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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.

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]

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: Laparoscopic techniques are being used increasingly in the repair of ventral hernias and offer the potential benefits of a shorter hospital stay, decreased wound complications, and possibly a lower recurrence rate. Despite good results from high-volume centers, significant complications may occur with this approach and the morbidity of incisional hernia repair may be underestimated. Objective: To evaluate the outcome of laparoscopic ventral hernia repair as regard complications, post-operative pain, hospital stay, patient satisfaction and recurrence rate. Patients and methods: This was a prospective non-randomized study. Forty consecutive patients admitted at the Department of General Surgery, Aswan University, Egypt, with diagnosis of ventral and or incisional hernia in the period from July 2016 to December 2019 were enrolled. Results: Complication rate among the studied patients was found to be 30% (2 port site infection, 1 wound edge necrosis, 5 seroma, 3 ileus and 1 pneumonia). Mortality rate among our cases was found to be 0%. Recurrence rate showed that two cases developed recurrent hernia; one case after 6 months and the other case after 8 months. Success rate among this group was found to be 70 % of cases that passed without complications. Postoperative pain and patient satisfaction correlate significantly with clinical outcome. We found that patient satisfaction rate among our cases was 70%. Conclusion: Laparoscopic ventral hernia repair main advantages being, with less postoperative pain, shorter hospital stays, lower recurrence rate and lower postoperative complications. [ABSTRACT FROM AUTHOR]

Background: Ventral hernia is defined as primary anterior abdominal wall and incision hernia not including the groin. There are number of risk factors that lead to hernia to occur; like wound infection, morbid obesity, immunosuppression, previous operations, prostatism, and surgery for aneurysmal disease. Hernia defect can form within first 5 years of surgery but can occur late as well. Objective: To evaluate the short-term outcome of laparoscopic ventral hernia repair as regard feasibility and safety, operative time and types of hernias. Patients and methods: This study is a prospective nonrandomized study. It included forty out of sixty consecutive patients admitted at the Department of General Surgery, Aswan University, Aswan Egypt, with diagnosis of ventral and or incisional hernia in the period from July 2016 to December 2019. Results: This study included 22 male and 18 female patients. 11 male patients had incisional hernia and 11 patients with ventral hernia. Types of hernias: Twenty-one cases had virgin abdomen with no previous surgeries while 19 cases had previous surgery done before; described as follows: midline laparotomy scar (11), caesarian section scar (5), port site scar (2) and appendectomy scar (1). Operative time: In first 20 operated cases the mean operative time was 120 min while in the last 20 cases with increasing learning curve the operative time starts to reduce markedly, and the mean time became 70 min. Conclusion: Laparoscopic [ABSTRACT FROM AUTHOR]

Recent studies have found a connection between schooling factors and Internet addiction (IA) among adolescents. However, family relationships may be a critical variable for understanding the link between school factors and IA. This study aims to investigate the association between schooling factors of academic performance and school pressure and IA in adolescents while examining the potential mediating role of family relationships in this association. A total of 482 students were recruited through a survey. The survey collected demographic data, the Brief Family Relationship Scale (BFRS), the Internet Addiction Diagnostic Questionnaire (IADQ), and questions that assessed academic performance and school pressure in adolescents. The results revealed that family relationship fully mediated the relationship between school pressure and IA in both early and middle adolescents. In contrast, family relationship fully mediated the relationship between academic performance and IA in early adolescents, only. Our results imply that supportive family relationships help adolescents, especially in the early adolescence stage, manage academic pressure without resorting to maladaptive relationship with the Internet. [ABSTRACT FROM AUTHOR]