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Genetic screening of most prevalent candidate genes associated with type 2 diabetes in selected region of Pakistan

Thesis Info

Author

Faiza Abdul Rashid Khan

Supervisor

Sobia Tabassum

Department

Department of Bioinformatics and Biotechnology

Program

MS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2013

Thesis Completion Status

Completed

Page

vi,68

Subject

Bioinformatics & Biotechnology

Language

English

Other

MS 616.462 FAG

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676723711788

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52. At-Tur/The Mountain

52. At-Tur/The Mountain

I/We begin by the Blessed Name of Allah

The Immensely Merciful to all, The Infinitely Compassionate to everyone.

52:01
a. By the Mountain Sinai,
52:02
a. and a Scripture revealed and written,
52:03
a. on parchment unrolled,

52:04
a. and the House of worship, continuously inhabited,

52:05
a. and the roof of the sky raised so high,

52:06
a. and the sea constantly surging.

52:07
a. Surely the punishment from your Rabb - The Lord will be coming indeed– unavoidable for those who deserve it.
52:08
a. There will be no reverting or averting to it – it is bound to happen.

52:09
a. It will all happen at The Time when the celestial realm will shake in a violent shake,
52:10
a. and the mountains will move all around with an awesome movement.

52:11
a. Woe - at that Time - to those who belie and deny the coming of this Time,
52:12
a. who - in their recklessness – are playing around with speculation and conjunctures.

52:13
a. The Time when they will be shoved forcibly into the Hell,

52:14
a. and told:
b. ‘This is the Fire – the one you had been belying’ and denying.
52:15
a. ‘Is this a deception which you used to deride, or
b. do you still not see’ this as a reality?
52:16
a. ‘Enter it now!
b. It is all the same whether you endure it – the hellfire - patiently or impatiently you will have to endure it in either case -
c. for you are only being paid back...

قرآن کا تصور رنگ: ایک تجزیاتی مطالعہ

In the Holy Quran several names of different colours have been described, denoting various meanings. Colour is the natural phenomenon of the universal power. To understand the colours  properly, Our ancestors have undertaken their deep observation vehemently and passionately. Each colour has its own distinctive feature. The Yellow colour has been interpreted as a pleasure giving one. Similarly, if white colour, on the one hand is the metaphor for the dawn’s light, on the other hand it gives the meaning of happiness and on turning of one blind. Black colour is the natural phenomenon of the darkness of night and mourning same in the case of Green, which are used in the Holy Quran for denoting different meaning. White colour is the colour which possesses peculiarities greater in quantity than all of the other colours  followed by the derivation of some Islamic Provisions also. In this article efforts have been made to present a discourse regarding the various kinds of   colours discussed in the Holy Quran diagnosing the same from different angles.

A Study of Formative Assessment Strategies in the Teaching of Mathematics in a Private Primary School in Karachi, Pakistan

Assessment is an indispensable component in any learning institution, be it formal or informal. Without assessment it is hard to know the strengths and weaknesses of both teachers and students in teaching and learning. The ultimate aim of any institution of learning is progress and it cannot be attained unless there is assessment. However, not all forms of assessment can bring about progress. Improvement in the teaching-learning process for the benefit of both teachers and students is always at the centre of formative assessment (Black &Wiliam, 1998). I designed this study to develop an in-depth understanding into the use of formative assessment strategies in the teaching of mathematics. This study took place in a private primary school in Karachi, Pakistan. It was conducted in classes four and five. I used a qualitative design of research, in which classroom lesson observations, post observation conferences, interviews and review of documents served as tools of data collection. Research participants were mainly teachers and students. I also got supplementary information from the head teacher to have a holistic picture of the whole study with regard to assessment practices in the school. The findings revealed that there were a number formative assessment strategies used in the teaching of mathematics at the time of the study. The assessment strategies that were being used at the time of data collection were: questioning, marking and feedback, review of the previous work, and end-of topic tests. It was also found that there were facilitating and constraining factors that affected the use of formative assessment. I conclude with recommendations for the school administrators and teachers of the school in which the study was conducted. I also propose further studies in the same area of research community, with special focus in developing countries to see how effectively formative assessment can be applied.