How remote leaning during crisis affect technostress levels experienced by academicians.

Despite the extensive coverage in the literature, limited attention has been paid to the investigation of technostress among academicians who work under special circumstances, such as occupation, and might have different psychological states due to those conditions. To fill this gap, this study examined the level and factorial structure of technostress among 573 Palestinian academicians who worked in a more-than-seventy-years occupied country, and with the addition of the COVID-19 pandemic. A sequential mixed method approach with confirmatory and exploratory factor analysis was used to explore the technostress factors and to measure their level among the academicians. The obtained findings indicated that the four factors of (1) schedule overload, (2) complexity, (3) uncertainty and uselessness, and (4) invasion and compulsion formed the model of techno-stressors among Palestinian academicians. This can help various stakeholders (researchers, policy makers, practitioners, etc.) to design the needed interventions accordingly and reduce the technostress among academicians; hence, enhancing the latter's teaching practices and experiences.

Developing Teaching Practice in Computational Thinking in Palestine.

Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers' delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum.

The efficacy of a training program for social skills in reducing addictive Internet behaviors among Palestinian university students.

BACKGROUND: For youth in geopolitically at-risk environments, such as Palestine, the issues related to Internet overuse and addictions are complex. Youth residing in the occupied territories of Palestine as in other highly militarized zones have high levels of environmental stressors (e.g., militarization, poverty, lack of employment opportunities, cultural pressures, etc.) and few chemical or social outlets such as alcohol, intoxicants, and leisure activities. As such, the easily accessible and unrestricted opportunities for stress-reducing social contact of social media can lead easily to excessive and maladaptive Internet use. Therefore, interventions directly aimed at awareness and education on how to manage Internet use are critical for addressing these issues in high risk populations. AIMS: The purpose of the current study was to test the efficacy of a time-limited group training program aimed at improving social skills and reducing addictive Internet behaviors among university students. METHODS AND RESULTS: The sample consisted of 30 university students who self-reported high scores on an Internet addiction scale. Participants were randomly assigned to either wait list or treatment group (15 in each condition). Results demonstrated that using a social skills training program over an 8-week period improved the level of social skills and reduced addictive Internet behaviors significantly in those who experienced the intervention when compared with a wait list control group. CONCLUSIONS: These findings support the implementation of time limited training programs targeting social skills and addictive patterns of Internet use with university students identified with high levels of Internet addictive behaviors.

The efficacy of a training program for social skills in reducing addictive Internet behaviors among Palestinian university students

Abstract Background: For youth in geopolitically at-risk environments, such as Palestine, the issues related to Internet overuse and addictions are complex. Youth residing in the occupied territories of Palestine as in other highly militarized zones have high levels of environmental stressors (e.g., militarization, poverty, lack of employment opportunities, cultural pressures, etc.) and few chemical or social outlets such as alcohol, intoxicants, and leisure activities. As such, the easily accessible and unrestricted opportunities for stress-reducing social contact of social media can lead easily to excessive and maladaptive Internet use. Therefore, interventions directly aimed at awareness and education on how to manage Internet use are critical for addressing these issues in high risk populations. Aims: The purpose of the current study was to test the efficacy of a time-limited group training program aimed at improving social skills and reducing addictive Internet behaviors among university students. Methods and results: The sample consisted of 30 university students who self-reported high scores on an Internet addiction scale. Participants were randomly assigned to either wait list or treatment group (15 in each condition). Results demonstrated that using a social skills training program over an 8-week period improved the level of social skills and reduced addictive Internet behaviors significantly in those who experienced the intervention when compared with a wait list control group. Conclusions: These findings support the implementation of time limited training programs targeting social skills and addictive patterns of Internet use with university students identified with high levels of Internet addictive behaviors.

Synthesis, spectral, thermal, crystal structure, Hirschfeld analysis of [bis(triamine)Cadimium(II)][Cadimum(IV)tetra-bromide] complexes and their thermolysis to CdO nanoparticles.

BACKGROUND: The coordination chemistry of cadmium(II) with diamine ligands is of particular interest. The most common structure around cadmium(II) center in their complexes is tetrahedral, that is due the octet rule obeyed. Nevertheless, five and six-coordinated complexes are also well known. Now a day, many cadmium(II) complexes with chelate ligands were synthesized for their structural or applications properties. Antibacterial activities and DNA binding affinity of this class of cadmium complexes have attracted considerable interest. RESULTS: Cadmium(II) complexes in dicationic form with general formula [Cd(dien)2]CdBr4 complex 1 (dien = diethylenetriamine) and [Cd(dipn)2]CdBr4 complex 2 (dipn = diproylenetriamine) were prepared and elucidated there chemical structures by elemental analysis, UV-Vis, IR, TG and NMR, additionally complex 1 structure was solved by X-ray diffraction study. The Cd(II) cation is located in a slightly distorted octahedral geometry while Cd(IV) anion is in tetrahedral geometry. High stability of the synthesized complexes confirmed by TG. Thermolysis of complex 1 revealed the formation of pure cubic nanoparticles CdO which was deduced by spectral analysis. The average size of CdO nanoparticles was found to be ~60 nm. CONCLUSIONS: Two new Cd(II) complexes of general formula [Cd(N3)2]CdBr4 were made available. The structure of [Cd(dien)2]CdBr4 was confirmed by X-ray diffraction. Thermal, electro and spectral analysis were also investigated in this study. The direct thermolysis of such complexes formed a cubic CdO regular spherical nanoparticle with the ~60 nm average particle size.Graphical abstractORTEP for the complex 1.