Browsing by Author "Ayesha Ashraf"

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    Frequency of Contrast Induced Nephropathy Detected in Patients Undergoing DTPA Renal Scintigraphy
    (UMT Lahore, 2025) Ayesha Ashraf; Alishba Tanveer; Malaika Arshad; Hafsa; Somia Sohail; Muhammad Usama Shariq
    Contrast-induced nephropathy (CIN) is an emerging complication after the use of contrast media, resulting in temporary or even permanent renal damage. This article assesses the incidence of CIN in patients who have undergone diethylene triamine penta-acetic acid (DTPA) renal scintigraphy and investigates renal function fluctuations over time after contrast exposure.A cross-sectional observational study was performed at Doctors Hospital and Medical Center.
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    Impact of Vertical Integration on Sustainability and Financial Performance Evidences from Textile Sector of Pakistan
    (UMT.Lahore, 2022-05-20) Ayesha Ashraf
    The purpose of this study is finding the impact of Vertical Integration on sustainability and to find the impact of vertical integration on financial performance. To achieve the objectives of the study, textile sector 77 companies are taken for the period 2011 – 2019. Tobit regression is used to look at the impact of the Vertical Integration on the Sustainability and the Fixed Effect Model is used to look for the impact of the vertical integration on the Financial Performance due to the nature of the data. Results show a significant relationship between the vertical integration and financial performance while vertical integration has some significant and negative impact on some components of sustainability i.e., social sustainability, whereas this study could not find the relationship between economic sustainability and environmental sustainability. This study explains the significant relation with some components of sustainability of the textile sector of Pakistan while in Pakistan more work and different strategies are required to use for the better findings of the results in the relationship of sustainability and vertical integration. This study provides valuable guidelines for researchers, students and industry practitioners in future
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    Transactional and instructional leadership behavior and student’s retention intention at school level
    (UMT Lahore, 2024-08-15) Ayesha Ashraf
    Numerous academic research have looked into the low rates of student retention in educational institutions. In order to meet the demands of students, institutions are working to improve the quality of their programmes in an effort to retain or grow the number of enrolled students. This study aims to investigate the relationship among transactional, instructional and students intention retention by keep mediating role of school climate on the relationship. For this purpose, data was collected through questionnaire at once a time by using survey methodology. A sample of 1000 (500 private and 500 public) Secondary Schools were selected by using convenient sampling technique and data was collected from 500 head teachers and 500 teachers. The selection criteria for the participants included teachers with five or more years of service within the district. Instructional Leadership questionnaire was based on Hallinger, (2008) model of Instructional Leadership while the School Level Environment Questionnaire (SLEQ) was also adopted for the study. Furthermore, Transactional leadership in education can affect student retention by fostering a routine and controlled atmosphere. Praise, grades, and privileges are examples of reward systems that can encourage students to reach behavioral and academic standards, which in turn affects their intention to continue in school. Instructional leaders establish circumstances that motivate students to be involved in and dedicated to their education by assisting teachers, enhancing instructional strategies, and cultivating a culture that emphasizes academic achievement. The numerical findings suggested that there has significant impact of leadership behavior such as transactional and instructional on student’ intention retention. Moreover, It is also found that partially mediating role of school climate on the relationship between transactional, instructional behavior and student’ retention’ intention.