The issue of the boy (masculinity) crisis was examined in both the global and Chinese contexts. To examine the authenticity of the masculinity crisis in China, we first historicized the debate on the boy crisis between Yunxiao Sun (孙云晓) and An'qi Xu (徐安琪) in China and its implications. Then, we examined the contributing factors to the masculinity crisis from the social-ecological perspective, which encompasses the familial (helicopter parenting style), educational (burdensome academic pressure), and societal (feminine and misleading social media) factors. We concluded that the Chinese masculinity crisis has evolved into a socio-cultural issue in recent years. We suggest the potentials of gender-relevant pedagogy and the collective capability among various stakeholders in addressing the boy crisis.

Based on the LES model, the compressible transient CFD simulation combined with the acoustic finite element method optimizes the effect of the rearview mirror and side window glass on in-vehicle noise from the perspective of sound source and transmission. The primary and secondary orders of the influence of different mirror shape and side window glass geometric parameters on the noise in the car were obtained through the design and analysis of orthogonal experiments, and the results of the flow and sound fields were compared. The following results are presented: acoustic source noise reduction from the rearview mirror is mainly affected by acoustic pressure excitation. The proportion of the mirror body of the rearview mirror, the angle of the lower edge, and the length of the mirror column affect the noise in the car in turn. The noise reduction control with PVB laminated glass as the transmission path is mainly limited by the low frequency turbulent pressure excitation. The inner and outer thicknesses of PVB laminated glass have different influences on the noise in the car under different frequency bands, and the results in the full frequency band are mainly affected by the low frequency band.

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This paper demonstrates how historians should understand historical texts and social facts under the trend of postmodern thinking. Combined with Durkheim's concept of social facts, it shows that the concept of truth not only affects the rules and academic strategies of arguments in different periods but also affects the way historians process and utilize historical texts. Social fact is the symbol of social existence and Durkheim's perspective of examining society, which helps to understand the internal development of history clearly.

PurposeAlthough the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.Design/methodology/approachThis study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.FindingsThrough the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.Originality/valueThis study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.