Cadusafos is a soil-applied pesticide presented as effective against a broad spectrum of nematodes and soil insects on several important crops worldwide. With respect to its toxicity, it is classified as a pesticide of Class I (highly hazardous to human health) and is regarded as ‘dangerous to the environment’ by the regulatory departments. Its presence in the terrestrial environment may pose serious health risks. Triclosan (TCS) and triclocarban (TCC) are the antimicrobial agents that are routinely used in a large number of contemporary consumer and healthcare products. A major fraction of TCS and TCC is washed down the drain after use, and ends up in agricultural soils by the application of biosolids and untreated and partially-treated wastewater. Since TCS and TCC are biocides that are designed to kill microorganisms, their co-occurrence with cadusafos may prolong the persistence of cadusafos in terrestrial environment and cause serious health problems. While living in the soil, the co-existing pesticide and the antimicrobial agents remain in close interaction with the soil constituents, and thus, the soil physicochemical properties may be of vital importance for determining the persistence of the pesticide in the terrestrial environment. Hence, a series of experiments was conducted by using three agricultural soils of different physicochemical properties to study the effect of TCS and TCC on the microbial activity by spiking with biodegradation of 14 14 C-glucose, and on C-cadusafos in adapted (the soil which was previously exposed to cadusafos) and unadapted (the natural soil without previous exposure to cadusafos) agricultural soils. The soils were spiked with 14C-glucose or 14C-cadusafos @ 5 μg/g and TCS @ 30, 90, 270 μg/g or TCC @ 50, 150 and 450 μg/g soil in different experiments. The soils were maintained at 48 and 65% of maximum water holding capacity (MWHC) and were incubated at 28 ± 1 oC up to 28 or 77 days in different experiments. The results revealed a similarity in pattern of biomineralization of 14 C-cadusafos in all the three tested soils. The moisture levels had little effect on biomineralization of well as of 14 14 14 C-glucose as C-cadusafos while soils differed significantly in their potential to degrade C-cadusafos, most likely due to variation in their physicochemical properties. Kinetic analysis revealed that biomineralization of 14 C-cadusafos followed a first order kinetics during the incubation time of the study. Moreover, biomineralization of 14 C-cadusafos was negatively affected by the antimicrobial agents, TCS and TCC, but with different degree of efficacy. The effect of TCS was highly significant and concentration dependent whereas, a very weak and negligible effect of TCC was recorded in the three soils. The TCS application at its highest level (270 μg/g) reduced biomineralization of 14C-glucose in the absence or presence of D-glucose up to 53.6 and 50.1%, respectively. The same dose of TCS caused reduction in 14C-cadusafos biomineralization by 58.4 and 57.4% in the unadapted (fresh) and adapted (conditioned with 14C-cadusafos) soils, respectively. A strong negative correlation was identified between some physicochemical properties (pH and organic matter) and the effect of TCS on biomineralization of 14 C-glucose or 14 C- cadusafos. These findings indicate a strong role of antimicrobial agents, like TCS, in prolonging the persistence of xenobiotics such as cadusafos. This may imply that in addition to investigating the biomineralization of pesticides in soil environment, the continual loading of antimicrobial agents must also be given the due attention. The unrestricted use of the carriers of antimicrobial agents, like biosolids and untreated wastewater, should be avoided for keeping the terrestrial environment safe and healthy. In this connection, if necessary, the laws may also be enacted for the restricted
اقبال کا پہلا شعری مجموعہ کلام جو فارسی زبان میں منظر عام پر آیا۔ 1915ء میں لاہور سے شائع ہوا۔ پروفیسر عبد الحق نے مختصر تعارف میں لکھا ہے کہ اسرار خودی کا پورا کلام مثنوی کی صورت میں ہے۔ اسرار خودی کی وجہ سے اقبال مفکر شاعر کے طور پر تسلیم کیے گئے خودی اقبال کی شخصیت کا جزو اور شناخت بن گئی۔ اقبال کے فلسفہ خودی میں انسانوں کی بقا کا راز مضمرہے۔ اور قوموں کی آبرومندی کا نسخہ شفا بھی خودی میں پوشیدہ ہے۔ پروفیسر عبدالحق نے خودی کے تین مراحل اطاعت ، ضبط نفس اور نیابت الٰہی کا ذکر بھی کیا ہے ۔ تمہید کے بعد دیگر ذیلی عنوانات بھی نظم کا حصہ ہیں۔اس مثنوی کا آغاز اقبال نے 1911ء میں کر دیا تھا۔ عطیہ بیگم کے نام ایک خط میں لکھتے ہیں : ”قبلہ والد صاحب نے فرمائش کی ہے کہ حضرت بو علی قلندر کے طرز پر ایک فارسی مثنوی لکھوں ۔ اسی راہ کی مشکلات کے باوجود میں نے کام شروع کر دیا ہے “ (13) اقبال نے کچھ اشعار بھی لکھ کر عطیہ فیضی کو بھجوائے ۔ وہ اشعار اسرار خودی میں شامل ہیں ۔ صرف یہ خط ہی اسرار خودی کی اشاعت کا باعث نہیں بلکہ اور بھی بہت سے محرکات ایسے ہوں گے جو مفکر شاعر کو اس بات پر مجبور کرتے ہوں گے کہ غلام اور غافل قوم کی بیداری کےلیے کوئی نسخہ شفاء پیش کیا جائے ۔ ڈاکٹر رفیع الدین ہاشمی لکھتے ہیں: ”محض اتنی سی بات مثنوی کا محرک نہ تھی ۔ سہ سالہ قیام یورپ، سلطنت عثمانیہ کا بکھرتا ہوا شیرازہ ، ملت اسلامیہ کا عمومی زوال و انحطاط اور ان سب کے نتیجے میں وہ ذہنی کرب و اضطراب ، جو کسی حد تک "شکوہ" اور " شمع و...
“Gender equality” is certainly not another concept, this approach had been advocated in Islam, based on principles of equity and universal justice. Equality of rights are discussed in detail in sharīʿah (Islamic Law) and Holy Prophet Muhammad (صلى الله عليه وسلم (had implemented them during his sacred era. Because the Qur'an and the Seer’ah of the Holy Prophet Hazrat Muhammad (صلى الله عليه وسلم (is a permanent phenomenon of practice and guidance. According to the sharīʿah men and women without any discrimination are equal before Allah, and women had granted their rights in inheritance and property, social and marriage rights, not aforementioned only, women also have the right to perform civic and administrative duties. From last few decades the concept of gender equality has increased and becoming chicer and trending on the international level. This study emphasizes the equal status between men and women, described in sharīʿah (Islamic Law; based upon Qur’an and Hadith mainly). This concept has often been misunderstood by the majority of society as a direct result of ignorance on how Islam perceives this concept. Not surprisingly, throughout the history of Islam indicates the prominent role has played by Muslim women played every walk of life. Therefore, the present research has discussed the gender equality in fiqh ul seerah perspective and has provided the detailed interpretation in the light of derived Law from actions and decisions taken by the Holy Prophet (صلى الله عليه وسلم, (along this the study also sheds lights upon the implementation of these gender-based rights during most sacred prophetic era and during the period of righteous caliphate as well.
This small-scale action research study worked collaboratively with a mathematics teacher to develop an understanding of discussion-based teaching in a lower secondary mathematics class. The efforts were based on the rationale that working together with the teacher helps her to develop. The participating teacher develops an understanding and skills to implement discussion- based teaching in a mathematics class. It is assumed that many teachers in Pakistan consider mathematics teaching to be making the students memorize mathematical procedures and formulae, to enable them to do sums correctly. In such a situation it makes students passive learners because teachers take over the role of a mathematics knower. It is with this background this study recognizes the importance of discussion-based teaching in a mathematics class, in order to ensure that students become active learners. Before introducing discussion-based teaching the teacher's perceptions and practices of mathematics teaching had to be studied. On the basis of the reconnaissance findings an intentional action plan was prepared and implemented to facilitate the participant teacher's understanding and practices in the mathematics class. Subsequent plans and actions would remain responsive to the realization of a need for change arising out of the experiences of implementing the previous one. Data was gathered mainly through classroom observations and the teacher's interviews. The findings revealed that a teacher did in fact come to class with certain beliefs and conceptions about the way children learn mathematics. The origins of these beliefs and conceptions lay in her prior experiences as a student; and the way mathematics was taught is a result of these beliefs. The study reports some possible strategies to facilitate a teacher in gaining an understanding about the notion of discussion-based teaching of mathematics. It also reveals that as a result of coaching and critical reflections on her own practice a teacher could change her conceptions of teaching mathematics. The study concludes by presenting the challenges faced in the process and the key learning from the study as a teacher, a teacher educator, and as a researcher. Finally, it suggests a focus for further action research.