The COVID-19 pandemic has instigated global lockdowns, profoundly altering daily life and resulting in widespread closures, except for essential services like healthcare and grocery stores. This scenario has notably intensified mental health challenges, particularly among children and adolescents. Influenced by a myriad of factors including developmental stages, educational backgrounds, existing psychiatric disorders, and socioeconomic status, the pandemic’s impact extends beyond the immediate health crisis. This paper critically examines the multifaceted effects of the pandemic on mental and physical health across various age groups. It highlights the increased incidence of stress, anxiety, and depression, underscoring the pandemic’s deep psychological footprint. Additionally, the paper explores the societal implications, from altered family dynamics and educational disruptions due to the shift to online learning, to workplace transformations. These changes have led to a mix of adaptive responses and adverse effects, including heightened domestic tensions and mental health issues. The paper also delves into the ethical challenges faced by medical professionals during this crisis, balancing urgent patient care with ongoing medical research and mental health considerations. This analysis aims to provide a comprehensive understanding of the COVID-19 pandemic’s extensive impact on health and society, emphasizing the importance of addressing mental health as a crucial component of the response strategy.

The six core competencies of mathematics in vocational schools are becoming increasingly important in mathematics learning. The reverse teaching design of vocational school mathematics, which focuses on core competencies, precisely grasps the internal logic of knowledge from a holistic perspective, and designs it on a unit by unit basis. The design process is to infer the starting point from the endpoint. Therefore, how to use reverse thinking in teaching design research in vocational school mathematics teaching under the background of core competencies will be the main content of this article.

With the progress of information technology, especially the widespread use of artificial intelligence technology, it has shown an important role in promoting economic and social development. Art and design in universities is a new discipline that combines modern technology with humanities and art. Only by emphasizing the development of science and technology, adapting to the requirements of the times, and closely integrating humanities and art with science and technology, can we gradually expand the educational channels for cultivating composite and innovative talents. Effectively organizing different types of scientific research activities, building a sound and comprehensive education system, plays an important role in adjusting teaching relationships, innovating teaching models, enhancing students' professional and comprehensive qualities, and improving their academic performance and employment competitiveness.

Attempts were made in the present study to design and develop skeletally modified ether linked tetraglycidyl epoxy resin (TGBAPSB), which is subsequently reinforced with different weight percentages of amine functionalized mullite fiber (F-MF). The F-MF was synthesized by reacting mullite fiber with 3-aminopropyltriethoxysilane (APTES) as coupling agent and the F-MF structure was confirmed by FT-IR. TGBAPSB reinforced with F-MF formulation was cured with 4,4’-diamino diphenyl methane (DDM) to obtain nanocomposite. The surface morphology of TGBAPSB-F-MF epoxy nanocomposites was investigated by XRD, SEM and AFM studies. From the study, it follows that these nanocomposite materials offer enhancement in mechanical, thermal, thermo-mechanical, dielectric properties compared to neat (TGBAPSB) epoxy matrix. Hence we recommend these nanocomposites for a possible use in advanced engineering applications that require both toughness and stiffness.