1۔ قدرتی وسائل و ذرائع اللہ تعالیٰ کی عطا کردہ وہ نعمتیں ہیں جن سے نسل ِانسانیآسائش و سہولت حاصل کرتی ہے۔ زمین، دھاتوں و غیر دھاتوں کے خزانے، سمندر، دریا، وسیع و عریض فضائیں، آبی وسائل، معدنیات، نباتات، حیوانات، وادیاں اور بلند و بالا پہاڑ وغیرہ قدرتی وسائل کی اہم مثالیں ہیں۔
2۔ انسان کی ضروریات و حاجات کے پیش نظر دنیا کی سارے قدرتی وسائل و ذرائع کو اس کے زیر تسلط کر دیا گیا ہے۔ ان قدرتی اشیا میں جاندار بھی ہیں اور بے جان بھی۔ ایک جرثومہ سے لے کر سورج جیسے فلکی اجسام سبھی قدرتی اشیا انسان کی خدمت کے لیے تخلیق کیے گئے ہیں۔
3۔ زمین پر قابل تجدید ذرائع نسبتاً زیادہ مقدار میں پائے جاتے ہیں۔ قا بل تجدید توانائی کا حصول ناقابل تجدید ذرائع کی نسبت زیادہ مستحکم، دیر پا، سستا اور ماحول دوست ہوتا ہے۔ ہائیڈرو پاور، ونڈ پاور، ٹائڈل پاور، سولر پاور قابل تجدید توانائی کی عام مثالیں ہیں۔ ترقی یافتہ ممالک اپنی ٹیکنالوجی قابل تجدید توانائی پر منتقل کر رہے ہیں تاکہ ماحولیاتی آلودگی سے بچا جاسکے۔
4۔ انسان زمین پر اللہ تعالیٰ کا خلیفہ ہےلہٰذا زمین اور اس پر پائے جانے والے مختلف قدرتی وسائل کے تحفظ کی ذمہ داری بھی انسان پر عائد ہوتی ہے۔ 1947ء میں پاکستان کے گرین بیلٹ کا رقبہ 30 فیصد لگ بھگ تھا جو سکڑ تے ہوئے 5 فیصد تک محدود ہوچکا ہے۔
5۔ 1951ءمیں پاکستان میں ہر فرد کو 5300 کیوبک میٹر پانی میسر تھا، جو اس وقت 1000کیوبک میٹر فی کس تک محدود ہو چکا ہے۔ ایک اندازے کے مطابق2025ء تک پاکستان شدید آبی بحران کا شکار ہوسکتا ہے۔ اس لئے پانی کی ایک ایک بوندکا تحفظ کرنا ہر فرد...
The main emphasis of the study is on the academic performance and the stress management in applied science among the students of Mohtarma Benazir Bhutto Shaheed Sindh University Campus Dadu. What is the level of stress on the academic success of the students? How does it affect their lifestyle and health? This is what the research study covers to counteract the general stress among the students. The purpose of the study is to inquire and bring light to measure and check the present stress among students of the university. While doing the research a quantitative method was applied for collecting and analyzing the data. The Questionnaires were distributed among different students for this purpose. Innumerable factors of stress were found in the results and the factors were grouped in four categories which are; -Environmental Factors, Academic Factors, and Personal Factors. In environmental factors, the stress was about the happening the fate in the future. The students were found worried about future that what would happen about their fate? How it will happen? What is about to happen? When they came into contact with the new people it raised their stress. Also the class workload was the main reason for the stress among the students regarding academic factors. When the students were experiencing the workload of the class the group of the students came under stress. The last factor was a personal factor which was mainly due to the financial problem among the students. The stress of all categories can be managed through stress management courses and doing different extracurricular activities which will help to divert the attention of the students on different occasions. This study has drawn significant conclusions and Suggests further measures for practitioners which could help other to manage stress. The limitations are also mentioned so that those who are conducting research for the similar cases can extract better results and ways of curbing stress. A survey questionnaire was designed to collect the response from students, the five-point Likert scale was used from strongly agree to strongly disagree. SPSS-21 version was used to interpret the results through different quantitative techniques like descriptive, regression, and correlation. ____________
Cadmium (Cd) is harmful to plants as well as animals and causes serious threats to human health. Thus, it is imperative to understand the mechanisms of Cd effects through Cd-induced physio-biochemial determinations as well as its accumulation, transportation and the relationships with growth, antioxidant systems and the mineral nutrients. Furthermore, the contribution of exogenous sodium nitroprusside (SNP) in alleviating the Cd toxicity in wheat is largely unknown and needs to be dissected. The experiments were conducted using different Cd (control, 0.3, 0.6, 0.9 and 1.2 mM) regimes without or with an exogenous nitric oxide (NO) donor, SNP (0.15 and 0.30 mM) on four cultivars of wheat (Punjab-2011, AARI-2011, Millat-2011 and Sehar-2006). The exogenous application of SNP was efficient in recovering growth of Cd-stressed wheat plants. Cd reduced the growth attributes, chlorophyll contents, gas exchange attributes, total flavonoids, anthocyanin contents, leaf relative water contents (LRWC), essential nutrients, total phenolics, soluble proteins, and grain yield components while increased leaf relative membrane permeability, total free amino acids, proline, glycinebetain (GB), reducing and non-reducing sugars, ascorbic acid, malondialdehyde (MDA), hydrogen peroxide (H2O2) and the activity of ascorbate peroxidase (APX), catalase (CAT), peroxidase (POD) and superoxide dismutase (SOD)irrespective of wheatcultivars.More effective level of SNP was 0.30 mM which under Cd stress improved growth and physiological attributes of wheat plants. Punjab-2011 and AARI-2011 showed better performance than Millat-2011 and Sehar-2006 in Cd-stress environment. NO exogenous application was useful to improve shoots and roots fresh and dry biomasses, chlorophyll contents, photosynthetic rate, total flavonoids, anthocyanin contents, LRWC, uptakeofessential nutrients, total phenolics, soluble proteins, and grain yield components under Cd stress. Moreover, NO inverted the toxic effects of Cd on leaf relative membrane permeability, total free amino acids, proline, glucose and sucrose, MDA, H2O2 and the activities of APX, CAT, POD irrespective of wheat cultivars. Overall, the results elaborated that exogenous NO recuced the Cd toxicity in wheat.