Exploitation of available genetic resources is of great importance for enhancing global food security under the adverse influence of climate change that badly affects the intensity of drought. A diverse group of hexaploid wheat genotypes (131) were evaluated for phenological and physiological traits in the field under well-watered and drought stress conditions imposed at anthesis stage along with check cultivars during two consecutive growing years, 2013-2014 and 2014-2015. Genotypes under both trial condition showed high genetic variation in their morphological and physiological indices in response to drought stress. Overall, 10 potential genotypes i.e. HU85, HU89, HU93, HU99, HU101, HU105, HU109, HU116, HU120 and HU123 outperformed among the evaluated genotypes. In terms of yield, these 10 lines performed 30% better than the best drought check cultivars (Weeble, Sitta and Dharwar-Dry) and therefore can be used as gene pool for varietal improvement for the rain fed areas of Pakistan. HMW-GS subunit composition and variation were analyzed at the Glu-1 locus through SDS-PAGE which detected eighteen alleles, 3 at the Glu-A1 locus, 11 at the Glu-B1 and 4 at the Glu-D1 locus with 34 different combinations. Twenty seven functional markers (KASP-SNPs) were also applied to identify important genes influencing end use quality including HMW-GS (3 NSPs), LMW-GS (15 SNPs), grain texture (3 SNPs) and drought tolerance candidate genes (6 SNPs), detecting a total of 61 alleles across the studied genotypes. SNPs for HMW-GS detected eight allelic loci among the genotypes and prominent alleles (5+10) were found in maximum (53%) genotypes followed by inferior (2+12) allele (40%). For LMW-GS, 25 SNPs loci were identified in the panel and the maximum allelic diversity was detected for Glu-A3ac (0.54%). Ample allelic diversity was observed at Ha loci encoding for hardness profile such as Pina-D1a (24%), PinaD1b (75%), PinbD1a (10%), PinbD1b (83%), Pinb-B2a (76%) and Pinb-B2b (16%), indicating the potential for selecting favorable alleles for enhanced grain texture. Thirteen candidate loci linked to drought related traits were detected which discriminated tolerant and susceptible genotypes through a set of six SNP markers. 1fehw3 detected Kauz-type (51.9%) tolerance followed by Westona-type tolerance (45%) across the panel. SST4D-1093 marker identified three allelic haplotypes, 4Da, 4Da:4Db and 4Db that favored stem WSC remobilization under low moisture status to minimize the deleterious effect of drought stress. The studied panel was profiled using 154 SSR markers for genetic diversity and GWAS. All of the 154 SSR markers were polymorphic in nature and detected a total of 254 informative loci. The average number of alleles per locus was 5.3, ranging from 2 to 13. The average effective number (Ne) of alleles per locus was 3.4, ranging from 1.1 to 7.8. Mean of expected heterozygosity (He) was 0.78, ranging from 0.10 to 1.9, information index (ID) ranged from 0.20 to 2.8, average, unbiased heterozygosity (UHe) value was 0.78 with a range of 0.10 to 1.9. The range for PIC was 0.18 to 0.87, with an average of 0.6 in the panel. A total of 347 significant MTAs for the studied traits were detected. GLM model approach detected 205 MTAs (59.2%) while MLM model approach found only 141 MTAs (40.6%). Some unique MTAs were also detected only either in GLM or in MLM model. Indel and SSR markers used in the current GWAS will contribute valuable information for AM panels and making new breeding populations based on marker assisted selection (MAS).
This study aims to find the implementation of hypnoteaching method in fiqh (Islamic law) learning in Madrasah Tsanawiyah NU Sunan Kalijaga, Adiwerna Tegal, Central Java. This research is a qualitative research, which is a case study. Data sources of this research are interviews and varius literature on hypnoteaching. There are two big conclusions in this research. First, the hypnoteaching method is a learning method that involves cognitive, affective and psychomotor aspects of students through positive suggestions. Second, the application of hypnoteaching fiqh learning in the field works effectively related to the synergy between the principles of hypnoteaching and the existing implementation plan of learning. However, there are still inhibiting factors, namely the minimum number of teachers who have competence in the application of hypnoteaching.
School-based decision making is an important area to be explored for greater involvement of the key stakeholders such as, head teacher, teachers, parents and students in the current decentralization policy movement, aiming to improve top-down bureaucratic system of educational management. In this regard local school governance has been proposed as a method to decentralize and de-bureaucratize schools and to promote shared decision-making within schools (Brown, 2004). The purpose of this study was to explore school-based decision-making processes and how these processes influence on curriculum enrichment, teacher professional development and pedagogy which lead to school improvement in the context of Gilgit-Baltistan, Pakistan. The study focused on exploring perceptions and practices of head teacher, teachers, parents and students in one of the district of Gilgit-Baltistan Pakistan. Within qualitative case study approach the data was gathered through questionnaire, semi-structured interviews, focused group discussions, observations and document review to ensure the validity of the data. Thematic analysis approach was used to segregate the data. The study identified, structured, and processes in school through which decision-making was shared among stakeholders. It was found that the SBDM processes had greater influence on curriculum enrichment and teacher professional development and pedagogy which are the core features of school improvement. Finding showed that teachers have freedom to select content, teaching strategies, students' classroom assessment and classroom management which are the core features of enhanced leads to enhance students' performance. The study indicates that participatory decision- making, focusing on curriculum enrichment, teacher professional development and pedagogy has led school towards moving school. The culture of conducting action research, using library books, conducting in-school professional development sessions for teachers and organizing different co-curricular activities in order to build teachers' capacity and students' improved learning outcomes was witnessed in the school. The study recommends that greater autonomy to school leaders in decision-making makes the schools effective and efficient.