Lingua France In Pakistani Law Community: Linguistic Repretoire and Its Significance Language change is an important area for investigation. The change occurs due to different factors but the ultimate aim is better communication. Communication in social networks gives rise to language innovations. These innovations are used as typical mode of communication for the language community and serve as a lingua franca. This study explores the development of a linguistic repertoire within law community in Punjab. The focus of this research is to find out the community of law in Punjab is working as a community of practice. The research also focuses whether the use of typical terminologies used by law domain representatives and how this particular language diction helps in making the law community as a community of practice or not. The main premise is the development of lingua franca- a special development of words in the context with peculiar meanings culminating into lingua franca. The speech community in this instance is law community comprising of the stakeholders from various strata of society. The plea here is that when working as a speech community, the community of practice gives rise to a special kind of development of language having lexical items specifically for better communication. Content analysis is done of the data collected through observation and questionnaire. It is also discussed as to how community of practice gives rise to innovations. It is also analyzed that why and how innovation takes place. The researcher after spending three months among the members of law community as an observer / listener collected these words / legal terminologies with the help of an observation sheet. He has also used questionnaires for data confirmation. The research is basically qualitative but findings are also quantitatively presented for analysis. Community of Practice (CoP) with its three dimensions i.e. mutual engagement, joint enterprise and shared repertoire has been taken as a theoretical framework. After the data collection, the researcher has analyzed them according to the framework outlined by Wenger (1998) and suggested by Meyerhoff (2000). These words have also been analyzed with special reference to their use in a particular context and how its meanings change with the change of context. Within the domain of Katchehri, the use of particular lexemes help in better communication among the community members and these legal innovations can be called a form of development of lingua franca.
طاہر شادانی(۱۹۱۶ء۔۱۹۷۰ء)کا اصل نام محمد صدیق ہے۔ شادانی پسرورپیدا ہوئے ۔آپ نے یونیورسٹی اورنٹیل کالج لاہور میں شادان بلگرامی اور حافظ محموود شیرانی سے کسبِ فیض حاصل کیا۔ ان کی ساری زندگی تعلیم وتعلم میں گزری۔ تعلیم سے فراغت کے بعد محکمہ تعلیم سے وابستہ ہو گئے۔ ۱۹۸۲ء میں سرکاری ملازمت سے سبکدوش ہوگئے۔ آپ نے ضیا محمد ضیا اور حفیظ صدیقی کی رفاقت میں پسرور میں حلقہ ارباب ذوق کے نام سے ادبی حلقہ قائم کیا۔ (۶۸۲)
طاہر شادانی نے اردو ادب میں شاعری کے ساتھ ساتھ تدوین اور ترجمے میں بھی گراں قدر خدمات سر انجام دی ہیں۔ آپ کا کلام ’’فنون‘‘ ،’’شام و سحر‘‘ ،’’اقرار‘‘ ،’’الہلال‘‘،تحریریں ،’’سیارہ‘‘،اور ’’شاخسار‘‘ کے علاوہ دیگر ملکی سطح کے رسائل و جرائد میں چھپتا رہا۔ آپ پنجاب ٹیکسٹ بورڈ لاہور سے بھی وابستہ رہے۔ اور چھٹی سے دسویں تک اردو کی درسی کتابیں مرتب کیں۔ اردو قواعد و انشا کے حوالے سے بھی شادانی نے علمی کتابیں تالیف کیں۔ آپ کا صرف ایک شعری مجموعہ’’شعلہ نمناک‘‘ ایوانِ ادب لاہور سے ۲۰۰۰ء میں ان کی زندگی میں شائع ہوا۔ ان کا بہت سا شعری کلام مختلف رسائل و جرائد میں بکھرا پڑا ہے۔
طاہر شادانی نے اپنے شعری مجموعے ’’شعلہ نمناک‘‘ کا آغاز حمدوں سے کیا ہے۔ لیکن شادانیؔ کی یہ حمدیں صرف روایت کاتتبع نہیں ہیں۔ حمد و نعت کی طرف ان کا ذہنی میلان ابتدا سے تھا۔ شادانی کی شاعری پر اقبال کے اثرات واضح طورپر محسوس کیے جا سکتے ہیں ۔ان کی حمدوں میں دعا کا وہی انداز ہے ۔جوا قبال کے ہاں ہے اقبال نے اپنی نظم دعا میں اﷲ سے نیک انسان بننے کی دعا مانگی ہے۔
This is the unique quality of Islam that it respects all the religions. It strictly opposes the preaching of religion based on enforcement, power, misconduct, and discrimination and promotes the culture of dialogue to create an atmosphere of harmony. In this way, it emphasis upon the trends of mutual understanding and cooperation. Allah Almighty has directed it because commonalities on dialogue the start to (صلى الله عليه وسلم) Prophet Holy enhances the interfaith harmony. This research work discusses the importance of culture of dialogue in Islam and highlights the efforts of the KSA in disseminating and promoting that culture at national, regional and international levels. It also refers to the efforts exerted by official and non-official Saudi institutions in advocating dialogue and rapprochement between sects in different societies, promoting peaceful coexistence among different religions and civilizations, and activating conferences and scientific seminars that discuss dialogue and peaceful coexistence. In this research, I used the deductive analysis methodology and concluded that the Kingdom of Saudi Arabia serves Islam by: -Opening the horizons of communication and exchange of knowledge with the other in order to provide a true picture of Islam. -Working to promote the real teachings of Islam in terms of tolerance and passion. -Cooperating in spreading security, peace, virtuous values and building a global system of ethics.
Present study hinges upon a very critical question that is whether approximate number system plays foundational role in symbolic math or not? More specifically in current research it has been tried to explore the causal relationship between non-symbolic and symbolic numerical cognition through a brief training paradigm. Research evidence of past decades has shed light on the relationship between non-symbolic and symbolic numerical cognition through neuroscience, neuropsychological, correlational and indirect research evidences. However there was no research evidence specifying the causal relationship between the two directly. To bridge this gap present study was carried out in an effort to disentangle this relationship through training study with first grade children who are at the very first step of connecting these two systems through class mathematics learning. This research study has been divided in two phases. Phase 1 of the study comprises of four experiments (i.e; experiment 1: N= 48; experiment 2, N=48; experiment 3, N=24; experiment 4, N= 24) conducted with American first grade children. Phase 2 of study comprises of two experiments conducted with Pakistani first grade children (experiment 1, N= 48; experiment 2, N =72). In both, phase1 and 2 children were trained with different training conditions (non-symbolic approximate addition, brightness comparison, line length addition and non-symbolic approximate comparison) and were post tested on symbolic addition (in experiment 1,3,4 of phase 1 and experiment 1 of phase 2), sentence completion task(experiment2 of phase1) and number line placement (experiment 2 of phase 2). Results across different experiments of both phases of study revealed that training with non-symbolic approximate addition and non-symbolic approximate comparison give the children advantage to perform better on symbolic math and number line placement task as compare to control conditions in terms of speed and accuracy. Research evidence indicates that non-symbolic numbers played foundational role in enhancing children performance on symbolic addition, number line placement and that this effect was specific to the domain of mathematics. xi Furthermore, training effect got replicated and extended with Pakistani sample belonging to a totally different cultural context. Results indicate that longitudinal training with nonsymbolic approximate numbers might be helpful to improve children symbolic math and might also be helpful for children with math learning difficulties.