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Translation is considered one of the most important skills in studying and learning a language. It is termed as a craft which is thought to be enjoyed by those who aspire to grab a sound command over second language. This study has strived to analyze problem-causing factors faced by the EFL learners in translation particularly in translating present indefinite and past indefinite tenses from Urdu into English and present some suggestions to remedy the problems brought to light by the present study. The present study is quantitative in its approach. The subjects (n=200) of this study are the students of B.Sc. (4th Year) class. In order to achieve the set objectives of the study, the researcher has conducted an achievement test to achieve the set objectives of the study. The test was comprised of such ten (10) sentences of Urdu of which five were of present indefinite and the remaining five were of past indefinite tense. These sentences were taken from the paragraphs which were selected from the past papers of the university (Bahauddin Zakaria University Multan, Pakistan) examinations. This study has also aimed to present some suggestions as remedial measures to remedy these factors which cause problems for the Pakistani EFL learners in translating present indefinite and past indefinite tenses from Urdu into English. The present study recommends that two forms (singular/plural) of the first form of a verb should be given in the first column instead of infinitival meaning of this form, the exact Urdu meaning of this form of should be given and the grammar books should also give the meaning of the past form of a verb.

The major objectives of the study were to find out what the curricula, prescribed in the subjects of English and Pakistan Studies of the secondary classes, contained to promote awareness among the students about their responsibilities to the concerned society, and whether or not the curricula promoted reflective or critical thinking skill amongst the students. To attain the said objectives questionnaires were floated to school teachers; while four curriculum planners were interviewed. It was concluded that Peace, Love, and Harmony was essential for developing reflective or critical thinking skill of the learners but the curricula neither promoted reflective or critical thinking skill amongst the students nor it cultivated a sense of civic responsibilities amongst the students in letter and spirit.

The purpose of the study was to explore the problems faced by physical handicapped students in normal educational institutions and to find solutions to the problems faced by physical handicapped students. All the physical handicapped students studying in educational institutions in District Kohat constituted the population of the study. The study was delimited to the physical handicapped students studying in 20 general educational institutions at four levels; i.e., Elementary, Secondary, Higher Secondary and Higher Education. Forty students, both male and female, were selected from 20 educational institutions using a random sampling technique. A questionnaire was constructed using the problems faced by physically handicapped students. The results of the investigation revealed that the physically handicapped children constitute 2-3% of the population and the majority of them are lame. They face a lot of problems while studying in normal educational institutions.

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph.D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires--one each for heads of institutions, teacher educators and prospective teachers--were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.

The study was aimed to investigate the Motivation techniques used by Heads Higher Educational Institutions in Pakistan. The population of this study comprised all the heads of degree colleges of Pakistan. For choosing the sample from this population, random sampling type was used. The sample constituted of 200 heads of degree colleges and colleges and 1000 teachers of degree colleges. A questionnaire was used as research instruments for collection of data. Collected data were tabulated, analyzed and interpreted in the light of objectives of the study by applying statistical tools of research such as chi-square as a contingency test and percentage were used. Chi-square as contingency test was used to compare the frequencies of principals/teachers. In the light of the conclusions it is recommended that a special training course may be arranged for educational managers, administrators and supervisors for achieving competency in motivation techniques.

This study aimed to seek the cause of male students' dropout rate at the primary level of F.R. Peshawar. The main objectives of the study were: 1) to study the teacher problems and attitudes of the dropouts, 2) to determine the factors that cause dropouts, 3) to study the government's strategy of dropouts, and 4) to provide suggestions to overcome this problem and improve the literacy rate. The simple random sampling technique was used and the researchers selected ten schools of F.R. Peshawar Asho khel. The research study was descriptive in nature. Three types of questionnaires were prepared--one for teachers, one for students, and one for parents. The researcher then collected data, tabulated, analyzed, and interpreted it in a percentage method. On the basis of analysis, it was concluded that the majority of teachers viewed themselves as being responsible for dropouts due to corporal punishment and poor attention given to the students. The majority of students opined that they themselves are responsible for dropping out due to fear of teachers, failure of examinations, mental weaknesses, and being weak in math and English. The majority of parents viewed that they are responsible for their children's dropping out due to their poverty, illiteracy, and unawareness of the importance of education. The following recommendations were made for improvement of the teaching-learning situation in primary education institutions: 1) Teachers should show fair attitudes and behave well; 2) The government should appoint talented and local teachers in the area; 3) Teachers may improve and provide a variety of motivation techniques in different teaching situations; 4) The government should provide full attention to their education system by providing financial support to poor students in the form of scholarships; and 5) The government should facilitate the teachers and increase their salaries. (Contains 1 table.)

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are inducted as teaching staff at the university level, so it is time to explore whether or not the inducted teachers feel the need for training. Further to be explored are areas in which they are interested in being trained. Therefore, the objectives of study were 1) to explore the training needs for university teaching staff, 2) to identify the areas in which development is needed by the teaching staff of the universities in Pakistan, and 3) formulation of recommendations for staff development in Pakistan to improve education at the higher level. The sample comprised of 20% randomly-selected teaching staff of ten selected universities, degree-awarding institutions from the public sector, and 40% teaching staff of ten selected universities from the private sector. A self-developed questionnaire, consisting of 41 items to be responded to on a five-point Likert scale and two open-ended questions, was used to collect data. The principal researcher approached all the respondents personally by repeated visits and got the completed questionnaires, so this questionnaire also served the purpose of an interview. The analysis of data revealed that the university teachers need training in the following areas: philosophy of education, Islamic philosophy of education, educational psychology, research techniques, professional trends, professional competencies, professional attitude, professional ethics ,global innovations in teaching strategies, classroom management, counselling and guidance, student discipline, communication skills, learning theories, and supervision. Therefore, it is recommended that they may be included in the training curriculum of university teachers. (Contains 6 tables.)

The main objective of this study was to identify the motivational factors in selecting a teaching profession by the teachers. A random sampling technique was used for the selection of the sample consisting of 27 girls' schools of District Kohat as the sample. A structured questionnaire was developed in closed format on the basis of factors identified through observation by the teachers. The data collected through the questionnaires about various aspects of the study were presented in percentages in tabular form and applied to a Chi-square test. (Contains 1 table.)

The major objective of this study was to determine the role of the direct teaching method in the academic achievement of students in English at the secondary level. To achieve the said objective, the "Solomon Four-Design pre-test/post-test equivalent group design" was considered to be the most useful design for this study. The pre-test was used to measure the achievement and was used only to equate the control and experimental groups. The experimental group was taught by the direct method, while the control group was taught by the traditional method. At the end of the treatment, it was concluded that the direct teaching method was more effective as a teaching-learning technique for English as compared to the traditional teaching method.

BackgroundCohen Syndrome (COH1) is a rare autosomal recessive disorder, principally identified by ocular, neural and muscular deficits. We identified three large consanguineous Pakistani families with intellectual disability and in some cases with autistic traits.MethodsClinical assessments were performed in order to allow comparison of clinical features with other VPS13B mutations. Homozygosity mapping followed by whole exome sequencing and Sanger sequencing strategies were used to identify disease-related mutations.ResultsWe identified two novel homozygous deletion mutations in VPS13B, firstly a 1 bp deletion, NM_017890.4:c.6879delT; p.Phe2293Leufs*24, and secondly a deletion of exons 37-40, which co-segregate with affected status. In addition to COH1-related traits, autistic features were reported in a number of family members, contrasting with the "friendly" demeanour often associated with COH1. The c.6879delT mutation is present in two families from different regions of the country, but both from the Baloch sub-ethnic group, and with a shared haplotype, indicating a founder effect among the Baloch population.ConclusionWe suspect that the c.6879delT mutation may be a common cause of COH1 and similar phenotypes among the Baloch population. Additionally, most of the individuals with the c.6879delT mutation in these two families also present with autistic like traits, and suggests that this variant may lead to a distinct autistic-like COH1 subgroup.

Authentic leadership has appeared as a significant field of research. Building on social exchange theory that explicates how individuals mutually mechanize reciprocation and eventually establish a trust-based relationship, we postulated a positive relationship between authentic leadership and followers' organizational citizenship behaviors (OCBs). Based on a two-wave time lagged design, the data were obtained from 270 employees working in a private banking sector of Pakistan. We found that authentic leadership is positively associated with subordinate's OCBs, as well as leads to a higher-level of both affective‐ and cognitive-based followers' trust. The results also indicated that both affective‐ and cognitive-based trust positively mediated the relationship between authentic leadership and OCBs. The implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]