The most common endocrine carcinoma is Thyroid cancer and it is the fastest growing cancer worldwide. Thyroid cancer is of four major types including papillary, follicular, anaplastic and medullary thyroid cancer. Among all the types of thyroid cancers papillary thyroid cancer has been increased worldwide, followed by follicular, medullar and anaplastic subtypes. Since the past 40 years the increase in the rate of thyroid cancer incidence has been alarming. During 1974?2013, there were 79,409 thyroid cancer cases diagnosed; 77,276 (97%) were eligible for the analysis. Papillary thyroid cancer (PTC) accounted for 84% of cases and follicular thyroid cancer for 11%. MDM2 proto-oncogene is very important in cell cycle proliferation and mutations in the MDM2 gene have been reported but the significant impacts of these mutations are limited. One of the mutations in MDM2 include cysteine 305 to tyrosine (C305Y) which results in the production of a protein that maintained the ability to bind and ubiquitinate p53 but failed to promote its degradation. MDM2 gene polymorphisms in association with thyroid cancer are still under studies, it may open the future grounds for the diagnosis and treatment of TC. In order to discover the relationship of the SNP309 MDM2 polymorphism with the destruction of the thyroid gland in the Pakistani population, the flow of reflux and flow included two meetings which were the patients and the controls; 120 patients had thyroid problems, hyperthyroidism with a mean period of 61.3 ? 5.50 years 87 (72.5%) men and 70 controls.
The genotype and allele frequencies of the T / G rs2279744 polymorphisms are determined in patients with hyperthyroidism. There were significant differences between thyroid cases and sound controls for genotypic frequencies concerning the MDM2 polymorphism rs2279744. The wild type TT genotype was observed in 37 (30.83%) of patients, while 69 (57.50%) were heterozygous (TG) and 14 (11.67%) were homozygous for the abnormal genotype (GG) .In the control group, the frequencies of genotypes were 84.2% for TT, 11.42% for TG and 4.28% for GG.
ترجمہ نگاری کے لغوی و اصطلاحی معنی ترجمہ : فیروزالغات کے مطابق: "ایک زبان سے دوسری زبان میں بیان کیا ہوا" انگریزی میں اس کے ہم پلہ لفظ Translationہے۔ترجمہ کے معنی پار لے جانا کے بھی ہیں۔ سوزن کے بقول: " ترجمہ ایک متن کی بعد از موت دوسری زندگی کا ضامن ہوتا ہے اور دوسری زبان میں ایک نیا اصل بھی"
Abstract: Evaluation is the backbone of our education system. It is one of the important factors of the three pillars of our education system. The three pillars are: educational objectives, teaching learning process and evaluation or assessment. Assessment, scores or grades are one of the factors of the main concern for the students of any academic programme. The present study is aimed to investigate the correlation between the internal and external assessment of Master of Education (M. Ed) examination of the students of Institute of Education & Research (I.E.R), University of Peshawar. In total all 200 students of university of Peshawar who appeared in the M. Ed. Annual examinations were taken as a sample being convenient to the researcher. The data was obtained from the Examination section of the University of Peshawar. The data so obtained was then analyzed through SPSS and it was concluded that both the Internal and External assessments were correlated. The implications were discussed. Key Words: Correlation, Assessment, Case study, M. Ed, University of Peshawar.
Assessment is a process of collecting data for the purposes of making decisions about students' (Salvia &Ysseldyke, 2001) academic progress as well as social and physical development. Teachers adopt a variety of assessment strategies in order to make decisions about students' academic performance with social skill demonstration in the classroom. Social skills are the skills employed when interacting with other people at an interpersonal level (Hargie, Saunders & Dickson, 1994). Good social skills include things such as cooperating, compromising and respecting the personal space of others (Masty& Schwab 2006). Teachers' assessment strategies of social skills can help in facilitating a smooth learning environment and facilitate students' achievement in the class, and the same habit may continue throughout the life of the individual. The study explores the strategies that teachers use to assess students' social skills and why they use them in a lower primary section of a private English medium O'levels Islamic school in Karachi, Pakistan. The study employed a case study method to explore the phenomenon. My sampling criteria were purposive. I conducted my study in the school where I am presently employed as a teacher. I positioned myself as a researcher in the school in order to collect authentic and trustworthy data. The research participants were four teachers (two from grade one and two from grade two). The data were collected through semi-structured interviews, observations of teachers' assessment strategies, and document analysis of assessment policy document and report cards. The data suggests that teachers use a variety of formal and informal assessment strategies to assess students' social skills. However, they are either not aware or confused about the assessment strategies they use and the reasons behind their usage. It is here that the teachers need to get acquainted with the assessment knowledge which will help them to reflect on their present assessment practices and develop informed understanding for the reasons of assessment. This study can prove beneficial to the school and the teachers in developing this informed understanding about the assessment of social skills. Furthermore, it can help them in learning more about the formal and informal assessment strategies that the lower primary teachers of the school adopt for the assessment of social skills. The findings of this study may provide useful insights for the particular school and other schools that adopt the same as essment procedures in developing a framework based on the principles for the assessment