In view of the changing climatic conditions mainly related to greenhouse effect, this study was focused on determining the responses of two differentially heat tolerant maize varieties to glasshouse condition. The parameters studies included growth, water relations, gas exchange, photosynthetic pigments, oxidative damage and gene expression. Results revealed that prevailing glasshouse conditions played a crucial role in affecting the maize growth across winter and summer seasons. Despite differences in the growing seasons and varieties glasshouse conditions were adverse for the photosynthetic systems in maize. Major yardsticks of sensitivity were loss of chlorophyll and carotenoids in the light reactions, while reductions in the net photosynthesis and stomatal conductance in the glasshouse grown maize. Prevailing glasshouse conditions were greatly effective in hampering the leaf water relation particularly those of winter sown crop. The glasshouse conditions in winter crop produced oxidative stress on the plants, which was explicit from the increased synthesis of H 2 O 2 , MDA and increased permeability to the ion leakage. Greater free proline accumulation in the tolerant variety not only presented itself as a major amino acid accumulated in environmental stress tolerance but also indicated it as a reliable indicator of tolerance to glasshouse condition in maize. With great varietal difference, changes of temperature and relative humidity inside the glasshouse across the seasons were mainly responsible for the observed changes in mineral nutrients. More distinct changes were evident in K, Ca and nitrate nutrition, which were given greater credence in view of their closer association to the seasonal changes in the environmental conditions inside the glasshouse. Maize seedlings showed sensitivity to high temperature stress, which was recorded from morphological (reduction in shoot fresh weight, dry weight of shoot and root and a reduction in fresh-to-dry weight ratio) and gene expression patterns. The molecular studies suggested that the maize sensitivity to high temperature was mainly due to enhanced coexpression of sag and dhn2 and failure to express hsp70 and sgr2 during relatively long term exposure to high temperature.
حضرت رائج سیالکوٹی کو شعر و سخن میں مقام ارفع حاصل ہے۔ رائج مرزا بیدل اور حضرت شاہ آفرین کے ساتھ ہم طرح تھے۔ زیادہ ہجو ہی لکھتے تھے۔ کلام میں آمد بہت زیادہ تھی۔ آپ سو سال کی عمر میں ۱۷۳۳ء میں فوت ہوئے(۳) حاکم لاہوری نے ان کی تاریخ وفات یوں نکالی۔
’’رفت رائج بعالم باقی‘‘ (۴)
اردو میں بھی شعر کہتے تھے لیکن فارسی کلام کی طرف زیادہ توجہ تھی۔ ان کا اردو کلام مفقود ہے۔ منشی محمد دین فوق نے ان کے دیوان کے متعلق علامہ اقبالؒ سے ۴ مارچ ۱۹۳۳ء میں ایک خط کے ذریعے استفسار کیا۔ جواباً انہوں نے کہا کہ میں نے رائج کا دیوان فارسی میں خاصا ضخیم دیکھا ہے۔ (۵)
Arabic language and literature has influenced Urdu language and literature in terms of fonts, grammar as well as orthography. Linguists have different opinions about orthography of Arabic words in Urdu. Some of them hold favorable opinion, some have opined against it, while some of the linguists have maintained a balance point of view in terms of orthography. The holy Qur’an is Arabic and perhaps that is the reason Muslims have spiritual affinity with Arabic. But language also sacred the way religion is? Can we relate languages with religion? Moreover, sociolinguistics cannot be ignored and that linguists provides concrete notions based on based on scientific study of languages. In this article, the author has analyzed and discussed the contradictory debates of different academic and applied in Urdu orthography of Arabic words in Urdu.
The purpose of doing this action research is to develop the paragraph writing skills by using portfolios. There are two main activities which enable the students to learn i.e. teaching and assessment activities. To conduct this study, the teaching activities for paragraph writing are accomplished through a process writing approach while the students' learning was assessed formatively through portfolio assessment. The study was conducted in three action research cycles which provided a knowledge and autonomy of continuously evaluating the teaching and assessment activities and their implementation in the class. The selection of research participants was done through purposive sampling with six students of grade IX. The data for portfolio development was taken from the students' activities; sample of paragraphs, self and peer assessed work samples, reflections, and feedback of teacher as well as peer. The findings of the study revealed that the use of portfolios for developing paragraph writing skills remained successful and students also became aware of new teaching and assessment strategies. Moreover, the feedback, group work, discussion, self and peer assessment found were found more fruitful in developing students paragraph writing skills. The implication from this study was that, portfolio development is a gradual process which takes considerable time and results in workload for both students and the teacher. To overcome this challenge, careful planning of teaching activities, teaching strategies, assessment activities, materials and time management was set out earlier. However, the study suggests that the portfolios are effective tools for developing students writing skills and evaluating ongoing learning of the student.