There is an indication that South Asian people in the UK experience greater delays than white British populations in obtaining appropriate treatment and intervention despite experiencing higher levels of coronary heart disease (Chaturvedi et al, 1997). Evidence suggests that access to and uptake of UK cardiac rehabilitation services is disproportionately low in South Asian populations (NHS Centre for Reviews and Dissemination, 1998). This article examines the results of an audit of cardiac rehabilitation among cardiac patients of South Asian origin who were admitted to a large city teaching hospital in Sheffield. The results are discussed in the light of current concerns about the adequacy of communication with non-English speaking NHS patients. The implications for access to services and clinical practice are considered.

Education at secondary and higher secondary levels serves a crucial role in helping students create their careers. However, the role of the teachers is crucial in the growth of new future professionals. This study investigated the self-awareness role in inspiring upper secondary school teachers and students in Pakistan. This study used a qualitative approach and interviews were used to gather the data to grasp the opinions of (6 males and 6 females = 12) secondary and higher secondary teachers at six different institutions. This study has identified the factors: lack of logistic support, extensive use of mobile phones, discrimination based on abilities and rote learning affecting the Pakistani secondary students’ goal achievement performance and self-worth. With an adequate supply of logistics, training to use technological aids for productive purposes and individual support can help to overcome the problems to help students excel in education.

English has become a universal language for education, commerce, and research. In Pakistan, universities educate in English. This study examines prior research on developing learner self-direction and success in second language learning to help students confront academic and professional challenges. This research will look at the present condition of English language education in Pakistan, the challenges instructors and students experience in the EFL setting, and recommendations for policymakers and teachers to increase communicative competency and learner autonomy in Pakistan's higher education system. Undergraduates in colleges and universities employ a variety of learning methods to improve their communication abilities. University students are responsible and mature. Teachers' instructional techniques and linguistic skills may make pupils competent and responsible for learning. Learner autonomy promotes responsibility, planning, reflection, and strength- weakness identification. Proficiency in a second language promotes learning, independence and decision-making abilities. By offering social and physical space for language learning, students may progress well in EFL.

Primary and secondary school education in Pakistan has virtually no component, module or dedicated course to enable students to learn and practice drawing as a skill. However, many aspiring young people join architectural studies and are exposed to challenges that are common in this discipline. The major obstacle is the lack of sufficient background to help in creative thinking and design process. Despite the struggle, a sizable number of students perform well in the Basic Design Studio and later phases of work. This paper deals with the concepts and methods used in training the fresh minds towards architectural realm and explores the commonly found factors responsible for adequate performance and later stages of work in design studios. The methodology of this research is based on observation and experience gained after conducting basic design studio for couple of years at the Department of Architecture and Planning, NED University of Engineering and Technology, Karachi, Pakistan. In the later part of the research, a survey was conducted to evaluate the course via student feedback in the form of questionnaires, in order to understand the role of Basic Design course in helping students’ creative thinking and approach towards design solutions. Lastly, interviews were conducted of various basic design instructors in order to analyse their experience and pedagogy of teaching students who have no background in fine arts studies. Key Words: Basic design, non-art background, design exercise, design pedagogy