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شہید کی جوموت ہے وُہ قوم کی حیات ہے

شہید کی جو موت ہے وہ قوم کی حیات ہے
زندگی تو گزر جاتی ہے، جو زندہ ہے اُس نے بالآ خرسفرآخرت کرنا ہے، جو سانس لے رہا ہے اُس نے جان، جان آفریں کے سپرد کرنی ہے، کوئی بستر مرگ پر ایڑیاں رگڑ رگڑ کر مر جاتا ہے، کوئی کسی ڈوبنے والے کو سہارا دیتے ہوئے خودلہروں کے سپرد ہو جا تا ہے۔ کوئی مزمّن بیماری کا شکار ہو کر حکیموں اور ڈاکٹروں کے نسخے استعمال کرتے ہوئے داعی اجل کو لبیک کہہ دیتا ہے۔ کوئی راہزن کے ہتھے چڑھ کر اپنے بچوں کو یتیم اور اپنی زوجہ کو بیوہ کر جاتا ہے۔ لیکن قابلِ صد افتخار ہیں وہ لوگ جو ملک و ملت کی خاطر سرحدوں کی حفاظت کرتے ہوئے دشمنوں کی توپوں کا نشانہ بنتے ہیں اور جامِ شہادت نوش کر لیتے ہیں۔شہید کوقرآنِ پاک میں بھی زندہ فرمایا گیا ہے بلکہ یہاں تک فرمانِ باری تعالیٰ ہے کہ انہیں مردہ گمان بھی نہ کرو، خودتو زندہ ہیں ہی لیکن موت کا ظاہری لبادہ اوڑھ کر اور نظروں سے دائمی اوجھل ہو کر قوم و ملت کو حیات ِنو کی نوید سنا جاتے ہیں ، شہید کی زندگی قوم کی حیات ہے۔ شہید بحثیت مجاہد سرحدوں کی حفاظت کرتا ہے، سرحدوں پر پہرہ دیتاہے، اقوام خوابِ خرگوش کے مزے لے رہی ہوتی ہے اور شہید توپوں کی گھن گرج میں رات کی ساعتیں گزار رہا ہوتا ہے۔ شہادت ایک زیور ہے، جس کے زیب تن کرنے سے جسمانی خدوخال کے علاوہ روحانی نکھار بھی آجاتا ہے۔ شہید اپنی قوم کے عروج میں کلیدی کردار ادا کرتا ہے۔
قوم اس وقت اپنے مستقبل کی درخشندگی کے لیے مستعد ہوتی ہے جب وہ ذہنی طور پر آسودہ ہو، فکری اعتبار سے توانا ہو اور اس قسم کے ماحول کی تشکیل کے لیے شہید کا وجود...

PENERAPAN TEORI KONSTRUKTIVIS DALAM PEMBELAJARAN

Constructivism is the basis for thinking of a contextual approach, namely that knowledge is built not a set of facts, concepts, or rules that are ready to be remembered. Students must construct that knowledge and give meaning through real experience. Students need to be accustomed to solving problems, finding something useful for themselves, and struggling with ideas. The teacher will not be able to give all knowledge to students. Students must construct knowledge in their own minds. Knowledge is not static, but is constantly evolving and changing as students construct new experiences that force them to base themselves and modify previous knowledge. Learning must be packaged into the process of constructing knowledge rather than receiving knowledge. In the learning process, students build their own knowledge through active involvement in the learning and teaching process. Students become the center of activities, not teachers. Critical thinking is an attempt by someone to check the truth of information using the availability of evidence, logic, and awareness of bias. Critical thinking skills are the cognitive processes of students in analyzing systematically and specifically the problems faced, distinguishing these problems carefully and thoroughly, as well as identifying and reviewing information to plan problem solving strategies.

Synthesis and Characterization of Novel Heterocycles: Pyrazoles, Dihydropyrimidinones, Iminothiazolidinones, Quinolinyloxy Oxa/Thiadiazolamines and Triazolones /Thiones and Study of Palladium 0 -Catalyzed Cross- Coupling Reactions

This thesis describes the synthesis of various classes of heterocyclic compounds like, pyrazoles, dihydropyrimidinones, iminothiazolidinones, quinolinyloxy oxa/thiadiazol amines and triazolones/thiones and in addition study of palladium(0)-catalyzed cross- coupling reactions. Michael addition of some substituted anilines to methyl acrylate in acidic medium afforded the methyl 3-(substituted anilino)propionates (96-104), which on treatment with hydrazine hydrate in methanol were converted into corresponding 3-(substituted anilino) propionohydrazides (105-113) in good yields. Microwave irradiation of the latter with pentane-2,4-dione afforded 1-(3,5-dimethyl-1H-pyrazol-1-yl)-3-(substituted anilino) propan-1-ones (114-122) under solventless conditions. A series of new 5-substituted thiobarbituric acid derivatives 5-acetyl-3-aryl-2-thioxo- dihydropyrimidine-4,6(1H,5H)-diones (133-140) were synthesized by cyclocondensation of 1-aroyl-3-arylthioureas with malonic acid in the presence of acetic anhydride. These compounds exist in equilibrium with their enolic tautomeric form 5-(1-hydroxy ethylidene)-3-aryl-2-thioxo-dihydropyrimidine-4,6-(1H,5H)-diones. Plausible mechanism for the formation of products was proposed. Compounds (133-140) were evaluated for their preliminary antibacterial activity against a representative panel of Gram positive and Gram negative bacteria and were found to exhibit promising activity towards the tested microorganisms using levofloxacin as the reference drug. Of these compounds, the derivative (134) having methoxy group at ortho position of phenyl ring showed the highest effect on pathogenic bacteria and was identified as the lead molecule for further structural modifications. An efficient, synthesis of some 1-aroyl-3-aryl thioureas (123-132) was carried out. Substituted aroyl chlorides were treated with an equimolar quantity of potassium thiocyanate in acetone to afford the corresponding isothiocyantes which were not separated followed by reaction with an equimolar amount of substituted anilines to furnish the 1-aroyl-3-arylthiourea derivatives (123-132) which were assayed in vitro for their antimicrobial activity against Gram positive and Gram negative bacteria and were found to exhibit moderate to potent activity towards the tested microorganisms, compared to the standard drugs Tetracycline, Penicillin and Metronidazole.An efficient, regioselective synthesis of some 2-aroylimino-3-aryl-thiazolidin-4-ones (141-150) involving base-catalyzed cyclization of 1-aroyl-3-aryl thioureas with chloroacetyl chloride in dioxane is reported. Compounds (141-150) were assayed in vitro for their antimicrobial activity against Gram positive and Gram negative bacteria and were found to exhibit promising activity towards the tested microorganisms, comparable to and in some cases better than those of the standard drugs. The cyclic condensation of 1-aroyl-3-aryl thioureas with dimethyl acetylene dicarboxylate (DMAD) in methanolic solution at room temperature resulted in the formation of methyl [4-oxo-2-(substituted benzoylimino)-3-(substituted phenyl) thiazolidin-5-ylidene] acetates (151-164) in good to excellent yield. The synthesis of bis(thioureas) was carried out by treatment of aroyl/alkyl chloride with potassium thiocyanate and as a result corresponding isothiocyanates were obtained using acetone as solvent. These isothiocyanates were treated with 1,2-phenylene diamine and 1,2-bis(thioureas) (165-172) were obtained in good yield. Similarly, these isothiocyanates were treated with 1,4-phenylene diamine and resulted in 1,4-bis(thioureas) (173-180) synthesis. These bis-(thioureas) were also treated with dimethyl acetylene dicarboxylate (DMAD) and corresponding 1,2-bis(iminothiazolidinone) acetates (181-188) and 1,4- bis(iminothiazolidinone) acetates (189-196) were synthesized in good yield. A series of quinolinyloxy oxa/thiasemicarbazide derivatives (200-207) were synthesized. Intramolecular cyclization of these quinolinyloxy oxa/thiasemicarbazide derivatives in the acidic medium of poly phosphoric acid (PPA) resulted in synthesis of quinolinyloxy 1,3,4-oxa/thiadiazolamine derivatives (208-215) while in basic medium of sodium hydroxide intramolecular cyclization of these quinolinyloxy oxa/thiasemicarbazide derivatives resulted in synthesis of quinolinyloxy 1,2,4- triazolones/thiones derivatives (216-223). A series of 1,2-difluoro-3,4,5,6-tetra substituted phenylbenzene derivatives (226-228) was reported through Suzuki-Miyaura coupling-reaction of 1,2-difluoro-3,4,5,6- tetraiodobenzene with various boronic acid derivatives using tetrakis(triphenyl phosphine) palladium(0) as catalyst. The substrate 1,2-difluoro-3,4,5,6-tetraiodobenzene (225) was also synthesized by treatment of 1,2-difluoro-benzene with molecular iodine in the presence of K2S2O8, trifluoro acetic acid and sulphuric acid.
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