جزئیات نگاری
ناطق نے ناول میں جزئیات نگاری سے کام لیاہے عصری دور میں جزئیات نگاری کواتنی اہمیت نہیں دی جاتی۔مصنف نے اس کے برعکس اپنے ناول’’کماری والا‘‘میں جزئیات نگاری کو بڑھا دیا ہے اور ہر ایک واقعے کی جزئیات کو بیان کیا ہے۔اس طرح ایک طرف تو تحریر میں خوبصورتی پیدا ہوئی پر ساتھ ساتھ کہانی غیر ضروری طوالت میں چلی گئی۔ وہ اپنی زندگی میں جن حالات سے گزر چکے ہیں انھوں نے ان سب کو بتانے کی کوشش کی ہے۔ایک ایک پل کو اس طرح بتایا ہے کہ قاری’’ضامن‘‘کی زندگی کو جزئیات نگاری کی وجہ سے مکمل جانتا ہے وہ کب ،کس پل ،کہاں ،کیا کرتا ہے سب باتوں کو ناطق نے تفصیلاًبیان کیا ہے۔بات یہ بھی درست ہے کہ جب قاری ناول پڑھتا ہے تو اسے خود حالات و واقعات کو مکمل جان لینے کی دھن ہوتی ہے۔اس لیے اگر مصنف نے ان حالات کو مدنظر نہ رکھا ہو تا تو ناول صرف ایک بیانیہ کہلاتا۔جزئیات نگاری قاری کی دلچسپی کو بڑھاتی ہے۔مصنف نے بھی ناول میں مکمل ماحول کا نقشہ قاری کے ذہن میں ابھارا ہے اپنی جزئیات نگاری کی مدد سے یہ قاری کیلئے انہماک کا ذریعہ ہے۔
مقصد حیات
ہم جو بھی پڑھتے ہیں اس سے متاثر ضرور ہوتے ہیں۔اسی طرح ناول نگار بھی کسی زندگی کی عکاسی کرتاہے اور جس زندگی کی عکاسی کر رہا ہوتا ہے وہ مقصد سے خالی نہیں ہوتی۔ناول نگار قاری کیاحساسات کے بارے میں آگاہ ہوتا ہے۔اس لیے وہ انسانی نفسیات کو سمجھتے ہوئے ایک کہانی تخلیق کرتا ہے۔ایک استاد کی طرح اپنی بات کو قاری کے ذہن تک پہنچانے کا مقصد صرف اور صرف یہ ہوتا ہے کہ ایک خاص قسم کا فلسفہ اس کے ذہن میں زبردستی ڈالا جاتا...
The novel Corona Virus (nCoV-2019), clouded the entire world during the year 2020; with its emergence in December 2019 from Wuhan, China. The nCoV-19 is a novel variant of the Coronavirus family, with its predecessors been implicated for the pandemics of Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV); that caused flu-like condition and respiratory distress symptoms [1-6]. The viral strain also intrudes on extra-pulmonary relevance; being involved with deranging immunity as evidenced by lymphopenia and a prolonged prothrombin time; it impacts cardiomyocytes and pancreatic tissue directly [7-11]. These implications of nCoV-19 does suggest a long-term relevance of the disease profile. The emergenceof nCoV-2019 was quick to gain a pandemic status worldwide. An immense shift in the influx of the type of patients was observed, that imparted a false impression of a reduction in cardiovascular and metabolic patient presentation; formerly that had been the majority engaging the worlds’ healthcare facility. But as the world prepares itself for a possible second wave of the n-CoV-19, a prudent approach would be to remind us of the history lessons from the previous corona-led pandemic, such as MERS and SARS. This editorial will emphasize on channeling our focus to nCoV-19 implications on cardiovascular and metabolic disorders. The pandemics of SARS-CoV during 2002-2003 and MERS-CoV in 2012 highlight the long term relevance of coronavirus to cardiac and metabolic disease pathologies, both during and in the aftermath of these pandemics [3]. The SARS-CoV had demonstrated an increase of cardiovascular problems by 44%, hyperlipidemia by 68% and diabetes mellitus by 60%, in people who had recovered from the viral attack [12, 13]. Likewise, MERS-CoV had also embarked an increase of cardiac disorders by 30% and hypertension by 50% and diabetes mellitus by 50% [3, 8, 9]. Published research on nCoV-19 has hinted for a similar rising trend of cardiovascular and metabolic complexities. An increase in cardiac troponin level is observed with increased cases of myocarditis and heart failure [14]. A 20% increase in the incidence of diabetes and a 40 % rise in cardiovascular and cerebrovascular diseases is observed with nCoV-19 [8, 9]. Little do we comprehend that the involvement of angiotensin converting enzyme 2 (ACE2) receptors could play havoc on endothelium, kidney, intestine, liver and any other organ [15]. The nCoV-19 has thrown a curveball to the realm of the worldwide health and financial setting. Even with the current economic predicament it does seems prudent to be prepared in advance for the long term consequences of this pandemic. The bigger question would be to, not just direct our efforts at countering the possible second wave of nCoV-19 but also for the possible chaos of cardiovascular and metabolic disease outfall, impacting the world health system.
The demand of 21st century is to develop the learner’s potential to become critical thinkers, effective problem solvers and decision makers. This is possible when a teacher provides learning opportunities to the students to develop their data analysis skills. My study aimed to understand the data analysis skills of the science students who are engaged in inquiry in science. For this purpose, three inquiry activities were designed to teach three science concepts on the topic ‘Effects of Heat Energy”. A qualitative research design was used to respond to my research question in this study. Six student of Grade VIII from Leading Stars Private Secondary School (Pseudonym) Karachi participated in this study, among them two were girls and four were boys. The data was obtained through field notes and videos recordings. Later the data was analyzed by breaking videos into segments to find the themes and their meanings. After that video transcription of selected segments of the lesson was done by listening and writing every sentence or phrase of each individual student. Then the summary of the videotaped lesson was made. After transcribing the segments of the video and writing the summary of lessons, identified some themes that were emerged from the lessons and explained those themes in detail. The findings of my study reveal that majority of the students demonstrated analysis skills such as (identifying relevant science concepts from the activity being demonstrated, applying previously learnt concepts, identifying the procedure that is being followed and giving a reason for the phenomena at hand) well in all three inquiry activities. However, analysis skills such as (suggesting a solution for the problem at hand and articulating a conclusion) were less used in three inquiry activities and poorly developed in majority of the students. This study also indicates that students improve their analysis skills more in an interactive learning environment and the skills which are normally used by the students in their daily science classroom are found to be improved. So, it becomes very essential to improve data analysis skills of the students by employing creative teaching strategies to bring innovation in teaching and learning science.