Education Curriculum of Learning In Children

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society.  The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose.  At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc.  A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989).  Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning.  Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio.  The High/Scope Child Observation Record is also used to assess children’s development.  According to Ronald Barnett, learning may or may not take place when a subject is taught.  While discussing this point he has presented two contrasting images of quality.  They are institutional performance and student experience, student learning or student achievement.  The teacher in his opinion is central to higher education.  Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning.  This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences.  He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands.  Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

Prevalence of H9 Avian Influenza Virus Among Poultry Workers in District Rawalpindi, Pakistan

Avian influenza virus (AIV) subtype H9 carries great zoonotic potential and human infections have been reported in influenza endemic countries. To the best of our knowledge, very little is known of seroprevalence of H9 in human population in Pakistan. The main intention with which the current study conducted to report the prevalence of the H9 virus among the poultry workers and to add a new piece of knowledge to its prevalence in Pakistan which is the first step taken for before control measures can be executed.Overall 325 sera samples were obtained from poultry encounterd population and a general publicfrom January 2018 to September 2018 in Rawalpindi, Pakistan. Haemagglutinin-inhibiting (HI) assay was performed to determine the seropositivity for serum samples. Overall seroprevalence level of anti-H9 antibody titres was 12 % (39/325) in occupational individuals and general population (control group). Anti-H9 antibody titres was 8.8%, 8.% and 34.1% in age groups of 16-39, 40-59 and >60 years respectively of poultry-exposed workers. On the other hand, anti-H9 antibody titres of general population was 25% and 16.6% in age groups of 16-39 and 40-59 respectively. Interestingly, anti-H9 antibody titres in the general population among 16?39 was 25% and among 40?59 was 16.6%. The highest percentage of sero-positivity (13.7%) of antibody titer to H9N2 was found in the poultry butchers followed by poultry farm workers 11.4%. The lowest seropositivity (7.1%) was recorded in veterinarian. Serum samples from males revealed significantly higher anti-H9 antibody titre (12.4%) than females (8.5%).It revealed that antibody titer of butcher, had significant (P<0.05) difference from antibody titer of poultry salesmen and veterinarians but non-significant difference from poultry farm workers. Antibody titer of butcher had differed significantly (P<0.05) as compared to group of general population. In the control group (general population group), 17 individual (68%) had no detectable antibody titer against H9N2 and only 12% people had antibody titer of = 1:40. To recapitulate, our findings revealed poential transmission AIV H9 subtype from avian to humans and highlighted that poultry professional linked people are at great risk of AIV infections than general population. Hence, further detailed and more systemic approaches to study seroprevalence ofH9N2 AIV infections in human and live poultry population in all over Pakistan is recommended to determine the relations between clinical significance and seropisitivity in humnas and identify possible solutions to reduce the transmission of AIV in poultry workerfrom live poultry.