Giga Virtov's The Man with a Movie Camera is a 68-minute experimental silent documentary of the Soviet period of innovative art. Although it has been criticized for its strong experimentality, insufficient emotional depth and over-reliance on technology, it is still of great significance in the current digital media environment. This article believes that the film uses montage to break the linear narrative, integrate different space-time images, and lay the foundation for the modern digital visual information architecture. This core contribution has a far-reaching impact. Nowadays, short video platforms often use montage to attract audiences. In addition, the "Kino-Eye" theory provides a reference for immersive interactive visual perception, and the transparency of the media production shown by the film also enhances the audience's trust. In summary, it not only shapes the current digital media design, but also provides a classic analysis model that emphasizes visual appeal, immersion and transparency for future digital experiences.

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Several studies have been done on how queers are objectified as exotic and/or sinful spectacles in cinema, and how the embrace of queerness offers new angles of storytelling, which emphasize the importance of subjectivity in queerness representation. However, queer characters in these films often serve as a token character without a reflection of their own subjectivity. Taking the Taiwanese film Marry My Body(2023) by Cheng Weihao as an example, this paper examines how queerness is narrated in East Asian commercial cinema. It focuses on storytelling, mise-en-scène, cinemalogy, and narrative construction, exploring the redefinition of queerness by heteronormativity, and offering a critique of threats to the self-expression of queer community imposed by a heteronormative narrative. The paper thus argues that to represent queerness does not necessitate a definition of queerness, but a possibility of living differently from the binary-gendered, heterosexual majority.

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The period from 1500 to 1650 marked the onset of the Age of Discovery, when the global trade network took initial shape, large-scale colonial ventures unfolded, and cross-cultural exchanges intensified. Through case studies of China, Spain, and Latin America, this study explores that unique era. It conducts a systematic review of academic literature on social formations in these global regions, examining their fundamental characteristics, variations, generative conditions, and interregional relationships. Prior regional isolations were broken by the era, creating chances for more extensive social interactions outside of local boundaries. Even as commodity economies grew during China's Ming-Qing transition, autocratic governance turned inward for regime stability. Spain reshaped its class structure and economic structure by consolidating its colonies abroad and attracting wealth. As a colony of Europe, Latin America was completely subjugated and displayed glaring signs of colonial subordination. The essay summarizes the opinions of academics regarding these formations, draws attention to differences through comparative analysis, and investigates how political structures, economic theories, and cultural legacies influenced their development. It captures discussions on their societal connections while delving deeper into interregional ties through colonialism and trade. Finally, the study identifies specific social structures of the period, provides information about common and different civilizational paths during transitions, improves understanding of social pluralism, and provides insights into the emerging global order of early globalization—its origins in intercontinental ties and contributions to contemporary global social history.

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This essay examines the differences and commonalities in Social-Emotional Learning(SEL) approaches between China and the United States through a systematic literature review. Grounded in Vygotsky’s sociocultural theory, the research systematically analyses 28 studies from the COVIDENCE database, and we identify three key themes—cultural tools, SEL dimensions, and intervention types across China and the United States, shaping distinct patterns in SEL dimensions and intervention strategies. This study examines how digital (e.g., AI-driven apps) and manual tools (e.g., face-to-face role-playing), contrasting SEL patterns (individualism vs. collectivism), and distinct policy frameworks (centralized vs. decentralized) (Triandis, 2018) mediate the implementation of social-emotional learning (SEL) across China and the United States, shaping distinct patterns in SEL dimensions and intervention strategies. This study reviews how contrasting digital (e.g., AI-driven apps) and manual tools (e.g., face-to-face role-playing), SEL patterns (individualism vs. collectivism), and distinct policy frameworks (centralized vs. decentralized) mediate the implementation of social-emotional learning (SEL) across China and the United States, shaping distinct patterns in SEL dimensions and intervention strategies. Findings reveal that these factors mediate distinct national approaches to SEL. While Social-Emotional Learning (SEL) is recognized globally as essential for student development, its implementation varies significantly between China and the United States due to cultural, pedagogical, and technological differences. This research highlights the necessity of culturally adaptive SEL strategies and provides insights for cross-national educational collaboration.

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