FREQUENCY OF TIBIA VARA AMONG OBESE ADOLESCENTS: DESCRIPTIVE CROSS-SECTIONAL STUDY

Background of the study: Tibia Vara is defined as a growth abnormality which leads to Varus malalignment of the lower limb. It is caused by excessive loading on the medial part of proximal tibia. Progressive Tibia Vara can result in a bowleg deformity which is most noticeable in posteromedial part of upper tibial physis. Other than that, it gives rise to in toeing of feet and lateral knee thrust, altering the normal biomechanics of an individual. This study aim to determine the frequency of Tibia Vara among obese adolescents (13-18years). Methodology: A descriptive cross-sectional study was done using non probability convenient sampling. Total 214 obese adolescents of age range 13 to 18 years were recruited from different parks and schools of Lahore. Adolescents with BMI less than 30 and with history of fracture or dislocation in the lower limb were excluded from the study. Manual goniometer was used to assess tibia vara in obese adolescent which had an intra-rater reliability of 0.75. Results: Out of 214 obese adolescents, 128 were male and 86 were female. The percentage of Tibia Vara in this population was found to be 38% (n= 82). Whereas; on the basis of gender, male participants presenting with Tibia vara was found to be 26% (n= 56) and the percentage of females reported with Tibia vara was only 12% (n= 26). Conclusion: Tibia vara had been reported in 38% of the obese adolescents in Lahore, Pakistan. Whereas, on the basis of gender most frequently tibia vara was reported among male participants.

An Exploratory Study of the Concept of Teaching Moments in a Pakistani Mathematics Classroom

This study set out to explore the concept of teaching moments in a Pakistani mathematics classroom, using the definition of the concept given by Mason et al. (1989) in a draft article ;the Study of Teaching-Moments as the guiding operational definition. A qualitative approach was adopted for the study since it involved capturing the teachers' thinking and feelings when making interactive decisions. These aspects could best be studied by allowing the participating teachers to relate their thinking and feelings. The study found that teaching moments existed in the classrooms in which I conducted my study. They were characterised by the teachers' perceptions of classroom events. The teachers' perceptions of the classroom events guided their reactions. Furthermore, this study has shown that student- related events predominated in bringing about teaching moments. It has also shown that there were several categories of teaching moments; namely, blip, extended, fork and ineffective. In some cases opportunities were identified by the researcher which were not transformed into teaching moments by the teachers. These have been labeled ‘’potential teaching moments.’’ This report concludes by highlighting the pedagogical potential of teaching moments which can be tapped only if teachers are sensitised to notice opportunities and accurately react to the noticed opportunities by studying mathematics as a connected body of knowledge and as a human activity. It therefore recommends a ‘’realistic approach’’ of mathematics teaching for prospective mathematics teachers.