ارداس
توحید فلک کی تفہیم کرتے ہوئے!
صحرا کے جلال کو تبسم تقسیم کرتے ہوئے!
خزاں کے سینے سے بہار نکال کر!
دشت بیاباں میں علی اصغرؑ مسکرا رہا ہے
تو رات والانجیل کی مثالیں یاد دلا رہا ہے
مدینہ و نجف کے زائروں میں!
سبز موسم کے حسین دائروں میں!
جنوں کی شرطوں میں باب وفا کی تفسیر کرتے ہوئے!
مزاج شمال کے دائروں میں!
انجیر کی گود میں زیتون کا چہرہ دکھا رہا ہے
تورات والانجیل کی مثالیں یاد دلا رہا ہے
تہذیب عشق کی بارگاہ میں!
سرخ موجوں کی روانی میں۔۔۔پیاس کی کہانی میں!
نصاب بیخودی کے یقینی زمانوں کی سبزہ گاہ میں!
ساحلوں پر بکھرے اثاثے کی داستاں سنارہا ہے
ابن حیدر۔۔۔ابن حیدر بن کے مسکرا رہا ہے
تورات والانجیل کی مثالیں یاد دلا رہا ہے
اے حسین ابن علی تجھ پر سلام
اے بنتِ حسینؑ و علی تجھ پر سلام
The real purpose of Holy Prophets to come in this world is just only to preach the Allah's messages. The Allah deliver orders thought revelation which are the significant. The prophet are the practical shape of that there are lot of stories in the Holy Quran to exemplify that role model. The ancients of his life and his actual life is not for the entertainment but in fact it is the role model that meant reciter or reader of Holy Quran should take an inspiration form that action, he must construct himself through this Allah has declared the life of Hazrat Muhammad (P B U H) is Uswa-e-Husana. It means the life of Hazrat Muhammad (PBUH) represent the good symbol of his character his sit and down his eat and drink and all good manners thought's this we can constant our character Hazrat Muhammad (PBUH) life is full of kindness compassion mercy gratitude thankfulness abundance courage fearlessness self-reflection and unwavering belief in his mission. Hazrat Muhammad (PBUH) is the great educator of mankind. He had enlighted the whole world with the teaching and light of Islam.
A Phenomenological Study of Multilingual Memory and Lexical Access Bilingual memory has been a subject of psycholinguistic experimental studies for last 6 decades, whereas, the study of multilingual memory has so far largely been excluded. Moreover, tMhe psycholinguistic studies, though proven highly insightful, have always excessively relied on the experimental tasks used in them to the extent that subjects as language users were overshadowed. These were the two concerns that led the present study to examine two of the psycholinguistic phenomena, multilingual memory and lexical access, phenomenologically without disregarding the insight gained from psycholinguistic studies. Under the phenomenological framework, lived experiences of Punjabi-Urdu-English (P-U-E) trilinguals were explored in order to find out the processes these trilinguals employed for learning the three languages and making them work. Three of the phenomenological methods: semi-structured lifeworld interviews, focus group discussions and essay writing, were used for eliciting the experiences of 40 P-U-E trilingual participants, chosen from three different age groups (18-23 years, 30-40 years, and 50-60 years or above) to observe developmental changes in the learning and use of the three languages over a long period of time. Data explicitation was carried out using Hycner’s (1985) 15-step process, especially formulated for keeping the essence of the participants’ experiences of the phenomena intact. Major findings were: (1) the effect of the age of acquisition on the learning of new languages, L2 as well as L3, (2) Dependence on Urdu for using English and translation asymmetry at lower L3 proficiency levels, (3) Developmental aspect, (4) The need to exert conscious control for stopping interference from the other two languages in order to speak one language consistently, and (5) Proficiency as the most significant factor in lexical selection. The findings of this phenomenological study when compared with the results of psycholinguistic experimental studies, a phenomenological model emerged that attempts to capture the trilingual memory structure of a P-U-E trilingual, i.e., how the three lexicons are organized, how they interact with each other, and how lexical access is accomplished.