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گزرتا ہے تو گزرے بہار کا موسم
گزرتا ہے تو یہ گزرے بہار کا موسم
رہے مدام الٰہی یہ پیار کا موسم
کہاں گئی ہے وہ رُت تیری دید کی جاناں
جو دے گئی ہے مجھے انتظار کا موسم
ٹھہر گیا ہے غم و رنج میرے آنگن میں
کہاں گیا ہے سکون و قرار کا موسم
عجیب بات ہے یارو کہ اس بڑھاپے میں
ہے یاد آنے لگا کوئے یار کا موسم
میں دل کے زخم دکھائوں تو کس طرح تائبؔ
بتائوں کیسے دلِ داغ دار کا موسم
Implementation of the Internet of Things for Monitoring the Companys Electrical Power Consumption
This research aims to design an electric panel monitoring system using the Internet of Things technology in company buildings so that consumers can monitor real-time electricity consumption. The energy consumption monitoring method that we propose uses PM2100 by implementing a real-time monitoring function of the power consumption of a 3-phase electric panel. The monitoring system implementation results show that the value is very close to measuring the digital multimeter measuring instrument. The monitoring system produces a current measurement accuracy of 97.38% with an error of 2.62%, while the 3-phase voltage measurement error is 0.616%. This system design helps companies obtain information faster to be considered data to improve efficiency in the Company.Study of the Elementary Mathematics Curriculum of Class 7 As Implemented
The present study investigates the enactment of the mathematics curriculum in class 7 at a government school in Karachi. Using classroom observation, interviews of a teacher and sampled students and analysis of the curriculum document, the textbook and written work of the students, an attempt was made to understand how far the objectives of the elementary mathematics curriculum were being realised. Also, the constraints on the translation of these objectives from theory into practice were explored. The study focused on the curriculum statement', delivery' and enactment' of four lessons on the simplification of algebraic expressions, each followed by a test' question given to a mixed ability sample group from the class. It was discovered that the very generally stated curriculum was differently implemented in the textbook and by the teacher, which produced unnecessary conceptual and terminological confusion. When students received no help from the teacher, they drew upon their prior arithmetic knowledge. Upon probing, it was found that due to situational constraints, the teacher was herself unclear about the symbolic property of algebraic signs and procedures. A proper understanding of and distinction between operational symbols and quantity symbols was missing. Besides, the bilingual terminology, duplication was found to be an important complicating factor. Addressing the teacher's understanding of algebraic concepts can help reduce the gaps between the stated curriculum and the enacted curriculum. The research findings underlie the need for re-sequencing the curriculum objectives and textbook topics.Journals by Discipline
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