Body mass index and its correlation with polycystic ovarian syndrome: Insights from a cross-sectional study among MBBS females at a tertiary care hospital.

Background:Polycystic ovarian syndrome (PCOS) is a multifactorial endocrine disorder with rising global prevalence among reproductive-aged women. Body Mass Index (BMI) plays a significant role in modulating its clinical presentation. Objectives: To evaluate the correlation between BMI and PCOS prevalence and to determine the impact of BMI on clinical and anthropometric features among female medical students. Methods: A cross-sectional observational study was conducted at the Konaseema Institute of Medical Sciences and Research Foundation, Amalapuram, from November 2023 to November 2024. Two hundred female MBBS students aged ≥18 years were enrolled. PCOS was diagnosed using the Rotterdam criteria. Anthropometric parameters, including BMI, waist/hip ratio, and mid-arm circumference, were recorded, and clinical features such as hirsutism (mFG score), acne, alopecia, and acanthosis nigricans were assessed. Statistical analysis was performed using SPSS version 22. Results: The mean age of participants was 23.7 ± 3.6 years, with most belonging to the 18–25 year age group. Among 200 students, 74 (37%) were diagnosed with PCOS. The mean BMI, waist/hip ratio, mFG score, and mid-arm circumference were significantly higher in PCOS individuals. A high waist/hip ratio (>0.85) was seen in 70.2% of PCOS participants versus 33.3% of non-PCOS participants. Prevalence was greatest in obese individuals (BMI ≥30 kg/m²), with features including menstrual irregularities, hirsutism (17.9% vs. 5.0%, p = 0.025), alopecia, and polycystic ovarian morphology. Some lean participants (BMI 18.5–24.9 kg/m²) also manifested PCOS, suggesting additional contributing factors. Conclusion: The prevalence of PCOS in this cohort was 37%, indicating a considerable burden among young female medical students. Increased BMI correlated strongly with PCOS severity, though normal-weight individuals also exhibited features, highlighting the roles of genetic and metabolic factors. Recommendations: Routine BMI screening and lifestyle interventions are essential for reproductive-aged women, irrespective of BMI, to reduce PCOS-related complications and long-term risks

Leadership, conflict, and pedagogy: A cross-sectional qualitative study on the role of management in mitigating academic disagreements that affect learning.

BackgroundAcademic conflict is an often-overlooked barrier to effective teaching and learning in higher education. Disagreements among academic staff, rooted in professional rivalry, ideological differences, and institutional pressures, can negatively affect curriculum coherence, staff morale, and student performance. The role of leadership in identifying, managing, and resolving such conflicts is essential to creating a stable academic environment.  MethodsA cross-sectional qualitative research design was employed to investigate how academic management addresses internal conflicts that influence pedagogy. Data were collected from 24 participants, comprising 12 academic staff, 6 Heads of Departments (HODs), and 6 senior faculty administrators, drawn from the Humanities, Sciences, and Education faculties at a South African university. The study utilized 18 in-depth semi-structured interviews and 2 faculty-specific focus group discussions. Thematic analysis was conducted following Braun and Clarke’s six-phase approach.  ResultsThe study found that academic staff often experience conflict arising from unequal workload distribution, recognition disputes, and divergent pedagogical approaches. HODs highlighted a lack of institutional tools for effective mediation, while senior administrators emphasized the absence of structured leadership development programs. Despite these challenges, faculties where proactive leadership was present, particularly in the Sciences and Education, reported improved collaboration, reduced staff tensions, and positive impacts on student learning.  Conclusion Leadership is a critical factor in mitigating the effects of academic conflict on teaching and learning. While conflict is inevitable in collaborative environments, its impact can be significantly reduced through strategic and empathetic management practices.  Recommendations Higher education institutions should invest in leadership development programs focused on emotional intelligence, conflict resolution, and inclusive decision-making. Policies promoting transparency, peer dialogue, and early intervention mechanisms should be institutionalized to enhance pedagogical effectiveness and academic harmony

FACTORS CONTRIBUTING TO PNEUMONIA AMONG CHILDREN UNDER 5 YEARS AT NAGURU HOSPITAL, NAKAWA DIVISION IN KAMPALA DISTRICT, A CROSS-SECTIONAL STUDY.

Background Pneumonia accounts for 10% of deaths in children under five in Uganda, with at least 25 children dying from it every day. Since 2012, the Government of Uganda has been scaling up strategies to prevent and treat pneumonia among young children. However, national targets remain unmet. This study, therefore, aimed at determining the factors contributing to pneumonia among children under 5 years old at Naguru Hospital in Kampala district. Methodology A descriptive cross-sectional design involving the Questionnaire method of data collection was employed. A stratified random sampling method was used to select 100 respondents. The data was analyzed using SPSS and presented in tables, pie charts, and graphs using Microsoft Excel 2016. Results Most caregivers, 40 (40%), only attained primary education, while 13 (13%) had attained tertiary education. It was observed that 64 (64%) of the caregivers did not have a proper method of fecal disposal, and 48 (48%) were surrounded by smokers and other pollutants, passively affecting their under-five children. Socio-economic factors like poor ventilation, 70 (70%), and living in extended populations, 68 (68%) contributed to community-acquired pneumonia among the under-five children. Additionally, 50 (50%) of the respondents obtained income from casual labor, indicating low socio-economic status. 48 (48%) of the respondents had poor health-seeking behavior, a probable reason as to why 31% did not have access to health education. Conclusion The study concluded that environmental factors like poor waste disposal. There was poor health-seeking behavior among the caregivers concerning their under-five children. Poor ventilation and low income indicated a low socio-economic status among the caregivers, posing a great risk of pneumonia. Recommendation Ensure mass sensitization and health education of the community on hygiene and sanitary measures like proper toilet facilities to minimize the incidences of Pneumonia

Leadership, conflict, and pedagogy: Examining the role of management in mitigating academic disagreements that affect learning – A qualitative case study design.

BackgroundConflict among academic staff is an inevitable part of university life, often arising from competing priorities, power dynamics, and differing pedagogical philosophies. When unresolved, such conflicts can negatively affect collaboration, morale, and ultimately the student learning experience. Leadership and departmental management play a crucial role in either exacerbating or resolving these tensions. This study explores how university leadership intervenes in academic disputes and assesses the impact of these conflicts on teaching and learning within a South African university department.  MethodsA qualitative case study design was employed. Data were collected through in-depth, semi-structured interviews with 12 academic staff members and 3 faculty managers at a mid-sized South African university. Participants were selected using purposive sampling based on their involvement in or exposure to departmental conflicts. Thematic analysis was conducted following Braun and Clarke’s framework to identify patterns related to leadership, conflict management, and pedagogical disruption.  ResultsThree dominant themes emerged: (1) Leadership Silence and Avoidance, where managers failed to address conflicts early, allowing them to escalate; (2) Pedagogical Disruption, where conflicts led to breakdowns in team teaching and inconsistent student engagement; and (3) Restorative Leadership Practices, where inclusive dialogue, mediation, and clear role boundaries helped restore collaboration. Staff widely agreed that unresolved conflicts affected curriculum coherence, delayed marking, and confused students about academic expectations. Managers who engaged proactively in transparent conflict resolution were credited with improving departmental cohesion and restoring trust.  ConclusionLeadership plays a decisive role in managing academic disagreements. Silence or inaction reinforces division, while proactive, inclusive leadership promotes a healthier departmental culture and supports student learning.  RecommendationsUniversities should train academic managers in conflict resolution and implement early-intervention frameworks. Clear communication protocols, mediation practices, and regular reflection spaces should be institutionalized to foster an environment where disagreement does not compromise pedagogy

From #feesmustfall to #futuresmustrise: The evolution of student activism and policy change at Mangosuthu University of Technology. A qualitative case study.

BackgroundStudent activism has been a pivotal force in shaping higher education in South Africa. At Mangosuthu University of Technology (MUT), the #FeesMustFall movement (2015–2017) spurred demands for free education, decolonized curricula, and institutional reform. While immediate outcomes of the protests are well documented, limited attention has been paid to the long-term evolution of activism into structured policy engagement during the emerging “FuturesMustRise” era. Methods This qualitative case study was conducted at MUT between January 2024 and April 2025. Data were collected through semi-structured interviews with 15 former and current student leaders active from 2015 to 2025, and 5 university administrators involved in governance and transformation. In addition, 20 institutional documents, including protest memoranda, council minutes, policy revisions, and transformation reports, were analysed. Braun and Clarke’s thematic analysis framework was applied to ensure triangulation and depth. Results          Findings revealed a post-2018 shift from protest to structured activism, with 80% of student leaders participating in governance structures such as the Transformation Committee and SRC Policy Forums. Administrators (60%) acknowledged activism’s influence on reforms in financial aid and student accommodation. However, only 27% of participants (both students and administrators) viewed curriculum decolonization efforts as meaningful, with the majority describing such initiatives as symbolic or superficial. A decline in sustained activism following partial victories was also noted, risking stagnation of deeper reforms. Conclusion Student activism at MUT has transitioned into formal governance engagement, resulting in incremental but meaningful policy change. Yet, challenges remain in achieving comprehensive transformation, particularly in decolonizing the curriculum. Recommendations MUT should institutionalize student advisory structures with decision-making authority, implement leadership development initiatives, and create transparent systems for tracking reforms. Above all, curriculum decolonization must be prioritized beyond symbolism to achieve long-term institutional change

Self-esteem and its associated demographic factors among undergraduate nursing students at a tertiary institution in Southwestern Uganda: A cross-sectional study.

Introduction Self-esteem refers to one’s positive or negative attitude towards oneself and the evaluation of one’s thoughts and feelings overall about oneself. It is a vital element in a person’s life as it affects the overall human behaviours and relationships. The level of self-esteem has an impact on the way one accepts responsibilities, their communication skills, and the way one cooperates with others, human response to stressful life events, and how to deal with positive and negative emotions. Purpose: To assess levels of self-esteem and demographic factors associated with self-esteem levels among undergraduate nursing students of Mbarara University of Science and Technology. Methodology The study used a cross-sectional study design and recruited 139 students who are undergraduate nurses at Mbarara University of Science and Technology. The self-esteem of the participants was measured using the Rosenberg Self-esteem Scale (RSES), and data were analyzed using SPSS version 23.  Results 59.70% of the participants had moderate levels of self-esteem, 40.3% had low self-esteem, and no one had high self-esteem. Of all the assessed demographic factors, age, sex, year of study, program of study, marital status, sponsorship program, and religion, year of study was the only factor significantly associated with levels of self-esteem. Conclusion There are no undergraduate nursing students with high self-esteem at Mbarara University of Science and Technology. Recommendations Additional research on self-esteem and associated demographic factors ought to be done using much larger populations so as to have enough data to make adequate statistical analysis, probably a study involving nursing students from different nursing institutions all at once. A qualitative study, as well as to further describe the relation between self-esteem and associated demographic factors, is key in further understanding this concept

Navigating policy and perception: A cross-sectional study on government policies impacting river conservation and community awareness in KwaZulu-Natal, South Africa.

BackgroundRiver ecosystems in South Africa are facing increasing pressures from pollution, overuse, illegal activities, and climate-related stressors. Although a strong policy framework exists to protect aquatic biodiversity and promote sustainable water management, effective implementation depends on public awareness, local participation, and community ownership of conservation efforts. This study aimed to assess the level of public awareness, understanding, and local engagement with river conservation policies among riverine communities in KwaZulu-Natal, and to identify barriers to effective community participation in river management.  MethodsA cross-sectional mixed-methods study was conducted across five riverine communities (uMngeni, uMlazi, uMsunduzi, Thukela, and uMkhomazi Rivers). A total of 120 participants were engaged: 80 community members, 20 government officials, and 20 representatives from NGOs and civil society groups. Quantitative data were collected using structured questionnaires, while qualitative insights were obtained through semi-structured interviews and focus group discussions. Data were analysed using descriptive statistics and thematic content analysis.  ResultsParticipants had a mean age of 38.4 years (range: 19–68); 56% were female and 44% male. Among officials and NGO representatives, 87% exhibited high awareness of environmental policies, compared to only 43% of community members. Only 27% of community members had received formal communication about conservation laws. Higher awareness and compliance were linked to participation in local conservation initiatives. Barriers to engagement included a lack of environmental education, mistrust of authorities, poor institutional coordination, and socio-economic pressures.  ConclusionA significant gap exists between national river conservation policies and community-level understanding and participation. Bridging this gap requires targeted education, improved outreach, and stronger collaboration across stakeholders.  RecommendationsImplementing localised environmental education campaigns, fostering partnerships with traditional leaders, using mobile outreach platforms, and integrating conservation education into school curricula are essential to promote sustainable river stewardship at the community level

A cross-sectional assessment of fish populations and bacterial contamination in the uMngeni, uThukela, Umvoti, Umdloti, and Umfolozi Rivers, KwaZulu-Natal.

BackgroundFreshwater rivers in KwaZulu-Natal are essential for biodiversity, human well-being, and ecosystem services. However, increasing anthropogenic pressures, including wastewater discharge, agricultural runoff, and urban development, have raised concerns over declining fish biodiversity and rising bacterial contamination. Fish serve as indicators of long-term ecological health, while Escherichia coli (E. coli) reflects immediate public health risks. Methods A cross-sectional field study was conducted in 2024 across five rivers: uMngeni, uThukela, Umvoti, Umdloti, and Umfolozi. Sampling occurred at upstream, midstream, and downstream sites. Fish were collected using electrofishing and gill nets, identified to species level, and evaluated for diversity, abundance, and trophic group. Water samples were analyzed for total coliforms and E. coli using membrane filtration per SANS 241 guidelines. Descriptive statistics and ANOVA were used to test spatial trends and site differences. Results Fish diversity and abundance varied significantly across rivers and sites. The uMngeni and Umvoti Rivers recorded the lowest species richness, particularly downstream, indicating pollution and habitat degradation. In contrast, the Umdloti and Umfolozi Rivers showed greater diversity. Carnivorous and omnivorous species dominated impacted sites, while sensitive species occurred in less disturbed rivers. Bacterial analysis revealed elevated E. coli levels in downstream areas, with uMngeni and Umvoti sites exceeding safety thresholds (>1,000 CFU/100ml), posing health risks to local communities. Conclusion Marked ecological variation was observed among KwaZulu-Natal rivers. Reduced fish diversity and elevated bacterial loads in heavily impacted rivers indicate deteriorating ecological and public health conditions. Recommendation Integrated monitoring programs should combine biological and microbial indicators. Pollution control, wastewater treatment, agricultural buffers, and riparian restoration are essential. Promoting community-based awareness and catchment management will support long-term river conservation and sustainable use

CORRELATION BETWEEN MRI-BASED BRAIN VOLUME CHANGES AND COGNITIVE DECLINE IN PATIENTS WITH MILD COGNITIVE IMPAIRMENT: A PROSPECTIVE OBSERVATIONAL STUDY.

BackgroundMild Cognitive Impairment (MCI) is an intermediate stage between normal cognitive aging and dementia, characterized by subtle cognitive decline. MRI-based brain volumetry, particularly of the hippocampus and entorhinal cortex, has been proposed as a potential biomarker for predicting cognitive deterioration. This study aimed to assess the relationship between structural brain volume changes and cognitive decline among patients diagnosed with Mild Cognitive Impairment (MCI). MethodsA prospective cohort of 100 patients diagnosed with MCI (mean age 68.5 ± 6.7 years; 54% male) was enrolled. Baseline cognitive function was assessed using the Mini-Mental State Examination (MMSE), and MRI-based volumetric analysis of the hippocampus and entorhinal cortex was conducted. Participants were followed for 12 months, with cognitive status reassessed. Pearson correlation and multiple linear regression analyses were performed to examine associations between brain volume and cognitive performance. ResultsBaseline MMSE scores averaged 26.2 ± 1.8. Pearson correlation revealed a significant positive association between hippocampal volume (r = 0.58, p < 0.001) and entorhinal cortex volume (r = 0.51, p < 0.001) with MMSE scores. Participants with cognitive decline (n = 40) exhibited significantly greater hippocampal volume reduction (5.2% ± 1.1%) compared to stable participants (2.1% ± 0.9%; p < 0.001). Multiple regression analysis identified hippocampal (β = 0.43, p < 0.001) and entorhinal cortex volumes (β = 0.37, p = 0.002) as independent predictors of cognitive performance (adjusted R² = 0.42, p < 0.001). ConclusionsMRI-based volumetric reductions in the hippocampus and entorhinal cortex are significantly correlated with cognitive decline in MCI patients, suggesting their potential as predictive biomarkers for disease progression. Recommendations Recommend integrating MRI-based hippocampal and entorhinal cortex volumetry into routine MCI assessments for early detection and intervention

A CROSS-SECTIONAL STUDY ON SCHOOL SOCIAL ENVIRONMENT AND SECONDARY SCHOOL LEARNERS’ ACADEMIC PERFORMANCE IN MBARARA CITY.

Background. One of the central objectives of the post-independence education agenda in Uganda was to ensure that all children have access to quality education as a pathway to national development. This study examined the effect of the school social environment on the academic performance of secondary school learners in Mbarara City. Methodology. A descriptive survey research design was employed, targeting a study population of secondary school learners and teachers. The sample size was determined using Krejcie and Morgan’s formula, with respondents selected through stratified and simple random sampling techniques. Inclusion criteria encompassed actively enrolled secondary school learners and teachers, while non-teaching staff and newly transferred students were excluded. Data were collected using questionnaires and an observation checklist. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS), generating descriptive and inferential statistics. Results. 271 (73.8%) of the students were male, 98(54.1%) of teachers were within the 25-35 years age bracket, and 66(36.5%) of teachers had between 6-10 years of experience. There was a strong positive correlation between School Social Environment and Learners' Academic Performance, with a Pearson correlation coefficient of 0.644, which was statistically significant at the 0.01 level (p = 0.000), 74.6% of students demonstrated a strong understanding of the subject matter, 66.3% completed assignments on time, and 78.6 % actively participated in class. Further, 73.0% reported a performance improvement, and 70.2% performed well in exams. Conclusion. The study established a statistically significant positive relationship between the school's social environment and academic performance. The study concludes that a conducive school social environment enhances academic performance. Recommendation. Schools should strengthen student-teacher relationships, enhance extracurricular activities, and implement fair discipline policies to foster better learning outcomes