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Home > A Study on Vowel Substitution of Urdu Borrowed Words from English Language [M. Phil Applied Linguistics]

A Study on Vowel Substitution of Urdu Borrowed Words from English Language [M. Phil Applied Linguistics]

Thesis Info

Author

Quratulain Khalid

Department

Umt. School of Social Sciences and Humanities. Department of English Language and Literature

Program

Mphil

Institute

University of Management and Technology

Institute Type

Private

City

Lahore

Province

Punjab

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Page

77 . CD

Subject

English

Language

English

Other

School of Social Sciences and Humanities; English; Call No: TP 421 QUR-S

Added

2021-02-17 19:49:13

Modified

2023-02-19 12:33:56

ARI ID

1676714073303

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ابتدائے وحی

ابتداء ِوحی
وحی کی ابتدارویا ئے صادقہ سے ہوئی جو کچھ آپ خواب میں دیکھتے اسی طرح وہی ظہور میں آتا ۔ یہ مقدمات نبوت کا ظہور ہو رہا تھا اس وقت آپ کی عمر چالیس سال کے پیٹے میں تھی ۔ رویائے صادقہ چھ ماہ تک رہے آخر کا ر ایک روز غار حرا میں مراقب تھے کہ جبرائیلؑ فرشتہ آپ ﷺ کے پاس اللہ کا پیغام لے کر آیا اور کہا : اقراء (پڑھو) آپ نے فرمایا مَااَنَا بقاَریِِ ( میں پڑھنے والا نہیں ہوں ) فرشتہ نے آپ ﷺ کو سینہ سے لگا کر بھینچا پھر اقراء کہا : آپ نے فرمایا ’’ ما انا بقاری‘‘ فرشتہ نے دوبارہ بھینچا اور کہا اقراء ، تیسری بار فرشتہ نے کہا : اِقرَابِاِِاسِم ِ رَبَّکَ الذَّی خلق‘‘ آپ نے ان کلمات کو پڑھا( اقراء با اسم ربک الذی خلقo خلق الانسان من علقoاقراء وربک الاکرم o الذی علم با لقلم oمالم تعلم o ) آپ پڑھیے اپنے رب کے نام کے ساتھ جس نے پیدا فرمایا ، پیدا کیا انسان کو جمے ہوئے خون سے ، پڑھیے آپ کا رب بڑا کریم ہے جس نے علم سکھایا قلم کے ذریعے سے ، اس نے سکھایا انسان کو جو وہ نہیں جانتا تھا ۔‘‘
مستشرقین ایسی چیزوں کی تلاش میں مصروف رہتے ہیں جن کو بنیاد بنا کر اسلام اور پیغمبر اسلام ﷺاور ان کے اصحاب کو نشانہ تنقید بنا سکیں ۔ بد قسمتی سے انہیں اپنے موقف کے لیے مواد بھی ہمارے اپنوں کی تحریروں سے ہاتھ لگ جاتا ہے پھر انہیں مزید غلط رنگ دے کر اور خوب نمک مرچ لگاکر شکوک و شبہات کے علاوہ فی نفسہ ِ واقعہ کو غلط ثابت کرنے میں ایڑی چوٹی کا زور لگاتے ہیں ۔ اسی طرح وحی کے متعلق عجیب و غریب باتیں کرتے ہیں ۔...

Constitutional Provisions for the Rights of Non-Muslim Minorities in Pakistan

Pakistan is a Muslim country and got freedom from British Government, on August 14, 1947. It was separated from India on the basis of Islamic ideology. Though majority of population was Muslims but there was sufficient number (5%) of non Muslims, such as Hindus, Christians, Sikhs, Calashes’, Baha’is, Zikaria’s, and Parsis etc.  The presence of non Muslims in Pakistan was a great challenge to safe guard their rights in the constitution of Pakistan to maintain the communal harmony in the country. This paper focuses on the provisions of non-Muslim rights in the constitution of Pakistan. It discusses the constitutional provision for the rights of non Muslims. Such as personal law, freedom to religion, safe guard against special taxes, non discrimination in respect of access to public places, discrimination in services, preservation of language script and culture, promotion of social justice and predication of social evils, right to vote,   reservation of seats in National assembly and to run and manage their religious institutions. This paper also suggests some recommendations for the solution of contemporary non Muslim minorities, problems in Pakistan and also achievement of Ministry of non Muslim Minorities Affairs, 2008 to 2010 in Pakistan.

Investigations in to the Effects of Exogenous Corticosterone on Responses to Stress, Addiction and Cognition in Rat Models

Glucocorticoids, the major stress hormones play a regulatory role in responses to stress. Evidence suggests that smaller increase of glucocorticoids is adaptive and help to cope with the stress. On the other hand, higher increase of glucocorticoids impairs adaptation to stress. The present study was initially designed to understand the role of corticosterone, the principal glucocorticoids in rats; in stress responses. In view of a role of stress in the modulation of cognitive functions and facilitation of reinforcing effects of drugs of abuse, effects of corticosterone on learning and memory and reinforcing effects of drugs of abuse were also monitored. Important findings of the present study are as follow: 1. Corticosterone facilitates memory retention at doses of 10, 25 &50 mg/kg but impairs learning acquisition at 10mg/kg. Food intake is decreased at 25 & 50 mg/kg of corticosterone. Higher dose (50 mg/kg) increases locomotor activity that is associated with an increase in the concentration of dopamine in the striatum. 2. Exposure to daily 2hr immobilization stress decreases food intakes and growth rates but adaption occurs after 5 days. While administration of corticosterone (10 mg/kg) impairs this adaptation. Exposure to 2h Immobilization stress impairs acquisition and facilitates memory extinction but stress effects on learning and memory are attenuated in corticosterone treated animals. 3. Repeated administration of apomorphine produces sensitization in the motor behavior. Sensitization effects of apomorphine are attenuated in rats repeatedly injected with corticosterone. Although both apomorphine and corticosterone impair memory extinction but administration of corticosterone in apomorphine treated animals does not potentiate this effect. 4. Administration of ethanol impairs learning acquisition and retention of memory. Administration of corticosterone (50mg/kg; daily for 1 week) produces impairment of memory reconsolidation in ethanol treated rats. At this dose, corticosterone also potentiates ethanol intake. It is suggested that glucocorticoids can cause memory impairments in alcoholics. We conclude that corticosterone improves cognitive functions and attenuates stressinduced memory impairments. Moreover, the administration of corticosterone can potentiate the reinforcing effects of drugs of abuse and memory impairments in abusers. Findings suggest an important role of glucocorticoids in cognition, addiction and adaptation to stress.