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In this Section you will find Many Occupational Health and Safety books in Urdu language many of these books published by government of Punjab Pakistan. ISO Safety Instructions Manual in Urdu by Arshad-Ali-Tahiri. Download as PDF, TXT or read online from Scribd . Urdu Basic Electronics Book. Health and safety leaflets, advice and guidance in Urdu. زراعت اور کھانا تیار کرنے کے شعبوں میں کام کے دوران آپ کی صحت اور حفاظت PDF.
A total of students of mean age J Comm Health. If you are a new Safety Person and want to learn more in 4 hours than in 4 years at Safety Uni or if you are seasoned Safety Pro and sick of bashing your head against the wall or if you have a responsibility for safety at work ie every one of us then do yourself a big favour and download these free resources. Are areas in and around the buildings kept free from accumulated packing materials and pallets? In downloading this free book you will be added to the mailing list to receive this quarterly newsletter.
The intervention was an interactive discussion about RTI prevention using a bilingual Urdu and English pictorial storybook. Two posttests were conducted: Test scores were analyzed using McNemar test and paired sample t-test. Compared to the overall baseline score 5. Discussions using bilingual pictorial storybooks helped primary school children in Pakistan grasp knowledge of RTI prevention.
RTI education sessions may be incorporated into school curricula using storybooks as teaching tools. Potential exists to create similar models for other developing countries by translating the storybooks into local languages.
The online version of this article Each year, greater than 1. An emergency department-based surveillance study conducted in at selected sites of five LMICs, including Pakistan, found that RTIs were the second leading cause of injuries among children ages 0—12 [ 4 ]. Private and public schooling in Pakistan is variable due to different school systems and curricula, which likely causes inconsistencies in the education that children receive [ 8 — 10 ].
Regardless of school type — private or public — their curricula generally do not incorporate child-centric instruction about health concerns such as RTI and its prevention among children. Furthermore, past literature has shown that educational interventions help to increase knowledge of traffic safety among both students and their parents [ 13 ]. Injury prevention is important to reduce the growing burden of RTIs and fatalities [ 6 , 14 ].
It is important that preventive education be given to children in addition to their regular education. This study focused on a paradigmatic shift to raise awareness about child RTI prevention. We aimed to assess whether RTI prevention education through bilingual pictorial storybooks improved RTI prevention knowledge in primary school children — with particular focus on pedestrian, car, and bicycle injuries — by comparing the changes in knowledge among children in two different grades, and the attendance of private versus public school systems in Karachi, Pakistan.
This was a child education-based pretest-posttest intervention study [ 15 ].
Based on the list there are an estimated public schools and private schools in Karachi. The schools and grades were conveniently selected from the EDO list on the basis of rapport developed with these schools during past research interactions. In total, seventeen schools were enrolled in the study, eight public and nine private. Permission to conduct the study in public schools was obtained from the EDO.
The school administration, head teacher or assistant principal including head principals were approached via phone calls and personal visits for permission to include their students in the study. The schools were continuously added to the study until the minimum sample size was reached.
All schools approached agreed to participate in the study. The selection of schools, although purposive was from a large catchment area of Karachi, and therefore the sample was fairly representative and likely free of major bias. The intervention comprised of an interactive discussion about RTI prevention using a bilingual pictorial storybook called Biloongra which is already in the market and is published by Bookgroup, a child literacy research organization whose books are part of curricula in many Pakistani schools [ 17 ].
Biloongra in Urdu, the main language of Pakistan, means kitten, but more commonly is used as a term of endearment for a child. The stories revolve around a family of two siblings, their parents and their pet kitten. The particular story book from the series that we chose for the intervention Fig. The injury expert in our group URK chose this book after reading all books in the series. The books are bilingual, in Urdu and English, as both languages are used as media of instruction in Pakistani schools.
It was distributed to all children and then read to them either in Urdu or English—based on what was more suitable for each child—by a trained research assistant, with a discussion incorporated into the reading session.
Subtle themes in the book related to playing outside on the streets and the associated risk of RTI and prevention among children were highlighted during the discussion, with particular focus on pedestrian, car, and bicycle injuries.
Children were prompted to present their opinions about RTI prevention for characters in the storybook. The primary language of discussion was Urdu, as most children understood Urdu better than English. For demonstration purposes, a poster see Additional file 1 depicting aspects of road safety traffic lights, zebra crossing, etc.
Cover of storybook used as educational intervention for the study JPEG used with permission from the publisher.
The data collection tool was a bilingual English and Urdu multiple choice questionnaire see Additional file 2. It was originally developed in English and then translated into Urdu. The knowledge assessment questionnaire was developed by the injury prevention expert in our group URK after accessing several previous studies.
Another injury prevention expert Dr. Junaid Bhatti reviewed the whole questionnaire and provided feedback for improvement. Each question was checked for relevance prior to inclusion in the tool.
The tool had a total of 10 questions on basic road safety with multiple choice of three responses. The questions were intended to gauge knowledge of children regarding various aspects of road safety including playing outside on streets, their eagerness to receive RTI prevention education, and their opinion on whether storybooks help them in retaining information.
The questionnaire was also meant to gauge their knowledge regarding pedestrian and bicycle safety and adherence to traffic rules. Information related to age, gender, grade, and type of school was also collected at baseline. Only one answer choice out of the three given choices was correct for each of the first seven questions; the remaining three questions were opinion-based with no right or wrong answers. A child could therefore get a maximum score of seven in the questionnaire.
The questions in the data collection tool were explained to children by the research assistant. The intervention and data collection tool were piloted at a school, in order to assess feasibility of administration as well as to determine time required for said intervention.
The findings from the pilot were used to improve both the intervention and the questions in the data collection tool of the main study. This was followed by administration of the intervention. There were two posttests conducted; first immediately after the intervention and the second about 2 month post-intervention.
Overall, the children were administered the same tool for the three assessments baseline, posttests I and II. Absentees in the first posttest were subsequently excluded from the second posttest.
Data entry was done in EpiData version 3. Data was analyzed using SPSS version 20 [ 19 ]. Proportions of correct answers for each question were compared against each test. The binary data was then converted into quantitative form by giving one mark to every correct response. The score calculated by summing all seven questions ranged from 0 to 7. A repeated measurement analysis approach through a generalized linear model GLM technique was used. The significant differences in mean change scores for the baseline test and posttests were compared using paired t-test.
Results obtained were compared based on gender, grade, and type of school system. A total of students of mean age In posttest II, data was collected from students. Repeated measurement analysis was used through GLM method to compare the mean scores over time different phases.
Time and gender effect was not found in mean scores of children in all three tests p -value 0. Error bar plots over time by a gender, b grade, and c school type.
Repeated measurement analysis showed that the mean scores of grade five children were higher than those of grade four in the baseline and posttest I. The posttest II mean scores of grade five students were the same as posttest I scores. However, the mean scores were higher for public schools in posttest II 6.
Both types of schools scored higher mean scores in the two posttests compared to the baseline scores. In the paired cases comparisons, progressively higher percentages of study participants agreed in each subsequent test that using pictorial storybooks helped them to remember information and they should be taught about RTI prevention in schools.
In questions 3 and 6, the percentage of correct answers declined in the second posttest when compared with the first posttest in paired cases comparisons. Comparison of percentage of correct responses in the three tests — Paired Cases. Are you sure you want to Yes No. Abdul Shairgawnker , safety manager at al suwaidi sis at al suwaidi sis Dear Sir,Can you send me in urdu on my Email asattar.
Can anyone tell me how may i get it? Show More. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. House keeping in urdu 2. A place for every thing And everything at its place 6. A place for every thing And everything at its place 7.
Are areas in and around the buildings kept free from accumulated packing materials and pallets? Are empty cylinders treated in the same manner, but kept separate and labeled empty?
Are cylinders stored with their valves uppermost? Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Fire Protection Association of Pakistan Follow. Published in: Education , Business. Full Name Comment goes here. Are you sure you want to Yes No. Abdul Shairgawnker , safety manager at al suwaidi sis at al suwaidi sis Dear Sir,Can you send me in urdu on my Email asattar.
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