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Weed Control in Wheat under Different Crop Density and Planting Time Regimes

Thesis Info

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Author

Subhan, Fazli

Program

PhD

Institute

Sindh Agriculture University

City

Tandojam

Province

Sindh

Country

Pakistan

Thesis Completing Year

1997

Thesis Completion Status

Completed

Subject

Applied Sciences

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/3024/1/132.pdf

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676727669587

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اردو تنقید کا ارتقا

موضوع 10:اردو تنقیدکا ارتقا
تنقید کے پس منظرکاپہلانظریہ :
بعض لوگوں کے مطابق اردو تنقید کا آغاز تذکروں سے ہوتا ہے۔ اس سلسلے میں فارسی زبان میں۱۷۶۷ء یں فارسی زبان میں چھپنے والے میر تقی میر کے تذکرے "نکات الشعراء " کو سب سے پہلا تذکرہ تسلیم کیا جاتا ہے۔ اس میں اردو شاعروں کے حوالے سے لکھا گیا تھا۔اردو زبان میں پہلا تذکرہ ۱۸۰۸ء میں 'مرزا علی لطف 'نے" گلشن ہند "کے نام سے لکھا۔
تنقید کے پس منظرکادوسرانظریہ :
تمام ناقدین متفقہ طور پر۱۸۹۲ئمیں مولانا الطاف حسین حالی کے لکھے گئے "مقدمہ شعر و شاعری "کو تنقید کا نقطہ آغاز سمجھتے ہیں۔ ادب کی روایات پروان چڑھتے ہوئے۱۳۰سال میں ہماری تنقید نے جس رفتار سے ترقی کی ہے وہ بے مثال ہے اور اردو تنقید کی قابل رشک ترقی کا کسی بھی دوسری زبان سے موازنہ کیا جا سکتا ہے۔۱۸۹۲ئسے پہلے ایک مورخ اور بھی ہیں جن کا نام محمد حسین آزاد ہے۔ان کے لیکچر ز جو انہوں نے انجمن پنجاب کے پلیٹ فارم سے دیئے۔ان کو کتابی صورت میں 'آب حیات' میں اکٹھا کیا گیا۔بعض ناقدین کے مطابق مولانا حالی سے قبل ہی محمد حسین آزاد نے اردو تنقید کی بنیاد رکھ دی تھی۔
تنقید کے پس منظرکاتیسرانظریہ :
اردو تنقید کا آغاز استادی شاگردی کے اداروں اور مشاعروں اور مجلسی تنقید سے ہوا۔اس نظریے کے مطابق اردو شاعری اور تنقید کا آغاز ایک ساتھ ہوا۔ نئے تخلیق کار مشاعروں میں اپنی تخلیق پیش کرتے اور سامعین اس کی خوبیاں و خامیاں بیان کرتے ہیں۔اسے مجلسی تنقید کہتے ہیں۔اس لیے جب سے اردو شاعری شروع ہوئی ہے تب سے اردو تنقید کا آغاز ہوا ہے۔کلیم الدین احمد سمیت متعدد نقاد تذکرہ نگاری کو تنقید نہیں مانتے اس اعتبار سے آب حیات تک ہونے والی تنقید کو تنقید کا پس منظر توکہا جاتا ہے لیکن...

میاں بیوی میں سے ایک کا قبول اسلام

In the early days of Islam, either of the married couple entering into Islam does not affect their marriage contract and it continued to be valid even after the Emigration of the Holy Prophet (peace and mercy be upon him) to Madina. In fact, it has been observed until Hudhabiya Truce was signed. It was also included the terms if someone from Quraish without accompanying the wali approaches the Holy Prophet (Peaceand Mercy be upon him), he/she will be returned to Makkah. After this agreement, many women came to Madina and embraced Islam. But their spouses and relatives followed them their way to Madina. They claimed them back to Makkah. In this respect, Allah almighty revealed a verse of Surah Mumtahina, which is an express evidence that such believing women must not be returned to their former infidel husbands. They were commanded so to marry believing husbands after their separation from their disbelieving spouses. Through this verse, Muslim husbands were forbidden to stay and have conjugal relations with their nonbelieving wives, too. Similarly,  every believing wife was forbidden to reside with her disbelieving husband. The companions abided by the ruling in its entirety and separated from their non- believing spouses. Jurists have derived many instructions from the verse 10 of Surah Mumtahina, which are discussed in this paper.

Integration of Science, Technology and Society Sts Approach in Teaching Chemistry at Higher Secondary Level

There has been a continuous debate in shifting emphasis of science education for attaining the goal of scientific literacy (Hodson, 2003). Over the past 30-40 years, science educators felt a need for having a more context-based approach of science education in order to make it relevant, significant, and interesting for students. Science-Technology-Society (STS) is one of those context-based approaches, getting high acceptance and popularity due to its nature and outcomes. Many scholars have argued for the inclusion of STS issues in science curriculum (Aikenhead, 1994b; Hodson, 2003; Wei & Thomas, 2005; Yager, 1995b). This study aimed to see the possibilities and challenges of STS integration in chemistry curriculum at the higher secondary level. To meet this need, an action research method was adopted to understand STS implementation in the context. During a seven- week study, two action cycles based on Dass's (2005) inquiry model were carried out with a class of grade XI pre-engineering students. Data were collected through observation, reflective journals, students' informal talk, focus group interviews and document analysis, students' reflections, textbook, and students' work sample. Through this study, I have tried to point out that innovation in classroom practices can be done with the existing science education through STS integration. The study partly supports the intention and reveals that my positive attitude and STS features like practical nature of tasks acted as catalysts for this integration, as these influenced the students' willingness to learn through this approach. However, the study also shows that the successful application of STS approach in chemistry classroom needs support in terms of teacher's skill, resource availability, assessment reform, and having a flexible chemistry curriculum. This study implies that STS is not a slogan but carries substantial meanings for science education. Significance of this study lays in its findings, which reflect the possibilities and acceptance of STS science approach in terms of teachers' and students' attitude, availability of resources, and management support. The study raises the need of changes in different areas including curriculum, assessment and teacher education programs, and also opens the door for future research in these areas within the context of STS approach.