آسی ضیائی رامپوری(۱۹۲۰ء) کا اصل نام ضیاء اﷲ خان ہے۔ آپ رامپور میں پیدا ہوئے۔ قیام پاکستان کے بعد بھارت سے ہجرت کر کے سیالکوٹ میں رہائش پذیر ہوئے۔ آپ نے علی گڑھ یونیورسٹی سے ایم۔ اے اردو اور ایل ایل بی کی اسناد حاصل کیں۔ ۱۹۴۸ء میں تعلیم سے فراغت کے بعد مرے کالج سیالکوٹ میں لیکچرار تعینات ہوئے۔ آپ ۱۹۷۷ء تک مرے کالج میں تدریسی فرائض سر انجام دیتے رہے ۔ آپ کی غزلیں ،نظمیں ،اور نعتیں’’ مرے کالج میگزین‘‘ ماہنامہ’’ ساقی‘‘ کے علاوہ سہ روزہ’’ کوثر ‘‘،’’ایشیا‘‘،ماہنامہ’’ سیارہ‘‘ ،’’چراغِ راہ‘‘،’’سلسبیل‘‘،کراچی اور مختلف روز ناموں (’’نوائے وقت‘‘ ،’’جنگ‘‘ لاہور) میں شائع ہوئیں۔(۷۳۱) دو شعری مجموعے ’’گلدستہ نعت‘‘ اور’’ رگ اندیشہ‘‘ شائع ہو چکے ہیں ۔ان کا بہت سا شعری کلام مختلف رسائل و جرائد میں بکھرا پڑا ہے۔
آسی ضیائی نے نعت اور نظم کے ساتھ ساتھ غزل بھی لکھی ہے۔ بلکہ ان کے شعری کلام میں غزل کی تعداد زیادہ ہے۔ ان کی شاعری پورے فنی لوازمات سے آراستہ و پیراستہ ہے۔ آپ کی شاعری پر حالی اور اقبال کے اثرات کو دیکھا جا سکتا ہے۔ آپ قومی و ملی شاعر ہیں۔آپ نے اپنی شاعری سے قوم و ملت کی اصلاح کاکام بھی لیا ہے۔ اﷲ اور رسولؐ کی اطاعت ،دعوت عمل،انسانی محبت آسی ضیائی کی شاعری کے اہم موضوعات ہیں:
نہ عاقبت اے واعظو ، تباہ کرو
خدا سے خوفزدہ خود کو بھی تو گاہ کرو
بنا لیا ہے جو اپنے کو تم نے بندہ نفس
کبھی تو نفس کو بھی بندہ الہ کرو
تمہارا دل ہے کہ نفرتوں کا بت خانہ
بدل کے اس کو محبت کی خانقاہ کرو
اٹھو کہ دعوت خیر العمل کی آمد ہے
ضمیر و...
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.
Education, being the third eye, not only differentiates living being from dead, but also brings rapid growth and development. No nation can progress in globalization without education. Education has become an investment in this era. Private and public sectors are jointly making investment in education in most of the countries of the world to maximize the human source production. They face many problems in this process. The central theme of the research is to analyze the problems of educational management in private sector relating to elementary education in the province of Sindh. The sampling procedure adapted in this study was that of random cluster sampling procedure. A sample of 400 head teachers was randomly selected from 200 schools of Sindh. The data were collected through closed ended and open ended questionnaire, interview and observation tools. Chi-square was used to test the major hypothesis. It was found that head teachers had low academic and professional qualifications. Most elementary schools were established by the individuals for self employment or commercial purpose. The majority of privates schools were unregistered and working without any legal authority. The unregistered schools faced more problems than registered ones. The head teachers / owners had faced many problems in getting schools registered due to lengthy and complicated registration process, harsh attitude of registration officers and delays made by registration authorities. The students leaving private school used to face lot of problems due to diversity in syllabus of private and public school. Many schools were facing the problems of non-availability of textbooks. The head teachers used to hire the services of the staff at any time as per need, without advertising the posts and interviewing the candidates. While making appointments, the professional qualifications of candidates were not taken into consideration. The appointment was purely temporary with no job security to teaching and non-teaching staff. The head teachers did not Problems of educational management in private sector nominate / depute teachers for teacher training. The most of schools did not have their own building with sufficient number of classrooms and proper seating arrangement. Many schools were running in rented houses. The schools running in rental house faced more problems than schools running in their own building. The furniture and fixture was not adequate in most of the schools. The position of availability of basic facilities like play ground, boundary wall, assembly place, science lab, water room, lavatories and computer labs was not satisfactory. The schools did not have transport facilities. There was no arrangement of professional guidance and counseling. The schools did not have medical checkup arrangements. There was bottom up (decentralized) approach in most of schools. In most of the schools fee was the only source of finance of school and they often used to increase fee, recruit and terminate staff without seeking government permission. The schools did not receive any kind of encouragement and support from government functionaries to implement school development plans. There was no monitoring and evaluation mechanism to enhance the teacher effectiveness and performance. The rural area schools had more problems than urban area schools. Similarly the management problems were more in schools headed by owners than schools headed by experienced professionals. The owners did not have proper knowledge about planning, staffing, organizing, controlling, supervising and budgeting. Finally, suggestions are given at the end of paper.