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Thesis Info

Author

Areeba Asif

Supervisor

Waqar Ali Khan

Department

Department of Computer Science

Program

BSE

Institute

COMSATS University Islamabad

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2017

Thesis Completion Status

Completed

Subject

Computer Science

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-08 09:04:31

ARI ID

1676720054343

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وقت کی پابندی

وقت کی پابندی
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اساتذہ کرام اور میرے ہم مکتب ساتھیو!
آج مجھے جس موضوع پر اظہار خیال کرنا ہے وہ ہے:’’وقت کی پابندی‘‘
صدرِذی وقار!
کائنات کی رنگینیاں، کا ئنات کی رعنائیاں ، کا ئنات کی دلآویز یاں، کا ئنات کاحسن و جمال۔ یہ سب وقت کی پابندی کی مرہونِ منت ہیں، دن رات کی تبدیلی ، موسموں کا آنا جانا، گلستان ہستی میں بہار کی آمد یہ ہمہ قسم کی بوقلمونیاں نظام الاوقات سے وابستہ ہیں۔
جنابِ صدر!
ستاروں کی چمک وقت پر ہوتی ہے، بدر و ہلال کی چاندنی کے لیے وقت مقرر ہے، آفتاب کی دمک کا ایک وقت مقرر ہے، آبشاروں کی کھڑ اکھڑاہٹ کا اپنا ایک وقت ہے، گلِ نرگس کی شگفتگی وقت پرممکن ہے، لالے کی حنابندی وقت پر ہوتی ہے ، مظاہر فطرت کی مشاطگی قدرت وقت پر کرتی ہے۔
صدرِ ذی وقار!
جو وقت کی قدر کرتا ہے، وقت کو ضائع ہونے سے بچاتا ہے، وقت کی پابندی اپنی عادت ثانیہ بنالیتا ہے، وقت کی پابندی اس کی زندگی کا حصہ بن جاتی ہے، وقت کے میدان کا شاہسوار بن جاتا ہے، وقت کے گلشن میں موجودگل سرسبز سے اس کی سانسیں معطر ہوجاتی ہیں، وہ چرخِ علم ودانش پرآ فتاب ِنصف النہار کی طرح چمکتا ہے۔
جنابِ صدر!
دنیا میں جس نے بھی کمال حاصل کیا وقت کی قدر کر کے کیا ، وقت کی پابندی نے اس کے افقِ حیات پر قوس قزح بنادی، آج ہم بھی کوئی مقام، کوئی مرتبہ حاصل کرنا چاہتے ہیں تو وقت کی قدرکرنا ہوگی اور وقت کی پابندی سے ہی ہماری ترقی ممکن ہے۔
یہ طاقت ہے یہ عظمت ہے یہ فتح و کامرانی ہے
جہاں میں...

Awareness and Utilisation of Primary Healthcare to Reduce Emergency Department Overcrowding in Saudi Arabia

Background Patients seeking emergency department (ED) care for non-acute conditions are a major contributor to ED overcrowding, which results in longer wait times. Method This was a cross-sectional study, conducted using an online survey among the Saudi population to assess their awareness about primary healthcare clinics (PHCCs) and urgent care clinics (UCCs), their role, and their scope of practice. Results A total of 565 participants were included in this study. Most of the respondents (81.1%) reported lengthy waiting times in the ED. Moreover, most (81.6%) stated that they had never visited a family doctor, yet they (92.6%) favoured having one for follow-up care. Close to half of the participants (50.3%) reported attending PHCCs without an appointment, and the majority of them (69.2%) said that PHCCs were overcrowded. Finally, most participants (92.4%) had not heard aboutUCCs. Conclusion ED overcrowding and prolonged waiting times remain a public concern. PHCCs and UCCs are underutilised, and this is attributed to the lack of awareness about their scope and their services.  

Relationship Between Causal Attribution Beliefs of Students About Success and Failure and Their Self Esteem

The purpose of this study was to assess the relationship between causal attribution beliefs of students and their self-esteem. The sample of the study comprised of 3614 students including 1868 male and 1746 female students studying in the 10th grade from 72 public sector schools across 6 districts (selected on the geographical basis) of Punjab. The data were collected by using two research instruments. A 5-point rating scale, Causal Attribution Beliefs Scale (CABS) was used to measure causal attributions beliefs of students. Eight attributes were included in the instrument i.e. ability, effort, strategy, interest, luck, task difficulty, parent‟s influence and teacher‟s influence. Another instrument, a 5-point rating scale, Rosenberg Self- Esteem Scale (RSES) was used to measure self-esteem of the students. According to the nature of the data and to address the research questions, different statistical techniques i.e. inferential statistics like Independent Sample t- Tests, MANOVA, Pearson Product-Moment Correlations were applied. The results of the study revealed that students endorsed all given causes (ability, effort, strategy, interest, luck, task difficulty, parent‟s influence and teacher‟s influence) as a potential cause of both success and failure. Identical patterns of success were observed in mathematics and English. Both girls and boys ranked teacher‟s influence, effort and parent‟s influence as their prime causes of success in mathematics. Both male students and female students believe teacher‟s influence, effort, parent influence and ability as the primary causes of their success in English. However, there were significant differences in failure attribution patterns. Male students consider lack of effort, lack of interest and wrong use of strategy as the main causes of their failure in mathematics. Whereas, female students considered lack of effort, wrong use of strategy and task difficulty as major causes of their failure in mathematics. In the same way, male students‟ main causes of failure in English were ranked as lack of interest, lack of effort and wrong use of strategy. While female students ranked failure causes in English as lack of effort, task difficulty and wrong use of strategy. Majority of the students showed high self-esteem levels. Only 14 % of the male students and 10 % of the female students exhibited low self-esteem level. Gender difference was found in self-esteem. Girls showed higher self-esteem level than boys. Similarly, urban students showed higher self-esteem level than rural students and science students showed higher self-esteem level than arts students. Relationship between causal attribution beliefs of students and self-esteem was found at secondary level. A small, negative but significant correlation was found in failure attributions and self-esteem level of the students. The relationship between failure attributions in mathematics and self-esteem was found in three attributions i.e. ability, luck and parent‟s influence: whereas the relationship between failure attributions in English and self-esteem was found in five attributions i.e. ability, strategy, luck, parent‟s influence and teacher‟s influence. A small but positive correlation was found between success attributions and self-esteem level of the students. As far as success attributions in mathematics and self-esteem were concerned, four attributions i.e. ability, effort, interest and parent‟s influence were positively correlated. Similarly, relationship between success attributions in English and self-esteem was found in six attributions i.e. ability, effort, strategy, interest, parent‟s influence and teacher‟s influence. Attributional patterns are changeable and can be taught to the students. The teachers should encourage their students to the attributions of controllable causes, so that changed self-perception brings academic improvement. The teacher‟s feedback is very important in changing students‟ attributional beliefs. They must be trained in approaching their students, motivating them intrinsically and provision of suitable oral / written feedback to them so that in result students‟ desire to learn, to discover, to comprehend, to develop etc, can be flourished.