سماج نامہ
ساون ماہ دا بدل آیا دل ہویا مسرور
سجن بھاویں جتھے ہووے ملنا بہت ضرور
دلبر سوہنا ملن نہ آوندا
دل کملا اے بڑا ستوندا
کدی تاں سوہنیا کرم کموندا
دل ملنے لئی ہے مجبور
Coronary artery stenosis bypass by using radial artery is good techniques which have longer outcomes. In coronary artery bypass grafting (CABG) the radial artery has several advantages. The radial artery has a thick muscular wall which is more susceptibleto contraction from the competitive flow. As compared to the open harvesting technique endoscopic harvest of the radial artery has long lasting cosmetic results it also reduces the post-operative complications. The purpose of the study is to compare the two harvesting techniques and compare the short term and long term results related to intra-operative and post-operative outcomes Methods: This is retrospective study (In Queen Alia Heart Institute, Amman, Jordan) to compare endoscopic radial artery technique versus open technique by reviewing patients files through a period between June 2013 and June 2018. Total 50 patients of CABG surgery was selected they were divided into two groups. Group A includes endoscopic radial harvest (n= 10) and Group B includes open harvest (n=40). Data was collected on predesigned Performa. Data were entered and analyze through IBM SPSS 22.0 Results: There was insignificant dissimilarity between the pre-operative outcomes between groups. The Post-operative outcomes were almost same in both groups except hand numbness (P-value<0.005). The comparison of intraoperative outcomes like harvest time between both groups indicate that the mean harvest time in group A was shorter than group B (39.20 + 3.73 Vs 51.90 + 2.09, P-value=0.000). The operative time in group A was higher than the group B (306.0 + 11.6 Vs 278 + 4.25 p-value=0.00). The hospital stays in both groups were insignificantly different (p = 0.09) Conclusions: Endoscopic radial artery harvest is best suited technique for CABG surgery as it significantly decreases the harvest time as well as hospital stay. It is also proven that it is safer, less painful and better wound appearance technique with exceptional outcomes based on positive surgical experience.
English is taught as a second language in the Pakistani context where traditional methods such as Grammar-Translation Method (GTM) are dominant in most of the English language teachers' classroom practices. Generally, teachers are found to be neither equipped nor familiar with the communicative ways of teaching English in general and English speaking skills in particular. Therefore, they face challenges and difficulties in their classroom teaching practices, which limit students' learning and drive the teaching-learning processes towards rote- and examination-oriented learning. Many research studies have been conducted in all aspects and skills of second language learning. I have conducted my study with a similar aim that is, to improve the teaching and learning of English language speaking skills. The study was conducted in a lower secondary community school in Karachi, Pakistan, having a low socio-economic status. The methodology selected for the study was Action Research. This study was conducted to explore how teachers can be facilitated in improving their teaching of English speaking skills to grade six students. This entailed introducing new teaching strategies, such as role play, story-telling, and discussion, along with songs as encouraging activities. The findings of the study can facilitate the present researcher in his context, and therefore, improve his own practice as a teacher educator. Data were collected by using different methods and tools, such as observation, audiorecording of interviews of the participant teacher and classroom lessons, video-recording of the first and last teaching lessons, researcher's and teacher's reflective diaries, and document analysis. The study findings, during the reconnaissance stage, reveal that the existing teaching practices are teacher-centered, GTM- oriented, and replete with use of Urdu language. They also reveal the participating teacher's lack of pedagogical content knowledge and skills in addition to her inadequate English speaking skills. They further show students as passive listeners with minimum class participation, overloaded with tasks requiring heavy writing at the same time. Overall, reading and writing skills were focused with less emphasis given to speaking skill. In contrast, the findings after facilitating the teacher-participant with new teaching strategies demonstrate the following, the strategies improved: her practices of teaching English speaking skills; her awareness concerning pedagogical skills and content knowledge; her understanding of the teacher's role in the class; she also developed various teaching materials and lesson plans, and kept a reflective diary. In addition, the findings revealed some challenges that emerged in the process of facilitating the teacher-participant. For