This study examines aggressive behavior among adolescents in school settings, focusing on its associations with mental health dimensions such as dysfunctional negative emotions and anxiety. A total of 403 adolescents (234 girls and 169 boys) aged 12 and 13 years participated in the study. Self-report questionnaires assessed aggressive tendencies and mental health symptoms, while demographic variables such as age and gender were also collected. Data analysis revealed a non-normal distribution, as determined by the Kolmogorov-Smirnov and Shapiro-Wilk tests. Consequently, non-parametric statistical methods were employed, including the Spearman correlation coefficient to explore relationships between variables and the Mann-Whitney U test to analyze gender differences. The results demonstrated significant positive correlations between aggressive behavior and dysfunctional negative emotions (r = 0.191, p < 0.01) and between aggression and anxiety (r = 0.275, p < 0.01). Additionally, gender differences emerged, with females reporting higher levels of mental health symptoms than males (p < 0.05). These findings highlight the complex relationship between mental health challenges and aggression, emphasizing the significant roles of gender and emotional regulation in shaping these dynamics. The study calls for the development of tailored psychological interventions that not only address aggressive behaviors but also consider the unique mental health needs and emotional profiles of adolescents, ensuring a more personalized and effective approach to support their well-being.

A smart city focuses on enhancing and interconnecting facilities and services through digital technology to offer convenient services for both people and businesses. The basic infrastructure of smart cities consists of modern technologies such as the Internet of Things (IoT), cloud computing and artificial intelligence. These urban areas utilize different networks, such as the Internet and IoT, to share real-time information, improving convenience for the inhabitants. However, the reliance of smart cities on modern technologies exposes them to a range of organized, diverse, and sophisticated cyber threats. Therefore, prioritizing cybersecurity awareness and implementing appropriate measures and solutions are essential to protect the privacy and security of citizens. This study aims to identify cyber threats and their impact on smart cities, as well as the methods and measures required for key areas such as smart government, smart healthcare, smart mobility, smart environment, smart economy, smart living, and smart people. Furthermore, this study seeks to evaluate previous research in this field, establish necessary policies to mitigate these threats, and propose an appropriate model for the infrastructure associated with IT networks in smart cities.

As China’s urbanization process accelerates, it has become common for rural men to go out to work and women to stay at home. The implementation of China’s rural revitalization strategy is in dire need of a large amount of high-quality human capital, and education and training are an important way to improve human capital and empower left-behind women. Starting from the background of China’s rural revitalization, this study focuses on the education and training of rural left-behind women, a topic that has received less attention. Through in-depth interviews and participatory observation, we analyzed the factors affecting rural left-behind women’s participation in education and training, as well as the problems that exist in China’s rural education and training process, and proposed strategies to solve them. The study found that education level, traditional attitudes, economic income, knowledge of education and training, and mental health are important factors affecting the participation of left-behind women in education and training in rural China. At the same time, there are some problems in the process of education and training, such as a single main body of supply and training methods, a lack of teachers, and a lack of management, etc., which affect the development of education and training, and thus also the promotion of rural revitalization.