Dengue Fever: A Continuous Threat

Dengue fever is a vector borne disease and is caused by DEN Virus. This virus has four different serotypes. The vectors are two mosquitoes known as Aedesaegypti (the yellow fever mosquito) and Aedesalbopictus(the Asian tiger mosquito).  First case of dengue fever was reported back in 1994 in Karachi. A complete outbreak of this epidemic shook the whole nation in 2012. Uptill now, Lahore a city full of culture, witnessed about 16,580 confirmed cases and 257 deaths. About 5000 confirmed cases with 60 deaths were reported from the rest of the provinces. Under guidelines of WHO, Government has made efforts to combat this epidemic. Although the overall efforts have minimized the outbreak on controllable levels but dengue fever is a continuous threat. Since no permanent cure is available, the transmission of DEN virus is controlled indirectly. So the prime focus is to control mosquito population and decrease the possible hot spots i.e. Mosquito breeding sites in human habitations. Every year, the country witnesses monsoon season which brings vast areas full of clear standing waters providing breeding sites for mosquitoes which ultimately leads to increased number of patients suffering from dengue fever. Efforts have been made to fight against dengue including formation of dengue wards in hospitals, vector surveillance, community education, reactive vector control etc. A study has shown prevalence of four mosquito genera in Pakistan including Aedes, Culex, Armigeresand Anopheles. All of the above mentioned genera are associated with disease transmissions as they are the vectors of different viruses and parasites. It is the need of hour to do a collaborative effort stressing the community mobilization and management in war against dengue.

A Study of Formative Assessment Strategies in the Teaching of Mathematics in a Private Primary School in Karachi, Pakistan

Assessment is an indispensable component in any learning institution, be it formal or informal. Without assessment it is hard to know the strengths and weaknesses of both teachers and students in teaching and learning. The ultimate aim of any institution of learning is progress and it cannot be attained unless there is assessment. However, not all forms of assessment can bring about progress. Improvement in the teaching-learning process for the benefit of both teachers and students is always at the centre of formative assessment (Black &Wiliam, 1998). I designed this study to develop an in-depth understanding into the use of formative assessment strategies in the teaching of mathematics. This study took place in a private primary school in Karachi, Pakistan. It was conducted in classes four and five. I used a qualitative design of research, in which classroom lesson observations, post observation conferences, interviews and review of documents served as tools of data collection. Research participants were mainly teachers and students. I also got supplementary information from the head teacher to have a holistic picture of the whole study with regard to assessment practices in the school. The findings revealed that there were a number formative assessment strategies used in the teaching of mathematics at the time of the study. The assessment strategies that were being used at the time of data collection were: questioning, marking and feedback, review of the previous work, and end-of topic tests. It was also found that there were facilitating and constraining factors that affected the use of formative assessment. I conclude with recommendations for the school administrators and teachers of the school in which the study was conducted. I also propose further studies in the same area of research community, with special focus in developing countries to see how effectively formative assessment can be applied.