Screening of Brassica oilseeds genotypes belonging to four Brassica species including Brassica napus, Brassica Juncea, Brassica campestris and Brassica carinata was carried out under field and screenhouse conditions during crop season 2006/07 and 2007/08. Under field conditions average aphid’s density per plant was at peak during the 2nd and 3rd weak of February. Although non of the 12 genotypes was completely free of aphid attack under field conditions, nonetheless based on aphid density, Vangard with lowest aphids population (12.84 aphids/plant) was found to carry some resistance against aphids attack whereas genotype Legend with highest aphid density (37.94 aphids/plant) was on the other extreme. With respect to yield and its components, highest values for seed yield (2386 kg/ha), plant height (214.3cm) and number of branches/plant (19.20) were recorded in Peela Raya, whereas maximum 1000 grain weight (4.80g), siliqua length (8.31cm) and seed/siliqua (23.57 seed) were found in Westar, Ganyou-5, and Oscar, respectively. Highest oil, protein, oleic acid and moisture contents were found in Oscar (52.10%), T-16-401 (25.12%) and Oscar (7.09%) and lowest percentage for glucosinolates, linolenic acid and erucic acid were found in Rainbow (67.35 μm g-1), Ganyou-5 (8.78) and Crusher (36.44), respectively. Under screen-house conditions, with artificial infestation of 0, 5, 10 and 15 aphids/plant at flower-bud initiation stage in 12 Brassica genotypes, overall seed yield losses ranged from 11.08 to 75.88% from aphid’s density of 37.33 and 132.7/plant in T-16-401 and Vangard, respectively. Lowest average percent losses in seed yield, straw yield, plant height and branches, were recorded in T-16-401 (23.18), Ganyou-5 (20.35), Peela Raya (25.32) and T-16-401 (6.25) with average aphid’s density/plant of 59.00, 37.83, 65.72 and 59.00. Losses in both, siliquae mr-1 and leaves, were found in Westar (16.24%) and (7.21) with average aphids density/plant of 108.2. Highest average percent losses in Brassica oil and moisture contents were recorded in Oscar (5.90), and T-16-40 (21.27) with aphids density of 113.9 and 59.00 per plant, while highest percent gains in protein, glucosinolates, oleic acid, linolenic acid and erucic acid were recorded in Oscar (24.57), Rainbow (37.07), T-16-401 (19.82), Westar (13.93) and Legend (31.38) with aphid’s density of 113.9, 138.9, 59.00, 108.2 and 114.8 per plant. Among the Brassica napus group the lowest yield losses (16.25%) were recorded in Legend from 69.67 aphids/ plant. Overall, among the 12 genotypes Vangard, Crusher and Legend were the best. Based on comparatively better performance against aphids attack and making minimum compromise on yield and yield components and exhibiting increased oil recovery, the Vangard, Crusher and Legend were found best among the genotypes included in the study.
Bernard Lewis is a representative scholar of eastern studies and western thoughts, and he is the most influential political figure in the U.S politics. So his thoughts play an important and vital role in academic and political fields of the West. Most of his writings explore his prejudiced attitude toward Islam and Muslims. He wrote many books about the teachings of Islam. Islam being a universal religion is an interesting topic for western intelligentsia like Lewis. There are many institutes of Islamic studies in their universities and many think tanks are working on various aspects of Islamic teaching for multiple purposes. In some educational institutions of the west revisionist orientalists such as Andrew Rippin are teaching Islamic thoughts from a critical and revisionist perspective which is quite contrary to the traditional Islamic teachings. Bernard Lewis is attached with The RAND cooperation (the most influential think tank of U.S.A) and most of his writings are evident of his prejudiced theories about political and social practices of Muslims.
The study is focused on the implementation of multiple intelligences (MI) theory in primary science classroom in one of the private schools in Karachi. The purpose of the study was to explore the possibilities and challenges of implementation of MI theory to cater to the diverse needs of the students and enhance their learning performance. The study was done through qualitative action research. The duration of the study was six weeks. The targeted population consisted of twenty eight students of Class V and the regular classroom teacher as an observer and critical friend in exploration phase. Data were collected through students' surveys (MI inventory for students), teacher's (researcher) observation checklists, informal talks with the regular teacher and students, and document analysis. I have used reflective journal for data collection throughout my study. My analysis started from the first day of my fieldwork in the form of reflections and analytical memos. I played a dual role i.e. as a teacher and a researcher at the same time. The findings from exploration phase were; evidence of lack of active participation (as most students had intrapersonal dominant intelligences), and teacher directed classroom, and teachers' and students' reliance on textbook. The study suggests that there were some possibilities and some challenges to implement the MI theory in Class V. The major findings from the implementation process were; implementation of MI theory depends on the existing context, MI-based teaching decreases teacher-centered approach, and increases studentscentered approach. Data also revealed that positive students' attitudes towards learning science increased. Through MI-based learning choices, students became more confident in decision-making. Students' learning was enhanced and teaching repertoire of the teacher was expanded. Participating students and the regular classroom teacher demonstrated that cooperative learning, choice-based activity catered to students' MI. Using MI theory in teaching science, successfully increased student motivation and achievement. Ethical concerns were taken into consideration for maintaining confidentiality of the institution, the teacher, and the students too. While summarizing, challenges were identified and implications were drawn that provided recommendations for future practices for implementing MI theory.