The major focus of this study was on the relationship of students' perception of assessment, their exam prep strategies and their achievement (CGPA). The study was correlational, and the survey method was used to find out the research problem. All the public sector universities of Punjab were considered as a population of the study, and only seven (07) public sector universities were taken as a sample. A total number of 1324 students were selected through a simple random sampling technique for the data collection. Two questionnaires, one for students' perception of assessment and the other for students' exam prep strategies, were adapted to collect the data. The collected data were analyzed through mean scores, standard deviation, correlation and t-test. The study findings showed students have different perception and the same exam prep strategies and also concluded a significant relationship between students' perception of assessment, their exam prep strategies and achievement. Based on the results, it is recommended that students should be clearly informed about the assessment practices for the improvement of students' learning.

Instructional and assessment methods are varied and preferred by their teachers at higher-level institutions. A teacher guides their students with detail information and instructions to achieve their educational targets. Students share views regarding their faculty norms and standards that influence the adoption of their study methods. The major focus of this study was to find out the faculty-based differences of learners' views of assessment and its relationship with achievement at the university level. The study was correlational and the survey was conducted to investigate the research problem. All the public sector universities of Punjab were considered as a population of the study and only seven (07) public sector universities were taken as a sample. A questionnaire, students' perception of assessment (Waldrip et al., 2008) was adapted to collect the data from the respondents. Using the mean scores, standard deviation, t-test, and regression the collected data were analyzed. The findings of the study showed students have not the same perception about the assessment and the study concluded a significant relationship between students' perception of assessment and academic outcomes. Based on the study results, it was recommended that each faculty should well inform the students about the assessment methods and strategies for their outcomes improvement.

Objective: To determine efficacy of fosfomycin in urinary tract infections occurring during pregnancy. Study Design: Descriptive study. Study Settings: Obstetrics & Gynecology Ward Dow University OJHA Campus, Karachi. Duration of Study: 11-08-2021 till 12-02-2022  Subject and Methods: Total 147 pregnant women presented with urinary tract infections were enrolled. Detailed demographics were recorded after taking informed written consent. Participants were given fosfomycin sachet 3gm stat dose after confirmation of UTI symptoms and they were followed for about 13 days and advised to proceed for Urine C/S. Participants were assessed on the basis of persistent symptoms of UTI and identification of bacteria in urine C/S. Data was analyzed by SPSS 20.0. Results: The mean age of the patients was 29.41±4.71 years. Mean BMI recorded was 28.65±3.21 kg/m2. According to the efficacy of drug (fosfomycin ), UTI was cured in 89 (60.5%) patients. Conlcusion: The efficacy of fosfomycin in urinary tract infections occurring during pregnancy in our study was 60.5%. Keywords: Urinary Tract Infection (UTI), Efficacy, Fosfomycin