While the authoritarian rule of China and its media censorship have been extensively researched, the emergence of self-media has introduced a dynamic new platform for political engagement, especially among Generation Z. This paper presents an innovative research perspective, examining the transformative role of self-media in reshaping and fragmenting discursive power, and its subsequent influence on the development of populism in China. It analyzes the Party’s degree of tolerance towards self-media within its overarching media regulation policies, and studies how this emergent public sphere of politics catalyzed the transformation of populism along with broad discussions and critiques of societal issues. Focusing on Generation Z’s extensive use of self-media for political engagement, the paper underscores the younger generation’s disillusionment with the current state of media-driven populism under the Party's regime. The paper highlights how the lack of discursive power has contributed to an excessive proliferation of nationalism, formalism, and disparities in wealth distribution. The study offers valuable insights for future research on discursive power in authoritarian settings and stimulates discourse on how self-media simultaneously constructs and deconstructs the frameworks and understanding of populist ideologies.

The Japanese government's proposed plan to release radioactive-contaminated water into the Pacific Ocean has raised global concerns. Consequently, this prompted extensive contemplation and discourse over Japan's obligations under international law. This study summarizes domestic and international nuclear-contaminated water studies. The assertion is made that Japan's action of releasing nuclear-contaminated water into the ocean can be classified as a state act, contravening pertinent international agreements and legal standards. The subsequent analysis delves into the legal foundation for Japan's state responsibility, highlighting the absence of any exemption from said responsibility. Furthermore, it explores the challenges associated with holding Japan accountable, encompassing varying standards of damage, the lack of regulatory oversight from the International Atomic Energy Agency (IAEA), the complexities surrounding evidence collection and acquisition, as well as the obstacles to transboundary implementation. This paper presents a set of strategies for China to address Japan's discharge of nuclear-contaminated water, focusing on the perspective of international law. These strategies encompass the formulation of explicit discharge standards and environmental damage criteria, and the establishment of a specialized organization for conducting investigations and gathering evidence. The primary objective of this study is to offer valuable insights into comprehending and addressing the intricacies of this multifaceted matter. Additionally, it seeks to furnish pertinent resources for effectively resolving transnational environmental conflicts within the context of international legal frameworks.

Charlie's Angels (2019) is considered a feminist film, dedicated to promoting women's empowerment and gender equality related discourse. Don't Call Me Angel is the theme song of Charlie's Angels, co-performed by Ariana Grande, Miley Cyrus and Lana Del Rey, which advocates women's control over the body, eliminating gender stereotypes, bold self-expression as well as encouraging sisterhood. This article critically discusses the construction of female images in this pop music video from a postfeminist perspective, which means that this study adopts a qualitative method of social semiotics to draw conclusions by sorting out some scenes, lyrics and performances of Don't Call Me Angel. Firstly, some of the objectified female and sexual expression scenes in this music video reflect complex postfeminist emotions. Secondly, the music video retains the characteristics of the classic Hollywood action movies' femme fatale when constructing female images, especially highlighting the pornographic femininity and the masculinity of violent female images.

In the information age, the development of social media has brought convenience to people's lives, but it has also had some negative impacts on people's mental health. Especially for women, society's emphasis on appearance and the popularity of electronic media have made women's appearance anxiety increasingly serious. This paper aims to explore the alleviating effect of women's electronic literacy on their appearance anxiety in the information age and provide strategies for improving electronic literacy by strengthening electronic literacy education. This paper argues that the lack of electronic literacy, such as online disinformation and women's weak information screening ability, leads to women's appearance anxiety. Based on this, this paper suggests that the cultivation of women's information ability should be strengthened, and the e-literacy of the whole society should be improved by improving the education system. At the same time, all components of society, such as online platforms, should enhance their sense of social responsibility on the Internet and build a fresh and upward network environment.

With the rapid development and popularization of Internet technology, online education has become a new way of education. Compared with traditional classroom teaching, online education has a more flexible learning mode, a more convenient learning environment and a wider range of learning resources. However, at the same time, online education also faces some challenges, one of the most important challenges is the adaptability of students to online education. In this paper, we use machine learning techniques to predict students' adaptability in online classrooms. After using logistic regression model, k-neighborhood algorithm model, random forest model, XGBoost model and Cat Boost model to make predictions, it is found that random forest model is the best in predicting students' adaptability to online classroom, with a prediction accuracy of 89.6%. The XGBoost model and CatBoost model were also better in prediction, with prediction accuracies of 89.1% and 88.6%, respectively. In contrast, the logistic regression and KNN models have poorer prediction accuracy with 68.8% and 77.1%, respectively. The research in this article has important implications for the online education industry. By using machine learning techniques to predict students' adaptability in an online classroom, it can help educational institutions better understand students' learning and improve teaching effectiveness. Meanwhile, for students, knowing their adaptive ability in online classroom also helps them to better plan their study programs and improve their learning efficiency. This study uses machine learning techniques to predict students' adaptive ability in online classrooms, and the results show that the random forest model performs the best in terms of predictive effectiveness. This study provides a useful reference for the online education industry and also provides some ideas for future research.

This research paper explores the intricate and paradoxical nature of China’s soft power, focusing on the dual narratives of “peaceful rise” (PR) and “class struggle” (CS) within its diplomacy and global strategy, The study contrasts Joseph Nye’s concept of soft power with China’s unique approach, highlighting the interplay between China’s soft power ambitions and its global image. Critical discourse analysis, particularly Fairclough’s three-step approach, is employed to dissect political language and narratives, offering a deeper understanding of the intersection of language, power, and ideology in Chinese diplomacy. The paper’s pivotal section analyzes Xi Jinping’s rhetoric on PR and CS, revealing China’s portrayal of a harmonious global emergence alongside a realist perspective on international power dynamics. The paper delves into the implications of these contrasting narratives for China’s global image and diplomatic relations. It underscores the significance of understanding China’s soft power in a connected and multipolar world, providing insights into China’s rise as a global power and its interactions with the international community. In conclusion, the paper highlights China’s struggle to balance its historical cultural identity with contemporary geopolitical realities.

With the Double Reduction policy and the globalization trend in the Chinese economic environment, the educational exchanges are becoming more and more frequent between the world and China. Based on the traditional teaching method, the classroom teaching in China is facing the demand for a transformation as students are completely different compared to twenty years ago with the help of information revolution. Since more and more teachers in China are trying to build a student-centered classroom, the comparative study of classroom teaching between China and the U.K. turns out to be a necessary subject. Based on this, this paper compares the differences between classroom teaching in China and the UK. First, through the observation of two different classroom teaching methods, the paper gives the description of two classroom teaching systems which contains the approaches and the content of classroom teaching. Second, through the comparative study, it investigates the causes, advantages and disadvantages of two teaching strategies to analyze the similarities and differences then provide potential ways can apply the existing experience to a Chinese classroom. Third, the paper provides suggestions for Chinese teachers to make the classroom more efficient with student-center approaches.

Teacher quality and professional competence is one of the crucial topics in the research on teachers' training. The researcher has found that in-service teachers' training, which was primarily influenced by policies, plays an important role in the sustainable development of teachers. However, there is a scarcity of research on systematic analyses of aims and implementation of in-service teachers' training policies from the perspective of teachers' professional development. Therefore, this article, based on policy documents from the past five years, adopts a multidimensional model of teachers' professional competence to investigate the impact of the policies on teachers' professional development. The study finds that while policy aims to align with the model of teachers' professional competence, shortcomings persist in practical implementation, such as insufficient practices, low efficiency and a lack of personalized guidance. In conclusion, the article offers some specific recommendations to address these issues, primarily analyzing from three dimensions: educational policies related to in-service teachers' training, school management, and public awareness.

The development of education has a great influence on the development of the nation. The comparative study on the development of education in different countries can help to better see the shortcomings. In the late 19th and early 20th centuries, Britain's comprehensive national strength ranked first in the world, so that it had better conditions to develop education. At the same time, China was invaded by Western powers, realized the importance of developing education, and took certain measures to promote the development of education. This paper compares the development of education in China and the UK in the late 19th and early 20th centuries, the period known in China as the modern times, finds out that the two countries have great differences in educational content, educational development level and educational results, and put forward suggestions for promoting the development of education in contemporary China. First, China could prioritize the reformation of its education system, place emphasis on nurturing students' scientific, technical, and practical competencies and value the preservation of traditional culture and humanistic attributes. Then, China could take steps to ensure the widespread availability of compulsory education and enhance the quality of education through more focused and strategic approaches.

This paper explores the connection and distinction between the “Responsibility to Protect” (R2P) and “Humanitarian Intervention” within the framework of international law. R2P emphasizes limited international intervention in cases of severe human rights violations, while humanitarian intervention focuses on using coercive means to safeguard human well-being during crises and conflicts. Through case studies, we observe diverse applications and outcomes of R2P and humanitarian intervention in past international affairs, reflecting global community stances on human rights protection and maintaining global security. The paper also reveals challenges and controversies in the practical implementation of these concepts. Key findings of are follow. R2P emphasizes preventive measures, highlighting the importance of taking action before a human rights crisis escalates into a broader humanitarian crisis, with humanitarian intervention serving as a means to implement R2P. R2P provides a robust legal and ethical foundation for humanitarian intervention, integrating widely recognized legal and ethical principles into international consensus, ensuring the legitimacy of humanitarian intervention in specific contexts. R2P emphasizes multilateral decision-making and consultation in the decision-making process, minimizing controversies associated with unilateral actions and garnering broad international support for intervention efforts. In practice, R2P and humanitarian intervention complement each other, constituting essential tools for the international community to uphold human values and protect victims from widespread atrocities. These research findings lay the groundwork for a more comprehensive understanding and improvement of the principles of R2P and humanitarian intervention.