While the topic of differences in education concepts and practices between China and the United States has sparked widespread discussion, there has not been sufficient amount of comparative study focusing on its impact on student's thinking patterns. Hence this article will analyze the impact, the characteristics, and the factors contributing to the differences between the two countries. The analysis finds that differences in educational approach create varied impacts on student's critical thinking ability in terms of creativity, problem-solving skills, and communication ability, whereas while US students shows advantages in terms of creativity and verbal communication ability supported by student-centered teaching approach in the classroom, Chinese students shows advantages in terms of problem-solving and written communication skills supported by solid knowledge foundation and repeated practice. The article also found that various environmental and sociocultural factors, including differences in school environment, family, social and political ideologies also significantly contribute to shaping the different thinking modes of the students in China and the US. Based on the above findings, this paper proposes that contemporary education in China and the US can make progress by drawing on each other's successful experiences while catering to each country's unique sociocultural backgrounds.

The contradiction between the promises of gender equality by the constitution and reality can be seen parallel with American history. When the U.S. Constitution was first written in 1787, it was ordained and established by men. Women were absent from framing the Constitution and voting for convention delegates. It was not until 1920, with the ratification of the 19th Amendment, that women received the right to vote, after decades of activism. However, political enfranchisement did not inherently guarantee proportional representation within the democratic framework. Efforts to secure constitutional guarantees of gender equality, most prevalently through the Equal Rights Amendment (ERA), have repeatedly stalled. Although the Equal Rights Amendment (ERA), intended to eliminate legal distinctions based on gender, was enacted by Congress in 1972, it failed to achieve the necessary number of state ratifications. Consequently, the United States remains among the few democracies lacking a constitutional clause explicitly guaranteeing gender equality, despite constitutional assurances of equal representation through alternative provisions. This paper, therefore, explores the contradiction between gender equality promised by the U.S. Constitution and the occurrence of scarcity for Women's senior leadership positions in politics. Through analyzing quantitative and qualitative data, a conclusion that cause is a combination of societal and institutional factors can be made.

As educational systems adapt to technological change, digital resources are progressing. At the heart of it all is a personalized education. The rapid expansion of information and the introduction of communication technologies have modified education, bringing both opportunities and difficulties. Standard, teacher-centered models have been superseded by student-centered approaches that emphasize autonomy, flexibility, and diversity. In China, initiatives like the Smart Education of China initiative are common. Policies have assisted the incorporation of digital resources in classrooms, which is consistent with this trend. Global trends in technology education. Digital tools, including online services, through recommendation systems and adaptive pathways, extend learning opportunities and promote self-regulated learning. However, difficulties persist, including inequality, access to information, problems with distraction, convoluted teaching methods, and other factors. The ability of teachers to offer timely guidance is shifting. This paper analyses the operational mechanisms of personalized digital resources learning, investigating how or why they can be changed in learn formats, etc., and psychological assistance. Furthermore, it says that the current practice poses a significant challenge. It offers recommendations for attaining a parity between learner autonomy and coordinated instruction guidance. The conclusions are intended to stimulate cross-cultural exchange and facilitate theoretical discussions by drawing on China and alleviating a bottleneck in research, which often emphasizes Western contexts, and have useful ramifications.

Globalization has accelerated environmental issues like climate change and biodiversity loss, threatening ecosystems and the global economy. To tackle these, the international community created a global governance framework centered on the 2030 Agenda for Sustainable Development and the Paris Agreement. This framework promotes a green economic model for coordinated development. However, achieving this goal faces dual bottlenecks of funds and technology, especially for developing countries undergoing low -carbon transformation. This article adopts the methods of literature analysis and case study to explore the role and strategies of the International Monetary Fund (IMF) in promoting green trade and sustainable development. Research has found that the IMF, through its three core functions of supervision, lending and capacity building, has established a stable macroeconomic policy foundation for the global green trade system. In addition, the technical assistance and international cooperation of the IMF have also provided significant support for member countries in addressing climate change.

The Security Council of the United Nations (UNSC) is pivotal in the maintenance of international law but its format—five permanent members (P5) with veto powers—has been accused of detracting from authority and compliance by states. This article investigates whether a change in UNSC membership and veto rights could improve compliance with its resolutions. The literature review synthesizes critiques from scholars like Mukerji, Fassbender, and Hurd, emphasizing the need for structural change amid geopolitical shifts. Using a qualitative multi-case study methodology, it compares and contrasts four case studies - the contemporary Russo-Ukrainian War (2022-present), the US-Israel relationship, the 1963-1965 partial reform and the 1979-1992 deadlock on developing country representation. These examples demonstrate how the misuse of veto power protects aggressor and allied states from being held accountable, the anachronistic P5 membership fails to represent the global power configuration, and previous reforms, which whilst symbolic, have not really tackled major inefficiencies. Three hypotheses are tested and supported: (1) veto rights are abused to protect national interests, paralyzing enforcement; (2) permanent membership lacks global representation, eroding credibility; and (3) previous reforms were ineffective in promoting compliance. Proposed changes include adding permanent seats for several democratic states in less well-represented regions (e.g., Africa, Latin America, India), limiting the use of the veto in atrocity-related matters, holding regular reviews, and broadening the involvement of non-members. Although Charter amendments under Article 108 are met with P5 opposition, incremental steps such as the voluntary renunciation of veto and the formation of coalitions of middle powers may help steer progress. Absent reform, the UNSC is in fact in danger of losing even further its authority, culminating in selective adherence and eventually international law fragmentation. This article finds that institutional transformation is necessary for a just and effective world-system.

In recent years, the mental health problems of students of all ages have gradually receiving a lot of attention from society. However, in school education and daily life, there are still obvious deficiencies in the education of mental health. This paper uses the literature research method to sort out the association between social media use and online information contact with depression, anxiety and social relationships among adolescents in research worldwide, and deeply explores the current situation and mediated representation of mental health problems among secondary school students. The analysis shows that the dissemination of information in an all-media environment has a profound impact on the psychological state of secondary school students, while teachers play a key role in the psychological guidance of students. Based on this, this paper proposes the following recommendations: An integrated mental health education system of "online + offline" should be built to achieve a combination of prevention and guidance; teachers need to comprehensively improve digital literacy from various aspects such as theoretical cognition, media literacy and educational practice to strengthen attention and guidance to students' emotional state.

The rapid growth of cross-border data services has raised concerns about privacy and national security. Taking Article 37 of China's Cybersecurity Law—which underpins Apple iCloud's operational requirements in Guizhou—as a case study, this paper examines whether the policy violates Articles VI (Domestic Regulation), XVII (National Treatment), and XIV(a) (Public Order Exception) of the World Trade Organization's General Agreement on Trade in Services (GATS). Moving from general legal analysis to specific exception application, this study employs textual and case analysis to reveal that this requirement may place foreign service providers at a competitive disadvantage, violating national treatment obligations. Furthermore, it struggles to meet the necessity and minimal restriction criteria for the “public procedure exception.” Based on these findings, the paper proposes introducing risk-tiered procedures in data management, adopting alternative solutions that balance localization and security, and enhancing the certainty of WTO rules to achieve equilibrium between data sovereignty and the freedom of trade in services.

The issue of gender bias in educational materials has become a significant concern in contemporary scholarship. However, research on gender stereotypes in Chinese primary school English textbooks is still insufficient to address their impact on students and obstacles to reform. This paper critically examines the gender biased content in Chinese primary school English textbooks, with a focus on disproportionate descriptions of family roles and occupations that reinforce traditional gender norms and limit students' future development possibilities. This analysis will also identify the main systemic obstacles to reform, which include fiscal priorities, lengthy revision cycles, regional diversity, and cultural replication. Based on these findings, this article proposes practical measures such as incorporating gender perspectives into the National English Curriculum Standard, considering gender perspectives into school curricula and assessment practices, and emphasizing the importance and flexibility of teachers' instruction in classroom discourse. These measures enable education to move closer to fulfilling its role as a catalyst for equitable opportunities, striving to cultivate more diverse future citizens.

With the increasing number of films featuring female leads, it has become essential to explore the content that such films aim to convey. Therefore, this thesis focuses on analyzing the metaphorical expressions in female-led films, with the film The Bold, the Corrupt, and the Beautiful as the primary case study. This thesis conducts an analysis from multiple perspectives, including the production background of The Bold, the Corrupt, and the Beautiful, its overall imagery style and themes, the use of color and elements, and the metaphorical techniques embedded in the characters’ fates. It integrates the analysis of relevant shots, the application of props, and the scriptwriting in the film to achieve the goal of exploring the function of metaphorical expressions in female-led films. Through a series of research, we find that The Bold, the Corrupt, and the Beautiful—whether in terms of character settings, background settings, or the artistic design of subtle shots—showcases the current situation and predicaments faced by women under patriarchal oppression in contemporary society. The film boldly breaks the traditional society’s idealized expectations of female images and portrays multiple female characters who are deeply calculating and willing to do whatever it takes to achieve their goals. The film incorporates many elements of traditional Chinese culture, skillfully combining tradition with modernity, and transforming various traditional cultural elements into symbolic signs that shape characters’ images and foreshadow the plot’s development.

Currently, China emphasizes the integration of education, talent, and technology. The changes in China's education system, particularly the reform of the college entrance examination (Gaokao), have received widespread attention. However, most research focuses on specific measures of the Gaokao reform and its impact on the teaching models of various subjects in high schools. There is still a lack of research on the relationship and mutual influence between education system reform and talent demand, as well as the reasons and significance of education system reform. This article analyzes the relationship between the education system and talent demand using the college entrance examination reform as an example. It concludes that the education system and talent demand mutually influence each other. Based on this, the article proposes that the new college entrance examination reform should continue to promote the cultivation of diverse talents and maintain educational equity, while selecting more outstanding talents for the nation and society.