Search

Background China has a significant number of left-behind families. This study focuses on the long-term effects of childhood left-behind experience on different type of childhood trauma and mental health outcomes in later life development. Methods participants were 67 795 Chinese young adults. Psychosocial characteristics were screened by sleep quality, the nine-item Patient Health Questionnaire for depressive symptoms, the generalized anxiety disorder-7 for anxiety symptoms, trauma screening questionnaire for post-traumatic stress, a short form of the Childhood Trauma Questionnaire for childhood trauma. Propensity score matching (PSM) and multivariate linear regression were applied to analyze the data. Results the results of the post-PSM analysis showed that the distributions of propensity scores for the two groups were approximately equal. And the total sample size in post-analysis dropped to 2358 (Nnuclear family = 1179, N left-behind family = 1179), with unmatched cases excluded. Post-matching results showed that the students from left-behind family were significantly associated with severer post-traumatic stress (b  = 0.39, 95% CI = [0.15, 0.62]), loneliness (b  = 0.29, 95% CI = [0.16, 0.42]), depressive symptoms (b  = 0.44, 95% CI = [0.06, 0.82]) and CTQ-physical neglect (b  = 0.34, 95% CI = [0.11, 0.58]). Conclusion our study showed that childhood left-behind experiences are tightly related to childhood trauma experience and mental health issues (post-traumatic stress, loneliness and depression) in late adolescents. [ABSTRACT FROM AUTHOR]

LiFePO4/C cathode materials are synthesized by carbothermal reduction process using FePO4 as iron and phosphorus source, and starch as carbon source. The FePO4 precursor was prepared by leaching iron tailings with concentrated sulfuric acid and then leaching with phosphoric acid and hydrogen peroxide. The morphology and structure of FePO4 precursors prepared under different pH conditions were studied by using thermogravimetric-differential analysis (TG-DTA), infrared analysis (FTIR), x-ray diffraction (XRD), and field emission scanning electron microscopy (FESEM). The effect of the FePO4 material on the properties of the synthesized LiFePO4 cathode was investigated by charge and discharge cycles. On this basis, the effects of different molar ratios of C and LiFePO4 on the performance of synthetic product LiFePO4/C were studied using starch as carbon source. The results show that the FePO4 precursor prepared under the condition of pH 2 is the raw material, and the LiFePO4/C cathode material synthesized by adding 45% carbon has the best performance. The first cycle discharge capacity reached 142.6 mAh g−1 at a current density of 0.1 °C, reaching 83.9% of its theoretical capacity. This work proposes a novel and effective method to utilize the iron tailings. [ABSTRACT FROM AUTHOR]

Teacher–student relationships (TSRs) have been the focus of many studies from various perspectives. However, existing research mainly investigates the interpersonal relationship between teacher and students. There has been a lack of systematic studies on their intellectual relationship in higher education, particularly in the context of the internationalization of research education. To fill this void, we reconceptualize the Chinese educational concept jiao xue xiang zhang by tracing its historical development, and then using this to inform an empirical study of TSRs between international research students and their Western educators. We argue that the two parties are engaged in an intellectual interaction where international students introduce their indigenous resources to Western academic society through the use of these resources in their studies, and that Western educators enrich their intellectual knowledge in the course of this interaction. The contribution of this study is twofold: the development of a novel method of engaging Chinese chéngyŭ—historical reconceptualization and the development of the concept intellectual interaction, derived from the Chinese educational concept jiao xue xiang zhang. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers of Education in China is the property of Higher Education Press Limited Company and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)