Arsenic pollution has become a major issue throughout the world. The present environmental study was conducted to investigate the toxic effects of arsenic on reproductive functions of Teddy bucks, and to examine whether these toxic effects are ameliorated by vitamins E and C. For this purpose, 24 adult Teddy bucks were randomly divided into six treatment groups viz; A (control), B (sodium arsenite), C (sodium arsenite + vit E), D (vit E), E (sodium arsenite + vit C) and F (vit C), with four animals in each group.Sodium arsenite was used at dose of 5 mg/kg BW/day, whereas, vit E and C were used at dose of 200 mg/kg BW/day each. These treatments continued for 12 weeks. Semen of experimental bucks of each group was evaluated on weekly basis, while testicular measurements were recorded at 0 and 12th week of experiment. Hematological variables, serum concentrations of male sex hormones (testosterone, LH, FSH) and cortisol were recorded fortnightly. Similarly, body weights of bucks and serum biochemical constituents (ALT, AST, total proteins, total cholesterol, glucose, creatinine and albumin) were also measured fortnightly until completion of the study. Arsenic contents in feces, urine and blood were recorded at the interval of two weeks through atomic absorption spectrophotometer.At the end of the study, animals were slaughtered; testes, liver and kidneys were processed for the histopathological study, as well as for the estimation of arsenic contents. The data were subjected to two-way analysis of variance, followed by Duncan test for multiple mean comparisons. There was significant reduction (P<0.05) in body weights, semen quality parameters, male sex hormones and testicular measurements in arsenic treated animals as compared to control. Likewise, hematological variables and serum biochemical constituents were adversely affected (P<0.05) in arsenic treated animals. Co-administration of vitamin E and C with sodium arsenite ameliorated these toxic effects of arsenic on body weights, testicular measurements, semen quality parameters, serum concentrations of male sex hormones and biochemical constituents. Supplementation of vitamin E or C alone also improved the semen quality parameters, hematology variables, body weights, testicular size and serum levels of sex hormones. However, these vitamins had non-significant (P>0.05) effects on serum biochemical constituents. There was significant increase (P<0.05) in arsenic contents in blood, urine, feces and in internal organs of bucks treated with arsenic.The major histopthological changes in testes of arsenic treated bucks were loss of germinal epithelium with vaccoulations. Similarly, parenchyma of liver and kidneys of arsenic treated Teddy bucks showed pyknosis and cellular infiltrations, whereas administration of vitamins E and C with sodium arsenite eliminated the toxic effects of sodium arsenite on the urine, feces, blood, testes, liver and kidneys. It was concluded that sodium arsenite induced toxic effects in the testes of teddy bucks and adversely affected semen quality and male sex hormones levels. It also adversely affected blood characteristics and serum biochemical parameters. However, feeding of vitamin E and C ameliorated these toxic effects of arsenic on semen quality, blood and serum biochemical constituents.The morphology of parenchymal tissues of testes, liver and kidneys, which was damaged due to arsenic treatment, was also restored by these vitamins.
مارک، ایڈورڈ ویسٹر ایڈورڈ ویسٹر مارک کا انتقال ایڈورڈ ویسٹر مارک نے جو ایک عرصہ تک لندن یونیورسٹی میں عمرانیات کا پروفیسر تھا، گزشتہ اکتوبر میں انتقال کیا، وہ ایک عمیق النظر فلسفی اور بین الاقوامی شہرت کا مالک تھا، اوائل زندگی میں اس کو خیال پیدا ہوا کہ اخلاقی خیالات اور مذہبی اعتقادات میں گہرا تعلق ہے، چنانچہ اس نقطہ نظر سے اس نے یورپ کے علاوہ دوسری قوموں کے روایات اور اعتقادات کا مطالعہ کرنا چاہا اور اس کے لئے مراکش کو منتخب کیا، اور وہاں جاکر چار سال تک مقیم رہا، یہاں اس نے نہ صرف انسانیاتی معلومات جمع کئے، بلکہ وہاں کے لوگوں طرز زندگی و غور و فکر سے بھی واقفیت حاصل کرکے ان کے رسم و رواج کو آسانی سے سمجھا جو تمدن کے مختلف دور میں پیدا ہوتے رہے، یہاں کی تحقیقات اس نے اپنی مشہور کتاب ’’اخلاقی تخیلات کی ابتدا اور نشوونما‘‘ (The origin and development of moral ideas) میں قلمبند کی جو دو جلدوں میں ۱۹۰۶ء اور ۱۹۰۸ء میں شائع ہوئی تھی، یہ کتاب بہت اہم اور بلند پایہ سمجھی جاتی ہے اور اخلاقیات پر ایک فلسفیانہ مقالہ یا اخلاقی خیالات کی تاریخ کہی جاسکتی ہے، اس کتاب کی خوبی یہ ہے کہ اس میں تحلیلی اور تاریخی تجزیوں میں امتزاج پیدا کرکے یہ دکھایا گیا ہے کہ اخلاقی پسندیدگی اور ناپسندیدگی کی ابتدا معاشرتی تکدر اور تشکر سے ہوتی ہے، ڈاکٹر ویسٹر مارک کی اور دوسری تصنیفات یہ ہیں، مراکش میں انسانی شادی، رسم اور اعتقاد کی تاریخ، (۲)اخلاقی اضافیت، (۳)عیسائی مذہب اور اخلاق۔ (’’ص ۔ ع‘‘، دسمبر ۱۹۳۹ء)
The dictionaries have played a vital role in understating and preserving any language. Arabic is a Semitic language; it has a large, deep and rich history. The Arabs have always tried to keep the Arabic language safe, but all these efforts were verbal, they did not have a tradition of writing in pre Islamic era. After the Islam they focused on writing and began the writing activities such as: exegesis of Quranic verses, Hadith and explanation of some difficult words used in Quranic verses. In the 2nd century, the first initial stage of Arabic dictionary writing began with the efforts of Al-Khalil, who is considered as a founder of Arabic dictionary writing. After that, language scholars created a great work in promotion of Arabic dictionary. Of these scholars Ibn Manzoor who sacrificed his life for the preserving Arabic language through his writing and research. And his valuable and great benefit book (Lisan-al-Arab) which is considered one of the most important source on said subject. In this Paper, we have presented an introductory and detailed study of his said book, So that Urdu readers can benefit from this scholarly investment.
The study attempted to bring to light principals’ interventions for school effectiveness at the Government Secondary School level. The objectives of the study were to explore the current interventional role of government girls’ high school principals for identification of their strengths and weaknesses and to make recommendations for improving their interventional role for school effectiveness. The population of the study included 18 principals/headmistresses of government girls’ high schools, 270 senior teachers and all the 04 district level education officers (female). Of those 18 (100%) principals/headmistresses and 04(100%) female district level education officers were included in the sample. Moreover, 90 (33.3%) senior teachers were randomly selected for sampling reason being that total population of teachers could not be covered. The primary data were collected through structured interviews asked from female district level education officers. The interviews were based on 07 questions. An opionionnaire containing thirty-eight statements was handed over to principals and senior teachers. The relevant literature was reviewed, which provided indicators for development of tools. The data obtained were quantified and described. In order to measure the internal reliability of the opionionnaire, Cronbach’s Alpha Reliability Test was applied for estimating the reliability of the data. The value of Cronbach Alpha was 0.89, which indicated a high level of internal reliability. The Chi-Square Test of Association was also applied for checking the results to show association between the categories of principals’ and teachers’ statements. It showed that there were no significant differences in the responses of both principals’ and teachers’. The results revealed that principals could play more effective role for school effectiveness by developing clear vision; providing instructional feedback to teachers; effective monitoring and supervisory mechanism; setting a democratic environment conducive to teaching learning process and involving the stakeholders in decision- making. The results of the study further indicated that school effectiveness owed itself to capable principals, committed staff, non-political intervention, a procedure of incentives and disincentives, positive feedback to teachers and last, but not the least, a continuous instructional supervision to what happened in classroom. The recommendations for improving interventional role of principals required instructional supervision, commitment of teachers to the teaching profession and improved pedagogical skills of teachers as well as updating their own administrative and managerial skills.