Oxidative stress reflects an imbalance between production of oxidizing species and their removal through antioxidant system. This imbalance is harmful for biological macromolecules like proteins, lipids and DNA. Oxidative stress has been implicated in pathophysiology of many diseases. To counteract the harmful effects produced due to over production of reactive oxygen species, living organisms are equipped with antioxidant defense mechanism. Paraoxonases (PON) are calcium bound enzymes having antioxidant properties. The PON family constitutes three isoforms including PON1, PON2 and PON3. Among these, PON1 is the most studied member with defined antioxidant property. Reduced PON1 activity has been reported in various disorders including Cataract. Cataract is third most prevalent age related disease responsible for blindness throughout the world. One of the key factors involved in progression of cataract formation is oxidative stress. Another possible contributor is accumulation of advanced glycation end products (AGEs) leading to non-enzymatic glycation of macromolecules particularly proteins. AGEs formation is not only accelerated in presence of hyperglycemia but also triggers production of reactive oxygen species leading to glycoxidation. Thus, interplay of both oxidative imbalance and glycation may play critical role in etiology of cataract. Objective of current study was to explore biological properties, clinical implications and role of Paraoxonase as oxidative biomarker. We chose cataract as a model disease to examine PON family members. Partial purification of PON enzyme was performed using human plasma through affinity and gel filtration chromatography. Partially purified samples were further subjected to SDS-PAGE and MS analysis. The fraction with highest PON1 activity was found to be albumin through mass spectrometric analysis. Our studies confirm that PON1 has a greater affinity for albumin and may exist in association with albumin. PON gene polymorphism has been studied to examine association between genetic variant with incidence of diseases. In current study, we examined PON gene polymorphism for PON1 (L55M & Q192R); PON2 (C311S & G148A) and PON3 (C133A) in normal and cataract subjects using tetra primer ARMS-PCR and RFLP followed by agarose gel electrophoresis. Polymorphic sites 192R of PON1 and G148 of PON2 were found to be more frequent in cataract patients as compared to normal xi individuals suggesting these alleles to be disease specific in studied samples of Pakistani origin. Combine genotype analysis revealed L55/Q192 of PON1 and C311S/ 148A of PON2 in healthy individuals while G148/311S of PON2 among cataract subjects to be significant. PON1 L55M, PON2 C311S and PON3 did not show significant association with cataract. To explore the impact of glycation on PON1 and its biological activity, we incubated plasma from normal and cataractous subjects with sugars (glucose, fructose & galactose) for 15 days. Enzymatic activities (Paraoxonase and arylesterase) along with oxidative stress markers MDA and total ROS were measured. Time dependent structural changes in response to glycation were monitored through spectroscopic analysis while level of glycation was measured by AGEs quantification through ELISA. Our results indicated significant decrease in paraoxonase and arylesterase activities together with substantial increase in MDA and total ROS levels among all incubated samples. Most potent sugar was found to be fructose followed by galactose than glucose. The degree of glycation was found to be in order of fructose>galactose>glucose. To confirm the effect of fructose on PON1 activity, pure PON1 was incubated with fructose which showed 95% decline in PON activity as compared with respective control. In conclusion, our study highlights impact of polymorphism and genetic variation among PON family members in studied groups, biological role of PON1 as an antioxidant in response to glycation and implication of glycation on PON1 activity.
سلطان عبدالعزیز آلِ سعود گزشتہ سنہ اس لحاظ سے بہت اندوہناک تھا کہ اس کے آخری مہینوں میں دنیائے اسلام کی متعدد بڑی شخصیتوں نے سفر آخرت کیا، ان میں ایک اہم شخصیت سلطان عبدالعزیز آلِ سعود کی تھی، جو اپنے اوصاف و خصوصیات کے لحاظ سے موجودہ تمام مسلمان فرمانرواؤں میں نہایت ممتاز حیثیت رکھتے تھے، ان کی ذات میں علم و دین تدبیر و سیاست اور شجاعت و حوصلہ مندی کا بے مثل اجتماع تھا، انھوں نے اپنے تدبر و شجاعت سے اپنے اسلاف کی کھوئی ہوئی عظمت و شوکت دوبارہ حاصل کرلی، اور حجاز پر قبضہ کرکے نجد کی معمولی ریاست کو ایک طاقتور حکومت بنادیا، ان کو اپنے اسلاف کی طرح، رد بدعات اور احیائے سنت میں بڑا اہتمام تھا، اور اس سلسلہ میں انھوں نے مفید مذہبی اصلاحات کیں، ان کا سب سے بڑا کارنامہ یہ ہے کہ انھوں نے حجاز جیسے علاقوں کو جہاں وحشی بدوؤں کے ہاتھوں انسانی جان و مال کی کوئی قیمت نہ تھی اور ترکی جیسی طاقتور حکومت اپنے زمانہ میں امن قائم نہ کرسکی تھی، امن و امان کا ایسا گہوارہ بنادیا، جس کی نظیر اس زمانہ میں نہیں مل سکتی اور جس کا اعتراف دوست و دشمن سب کو ہے، آج حجاز کے جس ویرانہ میں چاہے، انسان سونا اچھالتا ہوا چلا جائے کوئی شخص آنکھ اٹھا کر دیکھنے کی ہمت نہیں کرسکتا، بلکہ راستہ میں گری پڑی ہوئی چیزوں کو بھی کوئی شخص اٹھانے کی جرأت نہیں کرسکتا۔ سلطان خود صاحب علم اور علماء اور علوم و فنون کے بڑے قدردان تھے، انھوں نے نجد و حجاز میں بہت سے مفید علمی و تعلیمی کام انجام دیئے، اگرچہ عام نجدیوں میں طبعاً سختی و درشتی ہوتی ہے اور وہ اپنے عقیدہ کے خلاف دوسروں کے عقائد مشکل سے برداشت کرسکتے ہیں جس کی بناء...
هدفت الدراسة الى التعرف على التحديات القانونية والعملية التي تواجه التجارة الالكترونية في ظل التطور المستمر والتحول من التجارة التقليدية الى التجارة الالكترونية، ومع الانتشار المتزايد في حجم التجارة الإلكترونية وزيادة معدل الخلافات الناجمة عنها أدى الى البحث عن وسيلة أكثر سرعة لفض المنازعات في العقود، لأن اللجوء للقضاء ليس طريقاً سريعاً بدرجة كافية، لهذا فقد ظهر التحكيم الإلكتروني، أو التحكيم على الخط. ولتحقيق أهداف الدراسة فقد استخدم الباحثان المنهج الوصفي. وتوصلت الدراسة إلى مجموعة من النتائج أهمها: عدم توفر ضمانات كافية للمستهلك الالكتروني خاصة فيما يتعلق بحمايته من الاعلانات الكاذبة أو المضللة، وترجع احكام العلاقة بين البائع والمستهلك الالكتروني الى القوانين والمراسيم التنظيمية المنظمة للمستهلك
In this study I have researched the curriculum enrichment process. By enriching the curriculum I mean enhancing, deepening, improving and developing not only the syllabus but also other phases of curriculum objectives, like the teaching methodology, and the development of resources. Enriching the curriculum is a never-ending process; during the process I reflected critically on the implementation of the curriculum. The process progresses from evaluating the existing teaching practice in the classroom, to designing an effective teaching, to implementing new teaching practices and back to evaluating the revised teaching practice. I worked with one teacher from a government school in Karachi, Pakistan. My work experience has been in the government sector schools, so I believed it would be better if my personal experiences were included in developing the education system. If I enhanced my studies through research in enriching the curriculum in the government school, I would be able to develop my own context, as the focus of my research is the process of curriculum enrichment and its effects on teachers' classroom practice. Another reason for selecting a government school was that government sector teachers have been teaching mathematics using the traditional methods. Also the existing system of the assessment in schools is product-oriented examinations. Teachers have to complete the syllabus irrespective of whether they comprehend the content. On the basis of my experience as a teacher and teacher educator, I realized that teaching mathematics effectively in the classroom has been neglected, therefore mathematics curriculum needs to be enriched in such a way that students understand the problem, take interest, and solve it cognitively, not by rote memorizing. The data is qualitative in nature. I used observations of classroom teaching learning process, semi structured interviews, and pre and post conferences with the teacher. My research findings show the curriculum enrichment is a complicated interconnected process. It has a positive effect on the teacher's classroom practice. The findings also reveal significant factors, which act as barriers to curriculum enrichment factors.