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Sign language translator a glove based translator with LCD display, speech application

Thesis Info

Author

Midhat Zehra

Supervisor

Fareeha Anwar

Department

Department of Computer Science and Software Engineering

Program

BS

Institute

International Islamic University

Institute Type

Public

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2013

Thesis Completion Status

Completed

Page

xiii,64

Subject

Computer Science

Language

English

Other

BS 004 MIS

Added

2021-02-17 19:49:13

Modified

2023-02-17 21:08:06

ARI ID

1676724124542

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سید حسین

سید حسین
دوسرا بڑا حادثہ مسٹر سیدحسین کی وفات ہے، مرحوم ہندوستان کی تحریک آزادی کے دور اول کی یادگار، انگریزی زبان کے بہترین خطیب و انشا پرداز اور نامور صحافی تھے، عرصہ تک الہ آباد کے مشہور پرانے اخبار انڈیپنڈنٹ کے اڈیٹر رہے، پھر وفد خلافت میں لندن گئے اور غالباً وہیں سے امریکہ چلے گئے اور پچیس تیس سال تک وہاں اپنے قلم و زبان سے ہندوستان کی خدمت کرتے رہے اور امریکہ کے سیاسی اور صحافتی حلقوں میں بڑا نام پیدا کیا، ہندوستان کی آزادی کے بعد وطن واپس آئے اور نومبر ۱۹۴۷؁ء میں حکومت ہند کی جانب سے مصر کے سفیر بناکر بھیجے گئے، اور وہیں گذشتہ فروری میں انتقال کیا، آئندہ مسلمانوں میں ایسے صاحب کمال مشکل سے پیدا ہوں گے، اﷲ تعالیٰ مرحوم کی مغفرت فرمائے، ان کی وفات پر ہندوستان کے اکابر کی خاموشی حیرت انگیز ہے۔
(شاہ معین الدین ندوی، مارچ ۱۹۴۹ء)

سیّد حسین کی موت
۲۵؍ فروری ۱۹۴۹؁ء کی رات کو ۹ بجے ریڈیو نے خبر سنائی کہ ہندوستانی سفیر متعین مصر سید حسین نے وفات پائی، دوسرے دن شاہانہ تزک و احتشام سے سرکاری طور سے ان کی تدفین عمل میں آئی، جنازہ میں شاہ فاروق نے شرکت کی اور بعض علمائے ازہر نے ان کی نماز جنازہ پڑھائی۔
شاید لوگوں کو یاد ہوکہ ۱۹۲۰؁ء میں ہندوستان سے مجلس خلافت کا جو وفد یورپ بھیجا گیا تھا، اس کے ابتدائی ممبر تین تھے، محمد علی مرحوم، سید حسین اور سید سلیمان ندوی اور اس کے بعد شیخ مشیر حسین قدوائی اور ابوالقاسم (بنگال کے نامور لیڈر) بھی شامل ہوگئے، افسوس کے اس وقت راقم کے سوا سب ہی جنت کو سدھارے، اس وفد کے سکریٹری حسین محمد حیات صاحب تھے، جو بحمداﷲ اس وقت بھی بقید حیات ہیں اور یہیں بھوپال میں اعلیٰ حضرت فرمانروائے بھوپال...

Educational Stratification and Nation Building Process in Pakistan

Abstract Pakistan has celebrated seven decades of independence but misfortunately the nation is still divided into several ideologies, believes, ethnicities, regionalism, provincialism, political and social classes. Throughout the world, education plays a significant role in nation building but the terrible upshot in Pakistan is the division of nation in the field of education and learning. There are numerous umbrellas under which our educational system is running. Therefore, current study objects to measure educational stratification and its effect on nation building process in Pakistan. In this regard, this research mainly focuses on four major prevailing educational systems such as; privately managed schools, public schools, army public schools and madarsa (religious educational institution). Data were collected through focus group discussions and analyzed by applying grounded approach theory. Four major themes emerged after data examination. These are uniformity of curricular, equal opportunities, political and bureaucratic involvement and lack of moral education. Study finds that education system is badly lacking in uniform ideology and moral learning. Furthermore, the poor system of education is negatively affecting nation building in Pakistan by enhancing public distrust, discrimination and regionalism. The results of the present study may be helpful in finding the way for uniform educational system which provide learning opportunities to every child without thinking of their caste, religion, language, economic class, political affiliation and ethnicity.

Towards Conducting Effective Clinical Conferences in a Diploma Nursing Programme in Pakistan

The focus of this study was to explore how to conduct effective clinical conferences with Diploma nursing students at The Aga Khan University School of Nursing (AKUSON) a private nursing school in Pakistan. To accomplish this goal I worked with two nursing faculty of year two and year three along with their clinical group consisting of eleven students each. In this situation I worked as a catalyst being a resource person and facilitator, using action research in my attempt to make clinical conferences more effective. Even though students course work comprises of both theory and practice my project focused on the improvement of the process of clinical conferences as it is related to the clinical component of students' learning. Since all existing research on clinical conferences is based in western countries, I have used Wink (1995) and Matheney (1969) as a framework to guide this study and look at their applicability to the Pakistani context. Teachers mostly used students presentation as a strategy to conduct clinical conferences, in the pre-intervention stage of the study. Four out of five teachers asked students to present, although 64% of students admitted that they did not like presentations as a strategy for learning (N=22). During these conferences one or two students presented to the clinical group of 10-12 students. Initially less time was given to discuss nursing, whereas, in the intervention stage the conferences were entirely nursing based. In the intervention stage post-conferences were held using teaching strategies such as guided imagery, role-play, case-studies, debate, nursing rounds, and cooperative learning. Presentation style of conducting post-conferences was modified, whereby students participated, shared experiences, learnt from and between each other. These prototype conferences were rated as highly effective' both by students and teachers. In the post-intervention stage 73% of students (N=22) rated the conferences as ‘good' and ‘excellent'. The students' perception of an effective clinical conference at the post-intervention stage was that it should consists of two way communication involving many strategies to build on clinical practice where everyone participates. During the intervention stage students worked in small groups, the teacher as part of the group, sharing ideas, information and experiences with each other. Time was utilized effectively and the conferences were enjoyable. In this way the teacher helped and encouraged the students in the learning process.