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ڈاکٹر سلامت اﷲ

ڈاکٹر سلامت اﷲ
مشہور ممتاز ماہر تعلیم ڈاکٹر سلامت اﷲ کا انتقال ۹۰ برس کی عمر میں ۲۳؍ جنوری ۲۰۰۲؁ء کو دہلی میں ہوا اور جامعہ ملیہ اسلامیہ کے قبرستان میں تدفین ہوئی، جامعہ سے عمر بھر ان کا گہرا تعلق رہا، وہ اس کے شعبہ تعلیم (استادوں کے مدرسہ) کے معماروں اور قومی سطح کے ماہرین تعلیم میں تھے۔ رسالہ جامعہ کے شعبہ ادارت سے منسلک تھے اور اس میں ان کے مضامین بھی چھپتے تھے، انہوں نے اردو اور انگریزی میں متعدد کتابیں لکھیں جن میں تعلیم اور اس کا سماجی پس منظر، تعلیم، فلسفہ تعلیم اور سماج، بنیادی استاد کے لئے، ہم کیسے پڑھائیں: Education of Muslims in thought or Basic اور Secular India can Education do it Education وغیرہ قابل ذکر ہیں، وہ عمر بھر علمی و تعلیمی خدمت میں مصروف رہے، ان کی وفات علمی و تعلیمی دنیا کا بڑا حادثہ ہے، اﷲ تعالیٰ ان کی مغفرت فرمائے، آمین!! (ضیاء الدین اصلاحی، اپریل ۲۰۰۲ء)

ROLE OF KINESIOPHOBIA ON PAIN, DISABILITY AND QUALITY OF LIFE IN PATIENTS WITH CHRONIC LOW BACK PAIN: A SYSTEMATIC REVIEW

Background and Aim: The majority of people suffered with low back pain (LBP) at least once during their lifetime. As such, LBP is a highly prevalent and costly condition. People respond inappropriately as a result of current or possible risks and establish defensive habits (for example, hyper-vigilance) that aim at avoiding new injuries. A continued reconciling of studies which provide various answers for the same issue will be necessary for treatment decisions. This study is performed to conclude the function of Kinesiophobia and check it on   Pain, Disability and Quality of Life in Patients that are suffering from Chronic Low Back Pain: A Systematic Review. Methodology: A Systematic Review has been conducted. Secondary data collected from Electronic database including PubMed, Medline and Cochrain Library from inception to 2010. Total 554 Article found out of which 10 articles included in the study after excluding the duplicate article, Quality screening through Pedro Scale, and article don’t fulfilling the inclusion criteria of the study. Review completed within 9 months after approval of synopsis. Results: According to this Review total Sample size was 554 with mean Sample size 130±90, mean Age 46±5 years, Mean of Pain Intensity (VAS 0-10) 6.12±1.5, mean Pain Duration 30±14, mean Kinesiophobia Measures (Tampa Scale of Kinesiophobia 0-68) 37±6.5, mean Disability (Oswestry Disability Index 0-100%) 56±27, mean Quality of Life (SF 36 0-100) 39.17±15.197.  Conclusion: TSK scores showed a statistically significant correlation with Pain, Disability, education level, and SF-36 QOL. As the education level decreases, kinesiophobia scores increase and as kinesiophobia scores increase, Level of disability increases and the quality of life decreases. Patients with kinesiophobia presented greater pain intensity, a greater fear of movement and of performing physical activities and it was also associated with worse quality of life.

Impact of Visiting Teacher Vt Secondary School Mathematics Program on Teachers Classroom Practices

The purpose of this study was to understand the impact of the Visiting Teacher (VT) Mathematics secondary program by inquiring into the pedagogical approaches of selected teachers in Karachi. Furthermore, the challenges they encountered during the implementation of the new instructional strategies in the classrooms were studied. The field work was undertaken in three of Aga Khan University, Institute for Educational Development (AKUIED)' s co-operating schools, from which two male and one female VTs had attended the program in 1998. The data was gathered from VTs, headteachers (HTs), colleagues, students, and course tutors through interviews, observation and documents within a qualitative paradigm. The major findings of the study were that the VT program in Mathematics (secondary) had impacted on VTs to at least some extent, resulting in increased student participation in the classroom. The VT program also contributed to the raising of awareness about the subject of Mathematics and the teaching and learning processes associated with it. This study revealed that prior to joining the program VTs had a lack of conceptual understanding of the subject matter, as well as a lack of awareness of new pedagogical approaches. After the program it was generally found that the teachers were employing new pedagogical approaches. These were found by them to be useful in order to enhance understanding of the concepts to be taught by relating them to life experiences. The program also helped the teachers to develop thinking skills and taught them to place an emphasis on meaningful learning. They developed reflective practice and had enhanced their course content knowledge but punishing students was found to be a common practice. An important finding was that VTs had made a major shift in their perception of teaching and learning and moved from a traditional mode of teaching towards progressive instructional approaches. Challenges faced by VTs in the implementation of new approaches were discussed. In order to improve the program, some recommendations have been proposed.
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