مرکزی کردار
مصنف نے ناول میں کرداروں کو اس طرح باہم گتھا بتایا ہے کہ سب آپس میں جڑے ہوئے ہیں۔ایک کے بغیر دوسرے کی کہانی مکمل نہیں ہوتی۔ کوئی بھی غیر ضروری محسوس نہیں ہوتا۔ سب کردار اتنے جاندار او رمتحرک ہیں کہ سب کے سب ہی مرکزی کردار معلوم ہوتے ہیں اور یہ اندازہ لگانا مشکل ہو جاتا ہے کہ ناول کا مرکزی کردار کون ساہے۔مگر چار ایسے کردا ر ہیں جن سے کہانی اختتام تک پہنچتی ہے۔ ایک اسسٹنٹ کمشنر’’ولیم‘‘ جو کہ انگریز ہے۔وہ خود کو ہندوستانی شناخت دینا چاہتا ہے او ر آخری دم تک ناکام رہتا ہے۔ایک جاگیر دار’’حیدر‘‘ جو اپنے باپ کے قتل کا بدلہ لینا چاہتا ہے اور منفی کردار کے طور پر ناطق نے ’’سردار سودھا سنگھ‘‘کو پیش کیا ہے۔ وہ ایک زمیندا ر ہے ،سکھ ہے اور آخر میں مولوی کرامت، جو کہ امام مسجد ہے،ان چاروں کرداروں کے گردکہانی گھومتی نظر آتی ہے۔مصنف ان چاروں میں ایک ربط قائم رکھتے ہوئے کہانی کو اختتام تک لے جاتا ہے۔آغاز سے آخر تک اپنے اندر بہت سی ان کہی باتیں لیے ہوئے ہے جن کو قاری محسوس کرتا ہے۔ کہانی کے آغاز سے ہی جو داستان بیان کی گئی ہے وہ غلام حیدر اور سودھا سنگھ کی دشمنی کی ہے۔پڑھتے ہوئے شروع میں یہ دونوں ہی مرکزی کردار معلوم ہوتے ہیں۔ پھر جب ’’ولیم‘‘کا مضبوط کردار کہانی میں شامل ہوتا ہے ۔وہ ان دونوں کی دشمنی سے الگ اپنی ایک ہی دھن میں نظر آتا ہے۔وطن سے محبت، اپنی زمین سے محبت اور اسی زمین کو اپنی زندگی مانتا ہے اور مرکزی حیثیت رکھتا ہے۔ اس ناول کے بہت سے کردار حقیقت سے قریب ہیں۔ جیسے ’’محمد علی جناح، لارڈ ماؤنٹ بیٹن، نواب افتخار ممدوٹ ‘‘اور ناول کے آخر میں مصنف خود بھی...
Natural Sciences learning laboratory activities are an integral part of teaching and learning activities, This shows how important the role of laboratory activities to achieve the goals of science education. Through laboratory activities, students will be given the opportunity to encourage curiosity and the desire to try, test and reason the theories obtained. The purpose of this study was to analyze the management of a science laboratory in SMP Negeri 4 Sojol. The research method uses qualitative methods and descriptive analysis. The research subjects were the head of the laboratory and the science subject teacher and the students at SMP Negeri 4 Sojol. Data collection techniques through observation, interviews and student learning outcomes. Based on the results of the study, the availability of natural science practicum tools in SMP Negeri 4 Sojol, the average availability of practical tools and materials 68.33% classified as complete categories, the average presentation of the feasibility of practical tools and materials 90.67% included in the excellent category based on the Ministry of Education number 24 of 2007. The effectiveness of practicum implementation in SMP Negeri 4 Sojol is classified as effective category with an average presentation of practicum at 85%. Coupled with an average increase in cognitive competencies average preetest 58 increase in posttest by as much as 87 in addition to the average value of competence in the areas of psychomotor average preetest obtained 60 and posttest 90 showed a significant increase competency knowledge and skills of learners. Success in the cognitive domain will also have a positive impact on the development of the psychomotor domain (skills) of students. Management of laboratory facilities and infrastructure planning in improving the quality of learning in schools must be planned by the head of the laboratory, planning science teachers by preparing learning tools and identifying the subject matter to be practiced in the laboratory, laboratory administration governance supported by good organization from the leadership of policy makers in school. Implementation of laboratory facilities and infrastructure management in improving the quality of learning in schools including procurement, inventory, storage, structuring, use, and maintenance. Supervision carried out by the principal is in accordance with the provisions, to be more efficient the school should make a program or schedule of supervision processes to be more controlled and run well and smoothly.
Reading is an important activity for any learner. Without reading skills, the journey of the learner is likely to be full of hurdles. This is especially true when it concerns learning English as a second language. In developing countries, there is a significant need to develop reading skills. Because of the rote-memory approach to learning in developing countries, learners lag behind in this area i.e. the traditional approach does not consider reading to be contributing to knowledge and understanding, and expects students to regurgitate the lessons to prove their knowledge acquisition. Researchers who were referred to in the literature review found that reading skills have a catalytic contribution to a person's learning rate, and they further say that it is best to focus on the Early Years learners to develop their reading skills, as young learners are quick and can learn double the rate of the adult learners. Recent research suggests that in order to develop reading skills, it is not necessary to spend a lot of money, but only to portray reading as an enjoyable activity and to develop students' interest in the activity. The purpose of this research is to study the use of storybooks as a tool to develop reading skills through enjoyment. Thus, the researcher makes an effort to support the five year old young learners in their reading efforts by using the innovative tool of story-telling. To comprehend this, the researcher endeavored on the path of action research and worked with Early Years teachers in a private school in Karachi, Pakistan. A strategic action plan was prepared and implemented in order to facilitate the students in their reading development. Subsequent planning and action remain responsive to any need for change arising out of the experiences of implementing the previous one. The data for the action process was collected through semi-structured interviews, lesson observation notes, the researcher's reflective diary and tape-recording of the sessions. The gathered data was analyzed soon after each action step for reflection and further action. The research findings confirm that story books motivate the young learners to read books. On one hand, this lends support to the development of vocabulary, comprehension, and language as well. On the other hand, it was found that lack of resources like appropriate story books for the age level, as well as lack of resources for story-telling like puppets, flannel board, etc., hinder the useful facilitation of