A markedly noticeable reduction in summer vegetable production is observed due to prolonged exposure to elevated temperature beyond optimum growing level which finally carries food security threat in Indo-Pak subcontinent especially in the central Punjab of our country. Inherited variation in heat tolerance is a worth mentioning tool to deal with this issue. Eggplant locally called as baingan is an important vegetable crop equally cultivated and consumed in Europe and Asia. This crop has to face various biotic and abiotic stressors throughout its growing period. Hence, a brief study was planned in order to study heat tolerance potential in eggplant. The present research work was comprised of four experiments. Screening of 22 eggplant genotypes was done against heat stress and two heat tolerant and two heat sensitive genotypes were selected in first experiment. Thirty days old seedlings of eggplant genotypes were subjected to elevated temperature (45/35°C) for almost one week. Gradual heat stress was given to the seedlings to avoid osmotic shock. Heat stress tolerant and susceptible genotypes were screened out on the base of different morphological characteristics (number of leaves per plant, shoot and root length, shoot and root fresh and dry weights etc.). Significant differences about heat tolerance were observed among eggplant genotypes under study. Genotype 25919 and Nirala were ranked as most heat tolerant, while 28389 and pak- 10927 were taken as most sensitive to high temperature. In 2nd experiment one month old eggplant seedlings of tolerant and susceptible genotypes were subjected to heat stress in the same manner as described for the 1stexperiment. It was confirmed from the second experiment that genotype 25919 and Nirala were found heat stress tolerant, 28389 and pak-10927 as heat sensitive also on the basis of morpho-physiological and bio-chemical basis. Further, the recorded data revealed that enzymatic antioxidants; superoxide dismutase, peroxidase and catalase were mostly produced in heat tolerant genotypes of eggplant in comparison to heat susceptible ones. It was found that characteristics under study were purely genotype dependent.In 3rd experiment, various concentrations of triacontanol (0, 5, 10, 15, 20 and 25µM) were given to one month old seedlings of selected eggplant genotypes at 45/35°C temperature. Data regarding growth (number of leaves, mass of fresh and dry seedlings etc.), physiological characteristics (water use efficiency, transpiration rate and chlorophyll contents) and biochemical characteristics (antioxidant activities of peroxidase catalase and superoxide dismutase,) demonstrated that seedlings supplemented with 10 µM concentration of triacontanol had maximum capability to endure damaging effects of heat stress. In the last experiment of this research, nursery seedlings of selected genotypes 25919 and Nirala (heat tolerant) and 28389 and pak-10927 genotypes (sensitive), were evaluated in field. Pre grown nursery was transplanted on three dates for maximum plant exposure to environmental high temperature. Foliar application of triacontanol was given to plants. Triacontanol treated plants of all genotypes showed better morphological attributes as well as enzymatic antioxidants hence, enhancing the plant capacity to tolerate heat stress. Overall yield was found to be increased in triacontanol supplemented plants in comparison to no treated plants in eggplant. Each genotype performed better in 1st transplantation, followed by 2nd and 3rd date of transplantation. Conclusively, it can be stated that foliar application of triacontanol at 10µM concentration had potential to mitigate the extreme effects of high temperatures and produce good yield in eggplant.
یہ وطن تمھارا ہے تم ہو پاسبان اس کے نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم بسم اللہ الرحمن الرحیم معزز اسا تذہ کرام اور میرے ہم مکتب ساتھیو! آج مجھے جس عنوان پرلب کشائی کی سعادت حاصل ہورہی ہے وہ ہے:’’یہ وطن تمہارا ہے تم ہو پاسبان اس کے ‘‘ صاحبِ صدر! جو چیز اپنی ملکیت ہوتی ہے، جس چیز کے ہم مالک ہوتے ہیں۔ اس کی پاسبانی ، اس کی نگہبانی ، اس کی حفاظت بھی ہماری ذمہ داری ہوتی ہے، ہم مال واسباب اور سیم وزر کے مالک ہیں تو ان کی حفاظت بھی ہم نے ہی کرنی ہے۔ صدرِزی وقار! یہ ہمارا وطن ہمیں جان سے بھی زیادہ عزیز ہے، ہمیں اس کے ریگستانوں سے محبت ہے، ہمیں اس کے بیابانوں سے انس ہے، ہمیں اس کے کوہستانوں سے پیار ہے ، ہمیں اس کے گلستانوں اور بوستانوں سے عقیدت ہے، ہمیں اس کے حیوانوں اور انسانوں سے محبت ہے۔ جنابِ صدر! اس کی فضاؤں کی سرسراہٹ ، اس کی ہواؤں کی آہٹ ، اس کی آبشاروں کی گڑگڑاہٹ ، اس کے بادلوں کی گھن گرج، اس کی بادِ نسیم کی اٹھکیلیاں ، اس کی کہکشا ئوں کے چلتے ہوئے رنگ، اس کے قمر کے روشن نظارے، اس کے آفتاب کے حسین چمکارے، یہ سب مجھے حیات نو بخشتے ہیں، اس لیے کہ یہ سب میرے اپنے ہیں۔ موج بڑھے یا آندھی آئے دیا جلائے رکھنا ہے گھر کی خاطر سب دکھ جھیلیں گھر تو آخر اپنا ہے معزز سامعین! اس کے دامن میں پھیلی ہوئی ندیوں کی نغمہ خوانی ، اس کے میدانوں کو گھیرے ہوئے گھنے جنگلات کی فراوانی، اس کی فضاؤں میں محو پرواز طائران خوش الحان ، اس کی ہواؤں میں ہوا بازوں کی قلابازیاں ، اس کے گلستان میں...
Penelitian ini bertujuan untuk mengetahui peningkatan keaktifan dan hasil belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI) setelah diterapkannya metode pembelajaran demonstration berbasis discussion process. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian dilakukan di SMA EKASAKTI Padang pada kelas XI. Metode pengumpulan data yang dilakukan pada penelitian ini adalah: observasi, wawancara, dokumentasi, dan tes. Analisis data dalam penelitian ini dilakukan secara deskriptif kuantitatif dan kualitatif. Hasil dari penelitian ini adalah: (1). Kesiapan siswa dalam menerima pelajaran sebelum dilakukan tindakan 39, 06%, setelah siklus I 70, 31%, dan setelah siklus II 86, 23%. (2). Keaktifan siswa dalam proses pembelajaran sebelum dilakukan tindakan 23, 18%, setelah siklus I 67, 97%, dan setelah siklus II 85, 41%. (3). Persentase siswa yang mendapatkan nilai tuntas di atas 70 sebelum dilakukan tindakan 31, 75%, setelah siklus I 68, 25%, dan setelah siklus II 87, 75%. (4). Terdapat peningkatan yang signifikan antara masing-masing indikator pada setiap siklus, hal tersebut dapat di lihat dari peningkatan kesiapan, keaktifan, dan hasil belajar siswa pada saat sebelum dilakukan tindakan, pada siklus I dan pada siklus II. Pada siklus II semua indikator telah melampaui target persentase indikator keberhasilan yang telah ditetapkan. Sehingga siklus penelitian dapat dihentikan pada siklus II dan dapat di tarik kesimpulan bahwa metode pembelajaran demonstration berbasis discussion process berhasil serta lebih efektif dibandingkan dengan metode ceramah.
Title: “A survey to find out competencies for teaching biology at secondary level in Punjab” Pages: 165 Researcher: Zakia Khatoon Supervisor: Dr. Muhammad Tayyab Alam Bukhari Co-supervisor: Dr. Muhammad Maqsood Alam Bukhari University: Foundation University College of Liberal Arts and Sciences(Islamabad) Year: 2012 Level: PhD. Biology teachers occupy an important position in the entire spectrum of education.We can equip our future generation with the latest techniques of problem solving, by investigating biology teachers’ competencies in the teaching of biology at secondary school level. It is at secondary school level, that students shift their reading abilities of narrative texts, to complex expository material. This study was based on biology teachers’ competencies in preparing biology students to enable them to face challenges of the 21st century. This study was aimed to investigate the required teaching competencies for biology teachers. This study also aimed to find out the existing level of teaching competencies ofbiology teachers through teachers’ perception. The objectives of the study were to determine gaps between existing and required competencies of biology teachers, and recommend remedial steps to fill these gaps. Population of this study comprised of all the teachers teaching biology in F.G. Secondary Schools in Punjab. The sample of the study consisted of all science teachers teaching biology, in fifty percent randomly selected F.G. Secondary Schools in Punjab. Stratified sampling technique was used for sample selection. A questionnaire for biology teachers was prepared. To ensure the reliability of the questionnaire, Cronbach’s alpha was used. The instrument was also revised in the light of feedback received from pilot testing. Data was collected through the questionnaire by personal visits and personal contacts. Data collected through questionnaires were analyzed with the help of mean, percentage, and chi-square. Major findings of the study indicated that most of the teachers were well qualified academically and professionally. They were aware of specific teaching skills and innovative student-centered teaching methodology, and its importance for producing creative thinking and problem solving abilities in students, but they were not implementing these teaching skills and methodologies in the classroom. Majority of the teachers were not fully aware how to use Computer and Internet. They were not competent in using problem solving method, and innovative teaching methods in the classroom. Major implications of the study were to prepare competentbiology teachers by enhancing their specific teaching skills, for producing creative thinking and problem solving abilities in science students and to prepare the coming generation to meet the challenges of the future.