Are we geared for the upcoming challenges by nCoV-19 or is it still grim news…?

The novel Corona Virus (nCoV-2019), clouded the entire world during the year 2020; with its emergence in December 2019 from Wuhan, China. The nCoV-19 is a novel variant of the Coronavirus family, with its predecessors been implicated for the pandemics of Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV); that caused flu-like condition and respiratory distress symptoms [1-6]. The viral strain also intrudes on extra-pulmonary relevance; being involved with deranging immunity as evidenced by lymphopenia and a prolonged prothrombin time; it impacts cardiomyocytes and pancreatic tissue directly [7-11]. These implications of nCoV-19 does suggest a long-term relevance of the disease profile. The emergenceof nCoV-2019 was quick to gain a pandemic status worldwide. An immense shift in the influx of the type of patients was observed, that imparted a false impression of a reduction in cardiovascular and metabolic patient presentation; formerly that had been the majority engaging the worlds’ healthcare facility. But as the world prepares itself for a possible second wave of the n-CoV-19, a prudent approach would be to remind us of the history lessons from the previous corona-led pandemic, such as MERS and SARS. This editorial will emphasize on channeling our focus to nCoV-19 implications on cardiovascular and metabolic disorders. The pandemics of SARS-CoV during 2002-2003 and MERS-CoV in 2012 highlight the long term relevance of coronavirus to cardiac and metabolic disease pathologies, both during and in the aftermath of these pandemics [3]. The SARS-CoV had demonstrated an increase of cardiovascular problems by 44%, hyperlipidemia by 68% and diabetes mellitus by 60%, in people who had recovered from the viral attack [12, 13]. Likewise, MERS-CoV had also embarked an increase of cardiac disorders by 30% and hypertension by 50% and diabetes mellitus by 50% [3, 8, 9]. Published research on nCoV-19 has hinted for a similar rising trend of cardiovascular and metabolic complexities. An increase in cardiac troponin level is observed with increased cases of myocarditis and heart failure [14]. A 20% increase in the incidence of diabetes and a 40 % rise in cardiovascular and cerebrovascular diseases is observed with nCoV-19 [8, 9]. Little do we comprehend that the involvement of angiotensin converting enzyme 2 (ACE2) receptors could play havoc on endothelium, kidney, intestine, liver and any other organ [15]. The nCoV-19 has thrown a curveball to the realm of the worldwide health and financial setting. Even with the current economic predicament it does seems prudent to be prepared in advance for the long term consequences of this pandemic. The bigger question would be to, not just direct our efforts at countering the possible second wave of nCoV-19 but also for the possible chaos of cardiovascular and metabolic disease outfall, impacting the world health system.

Proposition of Agricultural Education Curriculum and its Teaching Strategies for Secondary Education in Pakistan

Agricultural education is the key component of development and growth of agriculture. This becomes essential when agriculture provides the base for economy of any country like Pakistan. This has vital role for building the capacity of the people in agricultural profession. Many universities and colleges have been offering agricultural education at undergraduate, graduate and postgraduate levels and lastly, they have also started intermediate pre-Agriculture program. At the same time, the subject of agriculture has been a part of elementary school for many years. This analysis leads to conclusion that the gap that is still existing for the provision of agricultural education at secondary level. To fill this gap, at first level, the curriculum of agriculture must be in hand to start this program but still that has not been developed and launched at secondary level. This study aims at exploring the propositions of agricultural education curriculum and its teaching strategies at secondary level. This research automatically leads to fulfill the demand for agriculture education in schools to provide skilled persons as massive agricultural workforce. The objectives of the study were: a) To review the national educational policies, plans, projects and policy documents regarding agricultural education at secondary level. b) To assess the need of agricultural education for secondary level in relation to intermediate pre-agriculture program. c) To explore the possibilities for proposition of curriculum for agricultural education according to opinions of experts from agriculture. d) To explore teacher training strategies in relation to possibilities of agricultural education at secondary level through the opinion of experts from teacher education. The nature of study was descriptive. The study was conducted in three steps. At the first step; documentary analysis technique was used. Further, the need of agricultural education curriculum for secondary level was assessed. Purposive sampling technique was used to select subject specialists from University of Agriculture Faisalabad and Rawalpindi. At the second step; the data were collected through three round Delphi technique for proposition of agricultural education curriculum. At third step; purposive sampling technique was used to select expert teachers in teacher education from universities of Islamabad and Rawalpindi. At this step, possible ways were proposed for teacher training in agricultural education at secondary level. The data were analyzed with frequencies, percentages, mean, and standard deviation. The qualitative data were analyzed by themes and analytical approach. This research suggests that agriculture education may be launched at secondary school level and proposed some possibilities to fit agriculture education at secondary level. It is highly recommended that agriculture may be teach as an elective subject in science group. The research suggests that advance knowledge in field of agriculture with pedagogical skills are necessary for teaching of agriculture at secondary level like BS. or B.Sc. (Hons.) in agriculture with B.Ed. or advance diploma in teaching of agriculture. So, this study provides practical directions to policy makers and curriculum planners.