Studies were conducted to evaluate the impact of agro-management practices on two Peas cultivars named Climax and Meteor during the year 2005-09. The study was executed to find out best management practices, packing material and storage environment for better yield and quality seed production of Peas. There were six trials for determining irrigation, nutrition, seed maturity, seed storage and packing material for the Peas crop. Agro-management practices had significant effect on plant growth and yield attributes. These practices included, good seed bed preparation, proper seeding methods, proper irrigation, effective plant nutrition, timely harvest, proper storage conditions and accurate packing material. Peas are a good source of vegetable protein which is highly digestible. Although its nutritional aspects have been proved yet the factors which contribute towards seed yield and quality require a series of research projects for their detailed study. Seed is a basic unit in crop production as it influences the yield directly and indirectly by impacting the contribution of other inputs. Different irrigation frequencies like, I 0 ( Irrigation as needed by the crop; 13 irrigations applied), I 1 (Irrigation up to flowering; 8 irrigations applied), I 2 (Irrigation up to pod filling; 10 irrigations applied) and I 3 (Irrigation up to seed filling; 12 irrigations applied) were investigated. Each irrigation of (7.5 cm) was applied with 10 days intervals. Their impacts on growth, Yield and quality attributes were studied. Seed vigour tests were also performed. Irrigation frequency up to seed filling stage was observed to be better for yield and quality of Peas seeds as compared to other irrigation frequencies. Nutrition to the seed crop improved seed yield and quality. Seed yield and quality of seed Peas crop was also influenced by varying plant nutrition requirements during its growth period. Out of various phosphorus and potash levels studied, phosphorus @ 120 kg ha -1 and potash @ 100 Kg ha -1 gave better results for Climax as compared to other levels of phosphorus and potash. Different best results combinations of the above experiments are made to observe their performance and the best one are selected for Peas crop. Thecombinations of T 0 (Irrigation up to seed filling) T 1 (Irrigation up to seed filling + P120 kg ha -1 ) T 2 (Irrigation up to seed filling + K100 kg ha -1 ) T 3 (Irrigation up to seed filling + P120 kg ha -1 + K100 kg ha -1 ) were studied. T 3 (Irrigation up to seed filling + P120 kg ha -1 + K100 kg ha -1 ) gave high seed yield in Peas as compared to other combinations. Peas seed crop was harvested at proper maturity stage. Maximum seed viability and seed vigour was achieved if harvested at correct stage of maturity. Peas seed harvested at different moisture % levels like, M 1 , (45%), M 2 (40%) M 3 (35%) M 4 (30%) M 5 (25%) M 6 (20%) and M 7 (15%) respectively. Determination of optimum seed harvest time by seed moisture content is used as a general recommendation for farmers as a clue to determine the optimum time of harvest to maximize seed yield and quality. Peas crop harvested at 25% moisture contents, gave better results as compared to other levels of moisture percentage. Seed storage is a basic requirement for Peas seed crop. In Pakistan particularly the seed of legume crops like Peas suffer from storage problem. Three packing material, gunny bags, plastic bags, paper bags and various temperatures, 0°C, 15°C, 20°C, and 25 °C were studied. 50% humidity was kept constant in storage. Best material and temperature are pertained for storage. Seeds were stored for six months. Seeds stored at 5°C in gunny bags gave better performance with respect to seed quality and vigour.
مسافر دکتورمحمود کے ساتھ قاہرہ کے تنگ ،تاریک اور دھول مٹی سے اٹے بازار میں چہل قدمی کر رہا تھا ۔دکتورمحمو د نے کہا یہ قاہرہ قدیم ہے میں نے کہا اور غریب بھی اس نے مسکراتے ہوئے کہا غریب بھی اور فقیر بھی بہت ہے ۔میں نے کہا فقر بہت بڑی نعمت ہے۔ دکتورمحمود بولے ہاںمگر اس نعمت کے ثمرات قاہرہ جدید والے سمیٹ رہے ہیں ۔یہ فقیر لوگ رات دن محنت کر کے بڑی مشکل سے دو وقت کی روٹی حاصل کرتے ہیں مگر ان کے نوالے قاہرہ جدید کے باسیوں کے منہ میں چلے جاتے ہیں ۔رعایا قدیم میں جبکہ حکمران طبقہ جدید میں قیام پذیر ہے ۔
مصریوں کی پسندیدہ خوراک پُول ہے ۔بغیر مرچ مصالحوں کے حلیم کی طرح دکھائی دینے والی اس خوراک میں چھوٹے سائز کا لوبیا ڈالا جاتا ہے ۔ساتھ میں سلاد ، جو پلیٹ کی بجائے چھوٹے کاسے میں پیش کیا جاتا اس کے اندر تھوڑا سا پانی بھی ہوتا ہے ۔سلاد اور پول روٹی کے ساتھ تناول کرنے کے بعد سلاد کا بچ جانے والا پانی زیادہ خوش ذائقہ ہوتا ہے ۔دکتور محمود نے مشورہ دیا کہ رہ جانے والا پانی پیا کرو اس کی لذت پول سے بھی زیادہ ہوتی ہے ،میں نے کہا ایک یونانی کہاوت ہے کہ کسی بھی تخلیق کار کا فن پارہ سوسال سے زیادہ عوامی پذیرائی حاصل نہیں کر پاتا اگر وہ صرف پانی پیتا ہو ۔ یہ جو مصر میں فنونِ لطیفہ ،رقص اور مجسمہ تراشی کے خوبصورت نمونے تخلیق ہوئے ہیں اس کے پیچھے بھی اس سلادی پانی اور پول کا ہاتھ تو نہیں ؟۔کہنے لگے آپ کونہیں معلوم مصری بہت کچھ پیتے ہیں میں نے پوچھا مثلاََ؟کہنے لگے جیسے شیشہ ،چلم ،تمباکواور اس کے علاوہ بھی بہت کچھ۔مصر...
Background: Chronic myelogenous Leukemia is a form of cancer that was firstly recognizes to associate strongly with the chromosomal abnormality [t (9; 22) translocation] called Philadelphia chromosome. Objective: Philadelphia chromosome is a characteristic chromosomal marker that is associated with chronic myelogenous leukemia. Methods: More than one hundred patients of either sex were selected for the experiment. RNA was isolated from whole blood of patients so can use exclusively in RT-PCR. Results: Philadelphia chromosome in blood samples of patients with suspected diagnosis of CML was detected in 63% of patients. During our experimental studies on CML patients we do not encounter any complex translocation involving chromosome 8, 9 and 22. Conclusions: Philadelphia chromosome is a precise cytogenetic marker the detection of which is significant for differential diagnosis and clinical organization of patients with clinical diagnosis of CML. It is of significant that Ph chromosome occurs in pre-leukemic stage and has great diagnostic significance.
The study exploring the role of parents of children with Special Education Needs (SEN) in Inclusive Education was carried out in a private mainstream school in Karachi, Pakistan, which includes children with SEN. This study was carried out through a qualitative research paradigm, by using semi-structured interviews and document analysis. The primary participants of the study were four parents of children with SEN studying in a mainstream school. The two class teachers and the principal of the school were also the research participants. The findings of the study suggest that most parents of SEN children play different roles at different times, such as the role of a teacher, an advocate, a researcher and a monitor, in order to ensure full participation of their children with SEN in mainstream schools. However, their respective role is determined by their level of education, their socio-economic background, family's support, cultural practices, and most importantly, their own attitude and awareness about the importance of mainstream schooling of their children with SEN. The study also shows that in a Pakistani society, mothers and fathers of children with SEN play specific roles, which is mostly influenced by our cultural practices and perceptions. Fathers are the primary bread winners of the family and bear the responsibility of earning for the family. They have less interaction with their children and are not even expected to share the nurturing responsibilities with the mothers in the day-to-day activities of children with SEN. Therefore, in most cases, the mothers play a dominant role. They mostly stay at home and consequently take the responsibilities of all their children. However, the decision of sending their children to a mainstream school is taken mainly by fathers, with little consultation from the mother's side. This study also shows that there are some facilitating factors supporting the parental decision of including their children in mainstream schools; for example, family support, and their socio-economic background, their participation in trainings and workshops held by psychologists and therapists, and also the special educators in the school, all these help the parents in understanding the problems of their children with SEN. However, parents also face many challenges which hinder their role in inclusion of their children with SEN in mainstream schools; for example, their socio economic background, recognition of the rights of their children with SEN as well as cultural barriers, such as attitudes of people influenced by their beliefs about