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Optimizing The Cell Site Planning And Deployment Methodologies In Wi-MAX Networks

Thesis Info

Author

Mr Syed Sultan Shah Bukhari

Supervisor

Irfan Ahmed Halepoto

Department

Department of Electronic Engineering

Institute

Mehran University of Engineering and Technology

Institute Type

Private

City

Jamshoro

Province

Sindh

Country

Pakistan

Thesis Completing Year

2008

Subject

Electronic Engineering

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676729177654

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پروفیسر فضل الرحمن فریدی

پروفیسر فضل الرحمن فریدی مرحوم
۲۶؍ جولائی کے اخبار میں ڈاکٹر شرف الدین اصلاحی کے انتقال کی خبر کے ساتھ ڈاکٹر فضل الرحمن فریدی کی وفات کی بھی خبر تھی، غم دوگنا ہوگیا، دنیائے علم کی ویرانی سی ویرانی ہے، اس کیفیت خزاں میں شجر زندگی کے اوراق زرد ہوتے جاتے ہیں۔
ڈاکٹر صاحب شیراز ہند جونپور کے مردم خیز قصبہ مچھلی شہر میں پیدا ہوئے، الہ آباد اور علی گڑھ میں اعلیٰ تعلیم حاصل کی، معاشیات کے موضوع میں اختصاص کیا، پہلے مسلم یونیورسٹی اور بعد میں سعودی عرب کی ملک عبدالعزیز یونیورسٹی میں اسی کادرس دیا، اﷲ نے قلب و ذہن کو پاکیزگی بخشی، اسلام کے نظریۂ معاشیات کو عصری نظام سرمایہ داری اور قمار و سود کی گرم بازاری میں یقین و اعتماد کے ساتھ پیش کرکے اس کی بہتری اور برتری ثابت کرنا، اس دور کا فرض کفایہ تھا جس کو پورا کرنے والوں میں فریدی مرحوم کا حصہ بڑا نمایاں ہے۔
تدریس کے ساتھ انہوں نے تصنیف و تالیف کا عمل جاری رکھا، جماعت اسلامی سے متاثر تھے اسی لیے جماعت کے انگریزی ترجمان ’’ریڈینس‘‘ کی ادارت اور دوسری انتظامی ذمہ داریاں بھی وقتاً فوقتاً انجام دیتے رہے، لیکن رسالہ ’’زندگی نو‘‘ ان کے افکار و نظریات کا سب سے موثر ترجمان رہا، وہ اس کے مدیر تھے اور اشارات میں ان کی ادارتی تحریریں اشارات سے زیادہ بینات کی صورت سامنے آتی رہیں۔ خصوصاً معاشی موضوعات پر نہایت معلومات افزا ہوتیں، ان کے افکار کی تہہ میں صرف یہ جذبہ پنہاں ہوتا کہ اسلام کی معاشی تعلیمات کی برکتوں کا اندازہ کرنے کے لیے موجودہ زمانہ کا ماحول سب سے سازگار ہے لیکن ہماری معلومات صرف روایتی مذہبی تعلیمات تک محدود ہیں، آئی ایم ایف جیسے مالیاتی اداروں کو ان کے اسلوب میں بتانے کی ضرورت ہے کہ قرضوں کی...

تاستدراكات الحافظ ابن حجر في فتح الباري على الإمام الكرماني في الكواكب الدراري في فهم الأقوال والإشارات

In the Name of Allah, the Most Gracious, the Most Merciful All the praises and thanks be to Allah Almighty, the Giver of bountiful blessings and gifts. Prayers and peace of Allah be upon the noble Prophet and upon his family and companions, the honorable followers. Ṣaḥīḥ al-Bukhārī by Imām Abu Abdullah Muḥammad al-Bukhārī got great attention by Muslim scholars of the past and present time. Many scholars elaborated this book by adopting different methods. “Al-Kawākib Al-Darārī” by Imam Al-kirmānī is an old explanation of Ṣaḥīḥ Bukhārī. During studying “Fatḥ Al-Bārī” I found that Hafiz Ibn e Ḥajar has consulted “Al-Kawākib Al-Darārī” and quoted Imam Al-kirmānī’s commentary and added it. Al-hafiz Ibn e Ḥajar differs at many times with the opinions of Imam Al-kirmānī about the understanding of the statements and gestures in traditions. I wanted to study such analysis to check the right opinion after comparing statements of both Imams and by consulting with the statements of other scholars of this field. This article approves that judgments of Al-hafiz Ibn e Hajar about the understanding of the statements and gestures are more authentic than the opinions of Imam Al-kirmānī.

An Exploratory Study of Grade Viii Students Perspectives on Urdu Teachers Feedback in District Chitral Khyber Pakhtunkhwa, Pakistan

This study aimed to explore grade VIII students’ perspectives on Urdu teachers’ feedback in private secondary schools in district Chitral, Pakistan. A cross-sectional survey was employed to collect students’ perceptions by using a newly developed and validated tool (questionnaire) for this study. A total of 156 grade VIII students participated in this study selected through convenience sampling. Data were analyzed through SPSS and transferred into MS EXCEL for tabulation. The results indicate that from students’ perspectives, Urdu teachers gave feedback in general and they were more likely to give feedback when their students performed well rather than poorly on a test or in a given task. Moreover, verbal feedback in the form of comment or helpful suggestion was more frequent in Urdu teachers’ practice; however, the feedback in a written form was less frequent in practice. Additionally, Urdu teachers tended to give feedback to the whole class rather than to the individuals. The form of feedback was less likely to be dialogic. For students, their Urdu teachers seldom gave them personal and judgmental criticism (bad, poor and weak) which was not related to their work. The findings demonstrate that for students, the open dialogue between students and teachers in a positive way or in an encouraging tone with ways forward and challenging (critical idea) feedback plays a vital role in motivating them towards learning. On the other hand, personal and judgmental criticisms toward students and their work demotivated and discouraged them from learning. Students preferred dialogic and challenging feedback rather than simply a mark, praise, and correction both in written and verbal form. This study provides an insight into the voice of students or their perceptions on their Urdu teachers’ feedback practices, the influence of such practices on their learning behavior, and their preferences regarding Urdu teachers’ feedback. The implication of this study is to enhance teachers’ feedback techniques as a part of the assessment skills through trainings or workshops provided by the school management.