Channel Assortment Strategy for Reliable Communication in Multi-Hop Cognitive Radio Networks

In this paper, we propose a channel assortment strategy for Reliable Communication in Multi-Hop Cognitive Radio Networks

Emergency section and overcrowding in a university hospital of Karachi, Pakistan

Objective: To quantify the extent of Emergency Section overcrowding at a tertiary care hospital and to identify possible solutions.Methods: This was a retrospective chart review of all the patients presented to the Aga Khan University Hospital\u27s (AKUH) Emergency Section (ES). The ES information system has an automatic patient log and generates daily report for patients who stay longer than 6 hours. The charts of all patients who stayed longer than 6 hours were reviewed.Results: Among 9630 patients, 1999 (20.8%) were held in the ES for more than 6 hours. Of those 134 (6.7%) were discharged from the ES, while 1535 (76.8) were admitted to the hospital. About two-third of all delays were due to unavailability of bed, followed by financial constraints, involvement of multiple specialty, and because the admitting residents wanted to investigate the patients more thoroughly.CONCLUSION: Significant overcrowding exists in Emergency Section of the hospital. Four solutions were proposed: (1) early discharges of in-patients, (2) creation of a holding unit, (3) flexible ward assignment, (4) active inter-facility transfer. These efforts will lead to an optimal care in the Emergency Section in rising patient demand

Teacher education in Pakistan with particular reference to teachers\u27 conceptions of teaching

This paper discusses teacher education in Pakistan with particular emphasis on teachers’ conceptions of teaching in improving quality of education. This paper is based on an initial study that examines teachers’ conceptions of teaching in the context of Pakistan. The study seeks to explore whether teachers’ conceptions of teaching influence decision-making in classroom teaching. It describes conditions of teaching and learning in Pakistan and argues for reform in teacher education to improve quality of teaching and learning

Changing assessment practices in Pakistani schools : A case of AKU-EB middle school assessment framework

Assessment is inevitably linked with the processes of teaching and learning. Assessment for learning (AFL), the focus of this paper, is germane to students’ learning in that the purpose of AFL is to help students improve their learning in light of the feedback they receive on the quality of their work. Educational research indicats that AFL is a viable alternative to traditional examination system at school level, and in case of high stake public examinations, it helps students perform better at summative examinations, especially when both formative and summative assessments are used in tandem (Assessment Reform Group, various papers; The State of Queensland, Department of Education, (n.d, online); Klenowski, 2002; Elwood and Klenowski (2000). The Aga Khan University Examination Board (AKU-EB) has introduced AFL in its Middle School Assessment Framework (MSAF, grades VI to VIII through two modes of assessment: Progress tests and project portfolio. Being formative, these are offered as diagnostic tools to support students in their educational processes so that they are better prepared for their current and future learning. The focus of this paper is on project portfolios and their assessment. Adopting a multi-disciplinary inquiry approach, students are engaged in collaborative as well as independent learning and reflection. Assessment, therefore, is built in as a continuous process. The emphasis is on the process of learning leading to a final product and reported in the form of competencies achieved in a ‘personal achievement record’, based on a number of assessment processes. The paper presents a critique of conventional school assessment based on marks and grades and suggests that portfolio assessment is a viable alternative to be used in schools in Pakistan at least up to Middle school level, based on descriptive remarks, feedback, and peer and self-assessment in developing critical competencies in students. Since the framework has only been introduced last year, its results are not yet available to gauge its impact on learning