قضية الترادف اللفظي والاتحاد المعنوي في اللسان العربي

In this article meaning of Taradif (synonymity) and identical meanings are treated from diverse aspects. Its implications in Arabic language have been particularly focused one. The article deals with different thoughts of lexicographers in this regard. There are some lexicographers who of the opinion that there does not exist any taraduf and different words are used for different meanings. For instance they do not believe that Saif(ÿ) and Sarim (rju>) have any Taraduf between them. In fact, according to them they are used for two different meanings and hence they do not give identical meanings. There is another group of lexicographers who are supporters of the existence of taraduf in Arabic language. In this regard they present the examples of existence of about 100 words for the meaning of "LION". Such as asad (J-I) Ghazanfar (>~ÿ) and daraghim etc. They also argue that denial of taradufcan lead to many linguistic problems. Such as how one can/would translate the phrase (v V) without need of rephrasing to the phrase of (v eiiV)

Exlporing the Contributions of School Management Committee in One of the Learning Resource Schools in Gilgit Baltistan, Pakistan, While Implementing Educational Development and Improvement Program

Education is a social enterprise which depends on efforts and contributions from different stakeholders, especially the efforts and contributions from the School Management Committees (SMCs) at the school level. SMCs play a vital role not only in the effectiveness of school administration but also to improve the quality of education. I explored the contributions of SMC in one of the Learning Resource Schools (LRS) during the implementation of a project titled Educational Development and Improvement Program (EDIP). The study took place in Gilgit Baltistan (GB). Keeping the nature of the study in view, I opted for a qualitative case study methodology to explore in detail the contributions of SMC in the overall development and improvement of the school through in-depth interviews and document analysis. These data sources allowed me to develop a detailed description of the SMC's contribution in improving the quality of education, infrastructure, and also the challenges they faced and the strategies they employed to overcome those challenges. The study contributes to the knowledge by providing different stakeholders' perspectives and voices on the contributions of SMC in the school in a remote area of GB. The key findings of the study suggest that SMC played a key role in enhancing the enrolment of students, overcoming the absenteeism of students, improving the academic performance of the students, improving the infrastructure, overcoming the issues of teachers' transfers and last but not the least, acted as a bridge between school and community. Financial constraints, less educated parents, and communication gap between school and communities of adjacent villages were some of the challenges faced by SMC. Lastly, I would like to say that if SMCs are empowered in their roles and responsibilities, if they are involved in the decision making processes, and if they are given ownership, they can bring substantial changes in the school with the collaboration of other stakeholders.