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Background: Family and school environment play a crucial role across the different developmental stages of adolescence. This paper investigates the potential mediating role of family and school environments in the relationship between the three psychosocial predictors of depression, anxiety, stress, and Internet addiction (IA). Specifically, it focuses on the two stages of early and middle adolescence. Methods: The study involved a survey of 407 adolescents from Qatar, comprising 250 early adolescents and 157 middle adolescents. Inclusion criteria for the study included adolescents between the ages of 10 to 17 years old, residents of Qatar and studying in a Qatar-based school. To assess the constructs of the three psychosocial predictors, IA, family environment, the study utilized the Depression, Stress, and Anxiety Scale (DASS), the Internet Addiction Diagnostic Questionnaire (IADQ), and the Brief Family Relationship Scale, respectively. School environment was measured using questions from the "Health Behavior in School-aged Children: WHO Collaborative Cross-National survey/study (HBSC) 2013–2014. The study applied standard mediation analysis between the DASS components and IA with family and school environment as the mediators. Results: Results from the mediation analysis reveal insights into the relationships between psychosocial predictors and IA. The findings indicate that family and school environments partially mediated the relationship with regards to depression, stress, and anxiety in early adolescents. In middle adolescents, family environment partially mediated the relationship with depression and stress and fully mediating the relationship with anxiety. Meanwhile, school environment only exhibited partial mediation in the relationship with anxiety in middle adolescence. Conclusions: These results highlight the crucial role parents and schools play in addressing problematic technology usage that develops as a response to depression, anxiety, and stress among adolescents. Moreover, the study reveals nuances in the mediating role of family and school environment in early and middle adolescence. This highlights the evolving nature of these influences across the different stages of development. Notably, this study contributes to the literature by moving beyond the conventional focus on the so-called WEIRD population, and offering valuable insights from a region that is underrepresented in current research. [ABSTRACT FROM AUTHOR]

Voltage-sensitive calcium channels (VSCCs) influence bone structure and function, including anabolic responses to mechanical loading. While the pore-forming (α1) subunit of VSCCs allows Ca2+ influx, auxiliary subunits regulate the biophysical properties of the pore. The α2δ1 subunit influences gating kinetics of the α1 pore and enables mechanically induced signaling in osteocytes; however, the skeletal function of α2δ1 in vivo remains unknown. In this work, we examined the skeletal consequences of deleting Cacna2d1 , the gene encoding α2δ1. Dual-energy X-ray absorptiometry and microcomputed tomography imaging demonstrated that deletion of α2δ1 diminished bone mineral content and density in both male and female C57BL/6 mice. Structural differences manifested in both trabecular and cortical bone for males, while the absence of α2δ1 affected only cortical bone in female mice. Deletion of α2δ1 impaired skeletal mechanical properties in both sexes, as measured by three-point bending to failure. While no changes in osteoblast number or activity were found for either sex, male mice displayed a significant increase in osteoclast number, accompanied by increased eroded bone surface and upregulation of genes that regulate osteoclast differentiation. Deletion of α2δ1 also rendered the skeleton insensitive to exogenous mechanical loading in males. While previous work demonstrates that VSCCs are essential for anabolic responses to mechanical loading, the mechanism by which these channels sense and respond to force remained unclear. Our data demonstrate that the α2δ1 auxiliary VSCC subunit functions to maintain baseline bone mass and strength through regulation of osteoclast activity and also provides skeletal mechanotransduction in male mice. These data reveal a molecular player in our understanding of the mechanisms by which VSCCs influence skeletal adaptation. [ABSTRACT FROM AUTHOR]

BACKGROUND: Teacher's wellbeing and mental health play a pivotal role in learning experiences and educational environment. For a better future, we need thriving teachers with strong wellbeing. OBJECTIVE: The current scoping literature review aimed to explore the factors fostering wellbeing and causing burnout among school teachers. METHODS: Applying appropriate search terms to relevant databases for the years 2016–2020 yielded 934 potentially relevant research articles which were further filtered to 102 articles. RESULTS: The findings of this review suggested that emotion regulation, positive workplace milieu and teacher self-efficacy (feeling successful as a teacher) are important factors fostering teachers' wellbeing whilst negative workplace environment and negative emotions along with feeling marginalized or bullied by coworkers are factors behind teacher burnout. The strengths of this study include a rigorous research design and relational analysis approach. CONCLUSION: Teacher wellbeing needs a workplace environment with minimum bullying and marginalization. An atmosphere of respect, inclusion, and mutual teacher support is needed to promote wellbeing. [ABSTRACT FROM AUTHOR]

The study of teacher well‐being is critically important. However, teacher well‐being studies are lacking in Africa, Asia, and the Middle East, and also generally in low‐income countries. This exploratory case study sought to identify teachers' perceptions of work‐related characteristics and personal practices associated with well‐being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in‐depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data‐driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well‐being (e.g., engagement school‐wide or district‐wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow‐up. Few teachers could name any well‐being programs at their school. Practitioner points: This study found more similarities than differences in perceived well‐being factors for teachers across Cambodia, Kenya, and Qatar.Seven underlying key components emerged indicating that teacher well‐being can be promoted when teachers: (1) experience being valued and respected as leaders; (2) are deeply engaged in their work; (3) find meaning and purpose in their work; (4) feel successful; (5) have their personal, nonwork needs met; (6) manage their emotions and well‐being; and (7) experience a positive, supportive work environment.The authors strongly encourage stakeholders to implement strategies to promote teacher well‐being that suitably fit their cultural context. [ABSTRACT FROM AUTHOR]

Extensive research has shown various family factors such as low family cohesion, and limited parental supervision to be associated with adolescent Internet addiction (IA). There has been little discussion about the relationship between parental IA and adolescent IA. The purpose of this study was to determine whether parental IA and parental monitoring of digital technology use interpret IA in their adolescents. The current study was carried out with 168 parents of adolescents, predominantly female parents. They reported demographics and how often they monitored their adolescent's Internet usage and responded to the Internet Addiction Diagnostic Questionnaire (IADQ) and Parental Version of Young Diagnostic Questionnaire (PYDQ). The two scales, IADQ and PYDQ, comprise of eight binary questions, each representing a symptom of IA. Multiple regression and Chi-square were used for statistical analysis. The multiple regression model showed that parents' gender, employment status, frequency of monitoring of time spent on the Internet, and activities performed on the Internet by adolescents were not significant predictors of PYDQ. Parents' IADQ scores and the frequency of serious arguments with their adolescents about excessive Internet use were positive and significant predictors of PYDQ. Adolescents were more likely to be dependent Internet users when their parents were also dependent Internet users. Seven of the eight IA symptoms in parents were associated with the related symptoms in adolescents. These results suggest that family counseling programs shall not only focus on dealing with adolescents but help parents demonstrate constructive and balanced digital habits and become positive role models themselves. Serious arguments on excessive Internet use predicted IA in adolescents. In light of our results, it may be beneficial for parents to play a role model in technology use and have more productive discussions with their adolescents about it. The results also signify the need for better knowledge and literacy in communicating with adolescents about excessive Internet use. [ABSTRACT FROM AUTHOR]

Background: This is one of the few studies that examines adolescent Internet addiction (IA) among Middle Eastern population. The purpose of this study is to determine whether adolescents' family and school environments play a role in their Internet Addiction. Methods: We conduced a survey that included 479 adolescents in Qatar. The survey collected demographic data, the Internet Addiction Diagnostic Questionnaire (IADQ), the Brief Family Relationship Scale (BFRS) and questions from the WHO Health Behavior in School-aged Children (HBSC) survey that assess school environment, academic performance, teacher support, and peer support of the adolescents. Factorial analysis, multiple regression, and logistic regression were used for statistical analysis. Results: Family environment and school environment were negative and significant predictors of adolescent Internet addiction. The prevalence rate was 29.64%. Conclusion: Results imply that interventions and digital parenting programs should not only target adolescents, but also include entities in the developmental environment of adolescents, i.e. their family and school. [ABSTRACT FROM AUTHOR]

Background: Laparoscopic cholecystectomy at the time of cesarean section is novel in medicine. It is safe, feasible, and cost-effective. Case presentation: A 29-year-old G3P2 + 0 woman had two previous cesarean sections. She was pregnant at 32 weeks. The fetus had anencephaly. She had acute cholecystitis. Laparoscopic cholecystectomy done at the time of termination of pregnancy by cesarean section. Conclusions: In a critical period, such as acute cholecystitis, the combination of laparoscopic cholecystectomy immediately post cesarean section is effective if the surgeon is highly qualified and experienced. [ABSTRACT FROM AUTHOR]

This paper describes investigation, testing, analysis, and slope history used to determine the two-phase failure mechanism involved in the 2014 landslide near Oso, Washington. The first phase involves a slide mass located above the frequent landslides in the lower portion of the slope and extends to near the slope crest. This slide mass had a large potential energy, which moved downslope, and pushed the water-filled colluvium that had accumulated along the slope toe across the valley, resulting in it flowing almost 1.5 km. Evacuation of the Phase I slide mass left the upper portion of the slope unbuttressed and oversteepened, causing a second landslide (Phase II) but it primarily remained on the source slope because the back edge of the Phase I slide mass prevented further movement and the dense and unsaturated upper soils did not undergo a significant strength loss like the water-filled colluvium. [ABSTRACT FROM AUTHOR]

This paper uses the San Luis Dam upstream slide to evaluate the pore-water pressures at failure and progression of the phreatic surface through the fine-grained core for drawdown stability analyses. The hydraulic conductivity and compressibility parameters of saturated and unsaturated soils are calibrated using the reservoir hydrograph and 13 piezometers in order to evaluate the pore-water pressures at failure. The analyses show unsaturated and transient seepage analyses can be used to estimate pore-water pressures during drawdown for various stability analyses and evaluate the progression of the phreatic surface through the fine-grained core. The transient results also indicate the van Genuchten parameter a significantly influences unsaturated soil response during drawdown. Different meshing techniques can produce consistent moisture content profiles in two different seepage software packages, but in situ measurement of moisture content and suction pressure is recommended to develop an unsaturated and transient seepage model. [ABSTRACT FROM AUTHOR]