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Objective: To study frequency and associated factors for care giving among elderly Patients visiting a teaching hospital in Karachi, Pakistan. Methodology: A cross sectional questionnaire-based study was conducted at the Community Health Centre (CHC), Aga Khan University Hospital (AKUH) Karachi, Pakistan from September to November 2009. All individuals, visiting the CHC and aged 65 years or above were interviewed after taking written informed consent. Results: A total of 400 elderly completed the interview. Majority were females, 65-69 years age, More than half of the individuals ie: 227 (85%) had received Care Giver experience for assistance and among these 195(72%) had care provided by an immediate family member. A large proportion of them stated that their Care Givers managed to provide less than four hours in a day for care giving. Around 37% showed substantial improvement in their relationship with the care givers. About 70% of the respondents stated that the care provided by the Care Giver improved their quality of life. Conclusion: Elderly care is provided by majority of the family members resulting in increased satisfaction level, however small number still not satisfied due to unfulfilled need of these older people. This demands that efforts should be made to strengthen the family support by increasing awareness regarding elderly care and arranging support system by the government.

AbstractMicro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students' digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new "normal" classes for a pre-service teacher's instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning.

Lost & Found is a strategy card-to-mobile game series that teaches medieval religious legal systems with attention to period accuracy and cultural and historical context. The Lost & Found project seeks to expand the discourse around religious legal systems, to enrich public conversations in a variety of communities, and to promote greater understanding of the religious traditions that build the fabric of the United States. Comparative religious literacy can build bridges between and within communities and prepare learners to be responsible citizens in our pluralist democracy. The first game in the series is a strategy game called Lost & Found (high school and up). In Lost & Found, players take on the role of villagers who must balance family needs with communal needs. Play is at times cooperative, at times competitive. The game emphasizes the prosocial aspects of religious legal systems, including collaboration and cooperation through trade-off decisions. The second game in the series, Lost & Found: Order in the Court—The Party Game (junior high school and up) is a fast-paced storytelling and judging game. Players compete to tell the best story about how a medieval legal ruling may have gotten to court in the first place. The game emphasizes legal reasoning. Both games are set in Fustat (Old Cairo) in the 12th century, a crossroads of religions. Lost & Found and Order in the Court both teach elements of the Mishneh Torah, the Jewish legal code written by Moses Maimonides. An Islamic law expansion module is currently in development. http://www.lostandfoundthegame.com

Counselling and psychotherapy training often incorporates experiential learning to help students understand and explore different aspects of self. Lecturers and tutors, facilitating such courses, can also share aspects of their lived experience, as a form of experiential learning. This article describes a workshop on power and anti-oppressive practice that was delivered to counselling students in a Master of Arts (MA) in Counselling and Psychotherapy Practice. Two lecturers (Beverley and Peter) used their lived experiences of racism and homophobia to stimulate student discussion and debate—effectively, they were using self as a teaching tool. This article details their experiences and reflections whilst in discussion with two students (Ann-Marie and Ben), who attended the workshop.

"A definition of language," viewed the British cultural critic, Raymond Williams, "is always, implicitly or explicitly, a definition of human beings in the world" (1977, p. 21). (cited in Kumaravadivelu, 2006).Languages have two essential features which differentiate it from signals: productivity and structural complexity From the 4,000 to 5,000 languages which are alive, English is by far the most widely used one. Though it doesn't have an important function in national or social life in some parts of the world it is taught in schools as a foreign language often widely. In Spain, Brazil and Japan, for example, Spanish, Portuguese and Japanese are the standard type of communication and instruction: the ordinary citizen does not need English or any other foreign language to live his daily life or even for social or professional development. But it may be seen that the role of English within a nation's daily life is influenced by geographical, historical, cultural and political factors and the role of English must have an effect on both the way it is taught and the resulting impact on the daily life and personal development. (Broughton, et al. 1980) ; "A definition of language," viewed the British cultural critic, Raymond Williams, "is always, implicitly or explicitly, a definition of human beings in the world" (1977, p. 21). (cited in Kumaravadivelu, 2006).Languages have two essential features which differentiate it from signals: productivity and structural complexity From the 4,000 to 5,000 languages which are alive, English is by far the most widely used one. Though it doesn't have an important function in national or social life in some parts of the world it is taught in schools as a foreign language often widely. In Spain, Brazil and Japan, for example, Spanish, Portuguese and Japanese are the standard type of communication and instruction: the ordinary citizen does not need English or any other foreign language to live his daily life or even for social or professional development. But it may be seen that the role of English within a nation's daily life is influenced by geographical, historical, cultural and political factors and the role of English must have an effect on both the way it is taught and the resulting impact on the daily life and personal development. (Broughton, et al. 1980)