Ink formulation is a critical factor determining the success of printed electronics (PE), yet it is often treated as a secondary step rather than a primary design challenge. This review presents ink design as an interdependent system where rheology, interfacial behavior, solvent dynamics, and curing processes must align with printing methods, substrate properties, and multilayer structures. Key formulation parameters such as viscosity, surface tension, and drying behavior are analyzed across major printing technologies, and their relationships to common defects are established. The study emphasizes that early formulation decisions, particularly binder–substrate compatibility and solvent selection, strongly control final performance and cannot be corrected at later stages. By linking material properties to process requirements and device performance, the review provides a practical framework for designing inks that are both functional and scalable. The work supports a shift from trial-and-error approaches toward more systematic and predictive ink development for next-generation printed and flexible electronic systems.
Prenatal tobacco exposure has been linked to higher child physical aggression; however, limited research examines predictors of both relational and physical aggression beginning in the prenatal period. We tested a conceptual model that included hypothesized direct and indirect pathways from prenatal substance exposure to early school age aggression via continued postnatal substance exposure throughout infancy and early childhood. We also examined the potential buffering effect of maternal sensitivity across early childhood and the additive effect of combined prenatal and postnatal exposure. The sample included 262 mother-child dyads (140 boys). Results supported the hypothesized paths from prenatal tobacco-cannabis co-exposure to early school age physical aggression and postnatal cannabis exposure to relational aggression. Maternal sensitivity across infancy and toddlerhood was protective in the development of both relational and physical aggression in the context of prenatal tobacco-cannabis co-exposure.
Prosthetic clinics and philanthropic organizations are increasingly using additive manufacturing (AM) to manufacture upper-limb prostheses (ULP). However, a lack of documented use cases and guidelines hinders its broader implementation. Additional data are required to establish recommendations. This exploratory study aims to investigate the sociodemographics and expertise of individuals using AM to manufacture ULP. An international cross-sectional web-based survey was conducted from October 1st, 2023, to June 30th, 2024. Participants were recruited using non-probability sampling through specialized online channels. We collected sociodemographic data and explored AM ULP manufacturing workflows and outcomes. The survey was available in French, English, and Spanish. Survey data underwent descriptive analyses. Of 111 participants who started the survey, 61 (55
Large language model (LLM) agents rely on reusable skills to solve complex tasks. However, existing skill creation approaches treat skills as isolated and static artifacts, limiting their reusability, reliability, and long-term improvement. We propose MUSE-Autoskill Agent (Memory-Utilizing Skill Evolution), a skill-centric agent framework that lets agents continuously improve their task-solving capability by creating, reusing, and refining skills under a unified lifecycle (creation, memory, management, evaluation, and refinement). Our framework enables agents to create skills on demand, store and reuse them across tasks, organize and select them efficiently, and evaluate them through unit tests and runtime feedback for continuous refinement. We further introduce skill-level memory that accumulates experience for each skill across tasks, enabling more effective reuse and adaptation over time. Experiments on SkillsBench provide initial evidence that lifecycle-managed skills can improve task success, efficiency, reuse, and cross-agent transfer, highlighting the importance of treating skills as long-lived, experience-aware, and testable assets.
This study examines social disparities in U.S. K–12 school flood exposure and the distribution of federal disaster recovery aid for affected schools. Using national datasets on school locations, flood hazards, and socioeconomic characteristics, we analyze (1) the spatial patterns of schools within 100-year flood zones, and (2) factors associated with the local receipt of FEMA recovery aid for schools. Our findings reveal substantial regional variation, with flood-prone schools concentrated in the Southern and Gulf Coast states. Local geographic conditions are consistently associated with schools’ flood exposure across most states. Schools in communities with higher poverty rates and larger Hispanic populations are more likely to be located in flood zones. Regarding recovery, greater FEMA aid is allocated to schools in localities with greater damage, larger populations, and more schools in floodplains. The relationship between social factors and aid is mixed: communities with lower incomes and larger Hispanic populations receive less school aid, yet aid levels are also positively correlated with poverty rates. This study contributes to understanding school flood exposure and social equity in disaster recovery, offering insights for policymakers, urban planners, and school administrators to develop targeted mitigation strategies and promote more equitable recovery for flood-prone schools.
