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In young children hepatitis A virus (HAV) infections are usually subclinical events. However, HAV is also associated with progressive hepatic failure and even death in some patients. This study was undertaken to characterize the course of hepatitis A-related acute liver failure in children from a developing country where hepatitis A is endemic and produces significant morbidity. Patients <15 years of age with confirmed hepatitis A, seen at the Aga Khan University Hospital between January 1991 and August 1998 were identified using the patient registry. Of the 2735 patients seen with hepatitis A, 232 were admitted to the hospital. Of these 30 patients developed progressive hepatic dysfunction and liver failure. During this period, 45 children were admitted with liver failure attributable to other causes. Of the patients admitted with hepatitis A-related liver failure, 25 (83.3%) were encephalopathic at presentation and 36.7% of the patients died. The prothrombin time was the most significant predictor of survival. There was a significant difference between those who survived and those who died on discriminant analysis with respect to age, grade of hepatic encephalopathy, duration of hospitalization, prothrombin time, and duration of jaundice when taken as a group. There is a striking prevalence of liver dysfunction progressing to hepatic failure among children seen at a hospital in Karachi, Pakistan. This study demonstrates the significant morbidity and mortality that can attend HAV infections in children in a developing country despite tertiary medical facilities. The risk of HAV and its sequelae could probably be effectively reduced in these settings with improved sanitation and universal immunization.

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This qualitative study endeavored to examine higher education faculty members ' understanding

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Pakistani society is facing numerous problems such as intolerance, violence, lying, dishonesty and sexual harassment to mention just a few. Parents and schools have a major role to play in the moral development of children. This mixed methods study examined teachers’ involvement in developing moral values in children from three private sector schools in Karachi, Pakistan. Document analysis of primary schools’ curriculum, in-depth interviews and classroom observations of nine teachers were conducted to understand how moral values are imparted through formal education. Additionally, 240 parents participated in a quantitative survey to investigate parental involvement in the moral development of children. Findings revealed inadequate focus of the schools’ curricula towards moral education, teachers’ limited perceptions and their subsequent lack of contribution to moral development of students. The quantitative data from parents showed satisfactory involvement of parents in moral growth of their children, measuring above 60% for every variable. Data also revealed that parents focus more on instructions rather than discussions about the moral values with their children. Findings highlight the need for coordinated efforts towards moral development of children involving parents, teachers and schools.

Computer technology plays an active role in the development of the economic, educational, and social growth of a country. Following a sequential explanatory mixed methods research design, the primary purpose of the study was to comprehend the advantages of teaching science to grade 6 students via Computer Integrated Teaching (CIT) as compared to the lecture-based approach. This study also investigated if computer integrated teaching enhanced students learning and contributed to higher achievement scores. The research was conducted for 6 months, with a focus on grade 6 science instruction. The quantitative part of the study comprised experimental research with a sample size of 62 students. Experimental group students were exposed to a strong intervention program of CIT, whereas the control group was taught by traditional methods. The findings of the study show that the experimental group scored significantly higher marks in science theory and practical tests than the control group students. The qualitative findings of the study, based on focus group interviews, support the quantitative findings as students favored technology-based learning because of its vast potential.