Search or add a thesis

Advanced Search (Beta)
Home > Changing Market Structures : The Need and Impact of Moving from Mutualized to Demutualized Structure of Stock Exchanges in Pakistan

Changing Market Structures : The Need and Impact of Moving from Mutualized to Demutualized Structure of Stock Exchanges in Pakistan

Thesis Info

Author

Ikram ul Haq Qureshi

Department

Department of Law

Program

LLM

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2010

Thesis Completion Status

Completed

Subject

Law

Language

English

Other

MS 346.5491092 IKC

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676722788603

Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.

Similar


Loading...
Loading...

Similar Books

Loading...

Similar Chapters

Loading...

Similar News

Loading...

Similar Articles

Loading...

Similar Article Headings

Loading...

کیوں رشک سے نہ دیکھیں شاعر زباں گری کے

کیوں رشک سے نہ دیکھیں شاعر زباں گری کے
اترے ہیں مجھ پہ مصرعے کچھ بھرتری ہری کے

بس اک نگہ سے اس کی، ہیں محوِ رقص بادل
اُس آنکھ میں تھے ساون جادوئے سامری کے

کچھ یوں ہَوا ہوئی ہے عجز و نیاز مندی
جلوے سما گئے ہیں مجھ میں بھی خود سری کے

یہ چھوڑ بیٹھا کعبہ ، وہ دَیر سے گیا ہے
اُس کی گلی کے منظر آئنے کافری کے

چھیڑو غزل کچھ ایسی جو دل کے تار چھیڑے
مطلوب ہیں فضاؔ کو قصے جو دلبری کے

ISOMERISM: IS THERE MISCONCEPTION?

Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme

Students’ Perceptions About the Symbols, Letters and Signs in Algebra and How Do These Affect Their Learning of Algebra: A Case Study in a Government Girls Secondary School, Karachi, Pakistan

Algebra uses symbols for generalizing Arithmetic. These symbols have different meanings and interpretations in different situations. Students have different perceptions about these symbols, letters and signs. Despite the vast research by researchers, namely Kuchemann (1981&1998,), Collis (1975), and Booth (1988 & 1984) on the students' difficulties in understanding letters in Algebra, the overall image that emerges from the literature is that students have misconceptions about the use of letters and signs in Algebra. Through my study, I have explored the perceptions of students about the use of symbols and signs in Algebra. Here, I have used the case study method within a qualitative research design. In order to get insights of students' perceptions of Algebra, I have interviewed students in groups and invited them to work on different tasks related to uncovering their perceptions of Algebra. My empirical done through this study has revealed that the students have many misconceptions in the use of symbols in Algebra, which have bearings on their learning of algebra. It appears that the problems encountered by the students appeared to have a connection with their lack of conceptual knowledge and might have been a result of teaching they experience in learning Algebra at the secondary schooling level. Some of the findings also suggest that teachers appeared to have difficulties with their own content knowledge. Here, one can also see that textbooks are also not presenting content in such an elaborate way that these could have provided sufficient room to students for developing their relational knowledge and conceptual understanding of Algebra. Furthermore, the interviews and observation of the classrooms highlighted that the students usually perceive letter and variables as a fixed numbers or value. Some of the students perceive letters as short forms and abbreviations of some objects. Students also have difficulties in interpreting and developing algebraic equations and expressions. Moreover, this study investigates students' difficulty in translating word problems in algebraic and symbolic form. They usually follow phrase-to-phrase strategy in translating word problem from English into Urdu. This process of translating the word problem from English in to their own language appears to have hindered the correct use of symbols in Algebra. Textbooks, mathematical pedagogy, students' prior experience of arithmetic and the students' and teachers' inadequency in algebraic thinking emerged from my study as some of the reasons of students' misconceptions and why they experienced difficulties in learning of Algebra. The findings have some