Spatio-temporal change detection of land use and land cover in Malakand Division Khyber Pakhtunkhwa, Pakistan, using remote sensing and geographic information system.

The land use land cover (LULC) change due to the rapidly growing population is a common feature of the urban area. The rapidly growing population in Malakand Division is a greater threat to the LULC of the area due to its negative impact on environment and ecology. This research aims to detect the variations in LULC from 1991 to 2017 in the Malakand Division, Khyber Pakhtunkhwa (KP) province of Pakistan. The study relies on secondary dataset downloaded from the US Geological Survey (1991, 2001, 2011, and 2017 imageries) and the United Nations Office for the Coordination of Humanitarian Affairs (UN OCHA) website. Maximum likelihood technique under supervised image classification was opted to analyze the LULC changes in between 1991 and 2017. The results were based on six major land use classes including agriculture built-up area, vegetation cover, water bodies, snow cover, and barren land. The results from 1991 to 2017 show a substantial reduction in snow cover and barren land which is consequence of climate change. A known change has been recorded in built-up area which shows an increase from 1.02 to 6.2% with a change of 5.18% of the total land. The vegetation cover water bodies were also showing increase in area. The vegetation cover increased from 28.89 to 44.67% while barren land decreased from 45.68 to 40.29% of the total area. Furthermore, the built-up area increased from 1.02 to 6.2%, whereas water covers increased from 0.63% (1991) to 0.86% (2017) of the total area. The study concludes that there is an immense need for planning to preserve the natural habitat for sustainable development in the area.

Spatiotemporal valuation of cultural and natural landscapes contributing to Pakistan's cultural ecosystem services.

Cultural ecosystem services are the non-material benefits that people obtain from ecosystems and these services are subject to tremendous anthropogenic and climatic pressures. This study evaluates the spatiotemporal economic valuation of selected cultural and natural landscapes in Pakistan using net present value method. The results indicate that both cultural landscapes and mountain ecosystems are the most significant contributors to Pakistan's cultural ecosystem services. The net present value of our study area was USD 96/ha, while this value is ranged from USD 0.000242/ha to USD 138,997/ha in the 42 previous studies selected for comparison. Service flow, population, and visitor numbers were the most significant indicators of cultural ecosystem services. The promotion of cultural ecosystem services as an inclusive service and the application of discounted rates are identified as key approaches for ensuring sustainable resource use and enhanced intergenerational benefits by incorporating cultural ecosystem services into the national policy framework.

Integración de la tecnología informática en la formación docente en la universidad del sector público de Pakistán / Integration of computer technology in teacher education at Pakistan public sector university

Introduction: Qualitative case study aims to explore the perceived practices of teacher educators about technology integration in their pedagogical engagement in B. Ed (Hons), elementary program offered by a public sector mountainous university in Pakistan. Objective: To explore the practices perceived by university teachers on the Integration of Computer Technology in Teacher Education to achieve the learning outcomes of the new four-year model B. Ed, to enable educators to improve their academic competence, and related professional competence, in the current, ongoing climate of educational reform. Methods: Qualitative case study research, theoretical and empirical methods were used; semi-structured and open Skype interviews were applied, based on an intentional sample of two teachers. Results: the teachers integrated computer technology in their teaching but the nature of integration was superficial. Conclusions: The new four-year model B. Ed used, was based in teacher-centered instead of learner-centered, the level of integration was symbolic. The institutional conditions in terms of resources, proficient level of knowledge and skills presented weaknesses, and improper organizational arrangements for technology integration in teaching. Authors recommended developing teachers' knowledge and pedagogical content knowledge of computer technology to improve 'essential conditions' required for successful integration of technology in teaching(AU)

Introducción: Estudio de caso, cualitativo, que tiene como objetivo explorar las prácticas percibidas de los profesores educadores sobre la integración de la tecnología en su compromiso pedagógico en B. Ed (Hons), programa elemental ofrecido por una universidad montañosa del sector público en Pakistán para permitir a los educadores mejorar su competencia académica y la competencia profesional relacionada, en el clima actual y continuo de reforma educativa. Objetivo: Explorar las prácticas percibidas por los docentes universitarios sobre la integración de la tecnología informática en la formación docente para lograr los resultados de aprendizaje del nuevo modelo de cuatro años. B. Ed. Métodos: Investigación cualitativa de estudio de caso, se utilizaron métodos teóricos y empíricos; se aplicaron entrevistas en Skype semiestructuradas y abiertas, a partir de una muestra intencional de dos maestros. Resultados: Los profesores integraron la tecnología informática en su enseñanza, pero la naturaleza de la integración fue superficial. Las condiciones institucionales en términos de recursos, nivel competente de conocimiento y habilidades presentaron debilidades, e identificaron arreglos organizativos impropios para la integración de la tecnología en la enseñanza. Conclusiones: El nuevo modelo de cuatro años que usó B. Ed se basó en un modelo centrado en el profesor, en lugar de centrado en el alumno, el nivel de integración fue simbólico. Los autores recomendaron desarrollar el conocimiento de los docentes y del contenido pedagógico de la tecnología informática para mejorar las "condiciones esenciales" necesarias para la integración exitosa de la tecnología en la enseñanza(AU)