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Social–emotional skills are vital for individual development, yet research on which skills most effectively promote students' mental and physical health, particularly from a global perspective, remains limited. This study aims to address this gap by identifying the most important social–emotional skills using global data and machine learning approaches. Data from 61,585 students across nine countries, drawn from the OECD Social–Emotional Skills Survey, were analyzed (NChina = 7246, NFinland = 5482, NColombia = 13,528, NCanada = 7246, NRussia =6434, NTurkey = 5482, NSouth Korea = 7246, NPortugal=6434, and NUSA=6434). Six machine learning techniques—including Random Forest, Logistic Regression, AdaBoost, LightGBM, Artificial Neural Networks, and Support Vector Machines—were employed to identify critical social–emotional skills. The results indicated that the Random Forest algorithm performed best in the prediction models. After controlling for demographic variables, optimism, energy, and stress resistance were identified as the top three social–emotional skills contributing to both subjective well‐being and physical health. Additionally, sociability and trust were found to be the fourth most important skills for well‐being and physical health, respectively. These findings have significant implications for designing tailored interventions and training programs that enhance students' social–emotional skills and overall health. [ABSTRACT FROM AUTHOR]

The high creep strength and high radiation resistance of nanostructured ferritic alloys (NFAs) have been generally attributed to the high-density precipitation of (O, Y)-core nano-clusters and nano-oxides. In this work, the early-stage nucleation of (O, X)-core (X = La, Ce, and Hf) nano-clusters (NCs) with respect to (O, Y)-core NCs in multi-element micro-alloyed NFAs was investigated using first-principles calculations. Their competitive precipitation preference and possible growth sequence were predicted. The (O–O) pair was suggested as the most fundamental core of all types of NCs. Yttrium always has the strongest affinity with the (O–O) pairs to initiate the nucleation of NCs during the early-stage nucleation. Under the absence or depletion of yttrium, other types of (O, X)-core (X = La, Ce, Hf) structures could form, leading to different nucleation paths with the preference ordering of (O, La)-core > (O, Ce)-core > (O, Hf)-core. NC nucleation and composition in NFAs would, thus, strongly depend on the number availabilities of micro-alloying solute species in the neighborhood of the (O–O) pairs. [ABSTRACT FROM AUTHOR]

The introduction of defects in graphene will affect the mechanical and electrical properties of the composite interface. We investigate the effect of Stone–Wales (S-W), single-vacancy (S-V), and double-vacancy (D-V) defects on interface properties of copper/graphene/copper (Cu/Gr/Cu) sandwich models using the first-principles study. The results indicate that most defects forming in the Cu/Gr/Cu interface have lower formation energy than that in the free graphene slab. The introduction of defects is beneficial to enhance interface bonding while decreasing electrical properties due to electron scattering. By analyzing the differential charge density of all the Cu/Gr/Cu models with defects, we show that the defects cause changes in electron distribution and facilitate charge transfer between graphene and adjacent copper layers by altering the atomic layer distance. [ABSTRACT FROM AUTHOR]

Reading practices in medieval manuscripts have often been the subject of critical analysis in the past. Recent technological developments have extended the range of analytical possibilities; one such development is that of eye tracking. In the present article, we outline the results of an experiment using eye tracking technologies which were carried out recently in Spain. The analysis points to particular trends in the ways in which modern readers interact with medieval textual forms and we use this analysis to point to future possibilities in the use of eye tracking to broaden and deepen our understanding of the workings of the medieval page. [ABSTRACT FROM AUTHOR]

The past two decades have seen significant advances in how users interact with machines. Yet nowadays, people are increasingly paying attention to developing new control terminals and interfaces regarding communication between humans and robots, special equipment, or the virtual world. Wearable haptic interfaces offer more comfortable and realistic interactive experiences in human-machine touch and satisfy people’s needs beyond simply controlling objects. They are now applied in various areas, including health, education, virtual reality, object detection, etc... The passage briefly introduces some familiar wearable haptic interfaces, including hand-worn, vest-worn, and foot-worn devices. And then the advantages and disadvantages of the mentioned wearable devices will also be discussed. This passage will provide an overview of the current technology in wearable haptic interfaces and help people understand the strengths and weaknesses of the devices for different body parts.

A preliminary study in Yogyakarta showed that the graduates’ enthusiasm to enter building construction study program in vocational high school was low. One of the factors affecting the graduates’ enthusiasm was related to the low-level teachers’ efforts in preparing the graduates’ soft skills. This study aimed to identify (1) the integration level of soft skills elements, and (2) the teachers' obstacles to equipping the graduates' soft skills. It was descriptive quantitative research conducted in the study program of building construction at vocational high schools. The results of the study showed: (1) the integration level of communicative ability, integration level of cooperative competence, integration level of motivating ability, integration level of developing etiquette and moral, and integration level of building responsibility were wholly integrated. Then, the integration level of problem-solving ability and integration level of science and technology mastery was mostly integrated; (2) the obstacles included: the students’ ignorance attitude, the lack of collaboration between the students’ parents and the school stakeholders in developing the graduates’ soft skills, the absence of soft skills training and the unsupported school culture. Those obstacles impeded the graduates’ soft skills.