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To overcome the reliance on large samples and high-quality data in existing evaluation methods, while also improving evaluation efficiency and accuracy, this paper proposes a method for rapid landslide hazard assessment. This method utilizes existing research findings and specific analytical techniques for the study area to conduct rapid assessments. Taking the landslide in Yongxing Town, Mingshan Area, Ya'an City, Sichuan Province as an example, the Analytic Hierarchy Process (AHP) is combined with the Information Value (IV) method, Certainty Factor (CF) method, and Frequency Ratio (FR) method from previous studies, The AHP-IV and AHP-FR methods assess the study area as a moderately hazardous zone, while the AHP-CF method assesses it as a slightly hazardous zone. Affected by the strong 2013 Lushan earthquake, the landslide in the study area caused permanent damage. Field investigation results show that the landslide hazard in the study area is moderate, and the AHP-IV and AHP-FR methods are more consistent with the actual field results. The AHP-CF method, due to not considering the water system factor and having certain errors in its discrimination method, leans towards a safer assessment, The results of the three evaluation methods are somewhat consistent. [ABSTRACT FROM AUTHOR]

Objective: This study aims to investigate the relationship and mechanisms of action among academic stress, academic anxiety, academic self-efficacy, and academic burnout among adolescents., Methods: A study of 929 Chinese adolescents (53.71% males, mean age = 11.94 years, SD = 0.77) was conducted using the Study Stress Questionnaire, Academic Anxiety Subscale, Junior Middle School Students' Learning Weariness Scale, and the Academic Self-efficacy Questionnaire., Results: ①Academic stress was significantly and positively correlated with academic anxiety and academic burnout, and significantly and negatively correlated with academic self-efficacy. ②Academic anxiety partially mediated the relationship between academic stress and academic burnout. ③Academic self-efficacy significantly moderated the direct effect of academic stress on academic burnout, and higher academic self-efficacy could buffer the negative effect of academic stress. ④Academic self-efficacy significantly moderated the second half of the mediated model's path (academic anxiety → academic burnout), that is, low academic self-efficacy amplified the risk effect of academic anxiety on academic burnout., Conclusion: Academic anxiety partially mediates the relationship between academic stress and academic burnout, and this mediating role is moderated by academic self-efficacy., Competing Interests: The author declares that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Gao.)