In recent years, there has been intense search for materials which are ferri- magnetic and possess high values of electrical resistivity and magnetization together with low dielectric losses. Such materials are considered to have potential for useful applications in technology. Cationic doping in ferrites presents a promising technique for achieving such characteristics in ferrites. Here we report that doping hexagonal strontium-barium nanoferrites (Sr 0.5 Ba 0.5 Fe 12 O 19 ) with a binary mixture of RE-Ni (RE = La, Ce, Pr and Nd) can surprisingly modify the properties of hitherto undoped strontium-barium hexaferrite. Different series of nanosized strontium-barium hexaferrite of nominal composition of Sr 0.5 Ba 0.5-x RE x Fe 12-y N iy O 19 (x = 0.00-0.10; y = 0.00-1.00) are prepared by the chemical co-precipitation method. The formation of nanosized hexaferrites with single hexagonal phase and homogenous morphology is probed using transmission electron microscopy, X-ray diffraction and scanning electron microscopic analyses. The electrical properties are measured by the DC- electrical resistivity and the dielectric measurements. The magnetic susceptibility is measured by a magnetic susceptometer and the hysteresis loops are traced by the DC- magnetization measurements. The results obtained reveal that, by introducing a relatively small amount of RE-Ni (RE = La, Ce, Pr and Nd) ions, an important modification of the structural, electrical and magnetic properties can be obtained. Thermal analysis reveals magnetoplumbite phase begins to be formed at ~1000 K and is completed at 1323 K; a conclusion also complimented by XRD studies. XRD studies show that all the synthesized samples are composed of a single magnetoplumbite phase. The average crystallite sizes in differently doped samples are in the range of 18-48 nm. TEM analysis of the undoped strontium-barium hexaferrite shows that particles appear to have well-defined hexagonal geometry having an average particle size in the range of 30-40 nm, which is comparable to the size of 36 nm calculated by the Scherrer equation. The results of SEM analysis indicate the appearance of homogenous surface of the synthesized sample with uniform particle sizes. Temperature dependence of electrical resistivity reflects the semi-conducting nature of the ferrites. The values of electrical resistivity and activation energy increase by substitution with different dopant contents of La-Ni, Ce-Ni and Pr-Ni up to a certain level but decrease by substitution with Nd-Ni. The dielectric constant and dielectric loss tangent decrease by increasing applied field frequency. The values ofdrift mobility, dielectric constant and loss tangent decrease by increasing the La-Ni, Ce-Ni and Pr-Ni contents but they increase by increasing Nd-Ni content. Possible mechanisms for the above mentioned result are discussed in terms of conduction mechanism via electron-hopping between Fe 2+ and Fe 3+ ions and Maxwell-Wagner type of interfacial polarization. The value of Curie temperature decreases by the substitution of RE-Ni (La, Ce, Pr and Nd) ions, which has been explained in terms of the strength of exchange interactions. Doping with Ce-Ni, Pr-Ni and Nd-Ni, increases both the saturation magnetization and remanence in the ranges 66-102 emu/g and 43- 64 emu/g, respectively, but substitution with La-Ni ions results in their decrease. However, the value of coercivity decreases by increasing the content of La-Ni, Ce-Ni and Pr-Ni ions. The variations in the magnetic parameters shown by Mossbauer spectral analysis are explained on the basis of preferential site occupancy of the substituted cations. The compositional variation of hyperfine interaction parameters confirms the site occupancy of the doped cations in hexaferrite materials. The value of isomer shift for 2b, 12k and 4f 2 sites decreases by increasing the content of RE-Ni (RE = La, Ce, Pr and Nd) ions. The value of quadrupole splitting for 2b site in the undoped strontium-barium hexaferrite decreases by the substitution of rare-earth ions and it slightly increases for the 4f 2 site. The variation of hyperfine magnetic field with dopant content of RE-Ni ions is akin to the compositional variation of saturation magnetization of RE-Ni doped strontium-barium hexaferrites. The results of the study have shown potential for application of these materials in the area of magnetic recording, permanent magnetic materials and surface mount devices for fabricating multilayer chip inductors. The Nd-Ni doped strontium-barium hexaferrites may be more useful as permanent magnets, owing to high values of magnetization and coercivity. High electrical resistivity and low dielectric losses are the characteristics required to reduce the eddy current losses.
اردو میں ہائیکو کا آغاز و ارتقا محمد حسنین عسکری وقت کے ساتھ ساتھ ادب میں بھی تبدیلیاں رونما ہوتی رہتی ہیں۔ کسی بھی ترقی یافتہ زبان کی علامات میں سے اہم ترین علامت یہ ہوتی ہے کہ اس میں نئے الفاظ وجود پاتے ہیں اور پرانے الفاظ وقت کے ساتھ ساتھ متروک ہوتے جاتے ہیں۔ اگر دیکھا جائے تو بہت سی ایسی زبانیں آج ناپید ہو چکی ہیں جو کسی زمانے میں خاص اہمیت و فوقیت رکھتی تھیں۔ تاریحِ السنہ کے مطابق عبرانی دنیا کی سب سے قدیم زبان ہے مگر آج وہ تقریبا ًناپید ہو چکی ہے۔ اسی طرح سنسکرت کا ایک وقت میں ہندوستان پر عروج رہا مگر آج وہ بھی تقریبا ًختم ہو چکی ہے۔ اردو زبان نے نہایت سرعت سے ترقی کی اورکم وقت میں دنیا کی ترقی یافتہ زبانوں کی صف میں شامل ہو گئی۔ اردو شاعری ہو یا نثر دونوں کی اصناف پر خاطر خواہ کام ہو چکا ہے ۔لا تعداد تحقیقی موضوعات سامنے آچکے ہیں تنقید ہو یا تحقیق ،تخلیق ہو یا لسانیات ،اردو زبان کا دامن ہر ایک سے لبریز ہے۔ نثر کے ساتھ ساتھ اردو شاعری کی تمام اصناف بھی تحقیقی میدان میں زیر موضوع رہیں۔ ان میں مختلف زبانوں کی اصناف کو بھی شامل کیا گیا مثلا سانیٹ اور ہائیکو وغیرہ۔ ان اصناف سے اس زبان کی وسعت اضافہ ہوا۔ البتہ شاعری کی کچھ اصناف ابھی تک ایسی موجود ہیں جن میں تحقیق کی ضرورت ہے ان میں ایک صنف ہائیکو ہے یہ دراصل جاپانی صنف ہے جو کہ اردو زبان میں وارد ہوئی۔ ہائیکو کا آغاز آٹھویں صدی عیسوی میں ہوا(1)۔ اگر دیکھا جائے تو قران کریم کی "سورۃالکوثر "ہائیکو کی بہترین مثال پیش کرتی ہے آغاز میں اسے مختلف ناموں سے پکارا جاتا رہا مثلا چوکا، واکا، تنکا، اورینگا (2)وغیرہ واکا ہائیکو کی سب...
Islamic education curriculum has central value for education process, as education vision direction. Islamic education mission is how to create religious people by leaning perfectly. Curriculum becomes one of success applications and quality in education institution most. Curriculum will develop based on global world and people life style existency. Therefore, education should view people life style increased as learning source that is becomed a value for curriculum step making. Beside that, islamic education curriculum development also becomes teacher’s choice to implement learning manner in class. In where, it’s implementation should be arranged and systematically to make maximal learning either in development vision, indicator, lesson teory, lesson model proccess, learning evaluation or teacher’s development skill. The process of islamic education curriculum development must be done good and awesome also seeing several factors as supports and obstacles of it. In other to get an education result based on such the plan made before(education planning).
The main purpose of the study was to evaluate the teaching practices of teachers at early childhood level in public schools of Pakistan. The objectives of study were to: (a) find out academic and professional qualification of ECE teachers; (b) its impact on student''s learning; (c) teacher''s problems; (d) their teaching practices; and (e) suggestions for the solution of the problems faced by ECE teachers in public schools of Punjab. The major research questions were about: (a) the status of ECE teachers; (b) their competency level regarding qualification; (c) their teaching problems; (d) teaching strategies regard to urban/rural schools of Punjab. The study was conducted on 994 ECE teachers teaching in 9 districts of Punjab. They were selected randomly. The overall response rate was 80% (N=720). Three research instruments were developed for data collection: i) One questionnaire; ii) A teaching competency scale; and A Checklist for classroom observations. ii) Focus group discussions were conducted for incorporation of opinions of educational executives of four districts i-e Faisalabad, Nankana sahib, Narowal, and Sialkot. about the overall status of ECE in public schools. Topics for focus group discussion were also selected with consultation of supervisor. All these tools got validated through experts’ opinion and pilot study. The overall reliability of questionnaire was (.734). The questionnaire and teaching competency scale were administered to ECE teachers of public schools. Checklist was administered to 36 classrooms to observe the level of knowledge of ECE teachers about their connected fields. For this the researcher himself observed each and every classroom to get data as per checklist. The descriptive statistics were used for analysis and interpretation of data, the inferential statistics to determine the significant difference in perceptions of the respondents and the Cohen’s d formula to identify the effects of items of above mentioned research tools. The data collected through questionnaire was used to compare the teaching practices of ECE teachers regarding their gender and locality and to identify the academic and professional status of ECE teachers. The data collected in the shape of results from student records were used to examine the impact of teacher''s academic and professional qualification on student''s learning. It was categories into three levels i.e. excellent, good and average. Teaching competency scale was used to identify the competency level of ECE teachers of public schools about their teaching practices. The classroom observation schedule was used to assess the lesson presentation skills and the use of others related strategies and techniques which are important for ECE teaching. Through this data, level of students was ascertained. Discussion on data analysis was divided into four parts. Part–I illustrates the demographic profile of teachers as well as complete picture of teaching practices of ECE teachers, their academic & professional qualification and its impact on students learning achievements, comparison of teaching practices with respect to gender and location. Part-II describes the level of teaching competencies of ECE teachers about knowledge of children, subject knowledge and professional practices and practical wisdom. Part-III shows the results of observations of classrooms and Part-IV indicates the discussion of focus group of educational executives. The finding shows that majority of ECE teachers were teaching to ECE children by using different strategies at ECE level in public schools and their effect according to Cohen’s d formula was ranged from 0.00 to 0.91. This is range of scores across all the individual teachers. Their competency level was ranged from 0.002 to 0.253 (p value). This is range of scores of perception of ECE teachers about children strengths, subject knowledge and professional practices & practical teaching wisdom. The comparison between teaching practices of male and female ECE teachers has made as per teaching competency scale. The impact of their competency has measured through the achievements of students (table 39). Finding related to the identified indicators for observations of the ECE teachers working in the public schools were showed that 35% to 72% ECE teachers have the knowledge of their observed fields. It means that 28% ECE teachers have no knowledge about their relevant fields. This figure is different in other observations (table 41). Mark means that the desired level (standard) set by the department, parents and society Major findings related to focus group discussion indicated that curriculum for ECE class has developed but no one teacher had any awareness about the curriculum. They were following the text-books considering those a curriculum which was prepared for ECE children. Learning material, teaching kits and provision of A.V.Aids for teaching to ECE children were not ensured. Refresher courses and trainings were not provided to ECE teachers as per required level. The study concluded that the overall conditions for ECE classroom practices were not satisfactory. Many of problems were faced by ECE teachers with regards to their teaching methodology, availability & use of A.V.Aids and learning and teaching material. ECE teachers of public schools were not well equipped professionally to teach the young babies. Finally, some recommendations were made for betterment and development of early childhood education in Pakistan. It was also suggested that future studies in this area should be conducted on different aspects.