This study examines how artificial intelligence is used in early childhood education through interviews with four teachers in China and the United States. It highlights five issues: limited teacher training, structural constraints, uneven use of personalized learning, developmental mismatch, and mixed teacher attitudes. These issues are shaped by both classroom practice and institutional context. Teachers play a key role in how these tools are used. In practice, they are more effective when they support teacher judgment and fit the interactive and experience-based nature of early learning.

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This study selects Guangxi as a case and, from the perspective of "experiential value generation," constructs a four-dimensional analytical model encompassing "in-depth excavation of cultural resources—transformation and generation of experiential products—effective linkage with target audiences—robust support of the industrial ecology." It comprehensively sorts out the intrinsic mechanisms and realization pathways through which traditional culture empowers the cultural and tourism industry. Within this framework, four specific implementation directions are covered: first, activating cultural materials guided by immersive experiences; second, restructuring product features centered on everyday experiences; third, innovating promotion models targeting young audiences; and fourth, optimizing the service system based on industrial linkage, aiming to provide ideas for the integration process of the cultural and tourism industry in the land of Guangxi.

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To solve the problem of less personalization and no scientific monitoring in junior high fitness teaching, this study tests how smart heart rate monitoring helps personalized PE. It uses heart rate monitoring and personalized teaching theories to build a 4-step strategy: data focus, difference match, real-time adjust, and safety backup. 180 eighth-grade students joined an 8-week quasi-experiment. The test group used real-time heart data for personalized teaching, while the control group used traditional uniform teaching. Results show the test group's endurance, strength, and speed are much better than the control group (P<0.01), especially in 1000m/800m runs and pull-ups/sit-ups. This tech improves teaching accuracy and student participation a lot. It gives a scientific and easy way to make personalized PE teaching real in junior high schools.

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With the ever-increasing social costs of raising children, the intensity of competition in the educational system, and the growing popularity of conflict between work and family, the process of parental burnout is increasingly observed throughout the world. Occupational burnout among parents is a significant issue in the globe. The proposed research has been developed according to the theoretical framework of Risk and Resource Balance (BR2) and combines empirical studies that have been conducted recently to investigate how mindfulness lowers parental burnout. The paper concluded that mindfulness primarily has two sets of pathways: The first set of pathways is that of mediation transmission - mindfulness removes parental burnout by reducing risk factors including perfectionism, rumination thinking, and perception of stress; mindfulness removes parental burnout by increasing protective resources including self-compassion, self-efficacy, parent-child relationship, and social support. The second one is the feedback reinforcement path - mindfulness moderates the beneficial effect of resource factors by increasing the beneficial effect of protective resources, or decreasing the adverse factor is resource factors by increasing the beneficial effect of protective factors, thus decreasing parental burnout. This research has pointed me to future theoretical and empirical advancement, as well as has also given me the theoretical bases of how to construct measures of mindfulness intervention to reduce parental burnout given the BR2framework.

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