teachers’ assessment literacy, pre-service and in-service teacher’s assessment training for improving and enhancing the professional skills of English teachers in the field of assessment.