Jie Zhou

It has been well established that life satisfaction is related to perceived social justice. However, current theories provide contrary assumptions on the direction of the influence. In this research, we use data from two longitudinal surveys collected in China to test the reciprocal relations between life satisfaction and perceived social justice over time. With a random intercept cross-lagged panel model, we disaggregate the between-person effect and the within-person effect of the relationship. To specify the conditions of the effect, we consider income levels as the moderator. Study 1 showed that on the between-person level, life satisfaction, and perceived social justice are positively correlated. On the within-person level, cross-lagged effect results showed that an individuals’ deviations from their expected score in life satisfaction predict deviations from their expected perceived social justice at the next time point, while deviations from expected perceived social justice does not predict subsequent deviations from expected life satisfaction. In study 2, we divided participants into three groups based on their household income and conducted a multiple group analysis to test its moderation effect. We found that the between-person correlation of life satisfaction and perceived social justice is not moderated by income level, and it is significant in all the three groups. However, the within-person cross-lagged effect is moderated by income level, and the effect of life satisfaction on perceived social justice only exists in the low income group. This research confirms the unidirectional relationship between life satisfaction and perceived social justice across time, and clarifies the effect in different levels and income groups, providing new insights on the formation of justice perception. It is recommended that future studies apply experimental designs to reach causal effects and explore more possible moderators and mediators.

The purpose is to help college students start their own businesses and protect and develop China’s intangible cultural heritage. The entrepreneurship of college students in the field of intangible culture is studied from the perspective of entrepreneurial psychology. First, the related characteristics, main content, and research status of college entrepreneurship education are described in detail. Entrepreneurial psychology is divided into entrepreneurial cognition, entrepreneurial emotion and entrepreneurial will. Then, the concept and development status of intangible cultural heritage are briefly summarized to illustrate the importance of inheriting and developing intangible cultural heritage. A questionnaire is designed based on intangible cultural heritage development mode to interview local college students randomly. Finally, the results are analyzed by descriptive statistics. The results show that massive students do not understand the entrepreneurial policy, and only 16% of them know it very well. More than 30% of the students think that entrepreneurship will improve personal responsibility. Nearly 50% of the students believe that entrepreneurship can increase their life experience. Almost 50% of the students have the psychological quality of persistence and courage in entrepreneurship. The final results show that there are great differences in entrepreneurial cognition among students of different grades. Regarding entrepreneurial emotion, there are obvious differences among students of different genders, disciplines, and grades. Regarding the entrepreneurial will, there are only differences among students with different grades. In entrepreneurship education, different teaching methods should be adopted for different ages to comprehensively improve the effect of entrepreneurship education for students of all grades and help them obtain good entrepreneurship results. This exploration provides technical support for the inheritance of material and cultural inheritance and contributes to the entrepreneurship education of college students.

In recent years, the research of wavelet frames on the graph has become a hot topic in harmonic analysis. In this paper, we mainly introduce the relevant knowledge of the wavelet frames on the graph, including relevant concepts, construction methods, and related theory. Meanwhile, because the construction of graph tight framelets is closely related to the classical wavelet framelets on ℝ, we give a new construction of tight frames on ℝ. Based on the pseudosplines of type II, we derive an MRA tight wavelet frame with three generators ψ 1, ψ 2, and ψ 3 using the oblique extension principle, which generate a tight wavelet frame in L 2 ℝ. We analyze that three wavelet functions have the highest possible order of vanishing moments, which matches the order of the approximation order of the framelet system provided by the refinable function. Moreover, we introduce the construction of the Haar basis for a chain and analyze the global orthogonal bases on a graph G. Based on the sequence of framelet generators in L 2 ℝ and the Haar basis for a coarse-grained chain, the decimated tight framelets on graphs can be constructed. Finally, we analyze the detailed construction process of the wavelet frame on a graph.

“Curriculum ideological and Politics”—an important hot word in college education, is a crucial way to implement the fundamental policy of “morality education”. As a new concept and new model of education, “Curriculum Ideological and Politics” emphasizes strengthening ideological and political education for students while imparting scientific and cultural knowledge, breaking discipline boundaries, making all disciplines follow the same direction, fully combining knowledge education with morality education to further cultivate promising young people with new ideas in the new era. Xinjiang is located on the border with China, and its ideological and political education work has always been highly valued by the CPC Central Committee. To do well in the field of ideology and steadily promote the cultural project of moistening Xinjiang are the requirements of college education in Xinjiang in the new era. Nevertheless, there are still many problems, such as the lack of systematic implementation of “ideological and political theories teaching in all courses”, and the lack of assessment standards. Hence, it’s urgent to find out how to construct a rules-based mechanism of the collaborative education mechanism at present. Taking Kashi University as an example, under the unified leadership of the Party Committee of the autonomous region, this paper tries to build an top-down education mechanism from macro to micro to provide a theoretical reference for the implementation of the English “ideological and political theories teaching in all courses” for educators.