Assistant Health
Resume:
Curriculum vitae
Dr. MOHAMMAD SADRE ALAM
Mobile: 009**-*********
ac6gsr@r.postjobfree.com
1. Birth Date
2. Nationality
3. Passport no. L 9020343
1.Associate Professor
2. Associate Professor
& Head of Laboratory Department
3. Assistant Professor
4. Lecturer
5-. Microbiologist
6. Specialist Microbiologist
7. Lecturer of Microbiology
1984
1988
1992
CARREER HISTORY
1.1st Nov 2013to till date
2. 5th September 2007 to 30th Oct 2013.
3. 21 September 2005 to 4th September 2007
4. 5 March 2002 to 20 September 2005
5. 4th April 1997 to Dec 1999
6 .1st Sept 1996 to 3rd April 1997
7 .6th June 1992 to September 1996
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25 Oct 1962
Citizen of India
L 9020343
Department of Biosciences.
Abu Dhabi University
Tabuk College of Health Sciences For Boys.
P.O, Box No. 15046
K .S. A.
Hail College of Health Sciences For Boys, Hail, KSA.
Riyadh College of Health Sciences For Boys
Specialist Microbiologist and Laboratory,
Supervisor of Laboratory
Al Iman General Hospital Riyadh KSA
Medical Laboratory Department.
Jamia MIllia Islamia New Delhi, India
Bachelor of Science from D.B. College
Jaynager, Madhubani, Bihar, India
Master of Science from S.G.T.B. Khalsa College, University of Delhi 110007 India.
Doctor of Philosophy
Topic "Spectroscopic studies on Nephrotoxins and renal failure, from Jamia Millia Islamia, Jamia Nager, New Delhi 110025 India.
Abu Dhabi university
Professor of Biology, Jamia Millia Islamia
Associate Professor Microbiology,
Tabuk College of Health Sciences for Boys.
Assistant Professor of Biology & Environmental Sciences, College of Health Sciences, Hail, KSA
Lecturer of biology,
Riyadh College of Health Sciences for Boys
P.O .Box. No. 2826
Specialist Microbiologist and Laboratory Supervisor, at Al Iman General Hospital Riyadh KSA
Specialist Microbiologist, Laboratory Department Huraymala, General Hospital KSA.
Lecturer of microbiology
Clinical Laboratory Department
Biosciences department Jamia Millia Islamia, India.
EXPERERIENCE IN MICROBIOLOGY
A. Clinical Laboratory Science Department, College of Health Science Hail For Boy’s.
1.N.C.C
2.Traveling
3.Interest in Sport
Dr. MAHMOUD.HUSSEIN AJWAH
Prof . MADAN MOHAN BAJAJ
Prof. SEEMI FARHAT BASHEER
Dr. SULEMAN AL MOGBEL
Dr. ABDUL RAHMAN AL AJLAN
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I have passed N.C.C. 'B' grade certificate Exam. From 34 Battalion N.C.C. Bihar in the year of 1980.
Since early days. I am interested in seeing overseas. I have traveled through India desert, mountains, and Hill area like Kashmir and Shimla. I have visited the Kathmandu Nepal, Bangkok, Thailand and Saudi Arabia.
Listen good Gazal by Gulam Ali, Mehdi Hasan and Pankaj Udhas.
Out door and indoor
DEAN
Tabuk College of Health Sciences For Boys
Post Box No. 884
Tabuk University, SAUDI ARABIA,
PhD, DSC. (JAPAN)
Medical Physics, Immunophysics,
Department of physics & astrophysics, University of Delhi, Delhi-110007.
Head
Department of Biosciences, Jamia Millia Islamia, Jamia Nager New Delhi – 110025.
009*-**-******* Ext 160
ac6gsr@r.postjobfree.com, ac6gsr@r.postjobfree.com
PROF & DEAN
Hail College of Health Sciences, Hail University, KSA
ac6gsr@r.postjobfree.com
PROF. &DEAN
Clinical Laboratory Department
Riyadh College of Health Sciences, King Saud University., P.O.BOX 22637 Riyadh 11416 KSA
ac6gsr@r.postjobfree.com
Dr. Mohammad Sadre Alam
Note: published research paper on separate pages
LIST OF RESEARCH PAPERS
1. Measurement of Copper, Iron and Zinc in Saudi patients with Chronic Renal Failure maintained on hemodialysis.
Abdul Rahman AL-ajlan, Mahmoud M. Abdul Rahman, Ibrahim A.Al-Swaidan and Md.Sadre Alam.
Medical Journal of Cairo University. Cairo, Egypt, Vol:73, No.2(SupplimentII)
December, 2004
2. High levels of blood glucose, HbA1c and lipids in type 11 Saudi
Diabetics’ mellitus patients lead to serious consequences.
Abdul Rahman AL-Ajlan, Mahmoud M. Abdul Rahman, Sheikh
Shafiq, Ibrahim A. AL-Swaidan and Md.Sadre Alam.
Medical journal of Cairo University. Cairo, Egypt, Vol: 72, No.2 (Suppl.II) June 2004.
3. A study of the role of nephrotoxins in female patients having chronic
renal failure using UV absorption technique.
Md.Sadre Alam, M.M.Bajaj, and Seemi Far hat Bashir.
Bull. Of American Physical Society (1990).
4. Use of molecular partitions in explaining the modification of
aflatoxin B1-induced changes in mitochondria enzymes and lipids.
Md.Sadre Alam, Anil Kumar Gupta, Anukampa Relan, Ravindra
Kumar, Sunil Kumar Mishra, Sanjeev Kumar and M.M.Bajaj.
(a) International Symposium on Agricultural and Etiological Aspects of
Aflatoxins Related Health Hazards 68, p.40, 1989.
(b) Jour.Toxicology: Toxin Rev. 8 (1989).
5. Study of Van der Waal's interactions in bacterial, Viral, Genetic and
Renal disorders.
Md.Sadre Alam, Koel Choudhary and M.M.Bajaj.
Bull. American Physical Society (1990).
6. High resolution and high efficiency laser Raman studies on epilepsy,
chronic renal failure, alcohol consumers and chain smokers using a
holographic grating.
Md.Sadre Alam, Koel Choudhary and M.M.Bajaj.
Bull. Of American Physical Society.Sept. (1990) Paper No.77.
7. Trace elemental studies of zinc, copper and iron in chronic renal
failure using atomic absorption spectroscopy.
Md.Sadre Alam, M.M.Bajaj Seemi far hat Bashir, H.S.Yadav and
S.N.A.Rizwi.
International Symposium on Current Trends in Chemical
Research,(Royal Society of Chemistry, London),1990,PaperNo. 41.
8. A new approach to the etiological aspects of grandmal epilepsy using
60-mw argon ion laser at 488 nm in the Raman mode.
Md.Sadre Alam, Koel Choudhary and M.M.Bajaj
International Epilepsy Congress, Brazil, 19, 1992
9. A new approach to the physio-mathamatical and biochemical aspects
of cellular aging and accumulation of lipofuchcin using Kanungo's
model and Walsch Technique.
Md.SadreAlam, M.M.Bajaj and S.P.Sharma.
Proc. 77th Indian National Science Congress.iii.p.159, 1990.
10. Laser Raman Studies on Epileptic patients.
Koel Choudhary, Md.SadreAlam and M.M.Bajaj.
National Seminar on Raman Spectroscopy and Entropy.
Applications, p.11, 1991.
11. Biorheological and biochemical investigations on the serological
components and their association with the nature of diet consumed
using 60 nm in the Raman mode.
Md.SadreAlam and M.M.Bajaj.
National Seminar on Raman Spectroscopy and Entropy Applications,
p.8, 1991.
12. Investigation on the effects of smoking on the circulating fluid using
coherent Raman Spectroscopy.
National Seminar on Raman Spectroscopy and Entropy
Applications, p. 8, 1991.
Md.SadreAlam and M.M.Bajaj
13 Laser Raman Studies on the effects of alcohol consumption on the
hematological contents of human body.
Md.SadreAlam and M.M.Bajaj.
National Seminar on Raman Spectroscopy and Entropy Applications,
p.8, 1991.
14 Laser Raman Studies on chronic renal failure and search for possible
nephrotoxins.
Md.SadreAlam, Raman Malhotra, M.M.Bajaj, Seemi farhat and
S.N.A.Rizvi.
National Seminar on Raman Spectroscopy and Entropy Applications,
1991.
15. Studies on the role of nutritional factors in cerebrovascular
disorders with
Special reference to epileptic seizures using 488 nm lasers in the
Raman mode.
Md.SadreAlam, Raman Malhotra, Koel Choudhary& M.M.Bajaj.
International Conference on Nutritional in Cardio-Cerebrovascular
Diseases, Japan 3
Teaching philosophy
As educators, I believe it is important that personal beliefs about education be explored. This should be an ongoing and evolving process, however I find the philosophies of progressivism and reconstructions within my fundamental beliefs about teaching.
My philosophy of education is a student-centered one. I strongly relate to the adage of serving as the "guide on the side", rather than the "sage on the stage", as is the case in teacher centered philosophies. I believe in focusing on individual needs, and involving students in the process of their learning. I am very uncomfortable with the teacher centered philosophy of perennialism, in which multiculturalism and gender issues have no place in the curriculum. It is my belief that individual differences need to be recognized, respected, and even celebrated. Another aspect of teacher-centered philosophies with which I strongly disagree is the perennialist view of education as a "sorting mechanism". I believe that all students have strengths, and that it is the goal of education to assist students in identifying and building upon these. Tracking does not necessarily provide opportunities to do this, and may in fact limit potential in individuals which do not fit the educator’s definition of what constitutes the "intellectually gifted".
My personal philosophy of education involves ideas found within progressivism. I agree that students learn best through real-world experiences which are meaningful to them. I believe that while some students may be able to learn from the "Great Books" and established "lists" of what is necessary to be culturally literate, students may not necessarily be able to actually relate to this material. In my own education, I have been able to memorize and regurgitate information in order to earn good grades, however I have not always related to the information, or seen it’s relevance to my personal life and interests. In these situations, the information was often "lost" after I performed for a test. This approach to learning was, in my opinion, an effective use of my educational time.
My personal experiences contribute to my philosophy today in that the most meaningful learning takes place when students are motivated and interested. It is my belief that the way to achieve this is by giving students a voice in the learning process, and by assisting them in finding connections in the curriculum with their own life and interests. By allowing students to bring their own stories, experiences, and ideas into the classroom, this provides the students with opportunities to work together, to learn from each other, and respect each others’ differences.
My philosophy of education also incorporates ideas of social reconstructions. Students should be given opportunities to relate their learning and critical thinking skills to social challenges and problems outside of the classroom walls. Not only do students have the potential to make a difference within our society, they can grow as individuals in the process. This approach has the benefits of empowering students and building their self esteem and problem solving skills.
In working with individuals and groups in my current career as an Assistant Professor of Medical Microbiology, I have developed a style which is also similar to constructivism. When facilitating a class or group (or even when working one-on-one with a students), my approach is not to lecture, but to rather allow opportunities for participants to share their own experiences, opinions, and questions. Although I have an "agenda" of information which I intend to communicate, I have found that by creating a non-threatening environment, I am often provided opportunities in which I can connect my own curriculum with the students existing knowledge and experiences. It is my experience that people are much more receptive, and information is much more meaningful, within this type of environment.
Lastly, I see my philosophy as incorporating aspects of Lee and Marlene Canter’s assertive discipline model. While I do not agree with a strict behavior modification program, I do feel that positive reinforcement for appropriate behavior is very appropriate and effective. This can be done in the form of a statement such as "I appreciate the way you got to work on your assignment so quickly". This communicates to students that not just negative behaviors are noticed and given attention. I believe that positive reinforcement can be more effective than a focus on negative consequences for inappropriate behaviors.
I see my own personal philosophy of education as being eclectic. I believe in a student centered approach which incorporates ideas found within progressivism and social reconstructions. I feel my approach to teaching also involves ideas found within theories of constructivism and behavior modification. My philosophy has been shaped by experiences within my own life, education, and career in working with people. As I enter the profession of education, my philosophy will most likely evolve somewhat as I grow and gain experiences as a teacher in the classroom. However, the foundations of my educational philosophy will continue to guide me in the way which I interact with students and teach within my classroom.
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