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The principle of non-combatant immunity was codified in the Code of International Law and developed into an important foundation for the doctrine of just war, whose origins can be traced to the moral imperative of religious support. The doctrine advocates that persons deemed innocent should be protected from the threat of war, and it is the most widely recognized and deeply rooted moral constraint on the conduct of war. However, the principle of non-combatant immunity has not really deterred the outbreak of war, leaving the international community committed to utopian ideals. In the contemporary context of the Israeli-Palestinian conflict, the principle of non-combatant immunity has been rendered ineffective as civilians are forced to be on the frontlines of both sides of the war. The principle of "just war" seems to have taken on a new basis, with self-defense becoming the pretext for justifying war, and the international community unable to rescue civilians from the flames of war amidst the outcry. There is an urgent need for the international community to re-examine and re-evaluate the immunity of non-combatants, and to limit the use of war as a "legitimate" means of resolving international conflicts. This article calls for a critical assessment of the normativity and effectiveness of the existing law on the principle of non-combatants, and a rethinking of how to construct a more rational and high-level principle to enhance the protection of non-combatants.

The advent of an information society has brought the digitization of young children's childhood lives and the acknowledgment of education policies and academic research for the introduction and use of Information and Communication Technologies (ICTs) in preschool teaching and learning. These changes in the social, policy and academic research contexts have brought not only new opportunities but also new requirements and challenges for preschool teaching and learning practices. As the key practitioners of teaching activities in the preschool setting, it is of great significance for preschool teachers to be well prepared to adapt to new requirements, embrace new opportunities and cope with new challenges. Although a large number of studies have been carried out to examine the preparedness and adaptation of primary and secondary school teachers for ICT use in teaching and learning, a scarcity in relevant studies exists for preschool teachers, particularly in terms of systematic and international comparative studies. Therefore, in order to fill in these research gaps, this study aimed to make a systematic comparison between Greek and Chinese preschool teachers in the preparedness and adaptation status for the use of ICTs in teaching and learning practices. More specifically, this study reported on the similarities and differences between Greek and Chinese preschool teachers in five dimensions, including ICT access, ICT use practices, attitudes toward ICT use, ICT competences and barriers to ICT use in daily teaching and learning activities. The case study methodology which selected one city with similar geographic, political and economic conditions was adopted in this study. Moreover, this study was also a mixed study, in which both quantitative (survey) and qualitative methods (interview) were included. As a consequence, 108 Greek teachers and 155 Chinese teachers who taught children aged 4-6 years old in urban public preschools took part in the survey study. There were also 15 Greek teachers in 13 preschools and ...

The slow-down of the Chinese economy and the depression in the global economy during the COVID-19 show that governments should provide stimulus packages. These policies should be inclusive in terms of financial gains. Using the panel data of 30 regions in China from 2006 to 2016, this paper uses the Poisson Pseudo-Maximum Likelihood (PPML) estimator to analyze the impact of inclusive finance on public health. The results show that inclusive finance has a significant positive effect on public health. The performance of the eastern region is significantly better than that of the central and western regions. When we consider the combined effect of environmental regulation, the improvement effect of inclusive finance on public health is still significant, and the coefficient increases in the eastern region. Similarly, there is also a significant improvement effect in the central and western regions. Our findings reveal that environmental regulation promotes the beneficial effect of inclusive finance. Therefore, it is important to improve the inclusive financial development mechanism and enhance environmental regulation intensity for solving public health issues. Lessons related to the COVID-19 pandemic are also discussed.

Zhen Qin,1,2 Xia Liu1,2 1Department of Clinical Pharmacy, School of Pharmacy, Second Military Medical University, Shanghai 200433, China; 2Department of Pharmacology, School of Pharmacy, Second Military Medical University, Shanghai 200433, China Abstract: Recently, miR-124 has been regarded as a critical modulator of colorectal cancer. We here summarize the studies on the role and mechanism of miR-124 in colorectal cancer. They indicate that miR-124 is methylated during carcinogenesis and functions as a tumor-suppressor in colorectal cancer. miR-124 might serve as a potential diagnostic biomarker and therapeutic target in colorectal cancer in the foreseeable future. Keywords: miR-124, colorectal cancer, biomarker, methylation, therapeutic target

Background: Previous study has indicated that perceived discrimination affected the children's behaviors, but whether belief in a just world moderates the relationship between perceived discrimination and problem behaviors among left-behind children and whether there are differences between boys and girls are still unknown. Aims: This study aims at exploring whether perceived discrimination influences the left-behind children's behaviors and the moderating role of belief in a just world among both boys and girls. Methods: Using cross-sectional data on rural left-behind children in Henan Province of China, this study examined the relationships among perceived discrimination (personal and group), belief in a just world and problem behaviors for both boys and girls. The participants included 336 boys and 310 girls. Self-report questionnaires captured perceived discrimination, belief in a just world and problem behaviors. Results: The results demonstrated that Chinese left-behind boys who perceived a high amount of personal discrimination were prone to exhibit problem behaviors. Yet, neither perceived personal nor group discrimination was associated with problem behaviors among the left-behind girls. Moreover, the children's belief in a just world moderated the association between perceived discrimination and problem behaviors among the boys; in those who reported higher levels of belief in a just world, the negative effect of perceived personal discrimination on problem behaviors appeared weaker, comparing to those who reported lower levels of belief in a just world. In addition, the negative effect of perceived group discrimination on problem behaviors appeared stronger among the left-behind boys who reported higher levels of belief in a just world. Conclusion: Belief in a just world provided a protect function for the left-behind children when facing perceived personal discrimination. More attention should be paid on belief in a just world, perceived discrimination and problem behaviors among left-behind children.

The ideological and political course is playing an important responsibility in cultivating higher ideological level and higher moral quality constructors for socialist cause, only under the helps and guiding of ideological and political educational courses, the learners can lead to the Socialism road with Chinese characteristics under the leadership of the Party consistently. The thoroughly pervasive globalization tendency and the prosperity and the development of the diversified culture have made significant changes to our country's thought environment, while on the other hand, the ideological and political courses in our country haven't conducted corresponding adjustment to this tendency, they are still featuring of numerous theoretic contents, severe dogmatism in teaching forms and other problems are prominent gradually, with the addition of the influence of complex thought environment from home and abroad, domestic learners haven't paid enough attention to the importance of the ideological and political courses, and the course's educational effect haven't been exerted fully enough. And this following paper will propose a kind of panoramic ideological and political course practical teaching method focusing on the above issues and problems.