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ABSTRACTThe pervasive use of social media among adolescents has been linked to various aspects of their development, encompassing both beneficial and detrimental effects. However, the precise mechanisms through which social media influences adolescent development remain underexplored. This study seeks to elucidate the associations between social media use and the flourishing of Chinese adolescents, employing a strength‐based perspective that integrates social comparison theory and identity theory. In this research, 786 Chinese adolescents aged 11–19 years participated by completing self‐report questionnaires. Findings suggest that (1) neither social comparisons of ability nor opinions on social media exhibit any significant correlation with the flourishing of Chinese adolescents; (2) a diffuse‐avoidant identity processing style is inversely related to adolescent flourishing, whereas normative and informational identity processing styles are predictive of Chinese adolescents' flourishing; and (3) informational identity processing style positively mediates the relationship between social comparisons of opinion on social media and the flourishing of Chinese adolescents. These results underscore the importance of factors such as social comparison tendencies and personal identity processing styles in influencing adolescent well‐being in the context of social media use. Furthermore, the discussion delves into the implications of these findings for fostering adolescent flourishing.

AbstractThis study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online–offline hybrid teaching method, which adopts student-centered case-based teaching and online–offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online–offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom's taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online–offline case discussion have achieved better teaching effect.

AbstractThe Chinese government initiated a new round of state‐owned enterprise (SOE) reform in 2015 to improve SOE's performance with a focus on introducing multiple ownership shareholders and strategic partners, known as the mixed‐ownership reform (MOR). This paper examines the policy effectiveness of the current MOR, an ongoing quasi‐experiment, for listed SOEs' productivity from 2011 to 2019 using a time‐varying difference‐in‐difference (DID) approach. Overall, the total factor productivity (TFP) of SOEs selected as pilots by the government improved significantly by 14.57% after the reform compared to other SOEs, providing evidence for the positive role of the current MOR. This positive impact is prolonged and tends to increase in the post‐reform years. A series of robustness checks show that our empirical specification satisfies the basic assumptions of DID and our findings are robust. By comparing the two reform strategies in the MOR, we find that the restructuring and reorganization plan is the primary channel driving TFP growth, showing a 0.4% improvement after the reform, rather than the employee stock ownership plan. We also investigate the impact of MOR on other financial and non‐financial indicators, but we only find a significant increase in the profitability of SOEs' assets.

ZusammenfassungDieser Beitrag rückt den sozial-kommunikativen Prozesscharakter von Erinnern in den Blick und untersucht kommunikative Erinnerungspraktiken in der deutschen und chinesischen Gesellschaft. Im Kontext der kulturwissenschaftlichen Gedächtnis- und Exilforschung werden die Exil-Diskurse in Deutschland und China exemplarisch anhand des Beispiels des Erinnerns an die Zuflucht der Juden in China neu reflektiert, indem eine kulturvergleichende bzw. komparatistische Perspektive profiliert wird. Dabei soll ein kommunikativer Erinnerungsprozess bezüglich des Refugiums in der Stadt Shanghai aufgezeigt werden, der über geografische und kulturelle Grenzen transzendiert und auf einen profunden deutsch-chinesischen Austausch in multiplen Bereichen hinweist. Hierbei wird erkenntlich, dass das Erinnern an das Shanghaier Exil über den jüdischen Kontext hinausgehend mit weiteren deutschen und chinesischen kollektiven Erinnerungen korreliert und Dialoge zwischen Ländern sowie Kulturen fördert.