Bilquis Postgraduate College For Women

Artificial intelligence (AI) is changing assessment in higher education in terms of automatic grading, adaptive testing, intelligent feedback, and distance proctoring. The paper considers the perceptions of AI-based assessment tools that hold popularity among the stakeholders of higher education (students, instructors, and administrators) in the context of perceived usefulness, fairness, reliability, ethical issues (privacy and bias), and impacts on academic integrity and learning outcomes. The study will gather quantitative survey data (N = 420) and qualitative interview data (n = 24) in a diverse sample of universities that have piloted or implemented AI assessment tools in 2020-2025 using a mixed-methods research design. Validated perceived usefulness, trust in automation, perceived fairness, privacy, and self-reported academic behavior are quantitative measures. Independent-samples t-tests to compare the attitudes of the students and instructors, multiple regression to predict the acceptance of the AI assessment based on the perceived usefulness and ethical issues, and ANOVA to determine variations across the disciplines and previous exposure to the AI tools are all tests of hypothesis. The thematic examination of human attitudes to pedagogy, academic integrity, transparency, and professional development requirements can be discussed as qualitative. The results show a conditional approval of the use of AI-based assessment: stakeholders appreciate efficiency and customized feedback, but they have constant reservations about the bias of algorithms, obscure grading, security threats to privacy through data transcriptions and remote proctoring, and the possible loss of human-driven assessment habits. The results of regression indicate that perceived usefulness ( =.42, p =.001), and perceived fairness ( =.29, p =.002) have positive prediction on acceptance, and privacy concern has negative prediction on acceptance ( = -.31, p =.001). T-tests are more persuasive of pragmatic acceptance among students than among instructors (t(418) = 3.12, p =.002). ANOVA shows that there is a difference in disciplinary difference: STEM participants indicated that they placed more trust in automated grading of objective tasks compared to humanities participants (F(3,416) = 6.21, p < .001). Qualitative topics talked of the necessity of human review, articulation of scoring reasons, strong data management, and employee education. The study has theoretical value, that is, it incorporates a technology acceptance and socio-technical fairness perspective and presents more practical recommendations: design transparent algorithms, embrace layered integrity, train educators, and engage stakeholders in assessment redesign. The authors conclude that AI-based testing can complement higher education assessment activities provided that the implementation is supported with safeguards against fairness, transparency, and pedagogic fit.

The current study aims to discover variations in complimenting and complimenting responses between Arabs (Syrians) and Non-Arabs (Pakistanis) who have different L1s and speak English as L2 during their interactions at their workplace in Syria. The data was collected using a DCT containing 04 hypothetical situations or scenarios. The situations in these DCTs are based on 04 themes: 1) appearance; 2) skill; 3) possession; and 4) character. For this purpose, the DCTs were adapted from Yuan (2002) and tailored according to the situation required in the current study. The data reveals that among Pakistani L2 speakers of English, 60% of the compliments are explicit and 37.5% are implicit. Moreover, interjections brought a slight change in the syntactic structure of compliments. Interjections co-occurred with syntactic formulas as 30% of the Syrian compliments and 24% of Pakistani compliments. The data collected regarding Syrians reveals that 82.5% of the compliments are explicit and 15% are implicit. Likewise, in compliment responses, Syrians and Pakistanis respond to compliments either using the Token of acceptance (Thanks), shifting credit, downgrading, reciprocating or using a combination of these semantic strategies. The current study will be instrumental in bringing Pakistanis’ way of complimenting, from an intercultural perspective to the fore in the world of pragmatic research.

In the history of mankind, women have always played a positive role in the construction of the righteous society and its evolution. Iqbal because the founder of Islamic culture and was aware of the fact that according to the laws of Allah. Men and women are the wheels of the family unit without whom the vehicle of life cannot run. Iqbal's review regarding the rights of women is the same as that which exists in Islam. Iqbal has repeatedly mentioned women in his poetry in different ways. He mentions the women with the respect and honor, sometimes in the form of a loving mother, sometimes in the form of a lover (Mehboob), sometimes he praises and praise a women's hard work and courage and sometimes he encourages her towards her education and training. Iqbal believes that it is important for a woman to be educated because she is the women whose existence makes a nation. If she is not educated then the whole nation will be destroyed. Iqbal wanted to create a society where men would guard and protect feminity. We will also talk about all of the above qualities of a women. In a poetic writing somewhere women are praised, somewhere criticized in different ways but Iqbal's thoughts about a woman is totally different, he admired a woman, he appreciate a women and he respect a women because Islam give respect to women. He promoted the education of a women just because he wants an educated nation where people thoroughly study the Islam and understand in a better way. In this article we will talk about the position and status of women in Iqbal's Urdu poetry.

Background: The current study examines, the role of self-talk in death anxiety, obsessive compulsive disorder (OCD), and coping strategies faced during COVID-19 by university students. The study was conducted among university students after COVID. Method: This study included 300 university students, living within the zones of Haripur, Pakistan. They participants were chosen using purposive sampling technique. The self-talk scale (STS), coping strategies inventory short form (CSISF), death anxiety scale (DAS), and Yale-Brown Obsessive-Compulsive Scale (YBOCS) were utilized for assessment. Information was analysed with Student’s t-test and simple linear regression. Results: The female students significantly scored higher on STS, DAS, and CSISF, while male students scored higher on YBOCS. The regression test indicated that self-talk was a significant predictor of coping strategies and death anxiety among university students. Conclusion: Self talk was the predictor of death anxiety, obsessive compulsive disorder and copying strategies during COVID-19 outbreak among students gender wise Pak J Physiol 2024;20(1):48-51

Aim of the Study: The purpose of this research was to measure the effect of the covid-19 epidemic on students' academic achievement at university level in Azad Jammu and Kashmir. Methodology: The study was descriptive in nature and survey method was applied for the conduction of research. The study's population consisted of 4234 students from the University of Kotli. The sample was drawn from the study's population using convenient sampling technique. The study sample was made up of n=352 students. A self-prepared questionnaire prepared as a research tool in this research. The questionnaire was administered online using a Google form due to the lockdown. Findings/Conclusion: It was found that the students liked the online system of education and commented that this is very attractive system in the modern world. They participated in class discussion and different activities which are made by the teacher during the online class. Moreover, some students faced some problems related to internet, universities websites and problems related to the use of modern technologies. Suggestions: It is suggested that instructors enhance their teaching methods to motivate pupils to learn and to entice them to study online. They may also make available online materials for practical learning, such as e-books and instructive videos.

Objective: to determine the effects of physical activity on quality of life among female undergraduate students. Material & Methods: A randomized clinical trial was conducted on n=52 female students, after taking approval from higher authorities of the Bilquis Postgraduate College for Women PAF Nur Khan Base Rawalpindi, The inactive female students >1monthbetween 18-25 years were included in the study. The participants were randomly divided into three groups, such as Light Physical Activity (LPA), Moderate Physical Activity (MPA) and Vigorous Physical activity (VPA) group. The short form (SF-36) was used to observe Quality of Life (QOL), among participant at baseline and after six weeks of intervention. The One Way ANOVA with Tukey HSD post hoc was applied on mean differences for comparison. The clinical significance eta squared (η2) was used. Results: The result showed that Role limitation (mental) was significantly improved in vigorous activity group than the light (MD=21.20, d=0.85, 95% CI=0.97 to 43.37) and moderate (MD=23.94, d=0.96 95% CI=4.05 to 43.83) activity group. While social function showed significant improvement in moderate activity group as compared to light (MD=15.30, d=1.01, 95% CI=3.83 to 26.76) activity and vigorous (MD=9.60, d=0.63, 95% CI=1.68 to 20.88) activity group. The pain also showed significant improvement in moderate activity as compared to light (MD=20.32, d=1.09, 95% CI=5.48 to 35.16) and vigorous (MD=21.97, d=1.18, 95% CI=9.67 to 34.26) activity group. Conclusion: PA significantly improved QOL of female undergraduate students. It was also found that VPA improves role limitation (emotional) while MPA improves social function and body pain.