All physical systems are acquiesced to operational restrictions, accompanying am plitude limitations of actuators. Under such a condition, a compensator commonly known as anti-windup compensator (AWC) is incorporated in the closed-loop sys tem to retain the control signal within certain limits for ensuring satisfactory performance and maintaining stability. The aim of this thesis is to develop robust AWC design methods for nonlinear and nonlinear time-delay systems. Several new AWC architectures and design schemes have been addressed for nonlinear and non linear time-delay systems by means of decoupling approach, Lyapunov-Krasovskii functional, Lipschitz condition, L2 stability, nonlinearity bounds, Wirtinger-based inequality, Lyapunov stability, sector conditions, and reformulated Lipschitz con tinuity property. Robustness of the proposed AWC designs is considered against parametric uncertainties and exogenous inputs. The core contribution of this re search work is fourfold. First, novel global and local robust dynamic AWC designs are proposed for nonlinear systems with parametric uncertainties and one-sided Lipschitz nonlinearities under actuator saturation. Second, a new decoupling ap proach based AWC for Lipschitz nonlinear time-delay systems with state delays using delay-range-dependent methodology is presented. Third, a novel technique is proposed for designing more practical static AWC for dynamic nonlinear time delay systems with state interval time-delays, exogenous disturbance, and input saturation. Fourth, LMI-based conditions are derived for designing a robust dy namic AWC for nonlinear time-delay systems with model uncertainties, Lipschitz nonlinearities, and actuator saturation. Various simulation examples are provided to show effectiveness the suggested static and dynamic AWC methodologies.
ہم جو بھی پڑھتے ہیں اس سے متاثر ضرور ہوتے ہیں۔اسی طرح ناول نگار بھی کسی زندگی کی عکاسی کرتاہے اور جس زندگی کی عکاسی کر رہا ہوتا ہے وہ مقصد سے خالی نہیں ہوتی۔ناول نگار قاری کیاحساسات کے بارے میں آگاہ ہوتا ہے۔اس لیے وہ انسانی نفسیات کو سمجھتے ہوئے ایک کہانی تخلیق کرتا ہے۔ایک استاد کی طرح اپنی بات کو قاری کے ذہن تک پہنچانے کا مقصد صرف اور صرف یہ ہوتا ہے کہ ایک خاص قسم کا فلسفہ اس کے ذہن میں زبردستی ڈالا جاتا ہے۔
ناول نگار نے بھی ایک مقصدی کہانی لکھی ہے۔ وہ اپنی اس کہانی کے ذریعے ہمیں کرپشن اور ملک سے غداری کرنے والوں کو بینقاب کررہے ہیں۔وہ سیکس انڈسٹری کی ایک واضح تصویر اور اس کے نتائج کو ہمارے سامنے پیش کررہے ہیں جوکہ ایک عمدہ قدم ہے۔یقیناًنو لکھی کوٹھی کے بعد ناطق کا یہ دوسرا انتہائی شاندار ناول ہے جو یاد رکھے جانے کے قابل ہوگا۔ہر موڑ قاری کو ایک نئی راہ سے متعارف کروارہا ہے شوبز کی دنیا ایک جھانسہ ہے۔ہمارے معاشرے میں چلتے پھرتے لوگوں کے بارے میں خلاصہ کیاگیا ہے۔جائیداد کا لالچ تو ایک الگ بات ،اس پہ نسل در نسل بات پر اس طرح مٹی ڈال دی جاتی ہے کہ وہ ایک معمہ بن جائے اور حل نہ ہوپائے۔ناطق نے بہت ہی جانب داری کا مظاہرہ کیا ہے اور محسوسات کے مطابق ایک مقصدی کہانی لکھی ہے۔
In this article an effort has been made to describe Hazrat ‘ishah (R. A) ’s methodology of derivation of Ahkm from Holy Quran. Holy Quran and Sunnah of Holy Prophet (S. A. W) is basic source of Islamic Shar‘ah. Hazrat ‘ishah Siddqah (R. A) was the wife of the Holy Prophet (S. A. W), and the daughter of Hazrat Ab Bakr (R. A). She spent her time in learning and acquiring knowledge of the two most important sources of Islam, the Qur'an and the Sunnah of His Prophet (S. A. W). Hazrat ‘ishah (R. A) narrated 2210 Ahdth out of which 174 Ahdth are commonly agreed upon by Bukhri and Muslim. She was an ardent and zealous student of Islamic jurisprudence. She has not only described Ahdth and reported her observations of events, but interpreted them for derivation of Ahkm. Umm Al-Mu’minn Hazrat ‘ishah (R. A) is a great scholar and interpreter of Islam, providing guidance to even the greatest of the Companions (R. A) of the Holy Prophet Muhammad (S. A. W). She has not only described Ahdth and reported her observations of events, but interpreted them for derivation of Ahkm. Whenever necessary, she corrected the views of the greatest of the Companions of the Holy Prophet (S. A. W). It is thus recognized, from the earliest times in Islam, that about one-fourth of Islamic Shar‘ah is based on reports and interpretations that have come from Hazrat ‘ishah (R. A). As a teacher she had a clear and persuasive manner of speech. Hazrat ‘ishah (R. A) is a role model for women. She taught Islam many people. She was an authority on many matters of Islamic Law, especially those concerning women.
Reflective practice is emphasized for teachers as it improves teaching and learning practices that result in high levels of students' achievements. Reflection has the potential to transform thinking and practice. Research done on reflective practice in Pakistan suggests that as teachers' teaching repertoire is limited here, teachers must reflect upon their practice. My experience of working with teachers informs me that teachers are not willing to write about their practices, rather it is more an oral culture. Reflective conversation is more an oral reflective practice mode, and it builds on what teachers already do informally in the context of Pakistani schools. The ultimate purpose of reflective conversation is to inquire teachers' classroom practices and to bring forward improvement in their practices. This study was conducted to explore the process and consequences of reflective conversation for teacher development in Pakistan. Shared classroom observation experiences provided a base for reflective conversation sessions with two secondary school English teachers in a private English medium school in Karachi, Pakistan. The aim was to explore reflective conversations as a strategy for school-based teacher development. The study indicates that reflective conversations can be a viable teacher development strategy in Pakistan. Study findings showed that through reflective conversations, teachers were able to enhance their professional knowledge and skills, by extending their range of teaching strategies, developing an urge to implement new strategies, and consequently, becoming more confident teachers. However, there are some essential requisites i.e. teachers' personal capacity and school structures for making reflective conversation an effective teacher development strategy. Reflective conversation also requires effective facilitation, which can be done by a reflective coach. The study also indicated that teacher learning becomes a complex and dynamic process through reflective conversation sessions. The study is significant for teacher educators, researchers, and teachers. It highlights for them some contextual issues that are challenging for teacher educators for using this strategy successfully. Study findings indicate that reflective conversations, if implemented effectively, move from individual teacher's learning to collective learning.