Physical activity in prevention of cancer and better prognosis

Cancer is a multifactorial disease with genetic and environmental risk factors. Environmental factors may also be termed as modifiable risk factors and these contribute towards 35% of cancer related mortalities as reported by World Health Organization. Obesity is the leading risk factor in this regard, causing not only deaths due to cancer but also to many other diseases. Among different factors causing obesity, a major contributor is lack of physical activity. In this era of modern technology and digitalization, sedentary mode of life has become a part of life and is mostly unavoidable. At the same time, there is a rise in the incidence of cancer. In the olden times, people used to do all manual work, a lot of walk, exercise and had healthy life style. Such healthy life style may have prevented them from various diseases.             Physical activity as a therapy on daily basis, is associated with a reduction in incidence of various carcinomas. It may improve overall wellbeing of healthy people as well as diseases persons from various ailments. As it is a common proverb that, “prevention is better than cure”, physical activity serves as a preventive measure for various diseases and also for fitness of normal healthy people. Although it is a known fact, yet planned population studies are required to provide evidence. Instead of unorganized physical activities, a structured physical activity may help in improvement of condition of cancer patients, prevention of cancer, cancer related deaths as well we quality of life. Healthcare providers should guide the patients in this regard.             There is lack of awareness among physicians and mostly they don’t refer them to physical therapists. There is also lack of information regarding the implementation of the programs and regimens of physical exercises for different diseases and cancers. Physical therapists may guide the patients in terms of frequency, intensity, duration of exercises which may serve as a betterment of their condition.

The Influences of Performance Appraisal on Teachers Professional Development: A Case Study of a Private School in Karachi, Pakistan

Development is implicit at every stage of appraisal irrespective of the approach; be it developmental (formative) or accountable (summative) (Bollington, Hopkins & West, 1993). If properly constructed and presented; the performance appraisal system can improve professional development of teachers, the management of the school, and students' learning outcomes. The focus of this study was to unpack the influences of performance appraisal on teachers' professional development. This study was conducted in one of the private schools in Karachi, Pakistan; and it involved ten participants, six appraisees, three appraisers and one reviewer. Data were collected using exploratory nature case study within the qualitative paradigm of research. Interviews and the document analysis were the major source of data collection. As a result of qualitative data analysis, the study has generated some findings related to the influence of performance appraisal on teachers' professional development. The study revealed that appraisees unanimously identified the purpose of appraisal as a summative assessment of teachers' performance for making administrative decisions such as; deciding annual increment and making teachers more accountable to school rule and regulations. The suggestions made by appraisees confirmed that the teachers did not perceive that there was a link between appraisal and the professional development of teachers. In contrast, the appraisers collectively considered performance appraisal as a tool to appreciate teachers' potentials and to identify areas for further enhancement. In addition, the findings of the study further suggest that the process of performance appraisal influences relations within teachers, and between teachers and supervisors negatively if handled in a less professional way. The findings of this study also suggest that a system of shared, informed and mutually agreed policy on performance appraisal should be developed by involving all key contributors and disseminated to all teachers to make the process clearer to all. This is also important to strengthen trust between teachers and the management of the school. The findings of this study may provide a useful insight to schools i.e. those who are in the process to introduce performance appraisal, or are reviewing their appraisal system and policies.