BackgroundDog bites in humans are a public health problem worldwide. The issues of increasing stray dog populations, rabies outbreaks, and the risk of dogs biting humans have been frequently reported by the media in Bhutan. This study aimed to estimate the bite incidence and identify the risk factors for dog bites in humans, and to estimate human deaths from rabies in rabies endemic south Bhutan.MethodsA hospital-based questionnaire survey was conducted during 2009–2010 among dog bites victims who visited three hospitals in Bhutan for anti-rabies vaccine injection. Decision tree modeling was used to estimate human deaths from rabies following dog bite injuries in two rabies endemic areas of south Bhutan.ResultsThree hundred and twenty four dog bite victims were interviewed. The annual incidence of dog bites differed between the hospital catchment areas: 869.8 (95% CI: 722.8–1022.5), 293.8 (240–358.2) and 284.8 (251.2–323) per 100,000 people in Gelephu, Phuentsholing and Thimphu, respectively. Males (62%) were more at risk than females (P<0.001). Children aged 5–9 years were bitten more than other age groups. The majority of victims (71%) were bitten by stray dogs. No direct fatal injury was reported. In two hospital areas (Gelephu and Phuentsholing) in south Bhutan the annual incidence of death from rabies was 3.14 (95% CI: 1.57–6.29) per 100,000 population. The decision tree model predicted an equivalent annual incidence of 4.67 (95% CI: 2.53–7.53) deaths/100,000 population at risk. In the absence of post exposure prophylaxis, the model predicted 19.24 (95% CI: 13.69–25.14) deaths/year in these two areas.ConclusionsIncreased educational awareness of people about the risk of dog bites and rabies is necessary, particularly for children in rabies endemic areas of Bhutan.

Bhutan, known as a country of happiness, has experienced rapid social changes and the increasing burden of non-communicable diseases (NCDs) that can impact health and happiness. To inform future NCD prevention programs in Bhutan, this study explores knowledge, perception, and the practices of Bhutanese related to NCDs in the context of the philosophy of happiness. Methodology Research was conducted in rural and urban communities of Bhutan in 2017 among 79 inhabitants of both genders, aged �18. Participants were recruited through purposive sampling with the data collected by in-depth interviews, participatory observation, and anthropometric measurements. Data were analyzed by thematic analysis. Results/Discussion Across participants, health was considered as an important element of "happiness". However, lifestyle-related NCD risk factors prevailed due to the lack of effective education programs on NCDs and thus the lack of practical knowledge for NCD prevention across society. We further found that the value of happiness "finding happiness in any situation is virtue" was universal as well as other traditional values and customs, shaping people's health behaviors. From these observations, it is recommended that more practical NCD

This one-group pre- and post-test quasi-experimental study endeavored to investigate whether learner autonomy was developed with implementing language-in-talk log assignments as a monitored self-study task in a university English conversation course (890-020 English Conversation). Eighty-eight Thai second-year undergraduate accounting majors at Prince of Songkla University (PSU), Hat Yai, Thailand took part in the study. The participants completed 10 language-in-talk log assignments over 10 weeks. A pre- and post-questionnaire was administered before and after the intervention to examine the effect of the log assignments in developing participants’ learner autonomy. The reflective log was also used to gather participants’ perceptions of using the log assignments in a conversation course. The results showed that the language-in-talk log assignments aided in enhancing the students’ learner autonomy to set learning goals, select appropriate learning materials, take responsibility, and evaluate their learning. Seeking social assistance, however, did not have a significant difference in mean scores, and participants expressed dissatisfaction over not being able to interact with their peers as in classroom learning. The findings further highlighted the significance of teachers’ presence in scaffolding learners to achieve full autonomy. Overall, the results from this research supported the use of the log assignment as a potential pedagogical tool to enable learners to be responsible for their own learning in a language course.

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