Effective extension services plays pivotal role in upgrading socio and economic condition of the farmers. In this era of economic and technological advancement, Field Assistants are required to be competent regarding emerging challenges in agriculture because they are the frontline soldiers in assisting farming community. This situation demands to assess the possessed level of competencies and identify new competencies required for them to satisfy the diverse needs of farming community in 21st century. Therefore, this study was conducted to investigate the competency level of Field Assistants of Agriculture Extension Department required for their effective task performance. The objectives of the study were to assess the possessed and required level of competency, areas for training needs and influence of demographic characteristics on their competency development. A total of 234 respondents were selected based on Sekaran sampling technique out of total 543 Field Assistant staff of the department. Furthermore, proportional allocation method was applied to select the respondents from four Agro-ecological zones of the province. Data from the respondents were collected through pre-tested and validated interview schedule. Mean, standard deviation, paired sample t-test and dummy variable regression model were used to accomplish the study objectives. Results showed that top most possessed technical competencies were ability to identify moisture content requirements for seed germination, familiarity with macro nutrient fertilizers and familiarity with primary tillage implements. Moreover, among crops, vegetables and fruits; highly possessed competencies were “understanding the agro-climatic condition requirements of crops”, familiarity with sowing timings of vegetables and understanding fruits plantation techniques respectively. Among plant protection competencies; identifying major insect pests of crops/vegetables/fruits was highly possessed competency regarding insect pests/diseases competency and familiarity with names of commonly occurring weeds in weed competency. Moreover, it was found that Field Assistants possessed low level competency in using Global Positioning System (GPS) device for soil sampling, measurement of soil pH and its reclamation, minimize post-harvest losses, training and propagation of fruit plants and diagnose the causes of low yield in vegetables that were required at high level for their task performance as perceived by them. Highly significant difference (P≤0.01) was reported between the possessed and required level of understanding adverse effect of water pH on crops, understanding nutrient contents of fertilizers, biological and cultural control of pests. Highest training needs in professional competency were reported in use of Information and Communication Technologies, use of audiovisual materials and ability of motivating farmers. vii Regression analysis showed that rural domicile, job experience, and master level education of the Field Assistants have positive and significant effect on the development of their competency. The top ranked constraints which the respondents faced in building the required competency were lack of promotion, training opportunities and incentives or motivation. It was concluded that respondents needed utmost training regarding emerging challenges in the technical competencies while providing advisory services to farming community. Therefore, it is suggested that Human Resource Development section may be established in the department that would perform regular training needs analysis of the Field Assistants so that in-service training should be provided to them regarding identified competencies. Similarly, it is suggested that curriculum of the Field Assistants diploma course should be updated regarding emerging challenges of the province.
بھانویں دنیا بنی گلوبل عشق دا پینڈا اے مارو تھل دے دے سُکھ یا پنڈ دُکھاں دی جو کجھ گھلنا ای، جھبدے گھل چھڈ دے گلہ تے چغلی غیبت بن جا ہن بندے دا پھل ان شا ء اللہ، آساں لگیاں چنگی ہوسی اَج توں وی کل سکھ رہندے نیں پرے پریڑے بیٹھے دکھ دوارہ ای مل اساں یار، یاراں دے یار ساڈی سنگت دے نال رل سر تے پنڈدکھاں دی بھاری کرسی آپے مولا ای حل
Muḥadithīn have played a dynamic role in the preservation and compilation of Ḥadīth of the Prophet (SAW). Among them the contribution of Imam Bukhārī is unavoidable and remarkable in the field of Ḥadīth and its sciences. Since, he is known “Hafiz and Compiler” and considered as “Imam” and “authority” in the field of both higher and lower criticism. His book "Al-Tārīkh al Kabīr" (08 volumes) is considered as one of the ancient books in field of Ḥadīth and its sciences. This paper aims to describe the methodology of Imam Bukhārī in Al-Tārīkh al Kabīr. He described the biography of thirteen thousand seven hundred and seventy nine only (13779) in alphabetic order. Although his methodology was to mention names of the narrators alphabetically, but in respect with the Prophet (SAW), he gave place to eleven narrators among the companion whom names were started with the names of “Muhammad”. In the Methodology of Imam Bukhārī (RA), it is found that either the narrators are rejected or given authenticity, on the basis of not only his own examinations but he relied on the sayings of other Muḥadithīn as well. It is also pertinent to mention that he awarded degree to a little number of the narrators while left over most of the narrators undecided, because the main objective of the book was to portray the biographies of the narrators rather to make analysis of all the narrators.
This study explores principal-student relationships in a private Montessori to Secondary school in Karachi. The study was contextual which necessitated the design of the study to adopt a qualitative case study paradigm. Observation and interview were the main methods for data collection. The study analyzed the data using grounded theory development approach. The research participants included the principal of the school and nine students from grades 4 to 8. Principal-student relationships at School of Educational Excellence (pseudonym) are in a variety of dimensions. Many of the nuances of these relationships are influenced by such contextual factors, such as principal's beliefs and past experiences, and the stereotypical conceptions about students, such as them being obedient and mannered. These relationships provide different purposes, such as knowledge delivery and controlling student behavior. The Madam' or the Godmother' emerges as the most important person for students in the school. The study also found that the principal deals stringently with students' behavioral issues more so in the case of male students. Principal's perceptions of girl students adopt a stereotypical image as them being obedient and docile. The study finds that the principal's gender becomes significant in principal-student relationships. Furthermore, principal-student relationships are also seen to be influencing other relationships such as principal-parent relationships, principal-teacher relationships and principal-governors relationships. Research literature on principal-student relationships being scanty in Pakistan, the study's findings are significant as they give a qualitative insight into the beliefs and practices of a principal's relationships with students. It is also significant as it highlights the influences of principal-student relationships on students' engagement in learning in the school. This study throws light on how principal and students behave in relation to each other. Also, it adds to our knowledge of how principal and students view themselves in relation to each other in a secondary school, thus contributing to our overall understanding of principal-student relationships in schools in Pakistan. To sum up, this study explores some of the inter- and intra-relationship intricacies, and how they have a bearing on the principal-student relationships.