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Telemedicine: Modernization &Expansion Of Healthcare System

Thesis Info

Author

Faisal Abro

Supervisor

AR Memon

Department

Department of Electronic Engineering

Institute

Mehran University of Engineering and Technology

Institute Type

Private

City

Jamshoro

Province

Sindh

Country

Pakistan

Thesis Completing Year

2001

Subject

Electronic Engineering

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676729224447

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ڈاکٹر سید معین الرحمن

بہ یادِ سید معین الرحمن
(رفیق احمد خان)
ڈاکٹر سید معین الرحمن ایک طرح سے میرے خواجہ تاش تھے، مرزا غالب اور رشید احمد صدیقی سے میرا عشق روحانی، جذباتی اور زبانی ہے اور ان کا عشق شخصی، روحانی، فکری، ادبی اور تحقیقی اوصاف کا مرقع، ان کی تن دہی، سخت کوشی، برداشت، نفاستِ طبع اور حسن آرائی و حسن آفرینی اس کی شہادتیں۔
میں اپنے احباب سے ان کی خوش اخلاقی، خوش اطواری، شائستگی اور روایتی وضع داری سے متعلق باتیں سن ہی چکا تھا، ان کی شگفتہ و مرصع اور پرمغز و پراثر نثر دل میں گھر کرچکی تھی اور ان کی سرکشیدگی اور بلند قامتی بھی میرے دل و نظر میں ایک مقام و مرتبہ وضع کرچکی تھی، خط و کتابت کا آغاز ہوا تو میرے خیالات و تصورات کو یک گونہ تقویت حاصل ہوئی، میں اپنے اندر ان کے لیے اپنائیت محسوس کرنے لگا اور یوں نیاز حاصل کرنے کی تمنا جی میں سر اٹھانے لگی۔
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أساليب المجاز الاستعاري في سورة الأنفال وتوبة ويونس

Rhetoric is a branch of Arabic sciences through which the literal figuration of the Holy Quran can be defined and understood Many scholar have paid close attention to the literal figuration and emphasized on it in every era to discover and find out the literal and eloquent beauties of the meaning of  the words of the holy Quran.  In this article we have tried to study and find out the literal  figuration : its beauties and impacts on readers of the holy Quran especially in suratul-  Anfal  surah- altaubah and surah younas  

Classroom Environment Leading to Democracy and Social Responsibility at Secondary Level in Khyber Pakhtunkhwa

“Classroom Environment Leading to Democracy and Social Responsibility at Secondary Level in Khyber Pakhtunkhwa” was quite a new study in this region. Since, the study was descriptive, the objectives of the study were: (1) to explore the social environment of the classroom at secondary level in Khyber Pakhtunkhwa; (2) to investigate the organizational environment of the classroom at secondary level in Khyber Pakhtunkhwa; (3) to analyze classroom environment leading to democracy at secondary level in Khyber Pakhtunkhwa, and (4) to find out the classroom environment leading to social responsibility at secondary level in Khyber Pakhtunkhwa. All 302,170 Secondary School Heads, Secondary School Teachers and Secondary School Students constituted the population for this study. A stratified sample of 1260 was selected through random sampling technique. Questionnaires were used as research instrument for the collection of data. The collected data were tabulated, analyzed and interpreted category wise by comparing responses of the three groups, Principals/Head Masters, Secondary School Teachers and Secondary School Students. To analyze the data, Chi-Square test was used as a contingency test and percentages were used. The responses were tested at significance level of 0.05. On the basis of analysis it was discovered that majority of the respondents were of the opinion that they had interaction with the teachers/students and they expressed themselves freely. The classrooms environment was co-operative and competitive. Teachers’ behavior was friendly. Teachers shared the classroom responsibility. Physical structure of class was attractive. Classes were ventilated and lighted. Schools were providing productive students. Students were the active participants of the community. Students were given opportunities to participate in the major and the minor issues of the classrooms. Classroom curriculum instilled democratic values. xviiIt was recommended that level of interaction may be increased. Teachers should be provided co-operative and competitive environment for the promotion of democracy and social responsibility. Teachers should plan properly in the classroom for promoting democracy. Teachers should be given proper training for teaching democracy. Curriculum must be shaped to inculcate democratic values in students, so that the students become the democratic agents of positive change in the society.