Higher Education is expanding rapidly both in public and private sector. There is growing awareness regarding performance of Higher Education Institutions.Higher Education is a must for accelerating economic development of the country. Universities in collaboration with the society are responsible to offer quality education, result oriented research and service to the community. These institutions are answerable to the stakeholders because these are the stakeholders who provide atmosphere for continued existence of the institutions, their vertical program and horizontal expansion, to make a competition at the Internationallevel quality education, result oriented consistent improvement is required which can only be provided through strong funding and performance-oriented accountability. The study aimed at improving quality education and role of stake holder at university level. Objectives of the study include major challenges, integration of stakeholder’s in higher education setup along with evaluation of quality education coupled with development of academic leadership. Selected universities were included in the population of study. These institutions represented both public and private sector, male and female universities, provincial and federal Universities etc. Sample included students, faculty, parents, civil society and senior academic leaders. Major conclusion of the study was that majority of the respondents were satisfied regarding recruitment procedure for the teachers, HOD/Senior Academicians were more satisfied regarding learning environment as compared to civil society there was substantial variance in the list of challenges among respondents. The key findings of the study revealed that quality of education at tertiary level needed more efforts to bring it up to international standard and the role of stakeholders needs to be enhanced.
تو بنا کے پھر سے بگاڑ دے،مجھے چاک سے نہ اُتارنا تری چوبِ چاک کی گردشیں مِرے آب و گِل میں اُتر گئیں تِری اُنگلیاں مِرے جسم میں یونہی لمس بن کے گڑی رہیں مجھے رکتا دیکھ کے کرب میں کہیں وہ بھی رقص نہ چھوڑ دے تِرا زعمِ فن بھی عزیز ہے، بڑے شوق سے تُو سنوار لے تِرے"سنگِ چاک" پہ نرم ہے مِری خاکِ نم، اِسے چُھوتا رہ مجھے گوندھنے میں جو گُم ہوئے تِرے ہاتھ، اِن کا بدل کہاں تِرا گیلا ہاتھ جو ہٹ گیا مِرے بھیگے بھیگے وجود سے
رہوں کوزہ گر ترے سامنے، مجھے چاک سے نہ اُتارنا مِرے پاؤں ڈوری سے کاٹ کے مجھے چاک سے نہ اُتارنا کفِ کوزہ گر مِری مان لے، مجھے چاک سے نہ اُتارنا کسی گردباد کے سامنے، مجھے چاک سے نہ اُتارنا مِرے پیچ و خم، مِرے زاویے، مجھے چاک سے نہ اُتارنا کسی ایک شکل میں ڈھال کے، مجھے چاک سے نہ اُتارنا کبھی دستِ غیر کے واسطے، مجھے چاک سے نہ اتارنا مجھے ڈھانپ لینا ہے آگ نے، مجھے چاک سے نہ اتارنا
Oleh Rizky Martha Oktavia Prodi Pendidikan Agama Islam, Pascasarjana, IAIN Surakarta rizkymarthaoktavia@gmail. Com Abstrak Kesuksesan pendidikan toleransi melalui pendidikan agama Islam dapat ditopang oleh komponen bahan ajar, misalnya buku “Senang Belajar Agama Islam dan Budi Pekerti” bagi Siswa Kelas IV dan V SD di Kab. Karanganyar. Permasalahannya, bagaimana analisis nilai-nilai toleransi dalam buku tersebut? Tujuan penelitian, yaitu menganalisis nilai-nilai toleransi dalam buku “Senang Belajar Agama Islam dan Budi Pekerti” bagi Siswa Kelas IV dan V SD di Kab. Karanganyar. Dengan pendekatan kualitatif dan jenis penelitian pustaka, data penelitian berupa nilai-nilai toleransi diperoleh dari sumber data buku dikumpulkan dengan studi dokumentasi. Keabsahannya diperiksa dengan teknik (1) triangulasi, (2) pengecekan anggota, (3) meningkatkan ketekunan, dan (4) kecukupan bahan. Berdasarkan hasil analisis isi ditemukan nilai-nilai toleransi, yakni 31 nilai toleransi, misalnya (1) tidak menertawakan cara beribadah umat beragama lain, (2) tidak membicarakan kekurangan agama umat beragama lain, (3) tidak mencela aturan beribadah umat beragama lain. Saran kepada penulis buku Pendidikan Agama Islam (PAI) SD, yakni perlu penyebaran nilai toleransi pada setiap bab; guru PAI dan siswa kelas IV dan V SD perlu membaca, bahkan menelusuri nilai toleransi agar dapat diajarkan berkelanjutan; siswa kelas IV dan V SD perlu membaca dan menerapkan nilai toleransi dalam buku dengan berkonsultasi pada orang tua dan guru yang membinanya; kepala SD dapat menjadikan sebaran nilai-nilai toleransi sebagai panduan untuk memilih, menentukan, dan merancang kegiataan sosial kemasyarakatan di sekolah untuk melatih kepekaan siswa menjadi generasi yang toleran. Kata-kata Kunci: nilai toleransi, budi pekerti, pendidikan agama Islam
Underwater Wireless Sensor Networks (UWSNs) have been considered to provide efficient monitoring tasks and help in exploring aquatic environments. UWSNs composed of small size sensor nodes which are randomly or deterministically deployed in the desired sensing area. The focus of this thesis is energy balancing with sink mobility through the design of routing strategies for UWSNs. First and foremost, Dolphin and Whale Pods Routing (DOW-PR) routing, implements the adaptive transmission range adjustment into a number of power levels and at the same time select the next PFN from forwarding and suppressed zones. DOW-PR not only considers the packet upward advancement, but also takes into account the number of suppressed nodes and number of PFNs at the first and second hops. This research come up with another two schemes: geospatial division based geo-opportunistic routing for interference avoidance (GDGOR-IA) and Geographic routing for maximum coverage with sink mobility (GRMC-SM). The former one has opted depth based recovery and later one utilizes vertical and horizontal coordinate adjustment of deployed sinks to provide maximum coverage over an area. Furthermore, network field is divided into logical cubes by considering transmission range of sensor nodes. Both the schemes contribute to avoid fraction of local maximum nodes and improve packet delivery ratio (PDR). Also they can handle connectivity holes by their proposed recovery mechanisms. Additionally, Location Error resilient Transmission Range adjustment based protocol (LETR), Mobile Sink based LETR (MSLETR) and Modified MSLETR (MMS-LETR) for UWSNs are proposed. To successfully deliver data packets and maximize networkthroughputalongwithenergyefficiency, LETRcalculatesMeanSquareError (MSE). This helps to cope with the inefficiency introduced by geographic routing (withoutconsideringlocationinaccuracy)intermsofenergyconsumptionandnetwork throughput. The packet delivery probability, packet advancement and MSE are used altogether in the selection of optimal forwarder node. Finally, an Energy ScaledandExpandedVector-BasedForwarding(ESEVBF)schemecontributesthe mitigation of duplicate packets generation due to imbalance of holding time difference and propagation delay between nodes. ESEVBF uses the residual energy of the node to scale and vector pipeline distance ratio to expand the holding time. Resulting scaled and expanded holding time of all forwarding nodes has a significant difference to avoid multiple forwarding, which reduces energy consumption and energy balancing in the network with less end to end delay.