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باب دوم: ماحولیاتی تحفظ کا مطالعہ

ماحولیات کا تعارف

ماحول کو عربی زبان میں "بیئۃ" کہا جاتا ہے۔ ا س کا مادہ "بوأ " ہے۔

صاحب "معجم الوسیط" رقمطراز ہیں:

" (البيئة) الْمنزل وَالْحَال وَيُقَال بيئة طبيعية وبيئة اجتماعية وبيئة سياسية"[1]

 احمد بن خلیل اپنی تالیف "کتاب العین" میں کرتے ہیں:

"بوأ:الباءةُ والمَباءة: منزل القوم حين يَتَبَوَّءُونَ في قِبَلِ وادٍ، أو سَنَد جَبَلٍ، ويقال: [بل هو] كلّ منزلِ يَنْزِلُه القَوْم، يقال: تَبَوَّءُوا منزلا.. وقال تعالى: وَلَقَدْ بَوَّأْنا بَنِي إِسْرائِيلَ مُبَوَّأَ صِدْقٍ "[2]

 ابو نصر فارابی ؒ لکھتے ہیں:

"[بوأ]المباءة: منزل القوم في كل موضع، ويسمى كِناس الثور الوحشي: مباءةً "[3]

احمد بن فارس الرازی رقمطراز ہیں:

" (بَوَأَ) الْبَاءُ وَالْوَاوُ وَالْهَمْزَةُ أَصْلَانِ: أَحَدُهُمَا الرُّجُوعُ إِلَى الشَّيْءِ، وَالْآخَرُ تَسَاوِي الشَّيْئَيْنِ.فَالْأَوَّلُ الْبَاءَةُ وَالْمَبَاءَةُ، وَهِيَ مَنْزِلَةُ الْقَوْمِ"[4]

ابن الاثیرؒ (م606ھ) ماحول کی لغوی تشریح فرماتے ہیں:

"مَنْ كَذب عَلَيَّ مُتَعَمِّداً فَلْيَتَبَوَّأْ مَقعده مِنَ النَّارِ قَدْ تَكَرَّرَتْ هَذِهِ اللَّفْظَةُ فِي الْحَدِيثِ، وَمَعْنَاهَا لِيَنْزِلْ مَنْزِلَه مِنَ النَّارِ، يُقَالُ بَوَّأَهُ اللَّهُ مَنْزِلا، أَيْ أسْكنَه إيَّاه، وتَبَوَّأْتُ منزِلا، أَيِ اتَّخَذْته، والمَبَاءَة: الْمَنْزِلُ"[5]

مذکورہ بالا مباحث سے معلوم ہوتا ہے کہ ٹھکانہ، مسکن، ارد گرد کے مقامات، رہائش کا مقام وغیرہ ماحول کے مفہوم میں شامل ہیں۔ "بَوَّأَ" کا معنی ٹھکانہ، قیام کی جگہ، منزل، مسکن، رہنے سہنے کامقام یعنی ماحول ہے۔ماحول اتنا اہمیت کا حامل ہے کہ کتاب اللہ میں بھی ماحول کو مختلف زاویوں سے ذکر کیا گیاہے۔ کلام ِ ربانی میں ماحول کے تذکرہ سے اس کی افادیت کا اندازہ کیا جاسکتا ہے۔

 ارشاد باری تعالیٰ ہے:

" وَالَّذِيْنَ هَاجَرُوْا فِي اللّٰهِ مِنْۢ بَعْدِ مَا ظُلِمُوْا لَنُبَوِّئَنَّهُمْ...

Welcome Note from Editor-in-Chief

It is with great pleasure that I write this editorial to welcome you to the first issue of this new International journal, “Pakistan Biomedical Journal” (PBMJ). The topics covered by the journal are certainly broad and interesting. Biomedical science is a collection of applied sciences that help us understand, research, and innovate within the field of healthcare. It includes disciplines like molecular biology, clinical virology, bioinformatics, and biomedical engineering, among others. It's designed to apply the biological sciences to advance not only individual health but also the area of public health. Biomedical Research can help health professions better understand things like the human body and cell biology, making advances in our understanding of epidemics, health initiatives, and human health in the age of longer life expectancy. It aids our understanding of infectious disease and provides research opportunities into some of our most troubling health issues. The journal will continue to publish high quality clinical and biomedical research in health and disease later in life. Peer review will remain a vital component of our assessment of submitted articles.I am very happy to have a team of excellent editors and editorial board members from the top international league covering in depth the related topics. They will ensure the highest standards of quality for the published manuscripts and, at the same time, keep the process time as short as possible. We hope to bring best researches in the field of biomedical sciences that may serve as a guideline in health awareness, understanding the mechanisms and its management in future.   We definitely look forward to receiving your excellent studies to making PBMJ synonymous with high quality in the biomedical science domain.

Stakeholders Views on Professional Development and Supplementing Face-To-Face Teacher Education With Internet Based Teacher Education

Professional development of teachers takes many forms, all aiming at a long lasting qualitative and considerable change in teachers' approaches to educate themselves. Internet Based Teacher Education (IBTE) is one of the ways of professional development that teachers can use in search of better ways of being informed teachers. IBTE courses might help teachers to take an account of their growth and development at any time, any place. The study sets out to understand the perceived needs of stakeholders on the professional development of teachers and further the role of supplementing face to face teacher education with Internet based teacher education. The objective was to ascertain if IBTE could serve teacher education in an NGO run school in the Pakistani context. Furthermore, I wanted to identify the existing skills of teachers, infrastructure and support mechanism required for IBTE in schools. In addition to this, what is needed further in terms of logistics, and what motivates teachers participation was also a part of the research. In this study, eight principals, thirty-seven teachers, one CEO and one Program Manager (PM) of an NGO participated and shared their views on professional development and supplementation of face-to-face (f-to-f) teacher education with Internet based teacher education. The study was conducted in both the qualitative and quantitative paradigms. The tools for data collection were, a survey questionnaire, observations and an interview followed up with an informal chat with the research participants. From the data five major themes on professional development needs and supplementation of f-to-f with IBTE emerged. First, teachers are aware of the need of professional development for themselves. Second, teachers consider f-to-f courses as beneficial however; they face a lot of challenges during those courses. Third, teachers think that there is a need to introduce a new mode of teacher education. They mainly emphasized on the need of school based or station based teacher education programs. Fourth, IBTE would enable them to face the challenges of the modern era, enhance and help their learning process, which will affect their students' classroom learning. Finally, teachers are aware of the needs of skills, logistics and support mechanism required and needed. In terms of what they have and what else is needed. In addition to these key findings, the study has also discovered some important contextual concerns, that seem to inhibit the teachers pursue of professional development activities. Some recommendations and implications have been drawn from the
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