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Implantation of penile prosthesis is considered when conservative measures fail or are unacceptable to patients wishing treatment for erectile dysfunction. In the United States (US), inflatable penile prostheses are more often used than malleable penile prostheses (MPP). Outside the US, the reverse is true because third-party reimbursement is not available, and MPP is considerably cheaper. Two American manufacturers make MPP; presently, a new manufacturer, Rigicon (Ronkonkoma NY), has recently begun to sell its MPP worldwide. Patient information forms submitted to the manufacturer between March 1, 2019, and December 8, 2022, were used to conduct an initial safety study for 605 first-time patients implanted with Rigicon10® by 46 physicians in 15 countries with a mean follow-up of 21.6 months. It has the same configuration of trimmable, paired silicone rods containing a twisted stainless-steel wire for bendability. However, it is available in six widths with hydrophilic coating compared to three widths offered by competitors. Revision or explantation was needed in 6 of 605 patients (0.99%) with half of those being removed for dissatisfaction (0.50%). Two (0.33%) suffered device infection and one (0.16%) required removal for erosion. Kaplan-Meiers statistical analysis showed three-year implant survival from revision = 99.2%. It demonstrated a comparable safety record with less than 1.00% of patients requiring reoperation.

The purpose of this study is to explore the impact of information systems (ISs) Success Factors the user of (AISs) satisfaction on the Kuwaiti governmental organizations. To achieve the objectives of the study, the researcher designed and developed a questionnaire for data collection from the study population and distributed (160) questionnaires. There were (149) retrieval for data analysis which was used for further analysis using SPSS v26. After an appropriate analysis, the study found no significant impact for the success factors (ISs) including the quality of information, the quality of the system and the quality of services on the user satisfaction (AISs).

The crisis in Jordan has had disastrous effects on the national economy, particularly impacting the hospitality sector. Confronted with dramatic uncertainty, hospitality leaders must rapidly nurture responsibility and resilience. To enhance our understanding of how responsible and resilient leadership responds to such shocks, we aim to investigate if responsible and resilient leadership styles can foster crisis management in the hospitality sector through the mediating path of knowledge management, and the moderating role of digital transformation using the conservation of resources (COR) theory to support our hypotheses. This theory asserts that organizational resources facilitate effective crisis management, implying that adequate resources and support systems enable organizations to navigate and recover from crises effectively. Data was gathered from 154 owners and senior managers in the hospitality sector, and the proposed relationships were evaluated using partial least squares structural equation modeling (PLS-SEM). These findings imply that responsible and resilient leadership styles significantly influence crisis management. Furthermore, knowledge sharing mediates the relationship between these leadership styles and effective crisis management. Finally, the study identifies digital transformation as a significant moderator between knowledge sharing and crisis management. This research contributes to the existing literature on leadership and crisis management by demonstrating that, during times of crisis, leadership characterized by responsibility and resilience enhances crisis management within the hospitality sector.

Cheating and plagiarism have become serious problems in higher education institutions (HEIs). It affects educational quality as well as the reputation of higher education. The purpose of this study is to identify the most prevalent types of cheating and plagiarism, as well as the elements that contribute to cheating and plagiarism, and to present solutions to this recurring problem. This paper systematically reviews 45 articles published from 2018, to 2022, aligned with the PRISMA guidelines in the selection, filtering, and reporting of the papers. This review shows that factors such as increased pressure on students, poor academic integrity awareness, lack of up-to-date academic honor codes, and the unethical application of AI tools are prime contributing factors to cheating and plagiarism in HEIs. In a broader sense, all these factors are classified as individual, social, cultural, institutional, and technological factors that are responsible for this problem. This problem can be reduced by establishing ethical and moral development tutorials as well as formulating up-to-date honor codes considering AI tools. Furthermore, higher education institutions must develop anti-plagiarism detection software in order to detect plagiarism and aid students in improving academic writing and paraphrasing approaches. The findings of this systematic literature review provide useful insights for educators and policymakers to solve the complicated issue of cheating and plagiarism in higher education institutions.

Cheating and plagiarism have become serious problems in higher education institutions (HEIs). It affects educational quality as well as the reputation of higher education. The purpose of this study is to identify the most prevalent types of cheating and plagiarism, as well as the elements that contribute to cheating and plagiarism, and to present solutions to this recurring problem. This paper systematically reviews 45 articles published from 2018, to 2022, aligned with the PRISMA guidelines in the selection, filtering, and reporting of the papers. This review shows that factors such as increased pressure on students, poor academic integrity awareness, lack of up-to-date academic honor codes, and the unethical application of AI tools are prime contributing factors to cheating and plagiarism in HEIs. In a broader sense, all these factors are classified as individual, social, cultural, institutional, and technological factors that are responsible for this problem. This problem can be reduced by establishing ethical and moral development tutorials as well as formulating up-to-date honor codes considering AI tools. Furthermore, higher education institutions must develop anti-plagiarism detection software in order to detect plagiarism and aid students in improving academic writing and paraphrasing approaches. The findings of this systematic literature review provide useful insights for educators and policymakers to solve the complicated issue of cheating and plagiarism in higher education institutions.

Spelling words accurately is not an easy process. Instead, it is a complex developmental skill. Due to this fact, several studies have recently investigated learners' spelling ability and how this skill develops in different stages. The main purpose of this study is to examine the developmental nature of Saudi intermediate school students' acquisition of spelling knowledge as measured by the "Schlagal's Qualitative Spelling Inventory" (designed to assess spelling error patterns). Further, it aims at determining whether Saudi intermediate school students' spelling performance improves as their grade level increases or decreases based on word-level complexity or difficulty. In fact, this study is significant since it reflects the progress of Saudi intermediate school students not only in spelling, but in other literacy areas such as reading, and listening. A strong parallel has been found between spelling, reading and listening. The sample of the study was 300 participants, all of whom were 7th and 9th male graders who study at intermediate public schools in Riyadh, Saudi Arabia. "Spelling features" and "word spelling" scoring scales were used to score the given data. The findings showed that the 7th-grade students were listed at the "phonetic stage," while the 9th-grade students were listed at the "patterns within words stage" and "syllable juncture stage." Besides, the findings revealed that students' spelling performances improved as their grade level increased. Moreover, students' spelling performances were decreased with the increase of word-level difficulty or complexity.

Cheating and plagiarism have become serious problems in higher education institutions (HEIs). It affects educational quality as well as the reputation of higher education. The purpose of this study is to identify the most prevalent types of cheating and plagiarism, as well as the elements that contribute to cheating and plagiarism, and to present solutions to this recurring problem. This paper systematically reviews 45 articles published from 2018, to 2022, aligned with the PRISMA guidelines in the selection, filtering, and reporting of the papers. This review shows that factors such as increased pressure on students, poor academic integrity awareness, lack of up-to-date academic honor codes, and the unethical application of AI tools are prime contributing factors to cheating and plagiarism in HEIs. In a broader sense, all these factors are classified as individual, social, cultural, institutional, and technological factors that are responsible for this problem. This problem can be reduced by establishing ethical and moral development tutorials as well as formulating up-to-date honor codes considering AI tools. Furthermore, higher education institutions must develop anti-plagiarism detection software in order to detect plagiarism and aid students in improving academic writing and paraphrasing approaches. The findings of this systematic literature review provide useful insights for educators and policymakers to solve the complicated issue of cheating and plagiarism in higher education institutions.

This Forum explores the impact of the COVID-19 pandemic on the Higher Education (HE) sector through the experiences and perspectives in China, Malaysia and the UK, with schools and universities closed and teaching moved online with very short notice. Authors were given an open brief as to the nature of their contribution, reflecting the still evolving 'pandemic pedagogy' phenomenon. Reflecting different national contexts reified in the emergency response to education disruption, the three perspectives in this Forum individually and collectively shed light on the implications of contrasting states of university governance and overall HE development.

The current environment of volatility, uncertainty, complexity and ambiguity has created a prolonged state of uncertainty for the Jordanian hotel industry. Crisis management leadership is one of the most important attributes for a hotel. The main aim of this study is to evaluate the mediating role of crisis management, the moderating role of a leader’s experience, their relationship to styles of leadership (transformational and transactional) and the resultant performance of Jordanian hotels. Research was based on a self-distributed questionnaire survey of 119 respondents currently holding managerial positions in Jordanian 3 to 5 star hotels. Partial Least Square Structural Equation Modelling was then employed. The findings suggest a transformational leadership style and crisis management experience are the most important attributes for a leader to sustain hotel performance during a crisis. Leaders with a transactional leadership style need crisis management skills to sustain hotel performance rather than experience which is not as important in their case. This paper proves that different leadership styles have a different influence on a hotel’s survivability during a crisis. Therefore, a hotel’s management group must ensure that a leader with an appropriate leadership style takes control during these situations. By combining leadership attributes, experience, and crisis management in a comprehensive framework to ensure sustainable hotel performance in the face of a crisis, this study adds to the body of knowledge on leadership and crisis management practices.

Offering timely feedback on programming while encouraging learners to engage in critical evaluation of programs are the objectives of peer-testing. We report on a peer-testing experiment with students on distant campuses using a Web platform. The experiment shows the potential that peertesting has to help students transition from passive learners to critical evaluators.