St. Paul's College, Kalamassery

Mechanical properties and thermal degradation of natural rubber compounds containing castor oil were studied to evaluate its suitability as plasticizer. Naphthenic oil was used as a reference plasticizer. The cure time was marginally lower in the case of castor oil mixes, probably due to the presence of free fatty acids in it. The tear strength and modulus were better in the case of mixes containing castor oil, while most of the other mechanical properties were comparable to the mixes containing naphthenic oil. The heat build up and compression set were higher than that of the naphthenic oil mixes. Thermal studies showed an increase of 8 °C in the temperature of initiation of degradation and an increase of 6 °C in the temperature at which the peak rate of degradation occurred. The peak rate of degradation was comparable to that of the reference compound

Abstract Tourism destination development and visitor satisfaction are significantly enhanced by responsible tourism practices. Responsible tourism should be taken into consideration as a policy choice being a strategic marketing tool improving destination quality and tourist satisfaction. This study is an effort to comprehend how responsible tourism practices affect visitor satisfaction, re‐visit intention, and word‐of‐mouth. The study also took into account how visitors' awareness of responsible tourism mediated their satisfaction with their experiences while visiting the area. Structural equation modeling (SEM) was used to test the proposed model from the data gathered from 548 tourists. Results revealed that responsible tourism practices significantly improved visitor satisfaction, followed by increased likelihood of returning and favorable word‐of‐mouth recommendations.

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Gisa Grace Ninan, V. G. Rajeshmon, C. Sudha Kartha, K. P. Vijayakumar; Cu doping: An effective method for improving optoelectronic properties of sprayed SnS thin films. AIP Conf. Proc. 24 April 2014; 1591 (1): 1440–1442. https://doi.org/10.1063/1.4872989 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAIP Publishing PortfolioAIP Conference Proceedings Search Advanced Search |Citation Search

This bibliometric study on insurtech explores the transformative impact of technological innovations such as AI, machine learning, big data, IoT, and blockchain on the insurance industry. Utilizing Scopus for bibliographic data and adhering to the PRISMA flow chart for the meticulous screening, inclusion, and exclusion of studies, the research employs advanced bibliometric tools including biblioshiny, VOSviewer, and CiteSpace to conduct a comprehensive analysis. The findings reveal an upward trend in annual scientific production, highlighting the field's dynamic evolution and growing interest. The study identifies the most productive authors and analyzes coauthorship patterns to understand collaboration networks. Through cocitation analysis, influential authors and seminal works are identified, offering insights into the academic lineage and intellectual foundations of insurtech research. Network visualizations of citations, both of references and journals, alongside the co-occurrence of keywords, map out the thematic and disciplinary landscapes, pinpointing the most relevant sources and globally cited documents. The overlay network visualization of document citations further elucidates the thematic concentrations and evolutionary trajectories within the field. Additionally, this research identified key research gaps and outlined practical implications, pointing to areas that can be ripe for further exploration and innovation and can be helpful in practice. In the same way, the scientific production and collaboration country mappings draw a map of the global distribution and network of insurtech research and bring out more of its international scope and interdisciplinary nature. This bibliometric analysis does not just describe the current state of insurtech research but provides a strategic framework of how one may be able to orient themselves around future developments in this fast-evolving field.

Despite the studies on protean career attitude in the career management literature, career sustainability and its potential outcomes have been subjected to study with limited empirical evidence. With this context, this study propounds a conceptual model connecting protean career orientation and perceived employability with career sustainability. Besides, sequentially, we posit that lifelong learning and proactive skill development mediate the relationship between protean career orientation and perceived employability. To establish the relationship, this study gathered data from Italy and Cyprus. Structural equation modelling was performed using the data collected. The results indicated serial mediation paths through which protean orientation impacts career sustainability.

Abstract Mimosa pudica Linn (sensitive plant) is a medicinal plant of family Fabaceae. Its stem is a good source of cellulose. This research work reports isolation of cellulose nanocrystals (CNCs) from M. pudica stem fibres by combined chemical and mechanical treatments. Polyvinyl alcohol (PVA)/starch composites were prepared with incorporation of isolated CNC (1, 3 and 5 wt.%) by solution casting method. Addition of CNC in polymer composites improved its mechanical strength and barrier properties. Isolation process of CNC includes alkali treatment, bleaching and acid hydrolysis followed by homogenization. Chemical composition, thermal stability, structure, surface morphology, crystallinity and size of the freeze‐dried nanocellulose were studied carefully. Fourier transform infrared analysis of raw fibre and CNC showed elimination of non‐cellulosic fragments from untreated M. pudica stem fibre. Electron microscopy analysis and dynamic light scattering (DLS) confirmed the isolation of nanocellulose. X‐ray diffraction showed improvement in the crystallinity of obtained nanocellulose. Increase in crystallinity indicates high Young's modulus of isolated nanocellulose which makes them proper reinforcement material in composites. Polymer composites with the addition of 3 wt.% of CNC showed the highest tensile strength and lowest water vapour transmission rate (WVTR), moisture absorption and oxygen transmission rate (OTR). As M. pudica is an abundant natural resource, it can be utilized as an efficient source of nanocellulose for different applications especially as fillers in sustainable polymer composites for packaging.

Efficiency and reliability are two important criteria in the designing of a good interconnection network. Network topological notions such as wide diameter, fault diameter, diameter vulnerability and (l,k)-domination can be used to study the efficiency and reliability of a network. In this paper we study these notions in the Mycielskian of a graph and its iterates.

This study examines the factors influencing electric vehicle (EV) consumer acceptance, focusing on the gap between technology advances and consumer uptake. It examines how consumer perceptions, knowledge, and demographics affect EV adoption decisions. The mixed-methods study collects data from a varied sample using surveys and interviews. Empirical evaluation captures customer opinions regarding EVs across environmental, social, economic, price, performance, and awareness issues. The study also explores how age, money, and social standing affect customer views and adoption. The data shows a large gap between EV technical maturity and consumer adoption rates, driven by a lack of EV buyer knowledge and understanding. EVs provide environmental and economic benefits, but demographics and knowledge gaps cause hesitation. Younger and higher-income groups are more likely to embrace EVs, providing targeted possibilities. The findings suggest focused educational initiatives and legislative measures to close the knowledge gap and boost consumer trust in EV technology. EV adoption can be improved by stakeholders customizing tactics to demographic groups’ wants and concerns. The report recommends a comprehensive approach to promote electric mobility, emphasizing informed customer choice in transportation’s future. This study adds to the literature by studying key aspects of electric vehicle (EV) adoption that previous studies missed. The information illuminates the complex factors that influence client decisions, filling gaps in technical progress and commercial acceptance knowledge. This study complements scholarly discourse by concentrating on ignored places and providing essential data for sustainable transportation promotion.

A double layer Cu2ZnSnS4 absorber was employed for the first time to improve the performance of spray pyrolysed Cu2ZnSnS4/In2S3 thin film solar cell. Copper concentration in the two layers of Cu2ZnSnS4 was adjusted and effect on performance parameters was studied. It was observed that higher copper concentration in the absorber layer adjacent to the electrode is beneficial for device performance, whereas, lower copper concentration in absorber layer near to the junction has detrimental effect on the device properties.

Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation D. R. Deepu, V. G. Rajeshmon, C. Sudha Kartha, K. P. Vijayakumar; XPS depth profile study of sprayed CZTS thin films. AIP Conference Proceedings 24 April 2014; 1591 (1): 1666–1668. https://doi.org/10.1063/1.4873070 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAIP Publishing PortfolioAIP Conference Proceedings Search Advanced Search |Citation Search

Health tourism, encompassing both wellness and medical tourism, serves individuals seeking preventive care, relaxation, and medical treatments in diverse global destinations. This bibliometric study leverages Scopus for bibliographic data to analyze the scientific production in health tourism. The analysis, conducted using Biblioshiny and CiteSpace, focuses on annual scientific production, identifies the most productive authors, and highlights the most relevant sources. Additionally, the study examines countries' scientific outputs and provides a historiographic overview of the field. Trend topics and thematic maps visualize the evolution of research themes, while keywords with the strongest citation bursts are identified. Co-citation analysis reveals influential works and collaborations, and a timeline view of country collaborations illustrates the global research network. The study concludes that while health tourism research has significantly expanded, there is a need for longitudinal studies on long-term outcomes and patient satisfaction. Furthermore, the integration of wellness and medical services, as well as the exploration of ethical and legal frameworks, remain underdeveloped. Practical implications suggest that policymakers should focus on developing uniform regulations and resilient practices to enhance the sustainability and attractiveness of health tourism. These findings provide a comprehensive overview of the current state and future directions of health tourism research, highlighting critical areas for further investigation.

The post-pandemic classroom has become an emotional battlefield. Educators report rising levels of anxiety, isolation, and burnout among students across age groups. Standardized tests, remote learning fatigue, and performance pressures have exposed the systemic gaps in how we address the emotional needs of learners (Yang, 2021). It is no longer enough to advocate for mental health support at the margins of the curriculum. We must reimagine emotional literacy not as an extracurricular benefit, but as the curriculum itself. This article argues that emotional literacy should be embedded across disciplines, ages, and assessments, shifting the paradigm from performance-based education to resilience-based learning. As educators, psychologists, and policymakers reflect on the purpose of education in the 21st century, a critical realization emerges: the ability to manage one's emotions, collaborate empathetically, and persevere in the face of setbacks is not a "nice to have"-it is a necessity (Quílez-Robres et al., 2023;Nalipay et al., 2024;Savina et al., 2025). Emotional literacy is not just about emotional awareness; it is about survival, sustainability, and success in an unpredictable world (Zeidner, 2013). In the face of ecological crises, artificial intelligence, and socio-political instability, students need emotional tools as much as they need academic knowledge (Popa, 2024). Yet our systems continue to treat these tools as optional. This calls for an urgent and systemic shift in how we integrate emotional tools into educational practices.Although Social and Emotional Learning (SEL) frameworks have gained traction globally, most implementations remain fragmented-delivered as weekly modules, isolated programs, or reactive interventions rather than foundational curriculum components. Previous studies have explored SEL as an adjunct to academic learning (Newman and Dusenbury, 2015;Zieher et al., 2024), but few have argued for emotional literacy as the central curricular paradigm across all subjects, age levels, and assessments. This paper addresses that critical gap by proposing an integrated, cross-disciplinary model where emotional literacy is not a support system, but the structural core of educational practice. Furthermore, while existing literature focuses on SEL outcomes or teacher competencies, this article expands the discourse to include systemic reform, cultural responsiveness, family engagement, and global policy inspiration (e.g., Bhutan's Gross National Happiness, UNESCO's Happy Schools). It aims to reframe emotional literacy as a necessary and measurable academic standard-shifting the educational narrative from performance to resilience.The Case for Emotional Literacy in EducationOften treated as an adjunct to "real" academic content, emotional literacy has been mischaracterized as a soft skill-important, perhaps, but secondary. Such a dichotomy is not only inaccurate but potentially detrimental to educational outcomes. Emotional literacy, defined as the capacity to recognize, understand, express, and regulate emotions, is foundational to learning. While emotional literacy focuses on the ability to recognize, understand, express, and regulate emotions, it is often conflated with related terms such as Social Emotional Learning (SEL), emotional intelligence (EI), and emotional learning. Each has its own scope and purpose. SEL is a structured educational framework aimed at developing social and emotional skills through programs and curricula. Emotional intelligence refers to an individual's capacity to manage emotions effectively and is often viewed as a measurable trait, especially in adult and professional contexts (Mayer et al., 2004). Emotional learning, meanwhile, is a broader process that encompasses both formal and informal ways we acquire emotional understanding (Immordino- Yang and Damasio, 2007). Emotional literacy stands apart in its emphasis on language, expression, and critical awareness of emotions within social and cultural contexts. It is foundational and ongoing, not tied to specific programs like SEL or assessments like EI. While SEL can provide the framework and EI the skillset, emotional literacy is the communicative and reflective process that underpins them both (Price, 2009). Recognizing these distinctions allows educators to more deliberately embed emotional literacy across disciplines and ensure it is not reduced to a onesize-fits-all model.Neuroscience affirms that emotional states directly impact cognitive processing, memory, and decision-making (Naqvi et al., 2006). Emotional regulation is a prerequisite for deep and sustained learning, as emotional disturbances hinder cognitive engagement. Consider a child facing test anxiety.No matter how well the material has been taught, that child's ability to retrieve and apply knowledge is compromised by emotional overwhelm. Similarly, a student navigating family conflict may find it difficult to engage in collaborative tasks without tools for self-regulation or conflict resolution. Such experiences are not exceptions but have become routine challenges encountered in classrooms across the globe. By teaching emotional literacy as a cross-curricular competency, schools can equip students with the tools to manage stress, build relationships, and navigate conflict. Emotional literacy should be viewed not as an isolated program, but as a lens through which all content is taught and experienced.Although numerous schools have incorporated Social and Emotional Learning (SEL) frameworks, they are more frequently used as short weekly sessions or standalone modules, separated from the academic curriculum (Zieher et al., 2024). Teachers, also already stretched, are responsible for conveying content for which they are not adequately trained (Schiepe-Tiska et al., 2021). The consequence? SEL is a checkbox, not a transformative experience. In addition, most of these assessments still test rote memory, neglecting emotional intelligence altogether. This patchwork design sustains the notion that learning and feeling are distinct undertakings (Barłożek, 2014). In other instances, SEL is boiled down into scripted curricula, removing authenticity, turning emotional engagement into a mechanical task (Newman and Dusenbury, 2015). The problem lies not in the intent of SEL but in not treating it as a foundation. Without embedding social-emotional objectives into learning objectives, lesson planning, and school culture, SEL can never realize its full potential. It then exists as a side track, separate from the everyday rhythm of school.Resilience, often defined as the ability to adapt and thrive despite adversity, is deeply intertwined with emotional literacy. By cultivating emotional awareness, regulation, and empathy, students develop the inner strength to navigate stress, setbacks, and uncertainty-hallmarks of resilience. This aligns with core goals of Social and Emotional Learning (SEL), which research has shown to significantly improve students' emotional well-being, academic performance, and long-term success (Newman and Dusenbury, 2015;Yang, 2021). Widely recognized SEL models, such as the CASEL (Collaborative for Academic, Social, and Emotional Learning) framework, emphasize five core competencies: selfawareness, self-management, social awareness, relationship skills, and responsible decision-making (Ross and Tolan, 2018). These competencies not only support academic learning but also foster resilience by equipping students with lifelong tools for emotional navigation and interpersonal effectiveness. Integrating such frameworks into daily classroom practices transforms SEL from isolated sessions into a cohesive strategy for building both emotional literacy and resilience.What would have integrated emotional literacy look like? In English class, students would not just analyze plot and character but also emotion arcs and empathy. They might write a journal entry from a character's point of view in order to gain a better sense of emotional awareness. In math class, a study of frustration tolerance and problem-solving tenacity could be incorporated into every topic. How does a student feel when they become stuck on a problem? How do they get through it? Science courses might also involve explorations of ethical questions and the affective impact of discovery. Think in terms of the affective aspects of climate science-grief, hope, fear. Teachers might not sidestep these, but instead make room for them, in addition to developing critical thinking, also developing students' affective strength (Nair and Bhandare, 2024). There's a similar potential for physical education. There's a natural platform in sports for affective regulation and empathy in teamwork. How students respond when losing, playing with less experienced teammates, or enduring frustration are rich fields of affective learning.Pedagogically, this calls for a shift from the transmission of content to design of experience. The classrooms must become fields of experimentation with emotion-places where failures are okay, selfknowledge is cultivated, and creativity is nurtured (Guinard and and Lanne, 2023). Project-based learning, reflective journaling, role-playing, and collaborative design challenges all can be employed as a means of integrating emotional exploration with intellectual rigor (Bolon et al., 2024). Teachers are not necessarily psychologists, but they do require a mindset shift: from a focus on control of behavior, in this sense, to a focus on awareness. Emotional check-ins, class norms of respect and compassion, and reflection prompts in assignments can all become part of a new pedagogy of emotion.For curricula to include emotional literacy, there must be systemic reform. Teacher training courses must espouse pedagogical competence in emotion alongside subject matter competence. Emotional awareness and regulation must be incorporated into teacher training, not achievement. There must be funding in environments-physical, as well as psychological-of belonging, safety, and openmindedness. Curriculum standards should include affective learning outcomes as concrete and quantifiable as academic ones (Nix et al., 2022). For instance, in addition to academic skills such as "examine a primary source," we can include "exercise empathy for diverse historical perspectives."The way we assess affective outcomes is through reflective writing, peer feedback, and observations of behavior-not grading the students, but informing student development.Models for UNESCO's Happy Schools Project, for example, or for Bhutan's Gross National Happiness curriculum, present us with visions for how emotionally responsive schooling can be scaled (Schuelka et al., 2019;Nam-Phuong Nguyen et al., 2022). What these models illustrate is that wellbeing is not a by-product of schooling but a purpose. Nations such as Finland, where schooling focuses on student agency, trust in teachers, and development of emotion, are demonstrating that academic achievement and well-being are not in tension with each other; they are reinforcing (Jääskelä et al., 2021). This change also demands a reframing of success. Rather than aiming solely for grades, schools should create comprehensive portraits of students-measuring emotional strengths, interpersonal development, and self-knowledge. Report cards may feature stories of a student's perseverance, collaborative spirit, or taking charge of his or her own emotional growth. Bhutan's GNH-based education system, on the other hand, embeds emotional, spiritual, and communal well-being into formal education. Teachers in Bhutan are trained not just in cognitive development but also in cultivating compassion, mindfulness, and resilience in students. Studies show that students under the GNH framework demonstrate improved attention, empathy, and collaboration-attributes directly linked to academic success (Schuelka et al., 2019). These models underscore that emotional literacy is not a trade-off with academic rigor but a catalyst for it. They validate the idea presented in paragraph four of our article, where integration of emotional awareness into disciplines such as English, math, and science results in richer, more engaged learning experiences. By equipping students with tools to navigate frustration, ethical dilemmas, and teamwork, these models exemplify how emotional development enhances not only social outcomes but also measurable academic progress.No discussion of emotional literacy in schools can take place without reference to families and the role they must be involved in. Emotional learning starts in the family and is influenced by social norms, cultural values, and child-rearing approaches (Gonzalez et al., 2023). Educators, therefore, need to work with families as allies-not merely through parent-teacher interviews but through workshops, channels of information, and community activities with a shared emotional vocabulary. Teachers should also be mindful of cultural difference in the expression of emotion (Kozina et al., n.d.). What is understood by one culture as emotional intelligence can be quite different in another. Emotional literacy needs to be culturally responsive, leaving enough space for diverse norms of emotion while maintaining a shared set of principles of empathy, respect, and self-regulation.Community groups, mental health experts, and even artists can contribute to emotionally rich learning.Collaborations among schools and outside stakeholders can introduce new tools, insights, and arenas for emotional exploration-whether in theater, peer mentoring, or storytelling sessions. One might contend that placing emphasis on emotional literacy could weaken academic standards. Conversely, studies demonstrate that safe spaces are most likely to support more in-depth learning, creativity, as well as academic achievement (Danial and Hidayatullah, 2024). Emotional intelligence is not a replacement for academic skills-it is where they flourish. Instead of replacing academic toughness, emotional literacy transforms it. It dispels the myth that achievement is a matter of speed, perfection, or compliance. It values the emotional process leading up to every success: the frustration before understanding, the bravery of questioning, the vulnerability of trying, then getting it wrong, and trying again. By integrating emotional literacy, disruptions in behavior, burnout among teachers, and absenteeism decrease-producing a better learning environment for everyone. The schools that invest in emotional education actually save time and funds in the long run. Research substantiates these claims. For example, a meta-analysis by Durlak et al. (2011), which involved more than 270,000 students, reported that classroom behavior improved significantly, and conduct problems and academic achievement improved through Social and Emotional Learning (SEL) programs (Durlak et al., 2011). In a similar context, Jennings and Greenberg (2009) identified that supportive classroom climates facilitated by SEL decrease burnout and stress of teachers by enhancing student-teacher relationships and cooperative classrooms (Jennings and Greenberg, 2009). These findings underscore the transformative potential of emotional literacy not only for student outcomes but also for educator wellbeing.With climate anxiety, digital saturation, and global instability on the rise, today's students urgently need a crucial literacy: resilience. This article contributes to the ongoing discourse by reframing emotional literacy not as an optional enrichment, but as the structural core of education. By advocating for its integration across disciplines, alignment with pedagogical practices, and inclusion in systemic reforms, the paper offers a new perspective on how emotional development can be central to educational success in the 21st century.The review emphasizes that emotional literacy should be recognized as an academic standard rather than a supplemental skill. It extends the conversation beyond traditional SEL frameworks by exploring how emotional literacy can be woven into subject-specific content, embedded in classroom culture, and supported through teacher training and institutional practices. Moreover, the article draws attention to often-overlooked dimensions such as culturally responsive approaches to emotional development and the essential role of family and community partnerships in fostering emotional well-being in students.These discussions open important pathways for future research. Further empirical studies are needed to examine how integrated models of emotional literacy operate in diverse educational settings, how educators can be effectively equipped to implement such models, and how educational policy can

Mechanical properties and the thermal degradation characteristics of natural rubber compounds with calophyllum inophyllum oil were compared to that of the control compound containing naphthenic oil. The compounds containing calophyllum inophyllum oil showed improved tensile strength, tear strength, modulus, compression set, abrasion resistance and resilience. Cure time was higher than the naphthenic oil mixes. Thermal studies showed an increase of 8 °C in the temperature of initiation of degradation and an increase of 6 °C in temperature at which the peak rate of degradation occurred. The peak rate of degradation was comparable to the control mix containing naphthenic oil.

Effect of spray rate on structural, optical and electrical properties of spray pyrolysed Cu2ZnSnS4 (CZTS) thin films was investigated. We deposited films by varying spray rate from 2 ml/min to 10 ml/min in steps of 2 ml/min. For very low and high spray rates presence of secondary phases could be observed while for the films prepared at a spray rate of 6 ml/min were devoid of secondary phases. As spray rate increases band gap decreased. Samples prepared at 6 ml/min had optimum band gap of 1.5 eV. All the samples were observed to be p-type. Resistivity values increased steadily up to 6 ml/min and then slightly decreased. From the present work, CZTS films prepared at a spray rate of 6 ml/min is found to be ideal for absorber layer in solar cell.

This study conducts a comprehensive bibliometric analysis of all Scopus-indexed journal articles connected with digital transformation and corporate governance literature since the 2008 global financial crisis. The research uses performance analysis and science mapping to identify primary influential aspects and prominent trends. The investigator uses the PRISMA framework to retrieve 222 journal articles related to this literature from January 2008 to September 2024. The analysis conducted using Biblioshiny and VOSviewer reveals an upward trend in the research activity, positioning India in the top five countries in annual production. The investigation identified four main research themes: ‘digitalization and sustainability,’ ‘corporate governance and innovation,’ ‘digital transformation and disclosure,’ and ‘risk governance mechanisms and financial performance’. This research provides insights into the primary research clusters and their interconnectivity. The increasing use of digital technologies in governing corporate firms demands interdisciplinary research. It forms the basis for investigating untapped research avenues in digital governance in corporate firms. This research informs corporate leaders, policy makers, and regulators about emerging priorities in governance models. Practitioners must define clear guidelines to enforce transparent reporting and ensure cybersecurity. They should also promote board-level digital literacy and training to ensure effective adoption of technologies for a robust governance framework.

Abstract A study of the variation of the vibrational potential energy contribution with interbond angles in XY 3 pyramidal molecules confirms the observation previously made for XY 2 bend symmetric systems that the actual equilibrium y configuration lies in the premises of minimum A study of the variation of the vibrational potential energy contribution with interbond angles in XY3 pyramidal molecules confirms the observation previously made for XY2 bend symmetric systems that the actual equilibrium configuration lies in the premises of minimum V bend and zero V stretch-bend *

Financial self-efficacy, a personal belief in being able to handle personal finances, has been viewed as an important psychological factor influencing investment behaviour, especially among young adults, as they have become exposed to more complex financial environments. The research examined the role of financial self-efficacy in making investments made by people who are aged between 20 and 35. Based on the social cognitive theory and the literature on behavioural finance, the research focused on the issue of the role of self-perceived financial competence on risk tolerance, investment planning, and portfolio diversification. A well-designed questionnaire was distributed among 300 youth investors across urban centres in India, and correlation and regression methods were used to analyse the data. The results confirmed a strong positive correlation between financial self-efficacy and sensible investment behaviour: those with stronger self-efficacy were pictured to be more confident in their judgement, having widely diversified portfolios and possessing the ability of more calculated financial risks. These findings indicate a need to consider the inclusion of self-efficacy-building elements in financial-education programs and provide insightful guidelines to policymakers, financial advisors, and educators looking to increase financial access as well as financial well-being over time.

The connection between financial behaviour, financial satisfaction, and financial wellbeing among salaried individuals attracts serious research interest. It specifically examines whether financial satisfaction mediates the influence of financial behaviour on financial wellbeing. A cross-sectional survey was conducted among salaried individuals using a structured questionnaire. PLS-SEM was employed using SmartPLS to analyze the hypothesized relationships among the constructs. Outcome of the analysis show that financial behaviour significantly predicts financial satisfaction, and financial satisfaction, in turn, exerts a strong positive effect on financial wellbeing. The direct relationship between financial behaviour and financial wellbeing was found to be non-significant. However, the mediation analysis revealed a significant indirect effect, confirming that financial satisfaction fully mediates the relationship between financial behaviour and financial wellbeing. These findings highlight the critical role of financial satisfaction in enhancing the financial wellbeing of salaried individuals. Efforts to promote financial wellbeing should prioritize interventions that encourage prudent financial behaviour and improve perceived financial satisfaction through financial planning, goal-setting, and financial education. Theoretical implication of the present inquiry is in providing empirical evidence of the mediating role of financial satisfaction in the financial behaviour–wellbeing linkage. The results offer meaningful insights for policymakers, employers, and financial wellness practitioners aiming to improve financial outcomes for salaried populations.

Neuromarketing is the application of neuroscience and cognitive science to understand and influence consumer behavior and the different underlying decision-making processes. This neuromarketing bibliometric study uses Scopus for bibliographic data and Biblioshiny and Citespace for the overall analysis. Annual scientific production is considered to outline some general lines of critical trends in volume over time. It provides an overview of the most relevant authors and their contributions and creates co-citation networks with the cited authors to identify influential researchers and collaborative networks. Sources that are most relevant to the discussion, together with co-citation patterns, show important articles and journals. Mapping countries' scientific production and collaboration show the manifold contributions of single countries to global research and how some topics can be created out of cooperation. Trend topics were analyzed to detect emerging research themes; factorial analysis helped in the actual clustering of the research topics. It identifies keywords with the most robust citation bursts, meaning times of the most concentrated research activity and emerging areas of interest. The research identifies gaps and produces some practical implications, putting forward a roadmap for future research directions and the necessity of advanced computational techniques in neuromarketing research.

Abstract Interesting linear relationships (one for hydrides and another for nonhydrides) are found to exist between a certain parameter c characterising the vibrational eigenvector matrix L and the mass ratio m y/ m x in the case of bent symmetric XY 2 type molecules with small mass coupling.