Kinnow production is hampered due to the lack of micronutrient applications such as zinc (Zn), iron (Fe), and manganese (Mn), which play a significant role in the metabolic activities of the plant, affecting yield and quality. The farmers of the region use mineral micronutrient fertilizers, but it leads to phytotoxicity due to unoptimized fertilizer application dose. In the present investigation, an attempt has been made to optimize the Zn, Mn, and Fe minerals dose as tank mix foliar application for improvement of fruit yield, quality, and uptake of nutrients. The twelve combinations of different doses of zinc sulphate, manganese sulphate, and ferrous sulphate fertilizers replicated three times were tested at kinnow orchards established at Krishi Vigyan Kendra, Bathinda, Punjab, India. The data revealed that the fruit drop was significantly low in the treatment F₁₂ (43.4%) (tank mix spray of 0.3% ZnSO₄ + 0.2% MnSO₄ + 0.1% FeSO₄ ) compared to control treatment. The fruit yield per tree was significantly higher in the treatment F12 compared to untreated control. The juice percentage was also recorded higher in treatment F12 as compared to control, and the juice percentage improved by 2.6%. The leaf nutrient analysis also revealed translocation of higher amount of nutrient from leaf to fruit under optimized supply of micronutrient. Thus, the application of tank mix spray of 0.3% ZnSO₄ + 0.2% MnSO₄ + 0.1% FeSO₄ may be used for better fruit yield and quality.

Technical Pedagogical Content Knowledge (TPACK) encompasses teachers’ understanding of the intricate interplay among technology, pedagogy, and subject matter expertise, serving as the essential knowledge base for integrating technology into subject-specific instruction. Over the decade, advancements in information technology have led to the consistent application of the TPACK framework within studies on instructional technology and technology-enhanced learning, significantly advancing the evolution of contemporary teacher education in technology integration. In this paper, we utilize the Teaching and Learning Knowledge of Subjects Based on Integrated Technology (TPACK) framework to administer a questionnaire survey to teacher trainees at Chinese colleges and universities. This survey aims to evaluate the current status of their integrated technology-based subject teaching and learning knowledge. Based on the research findings, we propose strategies aimed at enhancing the educational technology integration knowledge of students pursuing integrated technology courses in colleges and universities. Furthermore, we integrate the smart classroom setting to develop a comprehensive TPACK-integrated model teaching framework. Our final objective is to offer valuable references for the progress of modern teaching skills among education students in higher education institutions.

Under the background of the development of the network information age, the current Internet industry has obtained more development opportunities, but it has also brought corresponding challenges in the process of wide application. In the development and construction of modernization, society pays more attention to the supervision and determination of the characteristics of online public opinion. From the perspective of the current characteristics of network public opinion, because social information is more extensive and involves many fields, network public opinion has a high degree of complexity and diffusion. Therefore, it is necessary to strengthen the analysis and application of relevant data mining systems in order to achieve efficient management of network public opinion. The key to the disadvantage of the traditional excavation of public opinion communication characteristics lies in the lag of the excavation process, and it is difficult to deal with malignant public opinion in a timely and effective manner. Therefore, in order to truly solve the lagging problem of public opinion data dissemination feature mining technology, it is necessary to strengthen the application of artificial intelligence technology in it.

The PBL teaching method emphasizes using specific problems as a guide in practical application, guiding students to achieve better teaching implementation results in practice. The integration of cross-border e-commerce and English teaching is a practical English course content in the teaching of English majors. In the current stage of English course teaching, it is an important method that is innovative and targeted to improve students' English course learning effectiveness. In the specific application process, the application of PBL teaching method requires teachers to provide important support for improving the teaching effectiveness of cross-border e-commerce English courses under the PBL model by building educational and teaching training bases, actively providing sufficient practical education guidance platforms, and emphasizing the innovation and richness of teaching evaluation links.

This study examines the adoption and usability of lifestyle (LS) apps, considering demographic factors like age and education that influence adoption decisions. The study employed a mixed-methods design, combining an experiment (spanning 14 weeks of app use) with semi-structured interviews and periodic measurements. The researchers employed the Mobile Application Usability Questionnaire (MAUQ) to identify pivotal aspects of standalone app usability, interface satisfaction, and usefulness at various stages of use, with a particular emphasis on the experiences of Hungarian students (n = 36). The results demonstrate that health-related factors have a significant impact on students’ behavior and evaluation of lifestyle apps over the 14-week period. Overall, the analyzed LS apps demonstrated positive outcomes in terms of supporting subject health and significantly improving the perceived health state. The findings highlight both practical and theoretical contributions to the field of mobile health applications, suggesting avenues for further research to either confirm or challenge existing theories.