زرد آدمی کی سیاہ کہانی
شاکر انور
ہر کوئی اسے مردہ سمجھتا تھا،حالاں کہ وہ مردہ نہیں تھا ۔مردہ ہونے کے لیے مرنا ضروری ہوتا ہے جیسے رات کہنے کیلئے رات کا ہونا،مسکرانے کیلئے خوشی اور رونے کیلئے آنسو کا ہونا۔وہ تو زندہ تھا مگر زندوں میں مردے جیسا زندہ ۔خواہشات جذبات سے یکسر عاری ۔بس صرف دھڑکنوں کو گنتا ہوا ایک انسان، زدر چہرے والا،آںکھیں غار کے اندر بجھتی ٹمٹماتی ہوئ، لمبا قد آور بڑے سر والا آدمی،وہ اب چالیس سال کا ہوگیا تھا،اسے خود حیرت ہوتی کہ وہ چالیس کا کیسے ہو گیا اسے تو بچپن میں ہی مرجانا تھاکسی نے اس کے بارے میں کہا تھا کہ یہ مشکل سے دس سال۔تک زندہ رہیگا اسکے کان بہت چھوٹے ہیں دس سال بعد وہ ہر روز مرجاتا یآ خود کو مرتا محسوس کرتامگر وہ زندہ رہا۔دس سال بعد وہ دس سال اور بھی زندہ رہا۔اب وہ بیس سال کا ہوگیا اور زندہ رہا،پھر بیس سال مزید اور اب وہ چالیس سال کا ہوگیا۔اور زندہ رہا۔ہر رات سونے سے پہلے وہ اپنے کان چھو کر دیکھتامگر وہ بڑے نہیں ہوئے ۔اسے نہ جانے کیوں یقین تھاجس دن اسکے کان بڑے ہوںگے وہ اسکی زندگی کا آخری دن ہوگا وہ اپنی زندگی کوبس بلاوجہ کھینچ رہا تھا بلکہ زندگی اسے کھینچ رہی تھی ۔اسے بہت ساری باتیں ناگوار لگتی تھیں،۔اسےاسکول جانا پسند نہیں تھا وہاں ماسٹر بدرو تھے جو اس کو کن بچا کہکر چھیڑتےاور بلاوجہ اس کے کان کھینچتے اور اسکی پٹائ کرتے اسکی پٹائ کی کوئ وجہ نہیں ہوتی لیکن پھر بھی وہ کرتے۔ایک دن غصے میں آکر اس نے بورڈ پر ماسٹر بدرو کی جگہ بدروح لکھ دیا ۔ اس نے انکے گھر اور اسکول کی۔دیواروں پر بھی ماسٹر بدروح لکھ دیا تھا...
Nine articles have been analyzed containing research results on misconceptions about isomerism. Analysis was conducted to examine the potential to causes emergence of the misconception. The analysis result are expected to be useful for teachers in learning for the same concepts. At least the teacher can avoid misconceptions that have happened before and innovate to find the right learning strategy. Isomerism can be categorized as a defined concept so that students are expected to be able to use rules for the purpose of classifying objects or events. The analysis showed 31 misconceptions experienced by grade 11 students to prospective chemistry teachers on isomerism concept. Thirty-one misconceptions are classified into three groups based on students' abilities needed to understand the concept of isomerism. The three groups are: (1) understanding the definition and application of rules; (2) spatial understanding; and (3) microscopic understanding. At this time only eleven misunderstandings were discussed, namely misunderstandings whose causes belong to the group (1). As an indicator caused misconception is inability of the sample to classify objects/events based on the attributes or characters indicated by the object/event. To teach a defined concept, it is recommended to use a strategy that contains detailed explanatory definitions and rules, examples and non-examples, and the elaboration process. In order to increase student reasoning, it is recommended to use a isomerism concept logic scheme
Poststructuralist and Postcolonial Analysis of the Myth of Objectivity of Anglo-American Literary Tradition Anglo-American Literary Tradition is humanist, mimetic, teleological and canonical. Humanism manifests itself in its emphasis on individual as a unified entity and a rational being and culminates in valorizing the author and the reader. Mimesis signifies representation, depiction, presentation, realism, correspondence, and resemblance. Mimetic view of language suggests that language describes and represents reality objectively. Anglo-American Literary Tradition is canonical. Shakespeare is presented as the centre of Western literary canon and is considered as indispensable to the western culture as Christ is to Christianity. Teleology reflects itself in the concern among the western critics and authors for the maintenance of form of literature and its role in life. The objectivity of Anglo-American Literary Tradition implies that it is neutral, impersonal and universal. Poststructuralism challenges and subverts the traditional concepts of language, author, text, meaning and reading practices. It exposes the western culture to be phonocentric, phallocentric and logocentric. Postmodernism denies all claims to objectivity, universality and teleology. It denies all truth claims and privileges hyper-reality. Postcolonial criticism exposes western art and literature to be complicit in the colonization project. The postcolonial critics show how the myths of universality and objectivity were enlisted in projecting western culture and ideology through art and literature in the once colonized world. Shakespeare was imposed on the colonized people as a source of universal values. His works were projected as embodying human nature. Shakespeare was enrolled in the colonization project for his valorizing western race and culture and condemnation of people of other cultures and religions. Presence of racist and colonial content in his work has seriously dented his reputation as champion of humanity. The critics from the postcolonial world are taking Shakespeare to task for his involvement in race politics.