The purpose of the study was to understand the pedagogical beliefs of science teachers in professional nursing education. The study also sought to understand their personal, professional beliefs and how these beliefs influenced their practices. Demographic questionnaires, along with life history interviews and classroom observations were used as key methods for data collection; life-history is used as a methodological lens for in-depth exploration of participants’ lives.
Demographic data collected from 26 private, Pakistan Nursing Council (PNC) registered schools of nursing revealed that 71% of the science teachers were subject specialists with a masters’ degree in science, while the rest are doctors, engineers, pharmacists, and nurses.
Based on demographic findings three subject specialists, two female and one male were selected as participants. Three life- history interviews and three classroom observations were conducted for each participant. An analysis of interviews and classroom observation data revealed that the participants entered the professional teaching context with pedagogical beliefs that developed in two contexts, their own schooling and the out of school contexts. Both of these contexts influenced their pedagogical beliefs. All the participants were nurtured differently, went to different academic institutions, were exposed to different professional development opportunities, and worked in different contexts (academic and professional institutions). Their biographies revealed that these differences shaped their experiences, perceptions, and reasons according to the ways they lived their lives, and conceptualized and practiced teaching in professional schools.
The findings suggest a strong relationship between the science teachers’ experiences of teaching in professional nursing education and their developing pedagogies. The dynamic nature of their teaching and learning beliefs were affected by their personal, social, cultural, historical, and contextual influences. Participants’ understanding of the nature of science (NOS) was found to be one of the major influences in the pedagogical development and pedagogical beliefs. Cognitive dissonance was observed in their beliefs about the NOS and their reported and enacted teaching practices. The reported and the enacted beliefs of the participants imply that conceptually they are still holding a positivist view and hence positivist stance, but pedagogically they seemed inclined towards the constructivist views and positions.
It was interesting to find similarities between cases that were from different contexts, yet to find differences in their professional practices when they belonged to the same profession and had similar academic backgrounds.
ڈاکٹر عبدالمنا ن چیمہ شہر ِ اقبال سیالکوٹ میں پیدا ہوئے ۔انتہائی محنت اور لگن سے اپنی ابتدائی تعلیم شہر اقبال سیالکوٹ میں مکمل کرنے کے بعد عملی زندگی کا سفر شروع کیا ۔بعدازاں اعلیٰ تعلیم کے شوق اور حصول کے لئے برادر عبدالمنان چیمہ نے یونیورسٹی آف سرگودھا کا انتخاب کیا۔2010ء میں ایم فل میں داخلہ کے لئےشاہینوں کے شہر سرگودھا کا رخ کیا۔ایم فل کے بعد 2014ء میں جامعہ سرگودھا میں پی ایچ ڈی میں داخلہ لیا۔ ڈاکٹر عبدالمنان چیمہ نے 2022ء میں "اسلام میں قدرتی وسائل و ذرائع کا تحفط اور استعمال کے اصول و آداب" کے عنوان پر میری نگرانی میں ایک انتہائی خوبصورت اور جاندار لکھ کر ڈاکٹر یٹ کی ڈگری حاصل کی ۔یہ مقالہ اپنے موضوع اورمواد کے حوالے سے انتہائی اہمیت اور انفرادیت کا حامل ہے۔انسانی زندگی کےلئے حیوانات ،نباتات اور معدنیات جیسوں وسائل کی مثلث کا پایا جانا انتہائی ناگزیر ہے۔ان کا استعمالات میں اسراف نہیں ہونا چاہئے ۔(وَّكُلُوْا وَاشْرَبُوْا وَلَا تُسْرِفُوْا-)،اللہ تعالیٰ نے تمام جانداروں کو پانی سے پیدا کیا۔( وَجَعَلْنَا مِنَ الْمَاءِ كُلَّ شَيْءٍ حَيٍّ۔القرآن)
یہ بات میرے لئے انتہائی مسرت اور خوشی کا باعث ہے کہ ڈاکٹر چیمہ نے اپنے مقالہ کو مزید بہتر بناتے ہوئے افادہ عام کے لئے کتابی شکل میں شائع کر دیا ہے۔
کتاب" قدرتی وسائل اور ان کا استعمال: اسلامی اور سائنسی علوم کے تناظر میں" کو نو ابواب میں تقسیم کیا گیا ہے۔ان میں قدرتی وسائل کا تعارف و جماعت بندی ،ماحول کا تحفظ ،آبی وسائل، معدنی وسائل،پہاڑ،قابل تجدید وسائل،نباتاتی وسائل،حیواناتی وسائل اور قدرتی وسائل کے استعمالات اور تحفظ کے اصول و آداب شامل ہیں۔اس دنیا میں ماضی اور حال میں بنی نوع انسانیت نے جتنی جنگوں کا سامنا کیا ہے۔وہ سب انہی وسائل پر قابو...
This paper examined the pedagogical approaches to the teacher learning of English language in Nigerian secondary schools. However, the paper identified the concepts and types of pedagogical approaches. The factors affecting pedagogical approach for effective teaching and learning of English language. It was therefore concluded that the most effective pedagogical approach for the teaching-learning process of English language is the use of child centredness approach, activity oriented prorgamme it was therefore recommended that teachers should be curriculum. It was noted that effective use of pedagogical approach enhances effective teaching learning of English language especially in Nigerian secondary schools.
Modern agricultural practices are depleting natural mineral content of soil required for efficient growth of plants. In order to overcome the reduction of minerals in soil, different approaches are used; e.g. use of manure, organic and inorganic fertilizers etc. Application of phosphate fertilizers is one of the options. Unfortunately addition of desired minerals through fertilizers also accompanies the undesired heavy metal content (stable and/or radioactive). Continuous application of fertilizers may result in buildup of heavy metals, thus, posing a threat to the environment and plants, and consequently to human life. The present study was conducted to investigate the extent of the threat caused not only by phosphate fertilizers (PFs) but also by phosphate rock (PR) and precipitated calcium carbonate (PCC). Representative samples of PR from Hazara deposits, Pakistan, various types of PF used in Pakistan and the fertilizer waste, PCC, from a local fertilizer industry, were taken and analyzed for their radioactive and heavy metal content. Radioactivity was measured by gamma spectrometry using high purity germanium (HPGe) detector while heavy metals were determined by instrumental neutron activation analysis (INAA) technique. Some of the elements were also determined by atomic absorption spectrometry (AAS). Major chemical composition for rock samples was quantified by X-ray fluorescence (XRF) spectrometry technique. Variable amounts of elements like Ba, Sn, Th, V and rare earth elements (REEs) were present in all the studied sites of phosphate rocks. The elements Al, Cr, Cs, Fe, Sb and Zn were present in relatively higher amounts in Kakul phosphate rock crushing plant (KPRCP). Analysis of toxic elements depicts that Pb is present at relatively higher level in local phosphate rock samples while Cd and Zn are present in comparable amount. Assessment of hazards posed by heavy metals in PR showed that consumers are exposed to heavy metals from various pathways. The results indicated that Pakistani PR is agronomically effective. However, it contains higher values for toxic element like Ni, Pb and Cu that may be transferred to fertilizers and then to soil and plants grown on them thus threatening human life. The specific activity analysis showed that outdoor and indoor external dose from PR is higher than the maximum value of world‟s soil background level. It was noted that all of the studied phosphate fertilizers are rich in their mineralogical (Fe, K, Mn and Na) content while NPK fertilizers contain relatively higher amount of K. The activity concentrations of 232 40 K and Th in the single superphosphate (SSP) fertilizer are lower than that of phosphorite of Pakistan. Monitoring of radon indicated greater risk for miners than the personnel working in fertilizer warehouses. Variations in heavy metal content for PCC may be due to the fact that the collected waste samples were produced from various batches of fertilizer production. The average value for outdoor and indoor external dose from PCC waste is about three times and twice the background median value of absorbed dose of gamma rays from worldwide soil respectively. This indicates the level of radiological hazard from PCC waste to surrounding environment. Corresponding effective dose was 1.2±0.1 mSv y-1, which is higher than the annual limit of 1 mSv recommended by ICRP. The analysis of soil and crop samples (edible parts of rice, wheat and mungbean) was also performed and transfer factor (TF) from soil to crop was calculated. Greater TFs for Al, Eu, Fe, K, Sc, Sr and Zn were observed for mungbean than the other studied crops. Furthermore PLI (pollution load index) values are greater than one for all the fertilizer applied soil samples except rice growing soil samples which is just below one, showing pollution load in the respective soil environment after the applications of PFs. Moreover, the calculated health risk index (HRI) depicted a greater risk to human health from Al, Pb and Sb as they have HRI greater than one. It is concluded that special attention by environmental authorities should be given to phosphate industry of Pakistan to minimize these hazards and safety measures should be taken to decrease the risk being posed from it.