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.

This study on communicative competence of secondary school students of Bhutan was conducted with the lower, middle and higher secondary school students under four districts Chukha, Samtse, Paro and Thimphu. The study aimed to explore why communicative proficiency was generally perceived low as reported by LaPrarie (2014). Random sampling survey questionnaire was administered to 864 students and purposive sampling interviews conducted with 24 teacher and 2 curriculum developers from Royal Education Council. Other data collection methods included classroom lesson observation and documentary analysis. Simple descriptive analysis for quantitative data and thematic analysis for qualitative data analysis were employed. The study found that majority of the students had low proficiency level in both English and Dzongkha with a few who had higher level. The low communicative competence in both English and Dzongkha has been attributed to the negative influence of social media in which students showed more interested than engaging in academic reading and writing activities. However, the study found the schools organised relevant activities such as literary fest, debates, and speeches, speaking and writing activities to enhance the communication skills. The research recommends activities such as reviewing the curriculum standards, enhancing teachers' skills to focus on the communicative skills to improve students' proficiency in communication.

Oh…King Jigme". This is the response I always get from Thai people when I answer their question about where I am from. If you are a Thai and you are reading this, you must have already figured it out. For those who are still confused and uncertain about what I am trying to convey, all I am trying to say is that I come from Bhutan. Bhutan is a small Himalayan kingdom sandwiched between two giants, China in the north and India in the south. Bhutan is sometimes called the Last Shangri-La which is translated to "the last paradise". Bhutan is known to outside world for four reasons: firstly, its religion (Mahayana Buddhism) and culture, secondly its pristine environment, thirdly its unique GNH (Gross National Happiness) concept which puts people's happiness before the economic growth and finally our monarch, His

Reading is an essential skill for everybody especially for the students of Samtse College of Education who are future teachers. They need to read to enhance their communication skills, upgrade their knowledge and skills and be role models in reading for their students. However, we have found that the reading for pleasure habit among the students is poor. Students generally use social media during their leisure time instead of reading which is a concern both for their lecturers and the institution. An action research study was carried out to improve students’ reading for pleasure habit. Data for the study were gathered using a survey and interview. A total of 325 students completed the survey and 57 students participated in the interview. The data were collected twice; before (baseline) and after the intervention. Comparison of means was used to analyse the quantitative data and the qualitative data were analysed thematically. Following the analysis of the baseline data, three intervention strategies were employed; Our Time To Enjoy Reading (OTTER), Self-indulgence Reading, and Raffle Draw. These strategies were implemented in all the 16 classes for a period of 8 weeks. The comparison of the analysis of the pre-and post-data showed that the interventions have been effective in promoting the reading for pleasure habit of the students.

The study on 'The portrayal of gender in The Merchant of Venice and its effects on students' perceptions of gender roles' was carried out with the aim to understand how the play influenced students' opinions about gender roles. Although there is numerous research that has investigated gender stereotypes in the play, there is limited research done on the effect of the play on students. Adopting the constructivist paradigm, the data was collected using semi-structured interviews with 12 students and four teachers. According to the study, the play contains a significant amount of gender stereotypes that have both positive and negative effects on students' perceptions of gender roles. While the students learn about the ill effects of gender disparity and the role of women, they shared their discontentment about the portrayal of women as a weaker gender resulting in male students denying to take up the roles of female characters. The study confirms that teachers have a significant role to instill a sense of gender equality among the students, thus recommending that teachers employ a variety of activities in the class while teaching the play to enhance the perception of gender equality.