Decline of citrus mango and guava is a serious threat in Pakistan. This study was undertaken to know the role of Nattrassia sp. in fruit orchard decline, its biology and listing down the management strategies. Its role was studies through recording the disease incidence and severity from citrus, mango and guava orchards in Punjab from Sargodha, Bhalwal, Multan, Rahimyar Khan, Pattoki, Sharqpur and Ahmedpur. Disease prevalence was found in all of the above areas of citrus mango and guava with less or more intensities. The sampling from target tree crops resulted in almost similar type of mycoflora except Ceratocystis sp. was isolated from only decline affected mango trees. Other fungi include Nattrassia mangiferae, Lasiodiplodia theobromae, Botryosphaeria sp., Fusarium sp., Cladosporium sp., Aspergillus sp., Penecillium sp. andCurvularia sp. with different intensities from affected twigs, branches, stem at collar region and roots. However, the fungus Nattrassia sp. and Lasiodiplodia sp. were the most common fungi. Pathogenicity was conducted to know the four decline causing fungi including Nattrassia sp. It was found that Nattrassia sp. alone cannot cause tree mortality but contributes towards the mortality in combination with other fungi. The fungus Nattrassia isolated from citrus is morphologically and physiologically different from isolates of mango and guava. However, there is resemblance in isolates of mango and guava. Most of the factors that favored the disease include no concept of pruning; faulty intercropping; flooding of the orchards; application of partially decomposed farm yard manure; poor nutrition; inadequate plant protection measures and less interest of the growers. The orchards can be managed by 25 adopting pruning, following recommended plant protection plans, nutrition based on leaf, soil and water sampling; avoiding plowing under tree canopies; if necessary to intercrop choose friendly crops. In short the decline of citrus, mango and guava have almost common, pathogens, common symptoms, common biology and hence the common management strategies may be adopted to avoid them in future.
امینِ حزیں (۱۸۸۲۔۱۹۶۸ء) سیالکوٹ میں پیدا ہوئے۔ آپ کا اصل نام خواجہ محمد مسیح پال ہے۔ سکاچ مشن سکول سیالکوٹ میں انہیں مولوی میر حسن جیسے استاد سے اکتسابِ فیض کا موقع ملا۔ مولوی صاحب کی تربیت نے ان کے شعور کو اجاگر کیا۔ ان کی ملازمت کا بیشتر حصہ گلگت میں انڈین پولیٹیکل سروس میں گزرا۔ ۱۹۳۹ء میں خان بہادر کا خطاب پا کر ملازمت سے سبکدوش ہوئے اور اپنے آبائی شہر سیالکوٹ میں سکونت اختیار کی۔ (1) ۱۹۰۲ء میں ان کی پہلی غزل لکھنو کے ’’پیامِ یار‘‘ رسالے میں چھپی اور اس کے بعد شعر و شاعری کا سلسلہ برابر جاری رہا۔ ابتداء میں مولانا ظفر علی خاں اور مولانا جوہر کے رنگ سے متاثر تھے بعد ازاں حضرت علامہ اقبالؒ کو پسند کرنے لگے اور یہ رنگ ایسا بھایا کہ پھر کسی اور کا نقش نہ جم سکا۔ امینِ حزیں کا کلام بر صغیر پاک و ہند کے مختلف ادبی رسائل میں چھپتا رہا جن میں ’’پیامِیار‘‘، ’’مخزن‘‘، ’’ساقی‘‘ اور ’’ہمایوں‘‘ قابلِ ذکر ہیں۔(2) امینِ حزیں کا پہلا شعری مجموعہ ’’گلبانگِ حیات‘‘۱۹۴۰ء میں شائع ہوا۔ دوسرا شعری مجموعہ ’’نوائے سروش‘‘ الفیصل ناشران و تاجران ادارے نے شائع کیا۔ تیسرا مجموعۂ کلام ’’سرودِ سرمدی‘‘ بھی الفیصل ناشران و تاجران ادارے نے شائع کیا۔ امینِ حزیں کی شاعری کے آٹھ مسودے ابھی تک شائع نہیں ہو سکے۔ یہ آٹھوں مسودے ان کے عزیز و اقارب کے پاس موجود ہیں۔ امینِ حزیں کے ہزاروں کی تعداد میں مشاہیر کے نام خطوط بھی محفوظ ہیں۔ اردو ادب کے محققین کے لیےیہ شعری و نثری فن پارے قیمتی سرمایہ ہیں۔ امینِ حزیں ایک مشاق اور قادر الکلام سخن ور تھے۔ انہوں نے تقریباً ہر صنفِ سخن میں طبع آزمائی کی ہے۔ انہیں اردو‘ عربی‘ ہندی ‘ سنسکرت‘ انگریزی‘ پشتو اور دیگر...
Class Action Research (CAR) was conducted to analyze the increase of interest, creativity and interest, creativity, and learning outcomes of students in the Mattayeom 4 class Phatanakansuksa Foundation School Thailand by implementing the Scientific approach method. During the observation and review with the English teacher Mattayeom 4, the researcher was able to describe the profile of student learning outcomes in grade 1 as a class with great potential but not well-honed. The low interest of students in this learning process can result in a learning process that is not optimal so that the results obtained are not optimal. The results of the implementation of classroom action research in the Mattayeom 4/2 Phatanakansuksa Foundation School's Real Work Lecture program which shows an increase in learning outcomes through a direct learning process applied by teachers/researchers.
It is a fact, universally acknowledged, that present era is of technology. We can not connive at its importance and productivity after we witness the Western Countries and a number of Asian Countries as well, who have not only carved out their niche by imparting technical education to their aspiring youth but consequent thereupon have touched the very zenith and apex of development in the field of technology. The research reveals that the prevalent scenario in Khyber Pakhtoonkhwa in comparison reflects rather an antithesis and a dismal picture. In this province, technical education can only entice and allure the left over students, who have not accepted or not able to get enrolled by the other sundry streams in general education. The need of the hour is to acquaint and familiarize students, in particular, not only with the viability and importance of Technical, Vocational and Commercial Education but also with the fact that how much trained and skilled workforce is required for our country in general and in this Province (Khyber Pakhtoonkhwa) in particular. In pursuit with organising, regularising and supervising the Technical, Vocational & Commercial Education, the government had established two different directorates i.e. Directorate of Technical Education and Directorate of Manpower andTraining in 1971 and 1986 respectively. By realising the working environment and functions of both the organisations i.e. human resource development, the government merged both the organisations by establishing a joint Directorate General of Technical Education and Manpower Training during the year 2007. iv The present organisation strives at attaining the goals and objectives set by the government for enhancing knowledge, skill and capabilities of unprivileged class in the field of Technical, Vocational and Commercial Education. The Directorate General of Technical, and Manpower Training being a government representative agency ensures to implement all the rules and regulations, promulgated by the provincial government, and related to Technical, Vocational & Commercial Education. Having a close link with industries, it purviews not only Technical, Vocational & Commercial Education and Manpower Training but also Board of Technical Education (BTE) and Trade Testing Board (TTB) Technical Teacher Training Institute (TTTI). It is also playing its pivotal role on the works of Technical and Vocational Training System (TEVT), Child Labour Training and Human Skill Development in Women. In this research the reviewed literature that imbibes that crux and nitty- gritty of Technical, Vocational and Commercial Education is to train and develop the students of various disciplines related to skill and human resource development. Technical, Vocational and Commercial Education provides to the student ample opportunities of earning with futuristic perspectives of business of any sort. The study is based on primary data i.e. stems on different questionnaires, distributed among students and faculty. The research questions and objectives of the study were that how the contribution of Technical, Vocational and Commercial Education is considered by all the stake holders, how the faculty link their career with Technical, Vocational and Commercial Education, how do the students receive andperceive the Technical, Vocational and Commercial Education and to what extant the students are clear about the importance scope and career. Further what are the main variable and contributor which clarify the option of selection of Technical, Vocational and Commercial Education, to find out the clarity, satisfaction, emotional, and v Professional attachment with Technical, Vocational and Commercial Education and to identify both in quantitative and in qualitative terms the economic and social contribution of Technical, Vocational and Commercial Education. It transpires different bent of mind towards satisfaction level, that the decision to join the Technical, Vocational and Commercial Education contributes towards the social and economic development both directly and indirectly, future career and viability of this system of education in the long run. For analysis purpose descriptive statistics have been used and the findings have been presented in tabular form. The findings of the research indicates mostly both the students and faculty are satisfied with their decision for opting this stream of education and believe that this system (Technical, Vocational & Commercial Education) contributes to the country in general and Khyber Pakhtoonkhwa in particular. Further the students and faculty both are optimistic about the shining future of their own as well as this stream of education. The research work candidly divulges that modern era is of Technical Education which not only explores new vistas of livelihood to the youth but also broadens their vision to realise the challenges this country is encountered with. It opens novel realms and domains of innovation emerge as developed country in this region. For future research it is recommended that to enhance the technical know- how the government is required to pay attention to establish Technical, Vocational and Commercial Education Institutes in all Tehsil level and in the major semi urban areas of the province. Further trade & commerce exhibitions, workshopsvi & seminars may be arranged for greater awareness of the students and gentle societal forces. Also to increase and develop the linkage with the industry and to introduce the Technical, Vocational and Commercial Education at school level. The government is aught to pay attention to establish Technology and Technical University in the province and to provide incentives in the establishment of private institutions of Technical, Vocational and Commercial Education with a close check and balance system. In addition public private partnership needs to be facilitated. The donor countries may also provide opportunities for higher studies, specialized training, transfer of technology and facilitate in lessen the burden of unemployment by introducing new trades in the exiting Technical, Vocational and Commercial Education institutions.