No abstract

An arteriovenous malformation (AVM) of the mesoappendix is a very rare clinical entity. The clinical features, diagnosis and management of an AVM of the mesoappendix have yet to be sufficiently explained since reports about it are scarce. We report a 57-year-old man presented with hematochezia for 2 weeks. Upper and lower endoscopic could not find the source of bleeding. Abdominal contrast-enhanced computed tomography revealed an AVM of the mesoappendix. A laparoscopic appendectomy was performed, and he had a resolution of his symptoms. Intraoperative findings and pathological results confirmed the diagnosis of AVM of the mesoappendix.

This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.

A bronchogenic cyst is a congenital anomaly of the foregut, usually located in the lung parenchyma or mediastinum. Paraesophageal bronchogenic cysts are rare and esophageal locations even rarer. We report that a 19-year-old man was referred to our hospital because of dysphagia. Endoscopic ultrasound and computed tomography showed results for esophageal leiomyoma, and we performed thoracoscopic resection to enucleate the lesion. Although the cyst was located entirely in the wall of the esophagus, pathological findings revealed an esophageal bronchogenic cyst. The patient was discharged without any problems on postoperative day seven. This case reminded gastrointestinal surgeons about the unusual location of bronchogenic cysts—intraesophageal—and thoracoscopic enucleation is a safe, less invasive, and practical approach.

This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.