3 ستمبر 1924 ء کو منظر عام پر آنے والا یہ اردو کا پہلا شعری مجموعہ ہے۔ اس میں تقریباً چوبیس سال تک کا کلام موجود ہے۔ اقبال اردو کلام کی اشاعت کے حق میں نہ تھے۔ ایک صاحب نے شوق میں یہ کام کر بھی دیا تو اقبال نے قانونی طور پر پابندی عائد کروادی۔ اس کے بعد خود توجہ دی۔ بہت سا حصہ حذف کر دیا۔ اقبال کے تمام مجموعوں میں بانگ در اسب سے بڑا مجموعہ ہے۔ اس میں 1901ء سے 1905 ء کا کلام پہلے حصے میں 1905ء سے 1908ء کا کلام دوسرے حصہ میں اور یورپ سے واپسی کے بعد سے لے کر 1924 ء تک کا کلام تیسرے حصے میں شامل ہے۔ اس طرح بانگ درا کے کل تین حصے ہیں۔ اس میں143 نظمیں اور 28 غزلیں شامل ہیں۔عمدہ افکار و اسالیب پر مبنی مرثیے اس تصنیف میں موجود ہیں۔ زیادہ تر طویل نظمیں اسی تصنیف میں موجود ہیں۔
The study aims at describing the effectiveness of the use of film media in learning to write short story of class VII students at SMPN 34 Makassar. The study is an experimental true design with posttest-only control design. The study was conducted at SMPN 34 Makassar. The populations of the study were 292 students of class VII. The samples were taken by employing simple random sampling and obtained class VII1 as the experiment class and class VII3 as the control class. Data collections were then analyzed using descriptive statistic analysis an inferential statistics analysis. The results of the study indicated that students’ ability at the experiment class that wrote short story by employing film media showed extremely sufficient result. Students who were able to abtain above the set KKM was 83, 3% or 25 students, and students who obtained below the set KKM was 16, 7% or 5 students. On the other hand, students’ ability at the control class that wrote short story by employing conventional media (pictures) showed sufficient result. Students who were able to abtain above the set KKM was 54, 8% or 17 students, and students who obtained below the set KKM was 45, 2% or 14 students. So, the results indicated that the use of film media is effective to be used in learning to write short story proved by the hypothesis test which used inferential statistic of independent sample test obtained the t score by 4,405 with the independent degree 59 at the level of significant p= 0,000 because α = 0, 05 > p = 0,000 so H0 hypothesis was rejected and H1 hypothesis was accepted. Suggestions based on the study are teachers should use variation, one of the examples is by using film media in learning to write short story. Students should be active to learn how to write and should have more practices in writing short story. Students should be active to learn how to write and should have more practices in writing short story. The researches should use this research as a reference to conduct further study with different learning strategy to obtain alternative of learning strategies.
This research project had three aspects, 1. Synthesis of novel dyes, 2. Assessing their applications i.e. fastness properties etc. 3. Testing the synthesised dyes for their mutagenicity. Synthesis and evaluation of azo disperse dyes was done while using different aminoflavones (4 ́-Aminoflavone, 3 ́-Aminoflavone and 6- Aminoflavone), and coumarins (like 6-Amino-4-methylcoumarin and 4-Methyl- 7-hydroxy-coumarin). Dyes (16-75) have been synthesized by coupling the synthesized intermediates with the substituted aniline (1-10) as well as the naphthalene based couplers (11-15). The characterization of the dyes was done by Infrared, 1H-NMR, Mass Spectrometry, 13 C-NMR and Elemental analysis. Diazotization of the different heterocyclic amines (1a-10a).was carried out and the 4-Methyl-7-hydroxycoumarin was used as coupler to yield the dyes (76- 85). The synthesised dyes were applied on the polyester fabric and it proved to be effective as they gave good fastness properties. The dyes obtained had good fast colours ranging from orange to purple. Some of the synthesised dyes (16, 17, 20, 23, 24, 28) were also applied on the Nylon-lycra fabric and it gave good dyeing as well as good to moderate fastness properties. The yield of the dyes obtained was from 65-83 %. All the synthesised dyes were evaluated for their mutagenicity by undergoing standard Ames test. This was performed by using the Salmonella strains (TA 98 and TA 100) with and without S9 activation. The results of these mutagenicity results showed that almost all the dyes proved to be negative in the Ames test except the dyes having free amino group which can be attributed to be cause of their mutagenicity. The presence of the free amino group made these dyes more prone to be mutagenic as compared to the other dyes.