School uniforms are a non-autonomous self-performance of students in public high schools under the disciplinary power of the school. Previous studies have mostly focused on students' resistance to uniforms as reflected in symbolic interactionism and subcultural construction. However, these studies have prompted some reflections: Are the uniform systems in today's public high schools as strict as the public imagines? Have they changed with the times? Is there a potential connection between uniform systems and public recognition of schools? Do high school students still commonly modify or resist uniforms? How do they perform self-expression and seek self-identity? Moreover, previous researchers have not studied uniforms from the perspective of those who are disciplined by the uniform system, lacking long-term observation and personal experience. Drawing on my daily observations as a student at a key high school in Hangzhou and on semi-structured interviews with students from multiple schools, this study uses qualitative research methods to horizontally compare institutional heterogeneity in uniform styles, dress regulations, and inspection intensity among key high schools in Hangzhou. It also takes a key high school in Hangzhou as a field to explore the specific ways students there engage in self-performance. The findings are as follows: (1) The uniform policies of key high schools in Hangzhou are closely related to student quality, school culture, and academic performance. (2) With the changing times, most students do not resist the act of "wearing a uniform" itself; instead, they regard it as a natural given, reflecting the reshaping of subjectivity brought by the internalized discipline of the uniform system. (3) The reshaped subjectivity still yearns for self-identity. Students use residual performative spaces—such as earrings, shoes, and accessories—to maintain limited space for self-expression.

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With the rapid development of artificial intelligence (AI), the research findings suggest that users may form romantic relationship with AI and the individuals with varying attachment styles may turn to AI as a substitute to obtain emotional fulfillment typically derived from human relationships. However, few studies have explored why users fall in love with AI. Therefore, this research collect data based on Chinese Adaption of Experiences in Close Relationship Scale (ECR) and online questionnaire. Using the Pearson correlations analysis, the study determines the connection between AI romance willingness and attachment types. The study's findings indicate a strong positive relationship between AI romance willingness and the degree of attachment anxiety or attachment avoidance. AI romance willingness is positively correlated with an individual's attachment avoidance and anxiety levels. The result not only broadens the explanatory scope of the attachment theory but also provides certain feasibility for AI virtual lovers. However the study neither compared AI romance willingness across secure, anxious and avoidant attachment groups, nor employed a sample with sufficient representativeness to support the generalizable conclusions.

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For decades, Task-Based Language Teaching (TBLT) has been applied in English reading for junior high school students. TBLT is distinctive from traditional teaching method, brings numerous design challenges for teachers. Research has shown that TBLT significantly improves students' motivation and agency in English reading learning. However, TBLT has been insufficiently studied in the field of English reading for junior high school students. The purpose of this qualitative case study is to explore the effects of TBLT on students' attitudes toward English reading, such as their reading motivation and reading confidence. The duration of the research lasts for approximately four months. The two-round semi-structured interviews are conducted with five English teachers and 30 students of different English proficiency in Grade 7 from the same school, each every two months. The data are recorded and analyzed carefully by the researcher. The results indicate that participants' attitudes towards English reading have been improved considerably after the implementation of TBLT compared with their conventional pedagogy.

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Obesity in women is a serious global public health challenge closely linked to chronic psychological stress. The female hypothalamic-pituitary-adrenal (HPA) axis exhibits heightened sensitivity, predisposing women to unhealthy behaviors under stress. However, existing studies have examined individual behavioral pathways in isolation without integrating emotional eating and sleep disturbances into a unified framework. This narrative review searched PubMed, Google Scholar, and other databases for high-quality population-based studies published between 2020 and 2025. It examines gaps in the existing research on the multiple behavioral mechanisms through which stress may contribute to obesity in women, with a focus on the independent and combined mediating effects of three behavioral categories. Research confirms that chronic stress elevates cortisol levels, induces emotional instability and behavioral patterns such as emotional overeating and poor sleep, thereby increasing women's risk of weight gain; this behavioral pathway exhibits significant gender differences. Most existing evidence consists of cross-sectional data, with a lack of studies specific to women across their life stages. This review provides insights into combined behavioral interventions for the prevention and control of obesity in women and suggests directions for future epidemiological research.

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