Relevant bibliographies by topics / Arabic in Pakistan

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Arabic in Pakistan'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Arabic in Pakistan"

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Jameel, Mahir, and Shafeeq ur Rahaman. "http://habibiaislamicus.com/index.php/hirj/article/view/101-110." Habibia Islamicus 4, no. 2 (December 17, 2020): 101–10. http://dx.doi.org/10.47720/hi.2020.0402a07.

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Arabic is the language of the holy Qura’n which was sent for the guidance of the entire humanity. Thus, Arabic has become the language of Islam. Since arrival of Islam in the Subcontinent, the Muslims in this region played a significant role in maintaining the language of the Qura’n. They learned this language to understand the holy Qura’n, Hadith and the religious sciences. As a result, religious consciousness spread far and wide in the Subcontinent. The study covers Pakistani institutions that affiliated with Wifaq-ul-Madaris Alarabiah Pakistan(A Board of Islamic and Arabic educational institutes in Pakistan) and offer Arabic as language, it measures effectiveness of such offering, outlines the issues of such offering and finally covers the learning outcomes of individual and as well as in group. The method used for conducting study is through survey and interview based quantitative methods.
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Alansari, Bader M. "BECK DEPRESSION INVENTORY (BDI-II) ITEMS CHARACTERISTICS AMONG UNDERGRADUATE STUDENTS OF NINETEEN ISLAMIC COUNTRIES." Social Behavior and Personality: an international journal 33, no. 7 (January 1, 2005): 675–84. http://dx.doi.org/10.2224/sbp.2005.33.7.675.

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An Arabic version of the second edition of the Beck Depression Inventory (BDI-II) in its complete form was developed by Ghareeb (2000). The BDI-II was administered to 18 Islamic groups and the English version of the BDI-II (Beck, Steer, & Brown, 1996) was administered to an additional Pakistani group. Co-efficient alphas were computed for samples of male and female undergraduates recruited from 19 Islamic countries: Palestine, Lebanon, Syria, Iraq, Jordan, Saudi Arabia, Kuwait, Qatar, Bahrain, United Arab Emirates, Oman, Yemen, Egypt, Sudan, Tunisia, Libya, Algeria, Morocco and Pakistan (n=600, 270, 479, 841, 943, 780, 781, 356, 230, 360, 333, 590, 735, 275, 291, 298, 300, 706 and 532 respectively). The corrected item-total scale correlations of the BDI-II ranged between .21 and 89, the inventory seems viable in the Arabic context. Its use in cross-cultural studies would be suitable.
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Alansari, Bader M. "GENDER DIFFERENCES IN ANXIETY AMONG UNDERGRADUATES FROM SIXTEEN ISLAMIC COUNTRIES." Social Behavior and Personality: an international journal 34, no. 6 (January 1, 2006): 651–60. http://dx.doi.org/10.2224/sbp.2006.34.6.651.

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This study investigated gender differences in anxiety among volunteer undergraduates recruited from sixteen Islamic countries; Algiers, Egypt, Emirates, Iraq, Jordan, Kuwait, Lebanon, Morocco, Oman, Pakistan, Palestine, Qatar, Saudi Arabia, Sudan, Syria and Yemen (N= 7,506). The Kuwait University Anxiety Scale (Abdel-Khalek, 2000, 2002, 2003, 2004) was used in its Arabic form for all groups except the Pakistan group, for which the English version of KUAS was used. There are significant gender differences in 11 Islamic countries out of 16 in which females tended to be higher on the anxiety scale: Egypt, Iraq, Morocco, Kuwait, Oman, Qatar, Lebanon, Pakistan, Algiers, Yemen and Syria, while there was no significant difference in anxiety between the genders in the following five countries: Saudi Arabia, Jordan, Sudan, Emirates and Palestine. The salient gender differences were interpreted in the light of a socialization process; especially sex-typing and gender roles.
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Raees Uddin, Umair. "http://habibiaislamicus.com/index.php/hirj/article/view/198." Habibia Islamicus 5, no. 2 (June 26, 2021): 123–39. http://dx.doi.org/10.47720/hi.2021.0502u09.

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Prof. Dr. Ihsan-ul-Haq was a prominent scholars of Arabic and Islamic studies who played a vital role in the promotion of Arabic language and literature and awaking of Muslim nation in in Pakistan. Dr. Ihsan was a great Islamic preacher, good writer, eloquent speaker, compassionate and exemplary teacher, an excellent researcher, good mentor and reformer as well. He always strived for the understanding of the Qur'an and the teaching of the Arabic language in Pakistan. He loved Arabic language very much. Listening, speaking, reading and writing Arabic was his favorite pastime. He edited various textbooks in Arabic to develop the expertise of the students in Arabic language. He was also a great admirer of Urdu language. His sermons, speeches, lectures, articles and scholarly writings published in Urdu language were very easy, simple and neat. He speaks in a common sense according to the mental level of the listener and the reader so that the right of communication can be exercised. In this study, I have viewed the impact of Arabic language in his literary services. I adopted the method of description, analytics and historical criticism which covers all the aspects.
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Alansari, Bader M. "GENDER DIFFERENCES IN DEPRESSION AMONG UNDERGRADUATES FROM SEVENTEEN ISLAMIC COUNTRIES." Social Behavior and Personality: an international journal 34, no. 6 (January 1, 2006): 729–38. http://dx.doi.org/10.2224/sbp.2006.34.6.729.

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This study investigated gender differences in depression among volunteer undergraduates (N = 8,538) recruited from 17 Islamic countries. The Beck Depression Inventory II (Beck, Steer, & Brown, 1996), was used in its Arabic form for all groups except the Pakistan group, which used the English version. Results indicated that there are significant gender differences in 9 of the Islamic countries in which females tended to be higher in depression namely, Iraq, Syria, Egypt, Pakistan, Algeria, Oman, Qatar, Morocco, and Kuwait. However, males scored significantly higher than females in Saudi Arabia, while there are no significant gender differences in depression in Lebanon, Tunisia, Palestine, U.A. Emirates, Yemen, Jordan, and Sudan. The salient gender differences were interpreted in the light of a socialization process; especially sex-typing and gender roles.
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Asiyah, Nur. "Pakistani-American Muslim women identity negotiation as reflected in diaspora literature." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 14, no. 2 (August 21, 2020): 83. http://dx.doi.org/10.30595/lks.v14i2.7594.

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Identity is significant issue in the world. Pakistani-American Muslim women faced the problems of identity because they got different treatment in the society. This study reveals how do Pakistani-American Muslim women negotiate their identity and the result of negotiation? This research was done under descriptive qualitative research. The data of the research are the words, phrases, and sentences from diasporic literature entitled Saffron Dreams by Shaila Abdullah that published in 2009. To analyze the data, this study used postcolonial theory based on Bhabha’s hybridity and Tomey’s identity negotiation concept. Based on the research, it is found that Pakistan American Muslim women negotiate their identity by mindful negotiation namely adapting American culture and shaping hybrid identity. They change their fashion style by putting off their veils. They replace Arabic name into American style to hide their religious identity. In building the house they American building with Arabian nuance. On the other hand, in assimilating the culture to get a job, Pakistani American Muslim women must fight harder because of the striking differences in culture and the idealism they believe in.
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Alansari, B. M. "Gender differences in anxiety among undergraduates from twenty two countries." European Psychiatry 26, S2 (March 2011): 135. http://dx.doi.org/10.1016/s0924-9338(11)71846-6.

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ObjectiveThe aim of the current investigation was to explore gender related differences in anxiety among undergraduates from 22 countries.MethodStandard Arabic Version of the Kuwait University Anxiety scale (comprised of 20 brief statements, answered on a 4-point intensity scale, anchored by 1: Rarely and 4: Always) was administered to Arabic undergraduates, recruited from the following countries: Palestine, Lebanon, Syria, Iraq, Jordan, Saudis Arabia, Kuwait, Qatar, Bahrain, U.A. Emirate, Oman, Yemen, Egypt, Sudan, Tunisia, Libya, Algeria, and Morocco. (n = 608, 271, 879, 842, 948, 780, 782, 435, 154, 393, 342, 833, 1185, 275, 291, 295, 375, & 706. While the English Version was administered to American (n = 273) and Pakistan (n = 462) samples, the Germen version was administered to the Germen subjects (n = 157), Moreover the Spanish version was administered to the Spanish sample (n = 312).ResultsIt was found that females significantly had higher mean anxiety scores than did their male counterparts in 15 countries: Palestine, Lebanon, Iraq, Kuwait, Qatar, Oman, Yemen, Egypt, Tunisia, Libya, Algeria, Morocco, Pakistan, American, & Spain.ConclusionFemale preponderance of anxiety has been a consistent finding. In the present researcher opinion, the anxiety score of any given person is the end product of both biological and psychosocial factors and their interaction. Furthermore, the response styles, especially social desirability and the tendency to hyperbole had an impact on anxiety score.
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Moulet, Pierre. "Nouveaux Reduvius Fabricius, 1775, de la péninsule Arabique et du Pakistan, et synonymies nouvelles (Hemiptera, Reduviidae, Reduviinae)." Bulletin de la Société entomologique de France 125, no. 4 (December 10, 2020): 353–66. http://dx.doi.org/10.32475/bsef_2087.

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New Reduvius Fabricius, 1775, from Arabic Peninsula and Pakistan, and new synonymies (Hemiptera, Reduviidae, Reduviinae). Three new species are described: Reduvius pulcher n. sp. from Yemen, R. fragilis n sp. from United Arab Emirates, R. amabilis n. sp. from Pakistan, and one brachypterous specimen of R. varipes Linnavuori, 1964. The following new synomynies are proposed: Reduvius infirmus Miller, 1956, n. syn. of Reduvius osiris Kirkaldy, 1909, and Reduvius thesigeri Miller, 1956, n. syn. of Reduvius osiris Kirkaldy, 1909. The holotypes of R. thesigeri and R. insularis Linnavuori, 1964, are redescribed.
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Iyengar, Arvind. "Variation in Perso-Arabic and Devanāgarī Sindhī orthographies." Written Language and Literacy 21, no. 2 (December 31, 2018): 169–97. http://dx.doi.org/10.1075/wll.00014.iye.

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Abstract The Sindhī language has been written in numerous scripts throughout its history. However, in the twentieth century, Perso-Arabic and Devanāgarī emerged as the dominant scripts for the language. Today, Perso-Arabic is the sole official script for Sindhī in Pakistan, while both Perso-Arabic and Devanāgarī are in concurrent use for the language in India. This paper identifies and analyses areas of orthographic standardisation and variation in the Perso-Arabic and Devanāgarī scripts for Sindhī, focusing primarily on practices in the Indian context. It first classifies orthographic variation into that stemming from phonological ambiguity, and that which is purely graphematic. The former includes the representation of reduced vowels, gemination, vocalic endings, loanwords, consonant clusters and sounds of unclear phonemic status. The latter includes the shapes and positioning of diacritics, allographs, derivative graphemes and collation orders. The paper concludes by summarising the possible pedagogical implications of such orthographic standardisation and variation.
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Da-Sheng, Chen. "A Brunei Sultan in the Early 14th Century: Study of an Arabic Gravestone." Journal of Southeast Asian Studies 23, no. 1 (March 1992): 1–13. http://dx.doi.org/10.1017/s0022463400011267.

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I joined the Maritime Silk Route Expedition organized by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as a member of the International Team of Scholars. We sailed on the Fulk-al-Salamah, the expedition ship, from Oman to China, stopping in the following countries: Oman, Pakistan, India, Sri Lanka, Thailand, Malaysia, Indonesia, Brunei, and the Philippines. International seminars were held in each one of these countries during the expedition.
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Dissertations / Theses on the topic "Arabic in Pakistan"

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Masood, Munazzah. "ARABIC IN PAKISTAN PROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING: ARABIC IN PAKISTANPROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING." Doctoral thesis, Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-156200.

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This dissertation discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Stan-dard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional peda-gogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.
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Masood, Munazzah. "ARABIC IN PAKISTAN PROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-191550.

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This book discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Standard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional pedagogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.
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Masood, Munazzah [Verfasser], Eckehard [Akademischer Betreuer] Schulz, Hans-Georg [Gutachter] Ebert, and Eckehard [Gutachter] Schulz. "Arabic in Pakistan : problems and solutions in the field of teaching and testing / Munazzah Masood ; Gutachter: Hans-Georg Ebert, Eckehard Schulz ; Akademischer Betreuer: Eckehard Schulz." Leipzig : Universitätsbibliothek Leipzig, 2015. http://d-nb.info/1240316119/34.

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Hedberg, Nicholas J. "The exploitation of a weak state Al-Qaeda in the Arabian Peninsula in Yemen." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FHedberg.pdf.

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Thesis (M.A. in Security Studies (Middle East, South Asia, Sub-Saharan Africa))--Naval Postgraduate School, June 2010.
Thesis Advisor(s): Hafez, Mohammed M. ; Second Reader: Springborg, Robert. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Yemen, al-Qaeda in the Arabian Peninsula, Terrorism, Weak States. Includes bibliographical references (p. 89-95). Also available in print.
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Wurm, Iris [Verfasser]. "Die Kooperation des Hegemons USA mit Saudi-Arabien und Pakistan : Fremde oder Freunde? / Iris Wurm." Baden-Baden : Nomos Verlagsgesellschaft mbH & Co. KG, 2014. http://d-nb.info/1108812279/34.

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Khan, Kamran. "Refractive conditions in Arabian Sea and their effects on ESM and airborne radar operations." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA238273.

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Thesis (M.S. in Systems Engineering (Electronic Warfare))--Naval Postgraduate School, September 1990.
Thesis Advisor(s): Davidson, Kenneth L. ; Powell, James R. "September 1990." Description based on title screen as viewed on December 29, 2009. DTIC Descriptor(s): Frequency, Electronic Warfare, Aircraft, Airborne, Electronic Equipment, Microwave Equipment, Radar, Profiles, Ducts, Meteorology, Communication And Radio Systems, Refraction, Arabian Sea, Refractometers, Military Operations. DTIC Identifier(s): Radar interference, meteorological phenomena, theses. Author(s) subject terms: Refractivity, Arabian Sea refractive conditions, ESM airborne radar, airborne microwave refractometer (AMR), IREPS, EREPS. Includes bibliographical references (p. 96-97). Also available in print.
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Sons, Sebastian [Verfasser]. "Arbeitsmigration nach Saudi-Arabien und ihre Wahrnehmung in Pakistan : Akteur*innen und Strategien der öffentlichen Sichtbarmachung / Sebastian Sons." Heidelberg : CrossAsia E-Publishing, 2020. http://d-nb.info/122252497X/34.

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Abbasi, Ishrat Afshan Verfasser], Jamal [Gutachter] [Malik, and Heike M. [Gutachter] Grimm. "Transnational Islamic Charities : The role of International Islamic Relief Organisation of Saudi Arabia in Pakistan / Ishrat Afshan Abbasi ; Gutachter: Jamal Malik, Heike Grimm." Erfurt : Universität Erfurt, 2019. http://d-nb.info/1216041385/34.

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Khan, Tahreem Noor. "A study of customers' perception and attitude to Islamic banking : products, services, staff, shari'ah board and marketing in five countries : Pakistan, Malaysia, Saudi Arabia, UAE and UK." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179557.

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Islamic banking emerged rapidly to fulfil the financial needs of Muslim consumers, by using different viable modes of Islamic financing. These tools of financing were designed to avoid risk-free return, unjustified increase of money on money (ribii.) and uncertainty (gharar). To offer Islamic finance products and services, the number of full-fledged Islamic bank branches has increased since 1985. The industry then further expanded with the entrance of local and international conventional banks, which advertised their Islamic banking products heavily. At the present time of heightened competition, it has become more difficult for Islamic banks to differentiate themselves in terms of providing products and services. By understanding customers' attitudes, it might be possible to differentiate their banking products and services. Therefore this research investigated the level of satisfaction and overall attitudes of respondents, both Islamic and conventional bank users, of different nationalities and aged between 30-40, living in Pakistan, UK, UAE, Saudi Arabia and Malaysia. Through an online survey regarding Islamic banking objectives, products, services, staff, Shari 'ah board and marketing, 385 responses were collected and analysed using the techniques of means and percentages. SPSS and Excel were used to produce bar charts and tables. Another distinctive aspect of this research was that it analysed product advertisements of Islamic banks (full-fledged and local/international banks) on websites based in Pakistan, UK, UAE, Saudi Arabia and Malaysia, in order to understand the differences and similarities with regard to website structures, content information, colour, marketed web products and targeted audiences. By investigating these factors, this research provided practical suggestions to design effective webpages or promotional messages to educate and inform customers of the distinction between the Islamic banking products and services that have emerged as a result of increasing competition in this market. Based on both quantitative and qualitative methods, the result of this research suggested Islamic banks should focus on the components of Customer Relationship Management (CRM) to achieve strategic competitive advantages. The research findings-suggested that Islamic banks should gather sufficient customer related information from all banking channels and utilise it accurately to reconnect with customers by offering innovative products, re- establish lost connections with existing customers, build relationships with new customers, reconstruct a trustworthy image and revise marketing approaches. Most importantly, these banks should refocus on incorporating the Islamic elements of gharar- (uncertainty) and r ib d- (usury) free operational processes. This research strongly asserted that verbal authenticity by Islamic banks and a reliance on highly-camouflaged conventional banking products alone cannot build customer trust. To regain trust, and to acquire a greater market share in the competitive financial sector, Islamic banks' staff and Shari 'ah scholars need to imply sincere motivation, truthful intention, and dynamic, personalised and practical CRM approaches to uplift the Islamic financial brand and to fulfil its promises.
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Mahmood, Nasir. "TEACHING OF ARABIC LANGUAGE IN PAKISTAN: AN ANALYTICAL STUDY OF SELECTED CURRICULA." Doctoral thesis, 2017. https://ul.qucosa.de/id/qucosa%3A16296.

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Die Bedeutsamkeit einer Sprache kann sowohl anhand ihres Gebrauchs als auch anhand der Bedürfnisse einer Gesellschaft gemessen werden. Wenn wir die arabische Sprache in der pakistanischen Gesellschaft betrachten, ist dies anhand mehrerer Aspekte feststellbar. Basierend auf der Bevölkerungsmehrheit ist der Islam ist die offizielle Religion Pakistans und entsprechend beruht auf ihm auch die Verfassung. Die arabische Sprache hingegen stellt das wichtigste Mittel dar, um den Islam und seine Lehren zu verstehen. Dadurch stellt sie einen wichtigen Teil des pakistanischen Bildungswesens und des alltäglichen Lebens dar. Beobachten kann man dies beispielsweise bei Geburten, Bestattungen oder Hochzeiten, wo sich zur vollständigen Umsetzung des jeweiligen Ereignisses bzw. Ritus arabischer Floskeln bedient werden. Es ist bekannt, dass der arabische Gebetsruf, der ʾAḏān, das Erste ist, das einem Neugeborenen ins Ohr geflüstert wird. Alsdann wird dem Kind ein arabischer Name gegeben und sobald es anfängt zu sprechen, versucht die Familie ihm Worte wie Allāh, Muḥammad und Rasūl beizubringen. Auf dem Gebiet der Bildung wird einem muslimischen Kind üblicherweise das arabische Alphabet gelehrt, bis es in die Schule eintritt. Danach lernt es, wie man den Koran rezitiert, um sich bestimmte Verse einzuprägen und zu beten. Die Kombination all dieser Bräuche erzeugt eine starke Verbindung zwischen Muslimen und der arabischen Sprache. Die Briten erreichten den indischen Subkontinent anfänglich als Unternehmer und nicht als Herrscher. Allmählich begannen sie allerdings, sich in lokale politische Angelegenheiten einzumischen, bis sie schließlich die gesamte Region übernahmen. Anschließend veränderten sie die religionspolitische, soziale und bildungstechnische Landschaft der Muslime auf dem Subkontinent. Hinsichtlich der Bildungspolitik war es somit Macaulay (1800-1859), der die Muslime in ihrem Heimatland, in dem sie bereits 1000 Jahre gelebt hatten, zu Bürgern zweiter Klasse machte. Auf Basis dieser Politik wurde das traditionelle islamische Bildungswesen für ungültig erklärt und Kenntnisse der englischen Sprache wurden zur Voraussetzung zur Erlangung eines Berufs. Als Folge dessen wehrten sich einige Muslime hart gegen dieses neue Bildungssystem. Andere blieben gleichgültig gegenüber der Politik, während einige wiederum überzeugt waren, dass es zu den notwendigen Erfordernissen der damaligen Zeit gehöre, die englische Sprache zu lernen. Aufgrund ihrer Gespaltenheit, können wir zwei Gruppen entwerfen: Die Gegner des Bildungssystems (darunter die traditionellen muslimischen Gelehrten) sowie die Befürworter (Sir Sayyid Aḥmad Khan [1817-1898] und seine Anhänger). Sir Sayyid Aḥmad Khan reformierte die muslimische Gesellschaft und gründete neue Schulen und Universitäten, wie z.B. das Muḥammadan College (1875 AD), das Aligarh College, und die Scientific Society of Aligarh, um auf die neuen Wissenschaften aufmerksam und machen und diese zu vermitteln. Dahingegen eröffneten die ʿUlamāʾ eine Reihe neuer Medresen, weil sie dachten, dass ein Wiederaufleben der islamischen Wissenschaften und der arabischen Sprache der Schlüssel zum Erfolg der Muslime sei. Als Erwiderung auf diese Gruppen entstand schließlich auch eine dritte Gruppe, die die Reformgesellschaft Darul Uloom Nadwatul Ulama (1898) begründete und der Ansicht war, dass beide Ansätze zur Prosperität der Muslime beitragen würden. Seitdem Beginn dieser Debatte bis in unsere heutige Zeit hat sich das muslimische Bildungssystem in zwei Gruppen geteilt: Religiöse und nichtreligiöse Ausbildung. Diese Unterteilung basiert freilich auf der Idee des Säkularismus, wonach religiöse und wissenschaftliche Lehre zwei gänzlich verschiedene Bereiche sind, die einander ausschließen. Die britischen Herrscher etablierten neue Richtlinien im Bildungswesen, um die Muslime von ihren religiösen, erzieherischen, ethischen und kulturellen Werten abzubringen und auf sie das britische Verständnis von „Zivilisation“ zu projizieren. Die muslimischen religiösen Institute hingegen beruhten auf religiösen Wissenschaften, wie der Lehre von Qurʾān und Sunna, die mittels der arabischen Sprache gelehrt wurden. Abgesehen von der Einleitung sowie dem Schlusswort unterteilt sich diese Untersuchung in fünf Kapitel. Der erste Teil untersucht die Schritte und Phasen, die die arabische Sprache durchlaufen hat. Dabei widmet es sich der Geschichte der arabischen Sprache auf dem indischen Subkontinent von ihren Anfängen bis zur Teilung der Region in Indien und Pakistan 1947. Es wird außerdem erläutert, welchen Einfluss die Sprache auf Gesellschaft und Kultur hatte und wie es um ihren offiziellen Status während der verschiedenen Herrschaftsepochen bestellt war. Das zweite Kapitel unterteilt sich in zwei Bereiche. Zuerst wird eine kurze Einführung zum Land Pakistan und seiner Kultur sowie verschiedenen Sprachen gegeben. Danach wird das Bildungssystem erklärt, wie es aufgeteilt ist und welche Rolle die arabische Sprache und Literatur darin einnimmt. Das dritte Kapitel untersucht die Geschichte und Aufbau der Medresen in der Region vor und nach der Teilung des Landes. Begonnen wird dieses Thema anhand der ersten Medrese bis schließlich die modernen religiösen Institute, Stiftungen und Gremien Pakistans genauer betrachtet werden. Auch der schulinterne Lebensstil, die Gebäudeausstattung, Finanzen und Leistungsangebote an die Gesellschaft werden hier unter Augenschein genommen. Der vierte Bereich prüft intensiv den kompletten Curriculum fünf religiöser Schulgremien. Die folgenden Gremien werden hierbei vorgestellt und ihre Lehrmethodologien erläutert: • Wifaq al-Madaris al-Arabiyya Pakistan • Tanzeem-ul-Madaris Ahl-e-Sunnat • Wifaq al-Madaris al-Salafiyya • Rabta-tul-Madaris al-Islamiyyah • Wifaq al-Madaris al-Shia Pakistan Das fünfte Kapitel analysiert alle fünf Gremien statistisch und es wird ein vollständiger Überblick zu Büchern, Lehrthemen und anderen Unterrichtsmaterialien gegeben. Die Ergebnisse, z.B. zum Anteil gleicher und verschiedener Bücher sowie Themen, werden in Form von Tabellen und Diagrammen dargestellt. Am Ende wird die Schlussfolgerung sämtliche Punkte und Fragen dieser Forschungsarbeit noch einmal ausführlich zusammenfassen.
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Books on the topic "Arabic in Pakistan"

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Pakistan. Consulate General (Jiddah, Saudi Arabia), ed. ʻAllama bil qalam: Arabic calligraphy in Pakistan = ʻAllama bi-al-qalam : al-khaṭṭ al-ʻArabī fī Bākistān. Jeddah: Consulate General of Pakistan, 2012.

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Sind (Pakistan). Sindhī Adabī Borḍ, ed. Mak̲h̲zanulmak̲h̲t̤ūt̤āt: Sindhī Adabī Borḍ main maujūd qalmī nusk̲h̲an te mushtamil mak̲h̲zan. J̈āmshoro: Sindhī Adabī Borḍ, 2013.

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Archives, Sindh, ed. Tārīk̲h̲-i Sindhu jā ʻArabī ain Fārsī māk̲h̲az: Tareekh Sindh ja Arabi ain Farsi Makhaz. Karācī: Sindhu Ārkāʼīvz, 2013.

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Maclean, Derryl N. Religion and society in Arab Sind. Leiden: E.J. Brill, 1989.

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Labévière, Richard. Oussama Ben Laden, ou, Le meurtre du père: Etats-Unis, Arabie Saoudite, Pakistan. Lausanne: Favre, 2002.

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Miller, E. Willard. The Third World: Afghanistan and Pakistan : a bibliography. Monticello, Ill., USA: Vance Bibliographies, 1989.

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Arif, G. M. Economic and social impacts of remittances on households: The case of Pakistani migrants working in Saudi Arabia. Islamabad: Pakistan Institute of Development Economics, 2009.

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Esperienze di donne nella migrazione araba e pakistana. Milano, Italy: FrancoAngeli, 2012.

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Miller, Frederic P. Shia-sunni relations: Islam in Iran, Iran-Iraq War, sectarian violence in Pakistan, persecution of Shia Muslims, Muslim Brotherhood, status of religious freedom in Saudi Arabia. [U.S.]: Alphascript Publishing, 2010.

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ill, Blackall Sophie, ed. Big red lollipop. New York: Viking, 2010.

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Book chapters on the topic "Arabic in Pakistan"

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Gibson, Gary A. P., and Hassan Ghahari. "Family Eupelmidae Walker, 1833." In Chalcidoidea of Iran (Insecta: Hymenoptera), 211–24. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0211.

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Abstract This chapter provides a checklist for the family Eupelmidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the eupelmid fauna of Iran with adjacent countries indicates that the fauna of Iran (48 species) is most diverse, followed by Russia (28 species), Turkey (17 species), Kazakhstan and Turkmenistan (both with nine species), Azerbaijan and United Arab Emirates (both with five species), Afghanistan, Armenia and Pakistan (each with three species), Iraq (two species) and Oman and Saudi Arabia (both with one species); no species have been recorded from Bahrain, Kuwait or Qatar. Russia shares 14 known species with Iran, followed by Turkey (13 species), Kazakhstan (seven species), Armenia and Turkmenistan (both with three species), Azerbaijan (two species) and Oman, Pakistan, Saudi Arabia and United Arab Emirates (each with one species).
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Gibson, Gary A. P., and Hassan Ghahari. "Family Eupelmidae Walker, 1833." In Chalcidoidea of Iran (Insecta: Hymenoptera), 211–24. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0009.

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Abstract This chapter provides a checklist for the family Eupelmidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the eupelmid fauna of Iran with adjacent countries indicates that the fauna of Iran (48 species) is most diverse, followed by Russia (28 species), Turkey (17 species), Kazakhstan and Turkmenistan (both with nine species), Azerbaijan and United Arab Emirates (both with five species), Afghanistan, Armenia and Pakistan (each with three species), Iraq (two species) and Oman and Saudi Arabia (both with one species); no species have been recorded from Bahrain, Kuwait or Qatar. Russia shares 14 known species with Iran, followed by Turkey (13 species), Kazakhstan (seven species), Armenia and Turkmenistan (both with three species), Azerbaijan (two species) and Oman, Pakistan, Saudi Arabia and United Arab Emirates (each with one species).
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Zerova, Marina D., José Luis Nieves-Aldrey, Hassan Ghahari, Gary A. P. Gibson, and Victor N. Fursov. "Family Ormyridae Förster, 1856." In Chalcidoidea of Iran (Insecta: Hymenoptera), 281–88. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0281.

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Abstract This chapter provides a checklist for the family Ormyridae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the ormyrid fauna of Iran with adjacent countries indicates that the fauna of Iran (13 species) is similar in diversity to Turkey (12 species) and Russia (11 species), but more diverse than Kazakhstan (six species), Turkmenistan and United Arab Emirates (both with five species), Azerbaijan (three species), Afghanistan (two species) and Armenia, Iraq, Oman, Pakistan and Saudi Arabia (each with one species); no species have been recorded from Bahrain, Kuwait or Qatar. Russia and Turkey both share eight known species with Iran, followed by Azerbaijan, Kazakhstan and Turkmenistan (each with three species) and Afghanistan, Armenia, Pakistan, Saudi Arabia and United Arab Emirates (each with one species). A total of 44 species of Ormyridae from the Palaearctic region were recorded.
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Zerova, Marina D., José Luis Nieves-Aldrey, Hassan Ghahari, Gary A. P. Gibson, and Victor N. Fursov. "Family Ormyridae Förster, 1856." In Chalcidoidea of Iran (Insecta: Hymenoptera), 281–88. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0014.

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Abstract This chapter provides a checklist for the family Ormyridae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the ormyrid fauna of Iran with adjacent countries indicates that the fauna of Iran (13 species) is similar in diversity to Turkey (12 species) and Russia (11 species), but more diverse than Kazakhstan (six species), Turkmenistan and United Arab Emirates (both with five species), Azerbaijan (three species), Afghanistan (two species) and Armenia, Iraq, Oman, Pakistan and Saudi Arabia (each with one species); no species have been recorded from Bahrain, Kuwait or Qatar. Russia and Turkey both share eight known species with Iran, followed by Azerbaijan, Kazakhstan and Turkmenistan (each with three species) and Afghanistan, Armenia, Pakistan, Saudi Arabia and United Arab Emirates (each with one species). A total of 44 species of Ormyridae from the Palaearctic region were recorded.
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Guerrieri, Emilio, Mohammad Hayat, Hassan Ghahari, Vladimir A. Trjapitzin, Gennaro Viggiani, and Gary A. P. Gibson. "Family Encyrtidae Walker, 1837." In Chalcidoidea of Iran (Insecta: Hymenoptera), 93–152. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0093.

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Abstract Species from the family Encyrtidae are all endoparasitoids and some are polyembryonic. Many species have been used successfully in various biological control programmes in different regions of the world. This chapter provides a checklist for the family Encyrtidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the encyrtid fauna of Iran with adjacent countries indicates that the faunas of Russia (492 species) and Turkmenistan (246 species) are more diverse than Iran (236 species), followed by Armenia (174 species), Turkey (165 species), Azerbaijan (159 species), Kazakhstan (148 species), Pakistan (62 species), Saudi Arabia (47 species), Afghanistan (32 species), Iraq (seven species), United Arab Emirates (three species), Oman (two species), Kuwait (one species) and Bahrain and Qatar (no species). Among the adjacent countries, Russia shares 129 known species with Iran, followed by Azerbaijan (105 species), Turkey (98 species), Armenia (91 species), Turkmenistan (67 species), Kazakhstan (64 species), Pakistan (27 species), Afghanistan (17 species), Saudi Arabia (16 species), Iraq (five species), United Arab Emirates (three species) and Oman (two species).
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Yefremova, Zoya A., Gennaro Viggiani, Hassan Ghahari, Gary A. P. Gibson, and Mikdat Doğanlar. "Family Eulophidae Westwood, 1829." In Chalcidoidea of Iran (Insecta: Hymenoptera), 161–210. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0161.

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Abstract This chapter provides a checklist for the family Eulophidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the eulophid fauna of Iran with adjacent countries indicates that the faunas of Russia (666 species) and Turkey (246 species) are more diverse than Iran (236 species), followed by Turkmenistan (70 species), Kazakhstan (57 species), Pakistan (44 species), Azerbaijan (34 species), United Arab Emirates (31 species), Armenia (23 species), Iraq (10 species), Afghanistan and Saudi Arabia (both with eight species) and Oman (six species); no species have so far been reported from Bahrain, Kuwait or Qatar. The much larger number of eulophid species reported from Russia likely correlates with not only its large land area but also its history of taxonomic research on Eulophidae in the country. Russia shares 147 known species with Iran, followed by Turkey (133 species), Azerbaijan (22 species), Turkmenistan (21 species), Armenia and Pakistan (both with 20 species), United Arab Emirates (13 species), Iraq (10 species), Afghanistan (seven species), Saudi Arabia (four species) and Oman (two species).
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Guerrieri, Emilio, Mohammad Hayat, Hassan Ghahari, Vladimir A. Trjapitzin, Gennaro Viggiani, and Gary A. P. Gibson. "Family Encyrtidae Walker, 1837." In Chalcidoidea of Iran (Insecta: Hymenoptera), 93–152. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0005.

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Abstract Species from the family Encyrtidae are all endoparasitoids and some are polyembryonic. Many species have been used successfully in various biological control programmes in different regions of the world. This chapter provides a checklist for the family Encyrtidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the encyrtid fauna of Iran with adjacent countries indicates that the faunas of Russia (492 species) and Turkmenistan (246 species) are more diverse than Iran (236 species), followed by Armenia (174 species), Turkey (165 species), Azerbaijan (159 species), Kazakhstan (148 species), Pakistan (62 species), Saudi Arabia (47 species), Afghanistan (32 species), Iraq (seven species), United Arab Emirates (three species), Oman (two species), Kuwait (one species) and Bahrain and Qatar (no species). Among the adjacent countries, Russia shares 129 known species with Iran, followed by Azerbaijan (105 species), Turkey (98 species), Armenia (91 species), Turkmenistan (67 species), Kazakhstan (64 species), Pakistan (27 species), Afghanistan (17 species), Saudi Arabia (16 species), Iraq (five species), United Arab Emirates (three species) and Oman (two species).
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Yefremova, Zoya A., Gennaro Viggiani, Hassan Ghahari, Gary A. P. Gibson, and Mikdat Doğanlar. "Family Eulophidae Westwood, 1829." In Chalcidoidea of Iran (Insecta: Hymenoptera), 161–210. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0008.

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Abstract This chapter provides a checklist for the family Eulophidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the eulophid fauna of Iran with adjacent countries indicates that the faunas of Russia (666 species) and Turkey (246 species) are more diverse than Iran (236 species), followed by Turkmenistan (70 species), Kazakhstan (57 species), Pakistan (44 species), Azerbaijan (34 species), United Arab Emirates (31 species), Armenia (23 species), Iraq (10 species), Afghanistan and Saudi Arabia (both with eight species) and Oman (six species); no species have so far been reported from Bahrain, Kuwait or Qatar. The much larger number of eulophid species reported from Russia likely correlates with not only its large land area but also its history of taxonomic research on Eulophidae in the country. Russia shares 147 known species with Iran, followed by Turkey (133 species), Azerbaijan (22 species), Turkmenistan (21 species), Armenia and Pakistan (both with 20 species), United Arab Emirates (13 species), Iraq (10 species), Afghanistan (seven species), Saudi Arabia (four species) and Oman (two species).
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Schmid-Egger, Christian, Gary A. P. Gibson, and Hassan Ghahari. "Family Leucospidae Walker, 1834." In Chalcidoidea of Iran (Insecta: Hymenoptera), 255–60. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0255.

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Abstract This chapter provides a checklist for the family Leucospidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the leucospid fauna of Iran (six species) with adjacent countries shows that it has the same number of species as Turkey, followed by Russia (five species), United Arab Emirates (four species), Afghanistan, Kazakhstan and Turkmenistan (each with three species), Armenia, Azerbaijan and Pakistan (each with two species) and Saudi Arabia (one species); no species have been recorded from Bahrain, Iraq, Kuwait, Oman or Qatar. Furthermore, six species were recorded from the former USSR and if the exact localities of these species were known then the number of species from Russia and Middle Asian countries adjacent to Iran would be increased. All the species recorded from Iran are shared with Turkey, whereas five species are shared with Russia, three species with Afghanistan, Kazakhstan and Turkmenistan, and two species with Armenia, Azerbaijan and Pakistan. Four species are recorded from United Arab Emirates, none of which are yet known from Iran, but Leucospis elegans and L. vanharteni might be expected in southern Iran.
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Schmid-Egger, Christian, Gary A. P. Gibson, and Hassan Ghahari. "Family Leucospidae Walker, 1834." In Chalcidoidea of Iran (Insecta: Hymenoptera), 255–60. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789248463.0011.

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Abstract This chapter provides a checklist for the family Leucospidae. It provides information on species diversity, host records, distribution records by province in Iran, as well as world distribution. Comparison of the leucospid fauna of Iran (six species) with adjacent countries shows that it has the same number of species as Turkey, followed by Russia (five species), United Arab Emirates (four species), Afghanistan, Kazakhstan and Turkmenistan (each with three species), Armenia, Azerbaijan and Pakistan (each with two species) and Saudi Arabia (one species); no species have been recorded from Bahrain, Iraq, Kuwait, Oman or Qatar. Furthermore, six species were recorded from the former USSR and if the exact localities of these species were known then the number of species from Russia and Middle Asian countries adjacent to Iran would be increased. All the species recorded from Iran are shared with Turkey, whereas five species are shared with Russia, three species with Afghanistan, Kazakhstan and Turkmenistan, and two species with Armenia, Azerbaijan and Pakistan. Four species are recorded from United Arab Emirates, none of which are yet known from Iran, but Leucospis elegans and L. vanharteni might be expected in southern Iran.
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Conference papers on the topic "Arabic in Pakistan"

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Zaidi, Hassan Jaffar, Chris Van Dyk, Abdul Jalil Afsar, Muhamad Reza, and Bjorn Ekehov. "Impact of motorized load on voltage stability of national Grid of Pakistan and application of SVC." In 2014 Saudi Arabia Smart Grid (SASG). IEEE, 2014. http://dx.doi.org/10.1109/sasg.2014.7274301.

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Asrar, Muhammad, and Shahid Majeed Sabir. "A New Approach to Drill Highly Depleted and Fractured Limestone Reservoir in Pakistan." In SPE/DGS Saudi Arabia Section Technical Symposium and Exhibition. Society of Petroleum Engineers, 2011. http://dx.doi.org/10.2118/149118-ms.

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Ahtesham, Maida, Narmeen Zakaria Bawany, and Kiran Fatima. "House Price Prediction using Machine Learning Algorithm - The Case of Karachi City, Pakistan." In 2020 21st International Arab Conference on Information Technology (ACIT). IEEE, 2020. http://dx.doi.org/10.1109/acit50332.2020.9300074.

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Al Qahtani, Elham, Yousra Javed, Heather Lipford, and Mohamed Shehab. "Do Women in Conservative Societies (Not) Follow Smartphone Security Advice? A Case Study of Saudi Arabia and Pakistan." In 2020 IEEE European Symposium on Security and Privacy Workshops (EuroS&PW). IEEE, 2020. http://dx.doi.org/10.1109/eurospw51379.2020.00028.

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Habib, Asad, Masayuki Asahara, Yuji Matsumoto, and Kohei Ozaki. "JaPak IEOU: Japan-Pakistan's Input English Output Urdu a case sensitive standard input system for Perso-Arabic script clients." In 2010 International Conference on Information and Emerging Technologies (ICIET). IEEE, 2010. http://dx.doi.org/10.1109/iciet.2010.5625679.

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Moazzam, Muhammad, Hamid B. Osmany, Rab Nawaz, and Saba Ayub. "Distribution, abundance and mortality of whale sharks (Rhincodon typus) in coastal and offshore waters of Pakistan (Northern Arabian Sea): Review of a ten year study with information on the successful release of whale sharks entangled in fishing gear." In The 4th International Whale Shark Conference. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qproc.2016.iwsc4.37.

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