Objective : Current study is conducted to assess the level of knowledge, awareness and source of information of asthma among school teachers those who are working in government and private schools in urban area of Quetta district in Balochistan Province, Pakistan.Methodology : A prospective, cross-sectional study was conducted among School teachers in Quetta city of Pakistan. Convenience sampling approach was used to recruit 330 teachers based on sample size calculation. A content-and face-validated questionnaire was used to collect the data from the participants. The collected data were reviewed and statistically analyzed by using SPSS. Man Whitney and Kruskal-Wallis tests were applied to relate the study variables.Results : The recent study shows that 57% teachers have knowledge about asthma and exacerbate factors which increased the risk of asthma attack. Knowledge of female teachers were better as compared to male teachers (p = 0.002). Education levels and school type also affect the knowledge of teachers. Conclusion :This study highlights that school teachers need to train to recognize the early symptoms of asthma in the class room and seek appropriate treatment. The delay of such necessary treatment can have serious consequences or even death. An educational program is needed for Quetta teachers to increase their knowledge about asthma and to meet the needs of a child with asthma to improve wellbeing and school attendance.

Objective: The study intended to assess the impact of educational intervention on knowledge of osteoporosis among female university students of Quetta. Methods: This interventional study was conducted on female university students by using convenience sampling technique. A total of 163 female students were enrolled for the study, these are those female students who did not heard about the disease named as osteoporosis. These subjects were provided with a selfexplanatory brochure that contains basic information regarding osteoporosis. The intervention was completely theoretical in nature. After two days interval participants were contacted again and asked to complete a pre-validated questionnaire containing 20 questions related to osteoporosis knowledge. Descriptive analysis was used to demonstrate the demographic characteristics of the study population. Inferential statistics (Mann-Whitney U test and Kruskal Wallis tests and Wilcoxon mean rank test, p<0.05) were used to assess the significance among study variables and to assess the impact of educational intervention on knowledge. Results:Average score of knowledge was 14.18 ± 2.7. Although educational intervention had a significant effect on knowledge scores of the respondents (Wilcoxon rank test p<0.005) (considering the pre-intervention knowledge score as zero) certain demographic characteristics (academic degree and living status) does affect knowledge scores of the study respondents. Conclusion: Although adequate improvement of knowledge scores of osteoporosis was reported after educational intervention, yet efforts should be made to bring change in the attitudes and practices of the female students by the help of intensive educational programs based on behavioral learning theories for better disease knowledge and prevention.