PHYSICAL THERAPY TREATMENT IN POSTNATAL WOMEN

Background: The postnatal period starts at the time when a mother gives birth to a baby; all changes that occur during pregnancy come back to a normal state like hormonal levels, size of the uterus, and weight. According to WHO this is the most ignorant period for postnatal women and their children by the society which is a bitter reality that’s why death is common in many mothers and children during the postnatal period. In Physical therapy, Gynecological rehabilitation is an important part of treatment and also a topic of consideration for referrals to doctors in the postnatal period to improve the issues related to postnatal women. Objective: To enhance the knowledge regarding the role of Physical therapy in the postnatal period of women. Search Strategy: This is a review article with extracts from various search engines like PubMed, CDC, MP, MCHI, Google scholar, Sci-Hub, etc. It is used to increase the knowledge regarding various treatment options in physical therapy that are helpful for postnatal women without causing side effects. Conclusion: Physical therapy consists of many interventions that can be beneficial, and it improves the quality of life of postnatal women.

Exploring Efficacy of Geogebra in Development of Geometrical Reasoning Skills of Students of Grade 7

In the Pakistani context, teachers and students often find it difficult to teach and learn geometry, particularly proofs using deductive reasoning skills. Dynamic Geometry Software (DGS) is a widely recognised tool that mediates students’ reasoning skills. However, its efficacy in developing the reasoning skills has not yet been explored in the Pakistani school contexts. Before spending the time and resources in integrating the software in geometry instruction, it is necessary to investigate the effectiveness of DGS in the Pakistani context. This study, therefore, aimed at determining the effect of DGS (Geogebra) on reasoning skills of students of Grade 7 in one of the private schools in Karachi, Pakistan. The study used quasi-experimental pre-test and post-test design. Sample of 40 and 36 students comprised Experiment Group (EG) and Control Group (CG), respectively. In the pre-test CG performed significantly better than EG (U=468, z=-2.659, pr=0.31). However, in the post-test, score of EG (Mdn=6.50) was higher, as compared to score of CG (Mdn=6.00), although the difference was not significant which is represented by small sized effect (U =615.50, z=-1.098, p>0.05, r=0.125). Specifically, DGS-based instructions resulted in significant improvement at visualisation level as compared to the instructions without DGS. However, both instructions (with and without DGS) were equally helpful at the analysis and deduction level. Nevertheless, no improvement was reported at the informal deduction level. The findings of this study encourage the practitioners to use DGS for the development of students’ geometrical reasoning, especially while designing the instructions at visualisation level.