حرفِ خاک
اردو شاعری قدیم روایت کی حامل ہے ۔جس میں ہر شاعر نے اپنا حصہ ڈالا ہے ۔شاعری کی حساسیت اسے مجبور کرتی ہے کہ معاشرتی جبر کو بیان کرے ۔اس کے لیے تشبیہات و استعارات ایسے مورچے ہیں جس کی آڑ میں وہ جبر ،بربریت کو بآسانی بیان کر سکتا ہے ۔
جب ہم منان لطیف ؔ کی نظموں کا مطالعہ کرتے ہیں تو کائنات اور اس کے باسیوں کی حقیقت کھل کر سامنے آتی ہے ۔آوارگانِ خاک تب سے اب تک اور اب سے نجانے کب تک گردشِ ایام کی دبیز تہوں میں غوطہ زن ہو تا رہے گا اور چار پہیوں کی تلاش میں مقامِ انسانیت کھوتا رہے گا ۔احساسِ برتری ایک ایسا زہر ہے جسے انسان ناز پرور ہونٹوں سے اپنے رگ و پے میں اتارتا چلا جاتا ہے۔
’’گردشِ خاک‘‘میں انسانیت سسکتی بلکتی نظر آتی ہے ۔جیسے یہ جہان تندور کی مانند ہے جو اس میں داخل ہوتا ہے وہ اس میں جلتا دکھائی دیتا ہے ۔شکاری جال پھیلائے ہر لمحہ شکار کے منتظر ہیں ۔انسان آزاد و خود مختار ہو کر بھی پابہ زنجیر نظر آتا ہے ۔چھپکلیوں کی طرح حرص ،ہوس ،لالچ ،بغض اور کینہ پروری کی دیواریں چاٹتا نظر آتا ہے ۔
ایک طرف انسان قیاس آرائیوں میں چپ چاپ صبر کا کفن اوڑھ لیتا ہے ۔کئی سنتو رانیاں پریمی کے انتظار میں زندگی کے دن گن گن کر اپنی لٹیں اداس اور چھاتیاں خشک کر لیتی ہیں ۔منان لطیفؔ کی نظموں میں یہ احساس خاصاگہرا ہے ،جودراصل حالات و واقعات کی تصویر کاری ہے ۔
ڈاکٹرمحمد یسین رازؔ
شعبہ اردو
ہزارہ یونیورسٹی...
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
The deployment of English language and its discursive practices entailed the emergence of appropriated English and its counter discursive practices. The postcolonial creative English writers in the invaded and partly in settler colonies nativitized the colonial language in the context of their multi- linguistic,multi-ethnic,multi-culturalandmulti-racialcolonizedexperiences.However,this dissertation is an attempt to focus on the dismantling and appropriating strategies inducted by Bapsi Sidhwa and Arundhati Roy in their narratives in the perspective of the geo-political and socio-linguistics settings of Pakistan and India. Both the novelists’ innovative linguistic and textual practices demonstrated in their texts denote the deconstruction and decolonization of the colonial language and its discursive practices. The induction of their appropriating strategies also implies the deconstruction of the western dominant ideologies as well as the indigenous hegemonic normative practices in the context of their complex colonized experiences. Likewise, both these creative English writers installed the subverting and appropriating strategies like neologism, transliteration, untranslated words, code-switching, code- mixing, translation equivalents and glossing on the linguistic and grammatical format of their mother tongues to foreground the lexico- semantic richness repertoire of their indigenous languages and the lived socio-cultural and geo-political concrete realities. In addition, these novelists employed the linguistic and textual practices to shoulder the weight of their hybridized experiences as the Standard English language and its norms were inadequate to address the hybridity, split identity, multiplicity of languages and variant culture in terms of the non-western settings of Pakistan and India. Consequently, their induction of appropriating textual strategies in their texts; demonstrated the alterity, resistance and difference from the privileged centre of epistemological and ontological norms. Accordingly, the dissertation in the postcolonial discourse theory and appropriation perspective attempts to investigate that the authenticity and purity of Standard English language is unsound and unrealistic. It also demonstrates that the purity of the western culture is based on myth and transcendentalism. The study explores as well that all language is marginalized and hybridized and all culture is intrinsically syncretic. It also substantiates that the nativitizing strategies inducted by Sidhwa and Roy in their texts de-hegemonized the Standard English and its coded referentilaity. Hence, their appropriating linguistic and textual strategies demonstrated in their narratives are also authentic and realistic as these incorporated and carried the ‘lived experiences’ and ‘message event’ rather than to some presumptive fixed referentilaity. Linguistically, the western purists may label Pakistani and Indian appropriated English and its counter discursive practices as mistakes, vernacular, atavistic and primitive but politically these variant englishes have de-marginalized and decolonized the linguistic and cultural hegemony of the metropolitan centre. The study motivates that appropriation of the colonial language is an accessible and trustworthy alternative instrument for the postcolonial creative English writers of Pakistan and India in terms of irreducible and irrevocable cultural syncreticism and linguistic hybridization.