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خرگوش تے گدڑ

خرگوش تے گدڑ

اک سی خرگوش تے اک سی گدڑ۔ خرگوش گدڑ دا ماما سی۔ دونواں نے اک اک بیری دا رکھ لایا۔ خرگوش اپنی بیری نوں ویلے سر پانی دیندا، دوجے جانوراں توں راکھی کردا تاں جے اوہ ایس نوں کھا نہ جاون۔ گدڑ اپنی بیری ولوں اوناں ای لاپرواہ سی۔ کدے کدے پانی دیندا۔ اوہ وی گندی نالی دا۔ کجھ دناں دے بعد دوہاں دیاں بیریاں وڈیاں ہو گئیاں۔خرگوش دی بیری نوں مٹھے تے گدڑ دی بیری نوں کوڑے بیر لگدے سن۔ جدوں گدڑ نے بیر کھانے ہوندے تاں اوہ خرگوش کولوں منگ لیندا۔ اسرے بیر کھا کے اوہ ہور بیر منگدا تاں خرگوش آکھدا بس بس، سواد پے جاؤ گا۔

اک دن خرگوش تے گدڑ بازار گئے اور ویکھیا کہ اک دکان تے اوہدا مالک موجود نہیں۔ اوہ دونویں دکان اندر وڑ جاندے نیں۔ خرگوش آپ کھنڈ دی بوری اتے بہہ کے مزے نال کھنڈ کھاندا رہندا اے۔ گدڑ نوں اوہ مر چاں والی بوری اتے بہا دیندا اے۔ گدڑ نوں جدوں مرچاں چڑھ دیا نیں تاں اوہ خرگوش کولوں کھنڈ کھاون نوں منگدا اے۔ خرگوش اوہنوں آکھدا اے کہ چپ کر جا۔ تیری آواز سن کے دکان دار نہ آ جاوے۔ اپنے چرنوں دکان دار آ جاندا اے۔ خرگوش چھیتی نال اوتھوں نس جاندا اے تے گدڑ دکان دار دے قابو آ جاندا اے۔ شام نوں اوہ گدڑ نوں اپنے گھر لیا کے بنھ لیندا اے۔ اوہ گدڑ نوں کھاون نوں سکی روٹیاں تے پین نوں گرم پانی دیندا ٓے۔ ایس پاروں گدڑ بہت ماڑا ہو گیا۔

کجھ دناں بعد اوس نوں کسے دوسرے شہر کم لئی جانا پیندا اے۔ اوہ اپنی گھر والی نوں آکھدا اے کہ گدڑ نوں سکی روٹی دینی اے تے پین لئی گرم پانی۔ اوہدے گھر والی بولی ہوندی...

The Big Shift: Examining Practices, Challenges, and Coping Mechanisms of Teachers and Students in Transitioning to Modular Distance Learning

In response to the COVID-19 pandemic threat, the Department of Education (DepEd) established the Basic Education - Learning Continuity Plan (BE-LCP) to allow students to continue their education and teachers to conduct instruction in a safe working and learning environment. As a result, DepEd implemented the distance learning approach, including Modular Distance Learning (MDL), for the School Year 2020-2021. This paper investigated the practices, challenges, and coping mechanisms of teachers and students involved in the implementation of the MDL in Schools Division of Laoag City. This qualitative research utilized semi-structured interview guide to collect data from 20 teachers and 20 learners from elementary, junior high and senior high schools. Using the phenomenological study, data were analyzed and organized into themes. The study's major themes revealed that teachers and students began familiarizing themselves with the features of MDL but encountered challenges such as printing, distribution, and retrieval of modules, as well as monitoring of student progress on the part of the teacher and answering overloaded activities on the part of the students. They claimed, however, that they have unique coping mechanisms in dealing with the identified challenges by resolving issues independently and seeking help from family and colleagues. Finally, the Modular Distance Learning Adoption Framework (MDLAF) was developed and validated for teachers and students to effectively adopt MDL. The researchers recommended that relevant scaffolding such as capacity building, counseling and instructional support be provided to both teachers and students to effectively adopt different learning modalities such as MDL.

Outcomes of Caudal Block in Children Undergone Lower Umbilical Surgeries at French Medical Institute for Mother and Child Health, Kabul, Afghanistan

Background: Pain management is one of the important components of balanced anaesthesia. It can be provided by different methods such as intravenous, intramuscular, orally, topical or regional. Caudal block has grown to become the most popular, safe and easy regional anaesthetic technique to be performed in children undergoing lower umbilical surgeries. Objective: The study was conducted to assess the analgesic effect that is the duration and quality of analgesia provided by a single shot caudal epidural block using bupivacaine 0.25% for intraoperative and postoperative pain relief in children undergoing lower umbilical surgeries in FMIC Hospital, Afghanistan. The objective was to determine the success rate of Caudal Block among children undergone lower umbilical surgeries and received Caudal Block at French Medical Institute for Mothers and Children (FMIC), Kabul, Afghanistan.Methodology: A Retrospective Case Series study was done to achieve the study objectives. The study population was comprised of all the children undergone lower umbilical surgeries and received Caudal Block at French Medical Institute for Children (FMIC), Kabul, Afghanistan. Purposive sampling was utilized to recruit study subjects. Statistical Package for Social Sciences (SPSS) version 22.0 was used to run descriptive and inferential statistics. Chi-square test of independence was run to explore the association between independent and dependent variables. Results: The present study revealed that the success rate of caudal block was 94.3%. All successful cases of caudal blocks were regarded as clinically effective. None of the patient had an increase in hemodynamic or respiratory parameters during surgery. Nearly all, 197 (99.5%) had successful caudal block. The participants had normal heart rate or slightly low HR (not more than 5 to 10 % from baseline HR) during anaesthesia and only 1 (0.5%) participant was bradycardia. Our results showed caudal block with single shot injection of 0.25% bupivacaine provided a long lasting analgesia. Caudal bupivacaine provided analgesia had a duration of equal or more than four hours. Majority of patient received pain killer (Nalbluphine) after four hour of caudal block. In our study, most of the patients, 194 (98%) patients had not experienced post anaesthesia side effects, whereas only 4 (2%) patients had post anaesthesia side effects (nausea or vomiting). None of the cases in our study required additional analgesics during operation.Conclusion: Caudal block provided adequate intraoperative and postoperative analgesia for children under going lower umbilical surgeries with a success rate of 94.3%. Duration of analgesia demonstrated was equal to or more than four
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