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Background and Study Aim. The physical development of high school students is often hindered by the limitations of traditional physical education programs, which may not fully engage students or promote balanced physical growth. In light of these concerns, the need to explore alternative educational models that can enhance students' physical development has become evident. The purpose of this article is to evaluate the potential effectiveness of a physical education curriculum following the Sports Club model in improving the physical development of high school students. Material and Methods. A total of 84 female 10th-grade students participated in the study. They were divided into two groups: an experimental group of 42 students following the Sports Club model and a control group of 42 students following the current physical education curriculum. The experiment lasted for 17 weeks. Both groups completed initial and final physical fitness tests. These tests included the 30-second sit-up test (to assess core strength), the 30-meter sprint test (to measure speed), the 4 × 10-meter shuttle run test (to evaluate agility), the standing long jump test (to measure explosive leg power), and the 5-minute running field test (to assess endurance). Results. The female students in the experimental group demonstrated greater physical development compared to the control group in all five assessment tests. The experimental group showed the most significant improvement in the 30-second sit-up test, with a growth rate of 26.71%. The lowest growth was observed in the 5-minute running field test, at 9.92%. In contrast, the control group showed its highest improvement in the 30-second sit-up test, with a growth rate of 9.44%. However, there was minimal to no improvement in the 4 × 10-meter shuttle run and the 5-minute running field test for the control group. Conclusions. The Sports Club model improved students' physical fitness more effectively compared to the current curriculum, offering greater benefits in all tested areas. It is recommended that teachers further integrate and refine the implementation of the Sports Club model in future physical education programs to enhance teaching effectiveness.

Cryptococcal meningitis is a fungal infection that is typically caused by Cryptococcus neoformans and most commonly seen in severely immunosuppressed patient. This disease causes severe neurologic disease due to elevated intracranial pressures. In this case report, we describe a patient with newly diagnosed HIV presenting to the hospital with cryptococcal meningitis complicated by sudden vision loss. We highlight the role of prompt diagnosis and treatment in the reversal of vision loss, with subsequent monitoring using a handheld, non-mydriatic fundus imaging device.

Abstract Objective: SEANUTS II Vietnam aims to obtain an in-depth understanding of the nutritional status and nutrient intake of children between 0·5 and 11·9 years old. Design: Cross-sectional survey. Setting: A multistage cluster systematic random sampling method was implemented in different regions in Vietnam: North Mountainous, Central Highlands, Red River Delta, North Central and Coastal Area, Southeast and Mekong River Delta. Participants: 4001 children between 6 months and 11·9 years of age. Results: The prevalence of stunting and underweight was higher in rural than in urban children, whereas overweight and obese rates were higher in urban areas. 12·0 % of the children had anaemia and especially children 0·5–1 year old were affected (38·6 %). Low serum retinol was found in 6·2 % of children ≥ 4 years old. The prevalence of vitamin D insufficiency was 31·1 % while 60·8 % had low serum Zn. For nutrient intake, overall, 80·1 % of the children did not meet the estimated energy requirements. For Ca intake, ∼60 % of the younger children did not meet the RNI while it was 92·6 % in children >7 years old. For vitamin D intake, 95·0 % of the children did not meet recommended nutrient intakes. Conclusions: SEANUTS II Vietnam indicated that overnutrition was more prevalent than undernutrition in urban areas, while undernutrition was found more in rural areas. The high prevalence of low serum Zn, vitamin D insufficiency and the inadequate intakes of Ca and vitamin D are of concern. Nutrition strategies for Vietnamese children should consider three sides of malnutrition and focus on approaches for the prevention of malnutrition.

The paper discusses the length to beam (L/B) ratio effects on ship resistance at three different Froude numbers using unsteady RANSE simulation. First, the JBC ship model was used as an initial hull form for verification and validation of predicted ship resistance results with measured data, and then the influence of the L/B ratio on ship resistance was carried out. Ship hull forms with different L/B ratios were produced from the initial one by using the Lackenby method. The numerical results obtained show the L/B ratio’s effect on ship resistance. Increases of the L/B ratio led to gradual reduction of the total ship resistance and vice versa. Analysis of the changing of the resistance components indicates that the pressure resistance changes are considerably larger than the frictional one. Finally, the paper analyses the difference in the flow field around the hull of the ship with variation of the L/B ratio to fully understand the physical phenomenon in the change of ship resistance at different L/B parameters.

This paper deals with the results of studying the effect of trim on the performance of series cargo ship 12500DWT in full scale at two operating conditions by using the RANSE method. The Body Force Propeller method is used to simulate a rotating propeller behind the ship. The numerical predicted results at the ballast condition were verified and validated with sea trial data. The ship’s engine power curves for different trim conditions at two operating conditions were carried out to produce a data source to evaluate the effect of trim on the performance of the 12500DWT cargo ship. The results indicate that if the ship operates under optimum trim conditions, this can decrease the ship’s engine power in a range from 2.5 to 4.5% depending on different loading conditions and ship speeds. Finally, the paper also provides detailed differences in flow around the ship due to trim variation to explain the physical phenomenon of changing ship performance.

A 52-year-old Hispanic woman with a history of metastatic thyroid carcinoma presented with left eye degeneration and a choroidal mass without evidence of orbital disease on neuroimaging. She underwent enucleation for a blind, painful eye. Histopathology demonstrated choroidal metastasis of thyroid carcinoma with a well-circumscribed episcleral nodule, consistent with extraocular tumor extension. The interdisciplinary team recommended expectant management. Three months later, she developed periorbital edema and discomfort with poor ocular prosthesis fit. Neuroimaging revealed a mass in the anophthalmic socket that proved to be thyroid carcinoma. The patient subsequently underwent exenteration for pain control and local tumor burden reduction. At 12-month follow-up, there was no evidence of residual orbital disease, and she remains in remission. While the orbit involvement likely represents direct extraocular extension, a discrete orbital metastasis remains a possibility. In either scenario, this is the only known case of anaplastic thyroid carcinoma metastatic to the choroid then orbit.

On inland waterways the ship resistance and propulsive characteristics are strictly related to the depth of the waterway, thus it is important to have an understanding of the influence of water depth on ship hydrodynamic characteristics. Therefore, accurate predictions of hydrodynamic forces in restricted waterways are required and important. The aim of this paper is investigating the capability of the commercial unsteady Reynolds–Averaged Navier–Stokes (RANS) solver to predict the influence of water depth on ship resistance. The volume of fluid method (VOF) is applied to simulate the free surface flow around the ship. The hull resistance in shallow and deep water is compared. The obtained numerical results are validated against related experimental studies available in the literature.

Neurosurgery capacity in low- and middle-income countries is far from adequate; yet burden of neurological diseases, especially neuro-trauma, is projected to increase exponentially. Previous efforts to build neurosurgical capacity have typically been individual projects and short-term missions. Recognizing the dual needs of addressing disease burden and building sustainable, long-term neurosurgical care capacity, we describe in this paper an ongoing collaboration between the Mulago Hospital Department of Neurosurgery (Kampala, Uganda) and Duke University Medical Center (Durham, NC, USA) as a replicable model to meet the dual needs. The collaboration employs a threefold approach to building capacity: technology, twinning, and training performed together in a top-down approach. Also described are lessons learned to date by Duke Global Neurosurgery and Neurosciences (DGNN) and applicability beyond Kampala.

BackgroundIn many low- and middle-income countries, data on the prevalence of surgical diseases have been derived primarily from hospital-based studies, which may lead to an underestimation of disease burden within the community. Community-based prevalence studies may provide better estimates of surgical need to enable proper resource allocation and prioritization of needs. This study aims to assess the prevalence of common surgical conditions among children in a diverse rural and urban population in Nigeria.MethodsDescriptive cross-sectional, community-based study to determine the prevalence of congenital and acquired surgical conditions among children in a diverse rural-urban area of Nigeria was conducted. Households, defined as one or more persons 'who eat from the same pot' or slept under the same roof the night before the interview, were randomized for inclusion in the study. Data was collected using an adapted and modified version of the interviewer-administered questionnaire-Surgeons OverSeas Assessment of Surgical Need (SOSAS) survey tool and analysed using the REDCap web-based analytic application.Main resultsEight-hundred-and-fifty-six households were surveyed, comprising 1,883 children. Eighty-one conditions were identified, the most common being umbilical hernias (20), inguinal hernias (13), and wound injuries to the extremities (9). The prevalence per 10,000 children was 85 for umbilical hernias (95% CI: 47, 123), and 61 for inguinal hernias (95% CI: 34, 88). The prevalence of hydroceles and undescended testes was comparable at 22 and 26 per 10,000 children, respectively. Children with surgical conditions had similar sociodemographic characteristics to healthy children in the study population.ConclusionThe most common congenital surgical conditions in our setting were umbilical hernias, while injuries were the most common acquired conditions. From our study, it is estimated that there will be about 2.9 million children with surgically correctable conditions in the nation. This suggests an acute need for training more paediatric surgeons.

BACKGROUND:In low and middle-income countries, approximately 85% of children have a surgically treatable condition before the age of 15. Within these countries, the burden of pediatric surgical conditions falls heaviest on those in rural areas. The objective of the current study was to evaluate the relationship between rurality, surgical condition and treatment status among a cohort of Ugandan children. METHODS:We identified 2176 children from 2315 households throughout Uganda using the Surgeons OverSeas Assessment of Surgical Need (SOSAS) survey. Children were randomly selected and were included in the study if they were 18 years of age or younger and had a surgical condition. Location of residence, surgical condition, and treatment status was compared among children. RESULTS:Of the 305 children identified with surgical conditions, 81.9% lived in rural areas. The most prevalent causes of surgical conditions reported among rural and urban children were masses (24.0% and 25.5%, respectively), followed by wounds due to injury (19.6% and 16.4%, respectively). Among children with untreated surgical conditions, 79.1% reside in rural areas while 20.9% reside in urban areas. Among children with untreated surgical conditions, the leading reason for not seeking surgical care among children living in both rural and urban areas was a lack of money (40.6% and 31.4%, respectively), and the leading reason for not receiving care in both rural and urban settings was a lack of money (48.0% and 42.8%, respectively). CONCLUSIONS:Our data suggest that over half of the children with a surgical condition surveyed are not receiving surgical care and a large majority of children with surgical needs were living in rural areas. Future interventions aimed at increasing surgical access in rural areas in low-income countries are needed.

Aim/Purpose: The main goal of this study is to investigate the factors affecting students' satisfaction and continuous usage of ChatGPT in an educational context, using the Expectation-Confirmation Model (ECM) as the theoretical framework. Specifically, this investigation focuses on identifying how user expectations, perceived usefulness, and satisfaction influence the continuous usage of ChatGPT in education. Background: ChatGPT is an AI-based chatbot that can generate natural language and support multi-turn dialogue. ChatGPT can be used in education for various purposes, such as academic writing, language translating, coding assistance, and information searching. Research indicates that ChatGPT is highly beneficial for students. Specifically, it aids in time-saving by synthesizing information across diverse fields and offers feedback tailored to individual learning needs and progress. Moreover, it enhances learning experiences through a personalized learning process, as well as aids in the translation of learning materials into different languages for improved accessibility. Despite the potential of ChatGPT in education, there remains a gap in understanding the determinants of user satisfaction and continuous usage. Therefore, this study was conducted to bridge this gap by assessing the impact of expectation confirmation, perceived usefulness, and satisfaction on continuous usage of ChatGPT. Methodology: This research employed a quantitative approach, which utilized a five-point Likert scale questionnaire to measure four variables with a total of 14 items. Data were collected from 435 students from eight Vietnamese universities through non-probability convenience sampling. The internal consistency of the questionnaire was examined using Cronbach's alpha. Four-factors Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were then employed through IBM SPSS 26 and AMOS 24 to assess the proposed model and hypotheses, allowing for a comprehensive examination of the relationships between 4 variables: perceived usefulness, expectation confirmation, satisfaction, and continuous usage. Contribution: This paper contributes to the literature on ChatGPT in education by identifying how expectation confirmation and perceived usefulness affect students' satisfaction and their intention to continue using ChatGPT in their learning. This study also has practical implications for educators and students for applying ChatGPT in their learning and teaching. It provides recommendations for effective use of ChatGPT in education. Findings: The study's results show that students with greater expectations, either met or surpassed by ChatGPT, perceived the tool as more beneficial and satisfying for their needs. Additionally, students who perceived ChatGPT as useful and valuable for their learning goals were more inclined to continue to use it. Furthermore, the findings indicate that higher satisfaction with the tool was associated with a greater likelihood of continuous usage. Nevertheless, the results did not reveal a significant relationship between perceived usefulness and satisfaction regarding ChatGPT. This implies that perceiving ChatGPT as useful does not guarantee satisfaction. This finding may be attributed to various factors influencing student satisfaction, such as price value, using habit, facilitating conditions, trust, reliability, and quality. Recommendations for Practitioners: Educators and students should consider the findings of this study to make informed decisions about the use of ChatGPT in educational settings, emphasizing the importance of managing users' expectation confirmation and ensuring perceived usefulness and satisfaction on continuous usage. Recommendation for Researchers: Researchers can use the findings of this study as a foundation for exploring a deeper understanding of user expectation confirmation and the factors influencing perceived usefulness and satisfaction with ChatGPT in diverse educational settings. Impact on Society: This study contributes to the broader field of the application of AI technologies in education, potentially reshaping the dynamics of interaction between students and educators with AI technologies for educational purposes. Its contributions have the potential to elevate the overall quality of education by promoting the appropriate and effective use of AI technologies. Future Research: Future research should investigate the roles of ChatGPT in education more deeply and explore its long-term effects on both learners and educators. This includes conducting comparative studies to evaluate the efficacy and advantages of ChatGPT-assisted learning in comparison to traditional teaching methods. Additionally, there is a crucial need to assess the broader impact of ChatGPT on students' academic performance, cognitive development, and critical thinking skills.

The growing prevalence of advanced generative artificial intelligence chatbots, such as ChatGPT, in the educational sector has raised considerable interest in understanding their impact on student knowledge and exploring effective and sustainable implementation strategies. This research investigates the influence of knowledge management factors on the continuous usage of ChatGPT for educational purposes while concurrently evaluating student satisfaction with its use in learning. Using a quantitative approach, a structured questionnaire was administered to 513 Vietnamese university students via Google Forms for data collection. The partial least squares structural equation modeling statistical technique was employed to examine the relationships between identified factors and evaluate the research model. The results provided strong support for several hypotheses, revealing significant positive effects of expectation confirmation on perceived usefulness and satisfaction, as well as perceived usefulness on user satisfaction and continuous usage of ChatGPT. These findings suggest that when students recognize the usefulness of ChatGPT for their learnings, they experience higher satisfaction and are more likely to continue using it. In addition, knowledge acquisition significantly impacts both satisfaction and continuous usage of ChatGPT, while knowledge sharing and application influence satisfaction exclusively. This indicates that students prioritize knowledge acquisition over sharing and applying knowledge through ChatGPT. The study has theoretical and practical implications for ChatGPT developers, educators, and future research. Theoretically, it contributes to understanding satisfaction and continuous usage in educational settings, utilizing the expectation confirmation model and integrating knowledge management factors. Practically, it provides insights into comprehension and suggestions for enhancing user satisfaction and continuous usage of ChatGPT in education.

Traumatic brain injury (TBI) is a leading cause of death worldwide and is increasing exponentially particularly in low and middle income countries (LMIC). To inform the development of a standard Clinical Practice Guideline (CPG) for the acute management of TBI that can be implemented specifically for limited resource settings, we conducted a systematic review to identify and assess the quality of all currently available CPGs on acute TBI using the AGREE II instrument. In accordance with PRISMA guidelines, from April 2013 to December 2015 we searched MEDLINE, EMBASE, Google Scholar and the Duke University Medical Center Library Guidelines for peer-reviewed published Clinical Practice Guidelines on the acute management of TBI (less than 24 hours), for any level of traumatic brain injury in both high and low income settings. A comprehensive reference and citation analysis was performed. CPGs found were assessed using the AGREE II instrument by five independent reviewers and scores were aggregated and reported in percentage of total possible score. An initial 2742 articles were evaluated with an additional 98 articles from the citation and reference analysis, yielding 273 full texts examined. A total of 24 final CPGs were included, of which 23 were from high income countries (HIC) and 1 from LMIC. Based on the AGREE II instrument, the best score on overall assessment was 100.0 for the CPG from the National Institute for Health and Clinical Excellence (NIHCE, 2007), followed by the New Zealand Guidelines Group (NZ, 2006) and the National Clinical Guideline (SIGN, 2009) both with a score of 96.7. The CPG from a LMIC had lower scores than CPGs from higher income settings. Our study identified and evaluated 24 CPGs with the highest scores in clarity and presentation, scope and purpose, and rigor of development. Most of these CPGs were developed in HICs, with limited applicability or utility for resource limited settings. Stakeholder involvement, Applicability, and Editorial independence remain weak and insufficiently described specifically with piloting, addressing potential costs and implementation barriers, and auditing for quality improvement.

Teaching adult learners is not an easy mission for instructors. Among many factors affecting adult learners' learning, motivation seems to be the most significant. Studies on adult learners' motivation, especially on Vietnamese ones who pursue political science programs to become leaders in government offices and in the private sector, are still limited. Accordingly, this current study was conducted to investigate what motivates adult learners to be successful in their learning. Forty-six instructors who have worked with adult learners in political science programs for at least five years participated in this study to provide their perceptions of adult learners' reasons for taking an advanced political science course. A sixteen-item questionnaire was used to collect the quantitative data on teachers' perception of learners' motivators, and two focus group interviews were conducted to gain an in-depth understanding of the motivators stimulating learners to get involved and thrive in their study program. According to the survey results, the instructor participants perceived the desire to serve the community and the country and the trust of beloved people as the primary motivators for encouraging adult learners to continue their learning. Additionally, personal advancement and self-interest were also believed to have a remarkable impact on adult learners' learning motivation. The research context contributes to an explanation of why these motivators were highly perceived as adult learners' motivators. The results also stated the important role of institutional support for them to stay focused on their learning and foster the values of their school comeback.