Avian infectious bronchitis (IB) is an economically important poultry disease causing respiratory disease, nephritis, and reduction in egg production in chickens. The aim of this study is to retrospectively study the IB virus (IBV) isolated in Malaysia from the years 2017 to 2018 by characterizing the S1 gene of IBV. Seventeen IBVs were isolated, and the S1 gene was amplified and sequenced. Phylogenetic analysis revealed that three IB lineages, the GI-1, GI-13, and GI-19, were present in the country. Notably, a non-Mass variant that is unique to Malaysia, the MH5365/95 strain, which was once circulated in the country, is not detected in the study. Four S1 protein cleavage recognition motifs, the RRSRR, HRRRR, RRFRR, and RRLDV, were found among the isolates. To the best of current knowledge, this represents the first reported identification of the RRLDV motif in Malaysia. The amino acid variation patterns in the hypervariable regions (HVRs) were found to be distinct among different lineages but similar within the same lineage. Remarkably, IBVs isolated from Sabah exhibit distinct phylogenetic clustering, unique amino acid variation patterns, particularly in GI-1 lineage viruses, and atypical amino acid triplets in the HVRs compared to the Peninsular isolates, indicating regional distinctiveness in IBV evolution within Malaysia, emphasizing the need for more in-depth investigation to determine whether this variation is lineage-specific or influenced by geographic factors. Whole-genome sequencing of the Sabah isolates is crucial for comprehensive characterization of their genetic composition, thereby offering critical insights to inform disease control measures and vaccination strategies. As IBV continues to evolve, further study on its molecular epidemiology, evaluation of existing vaccine efficacy, and cross-disciplinary collaboration are paramount in combating the disease.
Background: To highlight the presentation, diagnosis, and management of a case of intralenticular foreign body. Case report: A 51-year-old man with no known medical illness was referred for alleged metallic foreign body in the right eye while grinding a metal. Upon examination, visual acuity was 6/30 and 6/6 in the right and left eye, respectively. There was a self-sealed corneal laceration wound with an embedded metallic foreign body paracentrally at 5 o’clock, posterior synechiae, and traumatic cataract. Computed tomography of the orbit showed a hyperdense lesion in the lens. After removal of the foreign body, phacoemulsification with intraocular lens implantation, and corneal suturing, a postoperative computed tomography scan showed no signs of the hyperdense foreign body. The patient achieved a final best-corrected visual acuity of 6/7.5. Conclusion: Penetrating eye injuries can lead to severe morbidity. Prompt diagnosis and early management, including imaging, are crucial in managing this type of injury.
Creative thinking is an essential 21st-century skill, yet innovative learning models for its development are still limited. This research proposes the RACVi learning model, developed using the ADDIE research and development methodology based on a needs analysis of teachers and students, to enhance students’ digital creative thinking skills. The model’s syntax was validated by experts and tested in the classroom. The results showed significant improvements in creativity through extracurricular activities, technological competencies, and structured learning. The RACVi model is recommended for enhancing digital creative skills at all levels of education because it is valid and aligned with students’ needs.
This study examines the need for developing a Kickstarter toolkit designed to support special education teachers in teaching entrepreneurship through the creation of children’s storybooks. Entrepreneurship education is increasingly recognized as a valuable addition to special education, promoting skills such as creativity, problem-solving, and independence. A survey conducted among 170 special education teachers from the Kuala Kangsar district, selected through judgmental sampling, revealed strong support for introducing entrepreneurship education into special education curricula (M=3.69, SD=0.71). Teachers also emphasized the importance of employing pedagogical approaches to effectively teach entrepreneurship concepts (M=3.89, SD=0.69). Moreover, the findings indicate an urgent need for a dedicated toolkit to facilitate such activities, with educators expressing high levels of agreement regarding its necessity (M=3.99, SD=0.73). These results underscore the positive perception of special education teachers toward entrepreneurship education and the crucial role a specialized toolkit could play in equipping educators with the resources needed to foster entrepreneurial competencies in students with special needs.
