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Insilico structure prediction superimposition and phylogenetic analysis of genes involved in head and neck squamous cell carcinomas.

Thesis Info

Author

Nida Naeem

Supervisor

Tahira Noor

Department

Department of Bioinformatics and Biotechnology

Program

BS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Page

xi,191

Subject

Bioinformatics & Biotechnology

Language

English

Other

BS 616.042 NII

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676724004924

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انگریزی بذریعہ تعلیم ہماری ضرورت

انگریزی ذریعہ تعلیم ہماری ضرورت
پاکستان ایک ترقی پذیر ملک ہے اس میں رہنے والے لوگ اتنے تعلیم یافتہ نہیں ہیں جتنے دیگر ممالک کے لوگ علم سے بہرہ ور ہیں۔ اس کی وجوہات اور بھی بہت سی ہیں ان میں ایک وجہ انگریزی سے عدم دلچسپی ہے۔ انگلش لینگوئج سیکھے بغیر ہم دیگر اقوام کے ہم پلہ ہونے کا دعوی نہیں کر سکتے۔ اس لیے کہ کسی قوم کے نشیب وفراز ، افراط وتفریط اور اس کے اسباب کا اندازہ لگانا ہو تو اس کی زبان پر گرفت انتہائی ضروری ہے۔ ازاں بعد ہی ہم اپنی خوبیوں اور خامیوں کا اس سے موازنہ کر سکتے ہیں اور ترقی کی راہ میں آنیوالی رکاوٹوں کا سد باب کر سکتے ہیں۔ دیگر اقوام کا مطالعہ ہی ان کی تاریخ سے آشناکرتا ہے اور پھر وہ اسباب جن کی بدولت اس اقوام پر تنزل اور ترقی کا دور گزرا اس سے آگاہی ہوتی ہے۔ آج کل ترقی یافتہ اقوام اسی زبان سے وابستہ ہیں۔ اس لیے اس کو ذریعہ تعلیم بنانا اس لحاظ سے ضروری ہے۔
انگریزی ایک بین الاقوامی زبان ہے اور متعددممالک میں بولی اور سمجھی جاتی ہے پھر اپنی اقتصادی اور معاشی ترقی کے لیے اس کی تفہیم کی اشد ضرورت ہے۔ ہماری نئی نسل اس زبان سے واقفیت کی بدولت ہی معیاری قسم کی ملازمتوں سے فائدہ اُٹھاسکتی ہیں۔ انگریزی سے واقفیت کی بنا پر ہم اپنے تعلیمی معیار کو بلند کر سکتے ہیں ، دیگر ممالک کی جامعات میں تعلیم حاصل کر سکتے ہیں۔ بلکہ تدریسی فرائض سرانجام دے سکتے ہیں۔ آج کل اکثرممالک اس زبان کی طرف خصوصی توجہ دے رہے ہیں۔ اور انہوں نے اپنے اپنے تعلیمی اداروں میں شروع سے ہی انگلش کوذریعہ تعلیم بنایا ہے۔
پاکستان میں بھی انگلش میڈیم سکول سسٹم کا اجرا ہو چکا ہے اور ہمارے ارباب...

زرتشت ازم کے شعائر، رسوم اور روایات: اسلامی تناظر میں اجمالی جائزہ

Zoroastrianism is an ancient Iranian religion founded by an Iranian Prophet and scholar Zoroaster. It is claimed by some foremost scholars that this is the most ancient religion of the world which influenced the other major religions of the world like, Judaism, Christianity and Islam. The main source to know the Zoroastrianism is Avesta, Denkart and Bundahishn (sacred books) from which we know the terminologies and traditions of this religion. Main two spirits are Ahura mazda (god of pleasure and goodness) and Ahriman (god of evil) and seven more main spirits which are called as angels are Amesha spentas which show the actual spirit and direction of this ancient religion. Some of the concepts and traditions are same which exists in Islam but with different names and features, like prayers and matters after death, heaven and hell. In this article, main focus is on tradition and terminologies of this ancient religion to know its actual spirit to get the basic information and main themes for initial reader of this religion from Islamic theological pers-pective. No doubt, Zoroastrianism is one the amended religions exist on earth yet because of the similarity of various rituals with Islam. However, Zoroastrianism is being considered reve-aled religion and Zoroaster as true prophet of Allah.

A Student Friendly Framework for Adaptive 3D-Virtual Learning Environments

Learning is the process of observation, exploration and discovery. Virtual Reality (VR) is one of the most popular training technologies today that introduced new methods and approaches for teaching-learning process. It offers advanced forms of interaction that enables students to find out, to explore and to build their own knowledge. The use of 3D-Virtual Learning Environments (VLEs) for educational purposes can improve a learner experience and motivation. Adaptive 3D-VLEs dynamically adapt to learners capabilities and show customized teaching mate rials which are relevant and according to the learning goals, learning style and knowledge level of an individual learner, which results in improved learning. Properly designed 3D-VLEs with adaptive capabilities increase both the effec tiveness of learning-process and interface usability. However, defining the adaptive aspect of 3D-VLEs is difficult as there is no clear strategy which modifies the con tents of the environment for a specific learner. Research on designing such systems is still in its infancy and needs attention for possible improvements. This research work focuses on the adaptive aspect of 3D-VLEs. We quantitatively measure the learning skill of a student in 3D-VLEs with the help of a mathematical function and use it an adaptation criterion for changing the contents of the environments. Using a fuzzy logic based approach, our system dynamically builds and maintains student model and delivers personalized learning content for good, average and weak students. Research shows that providing cognitive aids reduce mental load on learn ers but it also reduces active exploration which affects their performance in a non-supervised environments when these aids are no longer available. Using the proposed adaptive approach, we further extended our work and presents Adaptive Repetition as a control strategy for active exploration in 3D-VLEs which enables students to get the benefits of cognitive aids and remain actively involved in the learning and exploring process. Finally, we introduce the concept of horizontal transition inside adaptive 3D VLEs which provides an opportunity for students to get the desired knowledge according to their learning styles. The same concept is presented with detail information and more examples that facilitate the learning process and is especially designed for weak students. Based on the proposed adaptive criterion, we developed a simulated environ ment in Microsoft Visual Studio 2008 using OpenGL Library to perform experi ments and evaluate the efficiency of the proposed concepts. The analysis was based on task completion time, no of errors, test scores and student learning. We also used questionnaires to collect the data for subjective evaluations. The outcome of this research work is a student friendly framework that can be used efficiently for enhancing the learning capabilities of students in 3D-VLEs.