Antimicrobial and phytotoxic screening of various fractions of Sonchus asper

Sonchus asper is used in the treatment of many diseases ethnopharmacologically in Pakistan. In the present manuscript we demonstrate the antimicrobial and phytotoxic effects of various fractions of S.asper. Six (6) different bacteria (Escherichia coli, Bacillus subtilis, Micrococcus luteus, klebsiella pneumoniae, Staphylococcus aureus and Pseudomonas aeruginosa) are used in the screening of extract as well as 4 strains of fungi are characterized. Raddish root inhibition assay was used for phytotoxic screening. Methanolic fraction of S. asper showed best activities in all of assays, in inhibition of microbes and phytotoxic activities. The potency of these activities is due to the presence of bioactive flavonoids, saponins and phenolic compounds

Association Between Scapular Dyskinesis and Forward Head Posture in Badminton Player: A Cross-Sectional Study

AbstractObjective: To determine the association between scapular dyskinesis and forward head postureamong badminton players.Methodology: An analytical cross-sectional study was conducted recruiting 120 recreational badmintonplayers using non-probability convenience sampling. Badminton players of either gender, aged 18-35years with head-forward posture were participants in the study based on the predefined eligibilitycriteria after ethical approval. Scapular dyskinesis was measured using the Modified Lateral ScapularSlide test in three testing positions. The data was evaluated using SPSS version 26.0 and a chi-squaretest was implemented to find the association, and P≤0.05 was deemed significant.Results: In resting position, Scapular Dyskinesis was evident in 39.2% of badminton players while itwas 65% and 54.2% evident respectively in dynamic hands-on-hip position and scapular plane withone kg weight in both hands. In addition, out of 120 players the prevalence of moderate forward headposture was greater as compared to the mild and severe forward head posture. Scapular dyskinesiswas significant in hands on hip and with one kg weight in hands position (p≤0.05).Conclusion: It was found that badminton players with forward head posture had significantlydifferent scapular kinematics in dynamic scapular positions when compared to static scapular positions.Key Words: Scapular Dyskinesis, Forward Head Posture, Overhead Sports, Badminton Playe

Implementing a Teaching and Learning Enhancement Workshop at Aga Khan University: reflections on the implementation and outcomes of an Instructional Skills Workshop in the context of Pakistan

The Teaching and Learning Enhancement Workshop (TLEW) is an indigenous name for the Canadian-based Instructional Skills Workshop (ISW). TLEW is a teaching development workshop aimed at enhancing faculty members’ stances towards student-centred teaching and reflective practice at the higher education level. This short paper discusses the initiation, implementation and institutionalisation of the TLEW at Aga Khan University (AKU) across entities in Asia and Africa. In total, 77 faculty members drawn from different entities of AKU participated in the workshop in 2016-2017. Empirical evidence collected from TLEW graduates through a survey and interviews suggests that the intense episode of planning, teaching and receiving peer feedback during TLEW helped participants in sensitising them to effective planning for teaching in order to engage and enrich students’ learning. Furthermore, the repertoire of pedagogical strategies has permeated graduates’ classrooms. Nevertheless, for sustainability a mechanism needs to be in place for providing faculty with institutional support and recognition for their contribution in teaching and learning. A need is advocated for TLEW to evolve as a mandatory component for all teaching staff at the university to help serve as a fundamental base for initiating and sustaining change through ongoing professional development opportunities and establishing a community of practice.   How to cite this reflective piece: RODRIGUES, Sherwin; BHUTTA, Sadia Muzaffar; SALIM, Zeenar; CHAUHAN, Sahreen; RIZVI, Naghma. Implementing a Teaching and Learning Enhancement Workshop at Aga Khan University: reflections on the implementation and outcomes of an Instructional Skills Workshop in the context of Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 100-110, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=78&path%5B%5D=42   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0

Implementing a Teaching and Learning Enhancement Workshop at Aga Khan University: Reflections onthe implementation and outcomes of an Instructional Skills Workshop in the context of Pakistan

The Teaching and Learning Enhancement Workshop (TLEW) is an indigenous name for the Canadian-based Instructional Skills Workshop (ISW). TLEW is a teaching development workshop aimed at enhancing faculty members’ stances towards student-centred teaching and reflective practice at the higher education level. This short paper discusses the initiation, implementation and institutionalisation of the TLEW at Aga Khan University (AKU) across entities in Asia and Africa. In total, 77 faculty members drawn from different entities of AKU participated in the workshop in 2016-2017. Empirical evidence collected from TLEW graduates through a survey and interviews suggests that the intense episode of planning, teaching and receiving peer feedback during TLEW helped participants in sensitising them to effective planning for teaching in order to engage and enrich students’ learning. Furthermore, the repertoire of pedagogical strategies has permeated graduates’ classrooms. Nevertheless, for sustainability a mechanism needs to be in place for providing faculty with institutional support and recognition for their contribution in teaching and learning. A need is advocated for TLEW to evolve as a mandatory component for all teaching staff at the university to help serve as a fundamental base for initiating and sustaining change through ongoing professional development opportunities and establishing a community of practice

Phytotoxic characterization of various fractions of Launaea procumbens

Allelopathic screening of various fractions of Launaea procumbens, collected from Wah Cantt (Punjab) Pakistan, was conceded to identify potent allelopathic fraction for future phytochemical analyses. For this purpose, radish root inhibition method was used to test allelopathic potential. Two different concentrations of 100 ppm and 1000 ppm of Launaea procumbens were used in this study. Methanolic and ethyl acetate fraction potently inhibited root and radical growth; comparative to other fractions, it might be due to the presence of bioactive allelochemicals. Based on this screening, both of these fractions were recommended for future bioassay guided isolation of allelochemicals.Key words: Launaea procumbens, radish seeds, root inhibition, Launaea procumbens methanolic fraction

Developing a rubric to assess critical thinking in a multidisciplinary context in higher education

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university.   How to cite this article:  BHUTTA, Sadia Muzaffar; CHAUHAN, Sahreen; ALI, Syeda Kausar; GUL, Raisa; CASSUM, Shanaz; KHAMIS, Tashmin. Developing a rubric to assess critical thinking in a multidisciplinary context in higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 6-25, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=69&path%5B%5D=34   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0

Brain antioxidant markers, cognitive performance and acetylcholinesterase activity of rats: efficiency of Sonchus asper

Abstract Background Sonchus asper (SA) is traditionally used as a folk medicine to treat mental disorders in Pakistan. The aim of this study was to investigate the effect of polyphenolic rich methanolic fraction of SA on cognitive performance, brain antioxidant activities and acetylcholinesterase activity in male rats. Methods 30 male Sprague–Dawley rats were equally divided into three groups in this study. Animals of group I (control) received saline (vehicle), group II received SA (50 mg/kg) body weight (b.w.), and group III treated with SA (100 mg/kg b.w.,) orally in dimethyl sulphoxide (DMSO) for 7 days. The effect of SA was checked on rat cognitive performance, brain antioxidatant and acetylcholinesterase activities. Evaluation of learning and memory was assessed by a step-through a passive avoidance test on day 6 after two habituation trials and an initial acquisition trial on day 5. Antioxidant potential was determined by measuring activities of superoxide dismutase (SOD), catalase (CAT), contents of thiobarbituric acid reactive substances (TBARS) and reduced glutathione (GSH) in whole-brain homogenates. Acetylcholinesterase (AChE) activity was determined by the colorimetric method. Results Results showed that 100 mg/kg b.w., SA treated rats exhibited a significant improvement in learning and memory (step-through latency time). SA administration reduced lipid peroxidation products and elevated glutathione levels in the SA100-treated group. Furthermore, salt and detergent soluble AChE activity was significantly decreased in both SA-treated groups. Short-term orally supplementation of SA showed significant cognitive enhancement as well as elevated brain antioxidant enzymes and inhibited AChE activity. Conclusion These findings stress the critical impact of Sonchus asper bioactive components on brain function.</p

Developing a rubric to assess critical thinking in a multidisciplinary context in higher education

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university

Hepatoprotective activity of Sonchus asper against carbon tetrachloride-induced injuries in male rats: a randomized controlled trial

ABSTRACT: BACKGROUND: Sonchus asper (SAME) is used as a folk medicine in hepatic disorders. In this study, the hepatoprotective effects of the methanol extract of SAME was evaluated against carbon tetrachloride (CCl(4))-induced liver injuries in rats. METHODS: To evaluate the hepatoprotective effects of SAME, 36 male Sprague–Dawley rats were equally divided into 6 groups. Rats of Group I (control) were given free access to approved feed and water. Rats of Group II were injected intraperitoneally with CCl(4) (3 ml/kg) as a 30% solution in olive oil (v/v) twice a week for 4 weeks. Animals of Groups III (100 mg/kg) and IV (200 mg/kg) received SAME, whereas those of Group V were given silymarin via gavage (100 mg/kg) after 48 h of CCl(4) treatment. Group VI received SAME (200 mg/kg) twice a week for 4 weeks without CCl(4) treatment. Various parameters, such as the serum enzyme levels, serum biochemical marker levels, antioxidant enzyme activities, and liver histopathology were used to estimate the hepatoprotective efficacy of SAME. RESULTS: The administration of SAME and silymarin significantly lowered the CCl(4)-induced serum levels of hepatic marker enzymes (aspartate aminotransferase, alanine aminotransferase, and lactate dehydrogenase), cholesterol, low-density lipoprotein, and triglycerides while elevating high-density lipoprotein levels. The hepatic contents of glutathione and activities of catalase, superoxide dismutase, glutathione peroxidase, glutathione S-transferase, and glutathione reductase were reduced. The levels of thiobarbituric acid-reactive substances that were increased by CCl(4) were brought back to control levels by the administration of SAME and silymarin. Liver histopathology showed that SAME reduced the incidence of hepatic lesions induced by CCl(4) in rats. CONCLUSION: SAME may protect the liver against CCl(4)-induced oxidative damage in rats

Defining creativity in Kangri: Innovation of change in the Kashmir Valley

This article explores an innovative solution to address a century-old design limitation in the traditional Kashmiri Kangri, a cherished winter essential in the region. The introduction of the "Spill-proof Kangri" design, based on the principles of gyroscopic effect and gimbal lock, has successfully mitigated the issue of spillage, making it safer and more user-friendly. The National Innovation Foundation - India (NIF) has filed a patent application to protect this intellectual property and has actively supported its diffusion. Research into technology standardization and feedback from trials in the Kashmir valley have been encouraging, emphasizing the enhanced safety standards and potential for cultural preservation. The Spill-proof Kangri design represents a significant case of incremental innovation, highlighting the need for holistic development and adaptability in the value chain. It also underscores the importance of bridging the gap between innovations from the informal sector and formal scientific research. Collaboration is encouraged to disseminate this innovation and benefit end-users while preserving cultural traditions.