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Japan is home to a relatively conservative and group-oriented culture in which social expectations can exert powerful pressure to conform to traditional patterns of behaviour. This includes gender norms, which have long been based around the common stereotypes of men as breadwinners and women as housewives. Social liberalisation and economic change in the late 20th century saw these patterns change as more women entered the workforce and, despite Japan's dismal standing in global equality rankings, began to make inroads into some positions of political and corporate leadership. Yet, the way in which women are treated by men is shaped not only by female gender norms but also by the social factors that determine male patterns of behaviour. This chapter considers how Japan's male gender norms, particularly the focus on man as economic labourers rather than active members of the family unit, have damaged many men's ability to connect, on an emotional level, with the women in their lives. It looks at the issue of misogyny; what is known as the Lolita Complex; the growing trend of herbivore men; and the concept of Ikumen, men who are active within the family. While some of these patterns of behaviour can be harmful – for women on the individual level, and for Japan as a whole, on the social level – there are some trends which suggest that gender norms in Japan can be directed in a manner which will allow for much healthier emotional relationships to develop between the genders in a manner that will help build a society that is more cognisant of and attentive to the needs of women.

Students of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity (TRA) is an activity that can help educators address the learning needs of students in such a context. The present study investigated the effectiveness of the TRA in enhancing EFL students' reading rate and reading comprehension as well as in making them aware of potentially wrong reading strategies that they may be using.

A classroom intervention was designed for a group of preparatory year (PY) students at a Saudi university. The study sample consisted of one intact class of 29 students. Data were collected from pre- and post-tests of students' reading rate and reading comprehension as well as progress charts. In addition, a questionnaire was used to identify the reading strategies used by the students.

The results showed that the TRA generally enhanced the reading comprehension and the reading rate of EFL mixed-ability students as well as raised their awareness of their use of wrong fast reading strategies.

The results of the study support the use of TRA as a remedial reading activity in EFL mixed-ability classes.

This study aims to evaluate the prevalence of depression and associated risk factors among patients on hemodialysis in Jazan area, Saudi Arabia.

The study was conducted on 211 randomly selected hemodialysis patients in Jazan area, Saudi Arabia, using an observational cross-sectional design. Patients were screened for depressive symptoms using the depression, anxiety and stress scale 42 (DASS-42). Descriptive statistics were used to present sociodemographic data. Multiple logistic regression was implemented to identify the predictors of depression. Data were entered and analyzed using SPSS 22.0 software.

The study found the overall prevalence of depression among patients on hemodialysis to be 43.6 per cent. Of them, 12.8 per cent were mildly depressed, 15.6 per cent were moderately depressed and 15.1 per cent fell in the severe or extremely severe category. Depression was significantly associated with marital status, education level and the presence of sleep disturbances. The study indicates a high prevalence of depressive symptoms among patients on hemodialysis in Jazan. A higher rate of depressive symptoms was observed in currently unmarried, lower-educated patients and those with sleep disturbance.

Periodic evaluation of patients on hemodialysis for depression is needed to allow for early intervention.