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Home > Exploring Gaps and Students’ Difficulties in Text and Visuals About Chemical Bonding and Acids &Amp; Bases in Grade Nine Chemistry Textbook of Sindh Textbook Board

Exploring Gaps and Students’ Difficulties in Text and Visuals About Chemical Bonding and Acids &Amp; Bases in Grade Nine Chemistry Textbook of Sindh Textbook Board

Thesis Info

Author

Zill-E-Huma,

Department

Professional Development Centre, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2015

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676727909411

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The study engaged six secondary chemistry teachers in analysis of text and visuals of some selected topics of chemical bonding and acids and bases in Sindh Textbook Board’s grade nine chemistry textbook. The purpose of analysis was to explore gaps in the selected text and visuals. Along with analysis teachers’ views about improvement of the selected text and visuals were also collected. Furthermore, the study explored students’ difficulties with the selected text and visuals. The study used qualitative exploratory study design. The data collection tools used were questionnaires and focus group interviews. Separate questionnaires for teachers and students were developed by the researcher. The study engaged six chemistry teachers from four different schools of Karachi (three government and one private) and twelve grade nine students from another government girls’ high school of Karachi. The major findings from teachers revealed that some text of the selected concepts in the textbook lacked adequate explanation. These concepts are: (a) introduction to chemical bond formation (b) electrostatic nature of covalent bond (c) development of charge on ions (d) limitations of Arrhenius and Lowery-Bronsted models of acids & bases (e) some scientific terms like delocalization, concept of litmus etc. The study also found that the explanation of the selected concepts given in text lacked inclusion of students’ previous knowledge and analogies. It was also discovered during the study that absence of sub-microscopic level and macroscopic level diagrams about given chemical reactions of acids and bases made the concept difficult for the students. Students were also found struggling with dot and cross diagrams and high use of scientific language in text. The study recommends textbooks writers to include the important information and explanations of the concepts in the text that has been found missing during this study. Moreover, it is also recommended to textbook writers that incorporation of students’ previous knowledge, analogies, macroscopic and sub-microscopic level visuals about chemical equations is made in the text. Similarly, textbook writers are recommended to use simple language in text for explaining chemical concepts rather than using a lot of scientific terms. Furthermore, teachers are recommended to provide that important content to students during teaching which is missing in textbook.
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۔غزل

غزل۔۔۔ڈاکٹرالیاس عاجز

مری  آہ  و  فُغاں   سُن   کر   خفا   دربار   ہیں  مُجھ  پر
مَیں  باغی  ہوں  مگر   پہلے  بغاوت   کا  سبب  جانو
اِدھر   بے    زار   ہوں   مَیں   حاشیہ   بردار   ٹولے   سے
اگر   حکمِ   اطاعت   ہے   تو    پھر    یہ   یاد  رکھ  لینا
سُبُک   سر   لوگ   بستی  کے   مرا   اب   خوں بہاٸیں گے
اسیری   میں  حُرِیَّت   کی   فضا    میں   خود  بناٶں  گا
مَیں بیعت  کر  تو سکتا  ہوں مگر  پھر جھوٹ پر  مبنی
مرے  لفظوں میں  رنج  و  غم  سمٹ  آتا   ہے   اُمَّت  کا
نہ  سمجھو  کھیل  لفظوں کا  یہ  دل کو چیر نکلے  ہیں

 

یہ لکھتے اُن کی جانب  سے  کٸی  اخبار  ہیں  مُجھ  پر
وگرنہ  ہتھکنڈے  اوچھے سبھی  بے  کار   ہیں  مجھ  پر
اُدھر    ظِلِّ    اِلٰہی   بھی    بڑے    قہار   ہیں  مُجھ  پر
حُسینی   ہوں  کٸی  واجب  ابھی   انکار   ہیں  مجھ  پر
کہ کھینچے شش جِہَت سے  تیر اور تلوار  ہیں  مجھ  پر
فلک  تک  پھر اُٹھاٸے  جو  دَر  و  دیوار   ہیں  مُجھ  پر
قصیدے   شاہ   کے  لکھنا  بڑے   دُشوار  ہیں  مجھ  پر
کہ  ماضی حال و مستقبل  سبھی  بیدار  ہیں  مجھ  پر
وَرُودِ جسم  و جاں عاجز جو  بھی اشعار  ہیں  مجھ  پر

اسلامی نظام معاشرت میں عدل اجتماعی کی اطلاقی معاشی نوعیت

There is no doubt that the economic system of Islam is stable and compassionate which is based on "Human Amity." This system and its features are utterly beneficial for humanity irrespective of their caste, creed, reigion and religion etc. The specialities of social justice that are applied in the economic field provide such comprehensive and versatile version which makes the utility of the economic system even more pertinent. The humanity can adopt this system to ensure their well-being and welfare.  More importantly, as this system is based on economic justice rather equality, which means, it’s the natural system that depends on human capacities, efforts, innate necessities and abilities. The more a man strives, the more benefit he gets. However, it also sets out the principle of financing those who try hard but stay behind in the economic race. In addition, the fundamental philosophy of this system is to protect the economic rights of the society and provides resources to everyone for equitable economic struggle, with no discrimination. The economic systems around the world suffer from inflation and precariousness, while Social Justice proves to be a remedy to the said scenarios.

Effect of a Voice Recognition System on Paediatric Outpatient Medication Errors

Background: Medication errors have potential to cause harm and death; especially children who are three times more vulnerable than adults. Risk of medication errors is higher in out- patient settings due to a stressful work environment with less familiarity of individual patients. This problem in sub-Saharan Africa is however largely undetermined. A Voice Recognition System that converts verbal messages into text and stores it in a database in a retrievable format could impact on reduction of medication errors. Objectives: The primary objective was to compare medication prescription and dispensing errors in written prescriptions with those from a Voice Recognition System. Secondary objectives were to determine the types and frequency of medication errors, determinants of medication errors and acceptability of routine use of a Voice Recognition System to make medication prescriptions. Study design: A before -after Intervention study to determine the impact of introduction of a Voice Recognition System on the occurrence of medication errors. Methods: Prescriptions issued from the Paediatric Accident and Emergency Department at Aga Khan University Hospital Nairobi over a six month period were randomly selected and analyzed for errors. Patient‟s bio-data, diagnosis, prescriber‟s specialization and time of prescription were retrieved from outpatient medical records and documented in a standard study tool. A Voice Recognition System was installed and doctors and pharmacists consenting to use Voice Recognition were trained to enhance proficiency in its use. During consultations, doctors enrolled patients who provided written informed consent to have their prescriptions made using Voice Recognition. Prescription and dispensing records were analysed to determine the occurrence of medication errors. Questionnaires were issued to pharmacists and doctors to rate the use of Voice Recognition in the medication process. Results: During the VRS phase the proportion of female patients reviewed were 56.9% compared to 40% in the pre VRS phase. (OR= 0.5 (95% CI 0.37-0.69), P<0.001). The top five conditions diagnosed at the pediatric A&E department were upper respiratory tract infections, urinary tract infections, tonsillitis, pharyngitis and gastroenteritis. Incidence was similar in both pre VRS and VRS phases. (51.5% and 58.3% OR=0.74 (95% CI 0.53-1.01), P=0.063.) Overall, there was a 19.5% reduction in prescription errors from 86.1% in the pre Voice Recognition phase to 69.3% in the Voice Recognition phase (P<0.001). Among prescription errors analysed, there was a 31.9% reduction in omitted drug route (P <0.001) and a 64.8 % reduction in incorrect drug dose (P<0.001). Analysis of dispensing errors revealed the greatest