Browsing by Author "Ayesha Imran"

Now showing 1 - 4 of 4
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    Design of reinforced concrete silo
    (UMT.Lahore, 2020) Mahnoor Akram; Laraib Majeed; Ayesha Imran
    The focus of this project was on the design of a grain silo. Pakistan is an agricultural country. Flour mills have great influence on the economy of the country. Grain storage silos are the most effective way of storing grains. There is great need to emphasize the silos culture for storing grains instead of warehouses. In addition, the column-supported silo was designed for the modern vehicle technology keeping in mind the size and shape of vehicles (trucks). This project was done for academic purpose and the analysis based upon the dominant forces and moments. It investigates designing and failure of reinforced concrete (RC) silos, primarily in agricultural and flourmills set-ups. The failure of RCC structure was influenced by the nature of the bulk solids (grain) that are stored in grain silo. For the load estimation Janssen theory has used according to ACI313-97 and for designing ACI 318-97 has used.
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    Efficacy of low intensity psychological interventions (LIPIs) in reducing emotional dependence among university students
    (UMT Lahore, 2025-10-07) Ayesha Imran
    The current research study aimed to explore the relationship between Emotional Dependence, Self-Esteem, Depression, Anxiety and Stress in University Students (N=200), along with the efficacy of Low Intensity Psychological Interventions (LIPIs) for reducing Emotional Dependence, aged 18 to 25 years (N=20). Study I and II followed Cross-sectional Correlational Study and Quasi Experimental Study Design respectively. Data were collected using measures: Emotional Dependence Questionnaire (EDQ; Lemos & Londono, 2006), Rosenberg’s Self-Esteem Scale (RSE; Rosenberg, 1965) and Depression, Anxiety, Stress Scale (DASS-21; Lovibond & Lovibond, 1995). Pearson Product Moment Correlation, Hierarchical Multiple Regression and Hayes Process Mediation Analysis were carried out to determine the relationship among study variables; to find out the Emotional Dependence and Self-Esteem as significant predictors of Depression, Anxiety and Stress; and to evaluate the mediating role of Self-Esteem between Emotional Dependence and Depression, Anxiety and Stress in university students respectively. Non-parametric tests such as Mann Whitney U test and Wilcoxon Signed Rank Test was conducted to check the effectiveness of Low Intensity Psychological Interventions (LIPIs) for reducing Emotional Dependence, Low Self-Esteem, Depression, Anxiety and Stress in University Students. Findings revealed that Emotional Dependence has positive relationship with overall Self-Esteem, Depression, Anxiety and Stress. Self-Esteem and Emotional Dependence were significant predictors of Depression, Anxiety and Stress. In addition, Self-Esteem served as a significant mediator between Emotional Dependence and Depression, Anxiety and Stress. Results showed significant improvement between experimental and control group and with pre and post scores after the intervention.
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    Parental disharmony, self-esteem and social skills in adolescents
    (UMT, Lahore, 2023) Ayesha Imran
    The current research study aims to find out the relationship between Parental Disharmony, Self-Esteem, and Social Skills in adolescents aged 12-18 years. Data were collected using a cross-sectional research survey methodology from government school students (N= 210), having girls (N= 105) and boys (N= 105). The Parental Disharmony Scale (PDS; Amjad & Saleem, 2014), Self-Esteem Scale for Children (SES; Saleem & Mahmood, 2011), and Interpersonal Skills Scale (IPSS; Zahra et al., 2020) were measuring tools utilized for data collection. Pearson Product Moment Correlation was used to check the relationship between Parental Disharmony, Self-Esteem, and Social Skills in adolescents. In addition, the independent sample t-test was used to determine gender differences, and linear regression was conducted to determine the significant predictors of interpersonal skills. The findings revealed that Parental Disharmony had a highly significant negative correlation with Self-Esteem and Social Skills and Self Esteem and Social Skills had a highly positive correlation between them. Furthermore, gender and self-esteem were positive predictors of interpersonal skills. This study has presented strong evidence that, in addition to cultural relevance, emphasizes the relationship between Parental Disharmony, Self-Esteem, and Social Skills in adolescence. The exploration of culturally suitable explanations has clarified the rejected hypothesis and provided helpful data for future researchers. Additionally, it is suggested that further research could be done on the variables examined in this study in order to ensure generalizability.
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    Prospective teachers’ conceptions of reflective teaching
    (UMT Lahore, 2021) Ayesha Imran
    The purpose of this study is to explore the conceptions of prospective teachers about reflective teaching. The detailed account of their experiences can shed light on how teachers think about and participate in reflective teaching. The objective of this present study is to stress reflection in prospective teacher education and offer a complete examination of the process of reflection. In this context, it gives insight into prospective teachers’ conceptions of becoming reflective practitioners and examines the content of their thinking. This allows for a more thorough examination of prospective teachers' experiences and impressions of those experiences. Teachers' professional development can then incorporate these techniques. Professional development that includes reflection in the teaching process could significantly impact a teacher's ability to instruct. As a result, gaining insight into teachers' experiences can help them to develop techniques to promote their ongoing development through reflective teaching. This study used a hermeneutic phenomenological research design. Using semi-structured interviews, the researcher accessed the participants’ world of the lived experience and their interpretations of these experiences. Purposive sampling was used to select the sample of the study. Ten prospective teachers were interviewed from the MPhil Educational Leadership and Management Program of a private university. A self-constructed semi-structured interview guide was used to collect data. The analysis of the data revealed that there is a gap in practical implementations of reflective practices among teachers and the concept of reflective teaching is not popular among teachers. Few participants were aware of reflective teaching and also incorporating it in their practices. It is concluded that teachers need to be aware of reflective teaching for their professional development. This study has revealed an area of policy implementation regarding prospective teacher’s conceptions of reflective teaching. It is concluded that the course of reflective teaching should be offered at the initial level of teacher training programs.