Teachers and Teaching: A Contemporary Muslim Understanding

This article appreciates Muhammad () as an educator based on the primary sources of Islam with a view to establish teaching as a sunnah (practice) of Muhammad in particular and of other messengers in general. In so doing it advocates a reconceptualization for prospective and contemporary Muslim teachers. Consequently such a stance then becomes a possible strategy to further promote teaching among Muslims and establishes a model for Muslims to emulate and to internalize universal values he promoted.     

Role of jasmonic acid in improving tolerance of rapeseed (<Emphasis Type="Italic">Brassica napus</Emphasis> L.) to Cd toxicity

The well-known detrimental effects of cadmium (Cd) on plants are chloroplast destruction, photosynthetic pigment inhibition, imbalance of essential plant nutrients, and membrane damage. Jasmonic acid (JA) is an alleviator against different stresses such as salinity and drought. However, the functional attributes of JA in plants such as the interactive effects of JA application and Cd on rapeseed in response to heavy metal stress remain unclear. JA at 50 μmol/L was observed in literature to have senescence effects in plants. In the present study, 25 μmol/L JA is observed to be a “stress ameliorating molecule” by improving the tolerance of rapeseed plants to Cd toxicity. JA reduces the Cd uptake in the leaves, thereby reducing membrane damage and malondialdehyde content and increasing the essential nutrient uptake. Furthermore, JA shields the chloroplast against the damaging effects of Cd, thereby increasing gas exchange and photosynthetic pigments. Moreover, JA modulates the antioxidant enzyme activity to strengthen the internal defense system. Our results demonstrate the function of JA in alleviating Cd toxicity and its underlying mechanism. Moreover, JA attenuates the damage of Cd to plants. This study enriches our knowledge regarding the use of and protection provided by JA in Cd stress.     

Learning through observations: the potential of collective worship in primary schools

This article reports the learning achieved by a group of trainee teachers about acts of collective worship (CW) organised in English primary schools. Using data gathered from non-participant observation questionnaires, it describes, from the viewpoint of observers, three main findings related to children and their learning, the position of CW in primary schools and their own learning about it. The findings reveal that children learn, among other things, values, dispositions, morals and issues connected to their self-esteem, reflection, prayer and spirituality. Participants consider these to be attempts to empower children to be active in out-of-school contexts. The data suggest that these trainees think that CW has a place in primary schools as it holds many benefits for the children, school and wider community. In terms of their own learning, the data shows that they learnt about the purpose and value of CW, their professionalism and the practice within their respective schools.     

氮肥种类与施量对油菜种子生育酚的影响(英文)

研究目的:生育酚是菜籽重要的品质指标,氮肥是影响作物生物学与籽粒产量最常用的肥料。这项研究旨在搞清楚氮肥种类与施量对油菜种子生育酚含量与组分的确切影响,以及这种影响在基因型之间的差异。创新要点:这篇论文研究了不同的氮肥种类(硝态氮与铵态氮)与低、中、高施用量对种子生育酚总量与组分的影响,并分析了其中的原因,为通过合理的氮肥施用方案配置,以达到最理想的菜籽生育酚含量或组分提供依据。研究方法:采用盆钵实验控制氮肥施量与流失的精准方法,五种基因型、二种氮肥种类、三档施量水平,三重复控制误差;尝试用气相色谱法检测菜籽生育酚含量的新方法。重要结论:尿素比硝酸氨更有利于菜籽总生育酚、阿尔法生育酚及伽马生育酚的有效形成;提高氮肥施量对于菜籽形成高含量的总生育酚与伽马生育酚非常有效,但对提高菜籽阿尔法生育酚含量的效果却不太明显。     

Cultivating sustained teachers’ professional learning within a centralised education system

This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in examining the partnerships perceived by the participants. The enablers responsible to bring about sustained professional learning are proposed. A contribution of this study is to clarify how resources in the HQ and its schools can be bridged. Deliberate bridging of resources is critical particularly at the initial stage of the partnerships. This bridging is made possible through dedicated appointed champions. The appointed champions are passionate about the educational innovations and are willing to invest their time to understand the teachers’ needs. This paper argues that the enablers can offer opportunities for lateral networks to be forged within a hierarchical system.