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The Influence of Critical Factors of Service Quality and Customer Satisfaction on Inter-City Bus Transport in Pakistan

Thesis Info

Author

Ammara Khalid

Supervisor

Asif Khurshid

Department

Department of Management Sciences

Program

RPM

Institute

COMSATS University Islamabad

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2016

Thesis Completion Status

Completed

Subject

Management Sciences

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-08 02:07:45

ARI ID

1676720632466

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جدید انسان کی سرمایہ دارانہ اور مادیت پسند فکر نے قدرتی ماحول اور قدرتی وسائل کا بری طرح استحصال کیا ہے اور حیاتِ انسانی وحیوانی کی بقا کو تباہی کے دہانے پر پہنچا دیا ہے۔ حضرت انسان کی غفلت اور لا پرواہی سے قدرتی وسائل و ذرائع کی بقا کا مسئلہ اس وقت پوری دنیا کے لئے سنگین شکل اختیار کرگیا ہے۔یہ بات روز ِروشن کی طرح عیاں ہے کہ جدید انسان نے ماحول اور اس میں پائے جانے والے قدرتی وسائل کے تحفظ کو یکسر نظرانداز کردیا ہے ۔ جس کی بنا پر قدرتی وسائل ہوا، پانی ،معدنیات، حیوانات ،نباتات اور زمین کی طبعی ، کیمیائی اور حیاتیاتی خصوصیات میں ناپسندیدہ اور نامناسب تبدیلیاں پیدا ہو تی جار ہی ہیں، اس طرح ماحولیاتی تبدیلی( Climate Change ( ، گلوبل وارمنگ (Global Warming) اور ماحولیاتی آلودگی (Environmental Pollution ) کا مسئلہ پیداہوگیا ہے۔ ٹریٹمنٹ پلانٹس کی تنصیب کے بغیر نئے نئے کارخانےقائم ہورہے ہیں۔ ان صنعتی اداروں میں ماحولیاتی سہولیات کی عدم موجودگی کی وجہ سے ماحول میں گرین ہاؤسز گیسزکی مقدار بڑھتی جارہی ہے اور یوں قدرتی ماحول بری طرح متاثر ہورہاہے۔

 یہ بات طے شدہ ہے کہ اللہ تعالیٰ کی تخلیق کردہ ضروریات حیات یعنی قدرتی وسائل میں سے ہوا،پانی ،نباتات ،حیوانات، صاف ماحول پر انسانی زندگی کا انحصار اتنا زیادہ ہے کہ ان کے بغیر کوئی انسان زندگی گزارنے کا تصور بھی نہیں کر سکتا ۔ جبکہ عالمی سطح پر موسمیاتی تبدیلیوں کے اثرات ہر گزرتے دن کے ساتھ ساتھ شدید سے شدید تر ہوتے جارہے ہیں ۔ ایک تازہ ترین عالمی تحقیقی رپورٹ بتاتی ہےکہ عالمی موسمیاتی تبدیلی سے 2 دہائیوں میں عالمی معیشت کو 16 ہزار ارب ڈالر کا نقصان پہنچ چکا ہے۔ستم ظریفی کی بات یہ ہے سب سے زیادہ جانی و معاشی نقصان ترقی...

An Extended Model Predictive-Sliding Mode Control for Three-Level AC/DC Power Converters

Abstract- In the proposed approach, an Extended Model Predictive Sliding Mode Controller (EMPSMC) was designed to control three-level AC / DC power converters for better dynamic performance and better achievement. The traditional proportional integration (PI) controller is used in the model predictive PI controller (MPPIC) technique to generate active power reference. However, this technique results in a significant overshoot/undershirt and steady-state error. Instead of PI, sliding mode control (SMC) is used to address these shortcomings. The performance of EMPSMC and MPPIC is compared and analyzed without interruption. The results show that the introduction of SMC reduces the time lag of the system and reduces overshoot. The simulation results validate the performance of the designed model.

An Analysis of Relevance of B. Ed. Curriculum With the Learning in Class Ix & Class X on the Basis of Feedback from the Stakeholders

The purpose of this study was to analyze the relevance of existing B.Ed. (one year) curriculum of formal colleges of education and universities with the learning in class IX & class X by taking views from the principals and the SSTs (senior school teachers) who were taken as stakeholders and to provide a set of recommendations for improving it on the basis of their feedback. B.Ed. (one year) curriculum in Pakistan has continuously been under criticism. Recognizing the declining quality of education at secondary school level, the present study was conducted to analyze the relevance of existing B.Ed. (one year) curriculum with the learning in class IX & class X. The objectives of study were to: (a) get the opinions of the stakeholders on the existing B.Ed. (one year) curriculum, (b) critically analyze the expectations of the stakeholders about B.Ed. graduates, and (c) provide a set of recommendations for improving B.Ed. curriculum according to the expectations of the stakeholders. The population of the study comprised the principals and the SSTs of all secondary schools (2996 male and 1733 female=4729) situated in the province of Punjab. A sample of nine hundred was selected by using three-staged cluster sampling technique. At the first stage, nine districts, out of thirty six districts of Punjab, (three districts each from upper, central and lower Punjab) were randomly selected. At the second stage, twenty secondary schools (ten males & ten females) from each district (total 180) were randomly selected. At the third stage, four SSTs from each sample school were randomly selected and the principals of the selected schools were also taken for data collection. Thus the total sample size of the study was 900 (180 principals & 720 SSTs). Research instrument for both stakeholders was used to collect the required data. A pilot study was conducted on a small sample to confirm the validity of the research instrument before administering it on the study sample. Having collected data, the reliability of the research instrument was confirmed with the use of Cronbach’s Alpha on SPSS version 16 which established it at 0.844. Collected data was arranged, tabulated, analyzed (phase-wise and item-wise) by applying t-test, F-test and Chi-Square through SPSS 16 version and interpreted in the light of objectives of the study. The results concluded that the existing B.Ed. (one year) curriculum did not reflect representative relationship with the learning in class IX and class X. It did not proficiently prepare B.Ed. graduates according to the aspirations, needs and demands of the secondary schools and concerned society. It did not prepare them to work with others to expand their content knowledge, sharpen their instructional skills, and build up their capacity to use data for meaningful decision making. The practicum component did not appropriately create association between theoretical and practical work. It did not enable B.Ed. graduates to apply diverse methods for standard assessment, to create leadership and collaboration abilities, to understand the individual differences of students and to manage classroom procedure appropriately for better teaching learning processes. On the basis of results and feedback from the stakeholders, school-based B.Ed. curriculum having appropriate relationship to the learning need of class IX and class X was suggested to be undertaken by the concerned authorities. Extension in the duration of B.Ed. training program was suggested in order to come up to the expectations of society. Integration of teaching practice with course work at every stage was suggested to be undertaken by the supervisors in formal institutions of teacher training and by the teachers of class IX and class X. Additional assessment techniques were recommended to be incorporated in B.Ed. (one year) curriculum for practical training in the preparation, conduct and scoring of the tests to the B.Ed. graduates. Additional techniques to create leadership and collaboration ability, ability to understand learning differences and ability to create proper environment in the classroom were recommended to be incorporated in B.Ed. curriculum as these techniques might be enable B.Ed. graduates to appropriately collaborate with concerned persons and manage classroom procedure appropriately for improved teaching learning processes. New strategies i.e., concept formation, brainstorming, problem solving, concept attainment, etc. were recommended to be incorporated in B.Ed. curriculum for developing effective ways of teaching and evaluating the thinking and learning processes of the students in B.Ed. graduates. Contribution of the secondary school principals and senior school teachers in the revision of B.Ed. curriculum was recommended as they were fundamental source for making it relevant to the learning need in class IX & class X. These recommendations are expected to go a long way to improve the B.Ed. curriculum, to ensure the quality of teacher education at B.Ed. level and correspondingly at school level for raising the standards of teaching at secondary school level.