It has recently been shown that the strong cosmic censorship conjecture can be violated by the massless neutral scalar field in the nearly extremal Reissner-Nordstrom-de Sitter black hole.However, the formation of such a black hole by gravitational collapse necessitates the presence of the charged sector on top of the Einstein-Maxwell system. Thus we numerically calculate the quasinormal modes for a massless charged scalar field in the Reissner-Nordstrom-de Sitter spacetime by generalizing the characteristic formulation to the charged case. As a result, the strong cosmic censorship turns out to be recovered by our massless charged scalar field except in the highly extremal limit Q → Q m , where the violation still occurs when the scalar field is appropriately charged. *

We reconsider over-charging the higher-dimensional nearly extremal charged black holes using the new version of gedanken experiment proposed recently by Sorce and Wald. As a result, we find that cosmic censorship conjecture associated with such black holes is restored by taking into account the second-order correction, albeit violated by the first-order perturbation. Namely, the higher-dimensional nearly extremal charged black holes cannot be over-charged. *

China'S "Double Reduction" Policy has reduced the burden of heavy homework and extra off-campus tutoring for students, but the quality of teaching and learning in schools and the validity of student's learning have been questioned. The policy proposes "to improve education ecology", which leads to a possible key point, classroom ecology: focusing on the teachers, students, teaching and learning activities, the environment and the interactions between them in the classroom. Teachers need to update their teaching skills as well as assignment design concepts with the support of schools. However, as teachers are faced with prolonged working hours and higher social expectations infused by the policy, schools and the community should also pay attention to teachers' needs and help them adapt and respond positively to it. In addition, a harmonious teacher-student relationship ensures that the classroom ecology function properly.

The development of education in China has witnessed great progress along with 30 years of social reform and the opening up policy, yet the issue of equality in relation to resource distribution has gradually become serious. It can be seen from Chinas results in 2015 and 2018 PISA (OECDs Programme for International Student Assessment), as it chose different regions to participate in the competition. The change in rankings reflects the differences in educational quality among several participating regions (Beijing, Shanghai, Jiangsu, Guangdong, Zhejiang). The study focuses on exploring education development of these regions and aims to take a glance of the regional inequalities in Chinese education. The data collected and comparative study of the development of basic education in these regions in the years of participation revealed that the investment in human, financial, and physical resources had a significant impact on the quality of education. This study divides the five regions into two gradients based on educational inputs and administrative divisions, suggesting possible mechanisms for the occurrence of educational quality gaps across the country, and highlighting the unbalanced distribution in human, financial and material resources.