دور المعاهد والأقسام للترجمة في العصور العربية الزاهرة وحاجة انشائھا في أقسام اللغات بالجامعات الباكستانية

Translations have a prominent role in the advancement of science and literature for any people. By which sciences and arts move from the literature of one nation to the literature of another nation, in which sciences and arts flourish, and a nation becomes acquainted with the literature of another nations. Translation is an independent art, as it depends on creativity, linguistic sense and the ability to bring cultures closer, and it enables all mankind to communicate and benefit from each other's experiences. It is an art as old as written literature. Translation is a cultural necessity and an intellectual activity, and it extends bridges of communication between civilizations that converge and diverge among themselves, and their languages are similar and differ in ways of expression and methods of statement and expression of ideas, feelings and attitudes, and in the worldview and understanding of its concepts. There is no doubt that translation it is a complex linguistic process that requires lengthy anchors, as the queen of the two tongues is acquired only by a lot of practice, in addition to the systematic study of the mechanisms of transmission from one tongue to another. We also see in the modern era that the Arab Scientific Academy in Damascus, the Arabic Language Academy in Cairo and the Iraqi Scientific Academy have a clear and prominent role in the advancement of Arabic sciences and literature. The Scientific Academy in Damascus has established the Arabic language and its terminology, and the language of bureaucracies, in particular, with the help of authors and translators in particular, and the Academy of the Arabic Language in Cairo, which has made efforts in developing the great linguistic lexicon and terminology of modern sciences.

Use of Instructional Technology at B. Ed. Level in Punjab

The objectives of the study were: 1) To asses the awareness of the stakeholders of B. Ed. program about the use of instructional technology at B.Ed. level in Punjab. 2) To find out the attitude of administrators and academic staff/professionals of the University of Education Lahore, the principals and the teachers of Government Colleges for Elementary Teachers affiliated with the University, towards the use of instructional technology in the teaching learning process. 3) To investigate the availability of hardware and its use in the University of Education, Lahore and its affiliated Government Colleges for Elementary Teachers (GCETs). 4) To highlight the problems being faced by the teachers, while using instructional technology. 5) To identify the facilities for repair, maintenance and upgrading of instructional technology equipments. viThe hypotheses of the study were: 1) The media is used during instructions in teachers training institutions. 2) Teacher educators use instructional technology in B.Ed. level classes. 3) There is provision for repair and maintenance of hardware of instructional technology. 4) Faculties of the University of Education, Lahore and Government Colleges for Elementary Teachers have experience in using instructional technology effectively. 5) Principals/Administrators of the University of Education, Lahore and affiliated Government Colleges for Elementary Teachers encourage the use of instructional technology in teaching and learning process. 6) Instructional technology makes teaching-learning process effective at teacher training institutions. The samples of the study were randomly selected from the total population. They consisted, 42 out of 42 principals and administrators (100%), 335 out of 669 teachers (50%) and 1421 out of 7106 students (20%) of the population. Three questionnaires were developed pilot, tested and finalised for administering to the target population. 88.09% principals/administrators, 81.79% teachers, educators and 81.14% students sent their responses timely. The collected data was analyzed using the techniques of descriptive statistics i.e. mean and percentage. Moreover, chi square and t-test were applied for analysis of data. It was found that the use of instructional technology makes teaching learning process effective. It was further observed that internet facility was available for teachers in teachers’ training institutions. The administrators monitor the use of instructional technology in teachers’ training institutions. The teachers observed that viithe use of instructional technology is costly but enhances the quality of education. It was further found that the use of projected and non-projected aids increase the interest of students towards lectures. However, it was concluded that availability of funds for the purchase of equipment is a problem. The use of instructional technology makes the teaching- learning process effective and the administrators are well aware about the use of instructional technology equipments. Further, it was concluded that the use of instructional technology creates interest among students towards study. Therefore, it was recommended that the funds for the purchase of instructional technology equipments may be provided to the teacher training institutions. The facilities like storage of equipments, their maintenance and alternate arrangements of electricity failure may be arranged in the institutions. Orientation of instructional technology use in class may be given to the teachers’ educators.