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Vasectomy is a commonly performed and relatively safe procedure, with low reported rates of psychological morbidity, though there is some variability across studies. Depression following a vasectomy is relatively infrequent. A married man aged 30 developed a chronic depressive episode, lasting four years and resistant to an adequate trial of fluoxetine, following a vasectomy. His depression was heralded by a post-operative panic attack, and was accompanied by medically unexplained symptoms and the attribution of all his symptoms to the procedure – a belief that was shared by his family. Psychological complications of vasectomy have generally been studied under four heads: sexual dysfunction, effects on marital relationships, chronic post-operative pain, and other complications including anxiety and depression. These complications have generally been reported at higher rates in developing countries, and are linked to poor knowledge about the procedure and inadequate pre-operative counseling. The implications of the existing literature for the patient's current complaints, and the mechanisms and risk factors involved, are discussed in the light of existing research. Suggestions for the prevention and treatment of post-vasectomy depression are also outlined.

With the ongoing catastrophe of the COVID-19 pandemic, the world seems to have come to a standstill. Daily living routines, work, and schools predominantly launched into a state of confusion, and people across the globe excessively find ways to cope with their experiences of this traumatic disaster. Concerning schools, the pandemic has dramatically challenged the education system with teaching and learning processes managed remotely, utilising online platforms. This paper explores university students’ perception of online learning, specifically during the outbreak of the COVID-19 pandemic, to uncover how they respond to this ‘new normal’ digital mode of teaching and learning and how they seek to regain control over the sudden shift in their lives. Through interviews with students from Universiti Darussalam (UBD) and Universiti Islam Sultan Sharif Ali UNISSA, this original article reveals students’ transformative behaviours during online learning, and institutional supports that contribute to the shaping of students' online learning experiences in Brunei.

The study aims to analyze the different types of risks related to the use of technology and determine their positive or negative influence on teachers' motivation and behavioral intention to use digital tools.

The research is based on survey data from 200 teachers in the Romanian preuniversity education system. The data analysis followed a four-step approach, using a partial least squares structural equation modeling (PLS-SEM) model for hypothesized relationships among research concepts and a PLS prediction-oriented segmentation (POS) procedure.

This study showed that increased risk awareness influences both motivation and, consequently, the intention to adopt digital tools in the preuniversity education system.

The scope of research remains constrained with regard to the examined population, considering the substantial number of teachers within the preuniversity education system. Another limit lies in the basic classification of identified risk types.

School managers should design a strategy to increase the level of motivation for integrating digital tools in the educational process.

Little scholarly attention has been devoted to investigating the risks associated with digitalization in the preuniversity education system. In addition, no prior research has been conducted to assess the influence of risk perception on people's motivation and intention to use digital tools in preuniversity education.