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Thesis Info

Author

Mirza Hamza Baig, Babur Shahbaz

Supervisor

Jawad Tanweer

Department

Department of Computer Science

Program

BCS

Institute

COMSATS University Islamabad

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Computer Science

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676719930680

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عبداللہ حسین

عبداللہ حسین
خاندانی پس منظر:
پاکستان سے تعلق رکھنے والے بین الاقوامی شہرت یافتہ ناول و افسانہ نگار تھے جو اپنے ناول اداس نسلیں کی وجہ سے دنیائے ادب میں شہرت رکھتے ہیں۔عبد اللہ حسین 14 اگست 1931ء کو راولپنڈی میں پیدا ہوئے۔ ان کا اصل نام محمد خان تھا۔ والد محمد اکبر خان برطانوی راج میں راولپنڈی میں ایکسائزانسپکٹر کی حیثیت سے ملازمت کرتے تھے، جن کا آبائی وطن پاکستان کے صوبہ خیبر پختونخوا کا ضلع بنوں تھا۔ عبد اللہ حسین کے والدین وطن کو خیر باد کہہ کر پنجاب میں آبسے تھے۔ ان کی تین بیٹیاں تھیں۔ عبد اللہ حسین اپنے والد کی پانچویں مگر آخری بیوی کی واحد اولاد تھے اور پاچ برس کی عمر سے ہی اپنے آبائی شہر گجرات میں رہنے لگے تھے۔ چونکہ عبد اللہ حسین کے والد سرکاری ملازمت میں تھے اس وجہ سے انہیں ملک کے مختلف علاقوں میں منتقل ہونا پڑا۔ وہ راولپنڈی کے علاوہ فیروزپور اور جھنگ جیسے شہروں میں بھی رہے۔
تعلیم:
عبد اللہ حسین کی ابتدائی تعلیم گھر پر ہی ہوئی تھی۔ نو برس کی عمر میں عبد اللہ حسین کی مذہبی درس و تدریس کے سلسلے میں صدرالدین نام کے ایک مولوی صاحب کو رکھا گیا۔ انہوں نے پرائمری کی تعلیم سناتن دھرم اسکول میں حاصل کی جو 1960ء کے بعد مدرسۃ البنات کہلایا اور 1946ء میں گجرات کے اسلامیہ ہائی اسکول سے میٹرک کا امتحان پاس کیا۔ 1952ء میں انہوں نے زمیندار کالج، گجرات سے بی ایس سی کیا۔
انگریزی میں دسترس:
عبد اللہ حسین جب تعلیمی مراحل میں تھے اور گریجویشن کے لیے کالج میں گئے تھے تو وہاں انگریزی زبان سے ہی زیادہ واسطہ پڑتا تھا چاہے وہ تاریخ ہو، جغرافیہ ہو یا اکنامکس۔ انگریزی ذریعہ تعلیم ہونے کی وجہ سے ان کو اس زبان پر دسترس حاصل ہو گئی۔ اسی...

المحكم والمتشابه وموقف المفسر منهما

The Mohkam and Mutashabeh is a renowned terminology of the Quranic Sciences and commentators of the Holy Quran described it in details, according to root words of Mohkam, it means Stopping and perfecting the things, this basic meaning can be seen in all the types and variations of this word. On the other hand we have the word Mutashabeh which root meaning is complication and unclearness. If we discuss both of the words as a terminology of the Quranic sciences, we can define Mohkam as “one which define itself without any other thing” or “one which has no need to be defined by something else” and Mutashabeh is “one which can’t define itself and need to be explained by someone else”. We will move on to discuss both terms in Holy Quran as a terminology to describe its multiple variations in the Holy Quran, its types and further we will discuss that why the Holy Quran contains both terms, in other words, we can say which are the logics and reasons of including Mutashabeh verses in the Holy Quran. In addition, we will mention the point of views of various renowned commentators and fields experts which give us a clear and sound concept about both of the terms.

Role of Portfolio in Teachers Professional Development and Learning

Professional development of teachers is considered a source to enhance teachers' content knowledge and pedagogical content knowledge. To meet this purpose teacher education institutions use a variety of ways in their teachers' development programs. Mostly these ways and strategies are used in short and long programs where teachers are provided opportunities to learn knowledge and skills. The purpose of these courses is to enhance the capacity of teachers and improve the learning outcomes of the students. However, most of these learning and strategies are limited to the training centers and teachers face challenges while implementing the learning in their schools. Teachers generally consider the professional development centers and training centers as the only source of professional learning. They ignore the importance of workplace learning, which is possible through reflection on their own experiences. This study focused on the role of portfolios for professional learning of the course participants in the Teacher Learning module of the M.Ed. program 2004 at AKU-IED. The study was conducted using the qualitative mode of research and was carried out at AKU-IED with six course participants from different contexts and three faculty members. Interviews and portfolios of six course participants were the major source of data. As a result of qualitative data analysis, the study has generated some findings related to the role of portfolios as a professional development/learning tool for teachers. One of the significant roles was the documentation of teachers' learning over a period of time, which is generally not documented by the teachers. The process leads the teachers to continuous reflection on their beliefs and practices. This continuous reflection provides opportunities for teachers to learn from their own experiences and construct their knowledge and understanding. In relation to the implementation of this concept there were a number of challenges that the course participants faced in content selection of their portfolio. It could be an effective way of recording learning from daily experiences therefore, I recommend the introduction of portfolios in all programs running at AKU-IED.