Education, health, business, industrial or military organizations owe their existence to four universally recognized elements, that is, men, money, methods and materials. Out of these the single most important common element amongst organizations is human being. This element manipulates and causes the other three to operate in a fashion so as to yield desired results, that is, organizational objectives. Organizational climate represents the way in which its members perceive it. We can not see or touch it, but it is there. In educational setting, the organizational climate is the blend of principal’s behavior and teacher’s behavior. Education is now universally recognized to be the prime key to moral, cultural, political and socio-economic development of a nation. As Pakistan’ educational system shows, the teacher, the main agent of change through education, undergoes so many strains and stresses during the discharge of his sacred duties. Organizational climate or environment of a workplace is one of the factors that explicitly or implicitly influences the level of performance of teachers. The researcher selected the area of college education as the focus of the study. It will be desirable to conduct such studies at other levels of education to improve the working of the teachers resulting in improvement of education system. The objectives of the study were: (a) To identify the strengths of the organizational climates of Public and Private Degree Colleges as perceived by the heads, teachers and college students. (b) To identify the weaknesses of the organizational climates of Public and Private Degree Colleges as perceived by the heads, teachers and college students. (c) To measure the performance of the teachers as perceived by the heads of the organizations. (d) To explore the performance of teachers as perceived by the college students. (e) To find out the relationship between organizational climate and performance of college teachers. The nature of this study was co-relational type. Population of this study comprised of the following categories (1) Principals of all Public and Private degree colleges in Punjab (2) all the teachers working in Public and Private degree colleges in Punjab (3) all the students studying in these colleges. For choosing the sample from the population random sampling technique was used. The sample was consisted of 100 degree colleges (70 Public + 30 Private); their heads, five teachers and fifteen students from each college were also included in the sample. The total was 100 heads, 500 teachers and 1500 students. In order to measure the variables the research instruments were the questionnaires for heads, teachers and students of sampled degree colleges. Data collected from sampled colleges was tabulated, analyzed and interpreted by applying mean, standard deviation, standard error of mean, coefficient of correlation and t-test techniques in the light of the objectives of the study. On the basis of analysis, it was concluded that majority of the public and private college principals opined that open climate was very highly positive correlated to teacher performance but paternal and closed climates were negatively correlated to teacher performance. As compared to public college principals, private college principal like closed climate in their institutions. Majority of the public and private college teachers disliked closed climate. Teachers of both systems liked the thrust behaviour of their heads and disliked aloofness behaviour of their heads. Majority of public and private college students held that their teachers did not explain subject matter with daily life examples. Teachers did not use effective teaching aid. Teachers did not try to assess student’s level of xxii understanding. Teachers of both systems did not respect opposing viewpoints of students. The major recommendations of the study are that disengagement behaviour of teachers should be controlled, especially in public colleges. They principals may take some measures to discourage disengagement in teachers. Teachers should avoid showing the intimacy behaviour. They may be given chances to discuss academic problems in groups and seminars, conferences, workshops may be arranged more and more. Principals of both public and private colleges should avoid aloofness. The senior teachers, teacher leaders and student leaders may motivate principals to engage themselves more and more in academic and co curricular activities. Principals should avoid assigning reports and routine duties to the teachers. Private colleges should adopt open climate features. Public college principals should change their management style. Their management may be improved through in-service training, seminars, workshops and departmental meetings and supervision. Refresher courses for teachers should be held during summer vacations for the training of development and proper use of teaching aid. The principals should ensure the availability of materials relating to instructional technology. Performance of teachers can be increased by promoting open as well as controlled climates and avoiding closed climate. These climates may be ensured through administrative policy and measures.
آثم مرزا (۱۹۳۳ء۔۲۰۰۳ء) کا اصل نام مرزا محمد طفیل بیگ تھا۔ آپ سیالکوٹ میں پیدا ہوئے۔ (۸۱۷) آثم مرزا بنیادی طورپر ایک افسانہ نگار ہیں لیکن انھوں نے شاعری بھی کی ہے۔ ان کا شعری کلام ملک کے اہم رسائل جرائد’’محفل‘‘،لاہور’’اظہار‘‘،کراچی’’اتالیق‘‘،سیالکوٹ’’جسارت‘‘کراچی’’ویمن ڈائجسٹ‘‘،’’حرم‘‘،لاہور ، ’’سیارہ ‘‘،لاہور’’امروز‘‘ لاہور اور ’’شام و سحر‘‘ لاہور میں چھپتا رہا۔ ابھی تک آثم مرزا کا کوئی شعری مجموعہ منظر عام پر نہیں آیا۔
ترقی پسند تحریک کے ہیجانی و جذباتی دور میں آثم مرزا نے افسانوی نثر کے ساتھ ساتھ شاعری کے کوچے میں قدم رکھا۔ اور آزاد نظم کو اپنے خیالات کے اظہار کا ذریعہ بنایا۔ ان کی شاعری میں سیاسی لہر کارفرما نظر آتی ہے۔ مگر انھوں نے خود کو مریضانہ محور پر اشتراکی فلسفے کے تابع نہ کیا بلکہ اپنا اسلامی تشخص برقرار رکھا۔ آثم مرزا کی ایک مشہور نظم ’’مجھے بھی ہتھیاردو‘‘ کے عنوان سے اس کے سیاسی ہونے کا پتہ چلتا ہے لیکن انھوں نے اس نظم میں سیاسی پراپیگنڈہ سے کام نہیں لیا ہے۔ اس نظم کے کچھ اشعار ملاحظہ فرمائیے:
مجھے بھی ہتھیار دو کہ میں بھی
ستمگروں کے حصار ظلمت میں قید انسانیت کے بگڑے نقوش کو رنگ روپ دے کر
آزاد کر دوں گا
کہ اُجڑی راہوں میں گمشدہ نکہتوں کے
فانوس جمگمگائیں
کہ فصلِ گُل کی نوید
پت جھڑ کی اوٹ میں بے قرار راہوں کی زندگی کا سرور بخشے(۸۱۸)
اس نظم کے آخر میں وہ نئے عزم کا اظہار اس طرح کرتے ہیں:
مجھے بھی ہتھیار دو(۸۱۹)
آثم مرزا قلبی واردات کو شعری قالب میں ڈھالنے کے ساتھ ساتھ ماحول،معاشرے اور جدید رجحانات کو بھی ذہن میں رکھتے ہیں۔ وہ جس دنیا میں رہتے ہیں اس کے نشیب و فراز تک رسائی کر کے...
The implementation of Evidenced-based practice (EBP) was one of the factors in increasing the quality of health services as an ideal problem-solving approach. The ability of nurses to appliance EBP was influenced by many factors, not only on individual nurses consisting by the support of unit leader and colleague. The purpose of this study was to determine the factors associated with the implementation of EBP at the care room level establishing on the support of coworkers and nursing managers. This writing used a literature review study, from several databases namely PubMed, ProQuest, Google Scholar, and ScienceDirect with a limitation of the last 5 years. 17 journals met the inclusion criteria and the results of a literature review study show: eight journals conclude that the support of colleagues and authority in changing practices affects the implementation of EBP, 13 journals concluded the role of managerial nurses affects the implementation of EBP consisting of leadership support and mentorship including the lack of knowledge and skills of nursing leaders regarding EBP. Data from the collected and identified literature study clearly showed that EBP knowledge and skills of nursing leaders related to EBP are important factors in increasing the implementation of EBP but co-worker factors can be a supporter and also an obstacle to the implementation of EBP if it is not well managed.
Complete genome of HBV is almost 3200 base pair long having semicircular shaped double stranded DNA, so far classified into ten genotypes labeled A to J, about 40 sub genotypes and 4 serotypes adr, adw, ayr, ayw. Distribution of HBV genotype D and sub genotype D1 is mostly predominant in Pakistan and India about more than 80% among all genotypes of HBV. While it is less dominant in China where genotype B and C predominates. Focus of this study is the computational analysis of HBV genotype D sub genotype D1 comprising Sequence analysis done using PROBCONS, Phylogenetic analysis performed by MEGA software program, Gene structure analysis using GSDS 2.0 version and Protein structure analysis using BLASTP and SWISS-MODEL.For all these analysis sample of 54 complete genome sequences of HBV genotype D sub genotype D1 were used. Representation of 3 selected countries was subject to the availability of data at Genbank. Six complete genome sequences were obtained from Pakistan 14 from China and 34 sequences were from India. Sequence alignment shows less than 4% divergence in reported sequences from Pakistan, India and China. C and X genes showed divergence of less than 3%. While comparison over the S gene showed similarity ratio of genotype D sub genotype D1 is 97?98%. Phylogenetic analysis suggested that Pakistan HBV, complete genome isolate have the closest evolutionary relationship with its neighboring countries China and India. Sub genotype D1 isolates from China (HQ833466) and Pakistan (AB583680.1) share same ancestor. Gene structure showed coding region exons of ?P? gene is largest about 75% of the gene size while gene ?S? has 2nd largest coding region. However, ?C? and ?X? genes have one smallest exon. Using BLASTP Protein structure showed that similar kind of proteins from different sequences share identical structure format. X proteins were 92% identical, both of Polymerase and Middle S proteins were 99% identical, large surface and pre-core/core proteins have 98% similar structural features relative to its own type. Results from all three X proteins homology models using SWISS MODEL revealed GMQE=0.1. Global and local quality estimate scores including Z-scores for QMEAN CBeta, All Atom, Solvation and Torsion Energy scores were similar indicating good quality, accuracy and reliability of predicted models. 3D visualization showed similar structures and Ramachandran plots showed high percentage of protein residues into favorable region for X Protein Models.