|
[1]
|
Soft Power Competition: A Comparative Analysis of China and the US in South Asia
SSRN Electronic Journal,
2025
DOI:10.2139/ssrn.5153699
|
|
|
|
|
[2]
|
The Contributions of International Students to International Trade and Cross-Border E-Commerce: Evidence from China
SSRN Electronic Journal,
2024
DOI:10.2139/ssrn.4748330
|
|
|
|
|
[3]
|
Soft Power and Diplomatic Strategies in Asia and the Middle East
Advances in Public Policy and Administration,
2024
DOI:10.4018/979-8-3693-2444-8.ch013
|
|
|
|
|
[4]
|
Important Information Structuring of International Program Using Ontology to Design Knowledge Management System
2024 5th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON),
2024
DOI:10.1109/TIMES-iCON61890.2024.10630741
|
|
|
|
|
[5]
|
An empirical investigation of acculturative stress among international Muslim students in Tianjin, China
Multicultural Education Review,
2024
DOI:10.1080/2005615X.2024.2418459
|
|
|
|
|
[6]
|
Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)
2023
DOI:10.2991/978-2-494069-05-3_103
|
|
|
|
|
[7]
|
Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students
Cogent Social Sciences,
2022
DOI:10.1080/23311886.2022.2130220
|
|
|
|
|
[8]
|
Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students
Cogent Social Sciences,
2022
DOI:10.1080/23311886.2022.2130220
|
|
|
|
|
[9]
|
Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students
Cogent Social Sciences,
2022
DOI:10.1080/23311886.2022.2130220
|
|
|
|
|
[10]
|
Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students
Cogent Social Sciences,
2022
DOI:10.1080/23311886.2022.2130220
|
|
|
|
|
[11]
|
Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students
Cogent Social Sciences,
2022
DOI:10.1080/23311886.2022.2130220
|
|
|
|