چلے چلو کہ منزل ہے ابھی نہیں آئی
ہے جستجو کہ خوب سے ہے خوب تر کہاں
اب ٹھیرتی ہے دیکھیے جا کر نظر کہاں
منزل کے حصول کے لیے جدوجہد اور کدوکاوش ہرذی روح کا وتیرہ رہا ہے۔ منزل انہیں ملتی ہے جو جستجوئے منزل میں اپنے شب وروز گزار دیتے ہیں۔ منزل انہی کا استقبال کرتی ہے جو اس کے حصول کے لیے راستے میں آنے والی رکاوٹ کو ختم کر کے اپنا سفر جاری رکھتے ہیں۔ کچھ لوگ منازل کے تعین میں ہی اپنی زندگیاں صرف کر دیتے ہیں۔ لیکن وہ نہیں کر سکتے کہ اپنی منزل مقصود کا انتخاب کر لیں۔ بے معنی اور لایعنی باتوں کی طرف توجہ ان کی عادت ثانیہ بن چکی ہوتی ہے۔ بعض لوگ ایسے ہوتے ہیں جو منزل کا تعین تو کر لیتے ہیں لیکن عاقبت نا اندیشی کی بدولت ان کا تعین ہی صائب اور درست نہیں ہوتا۔
حشرات الارض سے لے کر انسان تک جو اشرف المخلوقات گردانا جاتا ہے ہر ایک اپنی اپنی منزل کی طرف گامزن ہے۔ مورومگس کی منزل اور ہے، گل و لالہ کی منزل اور ہے، جو ئے نغمہ خواں کی منزل اور ہے۔ حریرو پر نیاں کی منزل اور ہے، زمین پر رینگنے والے کیڑے کی منزل اور ہے، پھول کے گرد بھنبھنانے والی شہد کی مکھی کی منزل اور ہے، غلاظت کے ڈھیر پر چکر لگانے والی مکھی کی منزل اور ہے۔ گلستان سرسبز میں چہچہانے والی بلبل کی منزل اور ہے، برگد کے درخت پر بیٹھے بوم کی منزل اور ہے، آبادی کے مضافات میں شجر بار آور کی منزل اور ہے، ویرانی میں کھڑے خشک تنے والے درخت کی منزل اور ہے، فضاء میں محو پرواز عقاب وشاہین کی منزل اور ہے مردار کے گرد چکر لگانے والی گدھ کی منزل اور ہے۔
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A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth.
This research work consists of synthesis of various thiosemicarbazides and 1,2,4-triazole derivatives and screening of their biological activities. All compounds were fully characterized by various spectroscopic techniques, such as 1H-NMR, 13C-NMR, and EIMS/FABMS. Melting points of all compounds were also recorded. This dissertation consists of two chapters based on the extensive literature and research findings regarding the four libraries of synthetic compounds. Each chapter has its own compounds numbering, tables, figures, schemes, and references. Chapter-1 deals with general introduction of thiosemicarbazides, their previous synthetic strategies, and their biological activites. It also describes general introduction of biological activities and their bioassays. It is comprised of the synthesis of various derivatives of 4chlorophenyl substituted thiosemicarbazides 33-57 (Part A), and nicotinic/isonicotinic substituted thiosemicarbazides 60-84 (Part B) and their in vitro activities against urease, α-glucosidase, and acetylcholinesterase (AChE) enzymes. Compounds 35, 42, 46, 49, 61, 67, 77, and 79 were new derivatives while rest of the compounds were previously known. Except few all synthetic compounds showed superior activity than the standard thiourea. Compound 57 was sixty six fold, compound 42 was nineteen fold, compounds 35, 38, 52 were about ten fold and compounds 69 and 81 were eighteen fold more potent than the standard thiourea. Some synthetic thiosemicarbazides showed weak activity against αglucosidase enzyme while showed no activity against acetylcholinesterase enzyme. Chapter-2 deals with general introduction to 1,2,4-triazole, their previous synthetic strategies, and their biological activites. It is also composed of the synthesis of various analogues of 4-chlorophenyl substituted 1,2,4-triazole derivatives 156-180 (Part A), and synthesis of thioether derivatives of 1,2,4-triazoles 181-192 (Part B) by four steps reaction and their in vitro activities against urease, α-glucosidase, and AChE enzymes. Compounds 158, 162, 163, 165, 167, and 169-173 were new derivatives, while rest of the compounds were previously reported by others. 1,2,4-Triazole derivatives 156-180 showed good to excellent urease inhibitory activities. Compounds 156, 163, 166, and 176 were more potent compounds, particularly, compound 176 showed 28-fold more potent activity than the standard thiourea. Compounds 156, 162, 163, 166, 175, and 179 exhibited weak αglucosidase inhibitory activity, while 1,2,4-triazole derivatives 156-180 showed no activity against AChE enzyme. Thioether derivatives 181-192 showed a weak inhibitory activity against urease enzyme, while good to weak inhibitory activity against α glucosidase enzyme, particularly, thioether derivatives 182 and 185 were found to be the more potent than the standard acarbose. All 1,2,4-triazole derivatives 156-180 showed no activity, while thioether derivatives 181-192 showed weak inhibitory activity against AChE enzyme.