This study aimed to determine the prevalence of gastro-intestinal parasites of horse in seven Village Development Committee (VDC) of Rukum district. It was carried out from March to November 2016. A total of 105 fecal samples of horses (79 males and 26 females) were collected by using opportunistic random method. The collected fecal samples were preserved in 2.5% potassium dichromate and microscopically examined using concentration techniques. The overall prevalence of gastro-intestinal parasites was 84.76% (89/105). The total number of genera observed during fecal examination was 12. Among them, Strongylus sp. showed the highest prevalence (51.42%) followed by Eimeria sp. (20%), Trichostrongylus sp. (14.28%), Trichonema sp. (13.33%), Parascaris equorum (10.47%), Balantidium sp. (9.52%), Dictyocaulus sp. (8.57%), Triodontophorus sp. (7.61%), Gastrodiscus sp. (6.66%), Oxyuris equi (4.76%), Entamoeba sp. (3.80%), Shistosoma sp. (1.90%) and unidentified nematode larvae (7.61%). Three genera of parasites; Shistosoma sp., Triodontophorus sp. and Dictyocaulus sp. have been reported for the first time in horses of Nepal. Present study showed higher infection rate in females (92.30%) than in male horses (82.27%). No significant association was observed between the prevalence of parasite rate with VDC (χ2 = 5.7161; p>0.05) and sex of animals (χ2 = 0.3346; p>0.05).

Cell phones have long been known as a potential distraction from attention intensive activities such as studying and driving. Many, however, are developing the cell phone as a powerful tool to augment some of these same activities. Audience response systems (ARSs) are a type of teaching tool that allows educators to poll audience members in real time. Increasingly, cell phones are being integrated into ARSs to make them more versatile and affordable. As cell phones and other personal electronic devices (tablets, laptops) are becoming more common classroom learning tools, we sought to explore how student cell phone use is impacted by this change. Additionally, we studied how a student's seat location and how the time during a term impacts students' cell phone use. To measure student cell phone use in lecture, we observed introductory biology classes at the University of Washington and recorded when students' cell phones were visible. We found that students sitting in the back of the room showed an increased likelihood of having a cell phone out. However contrary to our expectations, students using personal device (cell phone) based polling technology were no more likely to be using cell phones during lecture than their peers using traditional ARSs. Our results suggest that the downsides to using cell phones as teaching tools may be limited.