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University students are a key source of volunteers, and their volunteering reasons are an academic concern. Adopting a push-pull perspective, this study explores why China's university students participated in long-term volunteer teaching in distant, unfamiliar locations. Data were drawn mainly from documents and interviews with 20 university students participating in year-long volunteer teaching in distant schools. Findings reveal that students' participation resulted from the interplay of push factors causing them to leave (e.g., helping others) and pull factors (e.g., destinations and projects) enticing them to come. The interplay was exhibited in two patterns: pull factors triggering the emergence of push factors, and the former being used to realise the latter. Such interplay was facilitated by the volunteering organisation's mission, resources, and efforts to make its projects attractive. The study reflects that volunteering organisation and management in higher education institutions need to rethink how to gear their volunteering missions to suit students' diverse motivations and develop their organisational features and resources to attract and retain volunteers.

This study explores the narration of China as a nation in history education in two regions – mainland China and Hong Kong – that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China's textbooks constructed China as a nation by stressing its constitutive territory and ethnic inclusiveness, Hong Kong's highlighted its constitutive ethnicity and changing territory, more frequently and directly narrated interethnic conflicts, and more explicitly promoted Han superiority. The study proposes constructing the nation in history education as a contextualised and socio-political exercise of reinterpreting the past to reflect current contexts and needs. [ABSTRACT FROM AUTHOR]

BACKGROUND: The psychological resilience of patients with traumatic lower extremity fractures is relevant and has been studied in the postoperative rehabilitation phase; yet, few studies have focused on the early preoperative phase. OBJECTIVE: This study aims to explore preoperative psychological resilience in patients with traumatic lower extremity fractures. METHODS: This single-center cross-sectional survey design study was conducted over 5 months from December 2022 to April 2023 in a tertiary hospital in Shanghai, China. We used a convenience sampling method to assess psychological resilience in traumatic lower extremity fracture patients electronically. We administered the online surveys using the Questionnaire Star applet prior to surgery using the following tools: (a) general information questionnaire, (b) Numerical Rating Scale, (c) Connor–Davidson Resilience Scale, and (d) General Self-Efficacy Scale. RESULTS: A total of N = 175 patients were studied, of which n = 166 patients fully completed the survey for a response rate of 95%. Patients with traumatic lower extremity fractures demonstrated a low degree of psychological resilience preoperatively (M = 49.28, SD = 13.64). Patients' psychological resilience and self-efficacy showed a significant positive correlation (r =.577). Factors associated with patients' psychological resilience in multivariate linear analyses included level of education, medical insurance, and self-efficacy (p <.05). CONCLUSION: We found that preoperative psychological resilience in patients with traumatic lower-extremity fractures is poor and influenced by various factors; thus, future efforts should focus on providing timely, targeted interventions. [ABSTRACT FROM AUTHOR]

This study employs textbooks and legitimacy theories to examine the complexity of legitimizing China's textbook reform, planned since 2012, for three ideologically-laden subjects (Chinese language, History, and Morality and Law). Specifically, it explores why, to whom, and how China's Ministry of Education legitimized this textbook reform, which conflicted with previous textbook policy and official knowledge but echoed changes of governance during President Xi Jinping's terms. These questions were answered with a documentary analysis drawing on public primary and secondary resources. The study argues that the textbook reform was more for political than educational purposes. Specifically, to justify these changes, the Ministry addressed concerns about textbook quality to gain public acceptance and showed political correctness to seek Xi's endorsement. However, the Ministry used coercion to subordinate the former to the latter when promoting and implementing new textbooks highlighting Xi's vision for and views on China's development. This suggests that displaying political loyalty and correctness trumps public accountability in China's governance and education.

Guided with an integrated theoretical framework of textbook and ideology, this study compares two versions of Chinese history textbooks published by one publisher in two different publication systems which were enacted immediately before and soon after President Xi Jinping's 2012 ascendancy. Critical discourse analysis shows that, despite seeking to balance differ groups' histories, sharing a desire of consolidating the Communist Party of China's (CPC's) domination, and supposedly following curriculum standards made before 2012, the new version of textbooks greatly differed from the old version, reflected Xi's formal ideology and authority, and updated his informal ideology while following established guidelines for conveying historical materialism. This study concludes that knowledge in Chinese history textbooks serves the CPC's political needs, and especially reflects the-then top leader's efforts at consolidating Party dominance, signifying his power, and cultivating nationalism.

China has adopted an unbalanced policy for economic development to improve its domestic economy and international competitiveness for more than three decades. During this process, rural education has undergone a series of reforms. With reference to compulsory education, this article argues that rural education in China is a pragmatic instrument for the state to expand and improve the quality of urbanization. Rural education can be used to serve urbanization, is influenced by the rural-urban disparities brought about by urbanization, and receives urban aid and support in exchange for following state guidelines. Due to deep-rooted disparities and long-standing inequalities, effectively financing rural education, rural education still faces challenges and difficulties related to handling urban-based curricula and evaluation standards, recruiting, and keeping qualified teachers, and the outflow of original rural residents. This article concludes by offering an explanation of Chinese policy implications for the functions and constraints of state-directed rural education in serving urbanization.

This article compares and re-examines citizenship education (CE) teaching and learning in Hong Kong (HK) and Guangzhou (GZ), China. It questions two stereotypical perceptions--that China schools indoctrinate students, and that CE lessons in HK are more open than those in mainland China. Data are drawn from some 30 lesson observations, 1,200 questionnaires, and 80 teacher/student interviews from six sampled HK and GZ schools. The study used NVivo to examine qualitative data, and employed hierarchical linear modelling with the help of SPSS and AMOS to analyse quantitative data. The findings suggest both cities are similar in terms of teaching/learning CE, due to globalization and domestic changes, and have similar CE conditions more conducive to open pedagogies (e.g., inquiry-based approaches) than indoctrination. HK's greater socioeconomic openness does not ensure its CE is more open than GZ's, for pedagogical and non-pedagogical reasons.

Tumor calcification is considered to have the superiority of integrating tumor diagnosis and treatment, and it also has been found to be a predictor of favorable prognosis. However, selecting suitable nanocarriers and therapeutic drugs to maximize the tumor calcification efficiency are key factors for improving calcification‐medicated theranostics. This study performs a multi‐channel calcification nanoinitiator (CalNI, i.e., BP‐Cur‐Ca@PKLAK) by loading curcumin (Cur) and depositing Ca2+ on black phosphorus (BP) and combined carrying mitochondria‐targeting cytotoxic peptide KLAK to boost a triple‐induced tumor calcification. CalNI preferentially accumulates inside tumor mitochondria and induces multilevel calcification promotion by the three combined effects of (i) the degradation of BP into PO43− provides the phosphorus source required for calcification; (ii) burst of calcium ions can directly induce cellular calcium overload; (iii) Cur can inhibit calcium efflux thus further aggravate intracellular calcium stress. Moreover, KLAK exhibited enhanced mitochondrial synergistic toxic effects. Notably, the potential function of CalNI on the regulation of macrophage polarization could completely reverse the immunosuppressive microenvironment, and activate the initiation of T cell‐mediated immune response. Therefore, this three‐pronged CalNI showed a huge promise to be an alternative to conventional oncology therapy, which presents a more satisfactory therapeutic efficiency than any kind of single induction mode. [ABSTRACT FROM AUTHOR]

This study explores how Hong Kong's latest Chinese history curriculum hybridizes Romantic and Enlightened approaches and how that hybridization converges with/diverges from mainland China's, given the two societies' increased integration in the People's Republic of China. Data were drawn from Hong Kong's and mainland China's latest junior-secondary Chinese history curricula policies and textbooks and Hong Kong's earlier curriculum. Despite approaching mainland China's Chinese history in curriculum structure and promoting China as a unified multi-ethnic nation, Hong Kong's latest history curriculum retains its earlier orientation towards the Communist Party of China and the Enlightened approach. Hong Kong's junior-secondary Chinese history curricula try to balance Romantic and Enlightened approaches, while mainland China's symbolically promotes and selectively uses the latter to serve the former. Theoretical and practical implications and directions for future study are provided. [ABSTRACT FROM AUTHOR]

Constructing national identity with collective memory based on traditional culture has long been a policy and research concern. China's recent revival of its traditional culture, previously denounced by the Communist Party of China (CPC), has caused diverse academic concerns. Yet few studies have addressed how the CPC-led state interacts with domestic actors in cultivating students' national identity with a previously denounced culture, and what paradoxes lie therein. Documentary review shows that in the process, the state is concerned about creating a consensus around providing traditional Chinese culture (TCC) education, and about maintaining its defining role in designing the project, especially when interacting with diverse actors who had different interests in TCC education.