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Supramolecular chemistry during the synthesis of carbon-nitrogen-based materials has recently experienced a renaissance in the arena of photocatalysis and electrocatalysis. In this review, we start with the discussion of supramolecular assemblies-derived carbon-nitrogen-based materials’ regulation from the aspect of morphology, chemical composition, and micro/nanostructural control. Afterwards the recent advances of these materials in energy and environment related applications, including degradation of pollutants, water splitting, oxygen reduction reactions, CO2 reduction reactions along with organic synthesis are summarized. The correlations between the structural features and physicochemical properties of the carbon-nitrogen-based materials and the specific catalytic activity are discussed in depth. By highlighting the opportunities and challenges of supramolecular assembly strategies, we attempt an outlook on possible future developments for highly efficient carbon-based photo/electrocatalysts.

We used the Hierarchical Linear Bernoulli Model based on China Family Panel Studies (CFPS) 2016 data and provincial high school acceptance rate data. We explored the relationship between provincial high school entrance examination competition and students' extracurricular tutoring participation during compulsory education. The study found that the high school acceptance rate and occupational high school acceptance rate have no significant effect on the participation rate of students' extracurricular tutoring in the compulsory education stage. However, the high school acceptance rate has a significant positive impact on the participation rate of students' extracurricular tutoring, and there is a heterogeneous effect on the participation rate of students' extracurricular tutoring from families of different social classes. The higher the high school acceptance rate, the greater the probability of students from families with higher social strata participating in extracurricular tutoring. The demonstration high school acceptance rate has a significant negative impact on students' extracurricular tutoring participation rate. It has a heterogeneous influence on students' extracurricular tutoring participation in different school stages and social class families. The education administration department should actively expand high-quality, high school educational resources and increase the demonstration high school acceptance rate. And to increase the number of admissions for the demonstration high school to disadvantaged families with lower social strata to alleviate the pressure of families and students from the high school entrance examination competition. This can not only reduce the participation rate of students' extracurricular tutoring during the compulsory education stage, but also promote the equalization of high-quality high school entrance opportunities for children of different classes of families.

Purpose: The purpose of this paper is to explore the current status of, and developmental trends affecting, the participation in supplementary tutoring by compulsory education students in China. Design/Approach/Methods: Based on the data from the China Family Panel Study (CFPS) conducted by the Peking University Institute of Social Science Survey in 2010, 2012, 2014, and 2016, the paper uses the method of multilevel linear model to comprehensively analyze problems involving a multilevel data structure. Findings: The paper finds that the proportion of compulsory education students participating in supplementary tutoring (and the expenditure on such tutoring) increased annually before declining in 2016. Students with higher socioeconomic status, higher school quality, and better academic performance have a higher tutoring participation rate and also spend more on tutoring. Students in China's three northeastern provinces and eastern coastal areas have higher participation rates in tutoring and higher tutoring expenditures. Originality/Value: Supplementary tutoring in China already has its own developmental patterns and trends; however, few scholars have empirically studied the developmental patterns and trends of supplementary tutoring in compulsory education based on longitudinal survey data.

Does enrolling children aged 0-3 in early childhood education (ECE) classes continuously empower their learning and development after entering kindergarten? Based on the tracking survey data of 664 children aged 3-6 in 2017 and 367 children aged 3-6 in 2018, this study uses Propensity Score Matching to analyze this issue. The findings reveal that children's family socioeconomic status is a key factor influencing their participation in ECE classes. The baseline data show that participation in ECE classes does not significantly improve children's learning and development. However, the follow-up data show that participation in ECE classes plays a significant negative role in motor development for children moving to their second year of kindergarten, but subsequently plays a positive role in language development, health, and safety for those entering their third year of kindergarten. Overall, participation in ECE classes plays no continuous positive role in children's learning and development after they enter kindergarten. Based on these findings, it is suggested that parents should respect the natural laws of child development instead of blindly following the trend of attending ECE classes, and high-quality parental companionship is crucial. The Chinese government is supposed to implement policies such as "double reduction" to regulate ECE institutions that fail to operate in good faith. [ABSTRACT FROM AUTHOR]

Highlights: We examined the results of a large-scale national survey of online secondary education in China. The online survey of 33,194 high school students and 5,667 teachers has provided comprehensive and representative data regarding the quality of online education and its implementation during the pandemic. Questionnaire surveys administered to students and teachers in different grades and comparative analysis of different cohorts revealed group heterogeneity of the online learning effect. The findings have elucidated the emergency teaching situation in China during the pandemic, yielding targeted suggestions for school education following the resumption of classes. [ABSTRACT FROM AUTHOR]