﻿<?xml version="1.0" encoding="UTF-8"?>
<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns="http://purl.org/rss/1.0/" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:sciepub="http://www.sciepub.com" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:taxo="http://purl.org/rss/1.0/modules/taxonomy/" xmlns:prism="http://prismstandard.org/namespaces/basic/1.2/">
  <channel rdf:about="http://www.sciepub.com/portal/Journals">
    <title>World Journal of Social Sciences and Humanities</title>
    <link>http://www.sciepub.com/journal/WJSSH</link>
    <description>World Journal of Social Sciences and Humanities is a peer-reviewed, open access journal that provides rapid publication of articles in all areas of social sciences and humanities. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of social sciences and humanities. </description>
    <dc:publisher>Science and Education Publishing</dc:publisher>
		<dc:language>en</dc:language>
		<dc:rights>2013 Science and Education Publishing Co. Ltd All rights reserved.</dc:rights>
		<prism:publicationName>World Journal of Social Sciences and Humanities</prism:publicationName>
		11
		2
		January 2025
		<prism:copyright>2013 Science and Education Publishing Co. Ltd All rights reserved.</prism:copyright>
    <items>
      <rdf:Seq>
        <rdf:li resource="http://pubs.sciepub.com/wjssh/11/2/1"/>
<rdf:li resource="http://pubs.sciepub.com/wjssh/11/2/2"/>
<rdf:li resource="http://pubs.sciepub.com/wjssh/11/2/3"/>
<rdf:li resource="http://pubs.sciepub.com/wjssh/11/2/4"/>
<rdf:li resource="http://pubs.sciepub.com/wjssh/11/2/5"/>
      </rdf:Seq>
    </items>
  </channel>
  <item rdf:about="http://pubs.sciepub.com/wjssh/11/2/1">
<title>
The Serious Consequence of Curiosity
</title>
<link>http://pubs.sciepub.com/wjssh/11/2/1</link>
<description>
<![CDATA[This paper explores a life-altering condition that has derailed a promising trajectory toward scholarly glory, financial triumph, and possibly multiple Nobel Prizes: unchecked curiosity. Through a cautionary tale disguised as a scientific memoir, the author recounts how a fateful encounter with a newspaper article — and later, a lawn sprinkler — launched three decades of unconventional research, culminating in the publication of a delightfully unexpected book. The implications are clear: curiosity may not kill you, but it can gently nudge your life into wildly unpredictable orbits.]]>
</description>
<dc:creator>
Hongjun  Pan
</dc:creator>
<dc:date>2025-07-04</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2025-07-04</prism:publicationDate>
<prism:number>2</prism:number>
<prism:volume>11</prism:volume>
<prism:startingPage>23</prism:startingPage>
<prism:endingPage>24</prism:endingPage>
<prism:doi>10.12691/wjssh-11-2-1</prism:doi>
</item>
<item rdf:about="http://pubs.sciepub.com/wjssh/11/2/2">
<title>
Critical Citation and Intertextuality in Academic Writing
</title>
<link>http://pubs.sciepub.com/wjssh/11/2/2</link>
<description>
<![CDATA[Referencing and citation present significant challenges for novice academic writers, particularly for university students writing in English as a foreign or second language (EFL/ESL) across disciplines. This article investigates undergraduate students’ referencing and citation practices through an analysis of their literature review texts, collected over two rounds of assignments from an EFL academic writing course at a Chinese university. The analytical framework adopted assesses both the quantity and contextual use of references, distinguishing between direct and indirect citations, while also examining how students employed references for confirmatory and critical purposes. The findings reveal a general tendency toward minimal use of direct and critical referencing, with few instances where citations were used for critique and comparison. These results suggest a need for writing instruction that promotes a deeper understanding of authentic intertextual citations with scholarly sources. Pedagogy in China and broader EFL/ESL contexts shoulders a responsibility of supporting students’ development in using overt intertextual citations in writing more effectively, by addressing the current imbalance—namely, the overreliance on indirect quotation and the underuse of critical and direct citation practices for scientific intertextuality in academic writing.]]>
</description>
<dc:creator>
Hongqin  Zhao, Yaqian  Li
</dc:creator>
<dc:date>2025-09-25</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2025-09-25</prism:publicationDate>
<prism:number>2</prism:number>
<prism:volume>11</prism:volume>
<prism:startingPage>25</prism:startingPage>
<prism:endingPage>32</prism:endingPage>
<prism:doi>10.12691/wjssh-11-2-2</prism:doi>
</item>
<item rdf:about="http://pubs.sciepub.com/wjssh/11/2/3">
<title>
Milan Kundera in Vietnam and China: The Translation Process as an Inter-cultural Dialogue
</title>
<link>http://pubs.sciepub.com/wjssh/11/2/3</link>
<description>
<![CDATA[This paper compares the translation process of the same foreign author’s works in Vietnam and China. Although Milan Kundera is well-known in both countries, his legacy was translated through distinct approaches, corresponding to different processes of engagement. The translated publications in the two nations reveal the similarities and divergences in the internal dynamics of their respective literatures. Given the shared cultural and literary traditions, as well as similar processes of literary modernization, the differences in the two literatures' responses to the same phenomenon - including the timing of its introduction and the approach to its reception - are more clearly revealed. Beyond factors belonging to the translators, it is necessary to admit that extra-literary powers, specifically political institutions and diplomatic relations, influenced the choice of source texts and the circulation of the translated works. The findings of this study illustrate the way to integrate with global culture through the reception foreign literature, and simultaneously, provide a reference to the direction of sustainable development in the new rising era by fostering culture.]]>
</description>
<dc:creator>
Dương  Bảo Linh
</dc:creator>
<dc:date>2025-10-16</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2025-10-16</prism:publicationDate>
<prism:number>2</prism:number>
<prism:volume>11</prism:volume>
<prism:startingPage>33</prism:startingPage>
<prism:endingPage>40</prism:endingPage>
<prism:doi>10.12691/wjssh-11-2-3</prism:doi>
</item>
<item rdf:about="http://pubs.sciepub.com/wjssh/11/2/4">
<title>
Statistical Analysis on Learning Inertia of Gender Differences Upon College English Study Emotion, Behavior and Sense of Achievement
</title>
<link>http://pubs.sciepub.com/wjssh/11/2/4</link>
<description>
<![CDATA[This descriptive study examined the phenomenon of learning inertia among College English (CE) students in Chinese universities. The questionnaire designed by Lian Yong was applied twice online via Wenjuanxing to four universities. The pilot survey sought to establish reliability and validity, while the actual data collection process in the post-test was conducted on 261 candidates. The data analysis was done using the Wenjuanxing platform. The result reveals gender differences are widened with different reflections towards study emotion, behavior and sense of achievement among College English learners in Chinese universities. Their English as a Foreign Language (EFL) learning inertia exists in CE learning and influences the result. It concludes that the male study emotion is easily affected in the examination-oriented atmosphere, and their study behavior turns out to be negative with a lower sense of achievement. More college students are involved in the dilemma of learning inertia which calls for the reform of CE teaching. At last, the limitations were proposed for further study.]]>
</description>
<dc:creator>
Mengzhong  WANG, Zhongying  TANG
</dc:creator>
<dc:date>2025-10-21</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2025-10-21</prism:publicationDate>
<prism:number>2</prism:number>
<prism:volume>11</prism:volume>
<prism:startingPage>41</prism:startingPage>
<prism:endingPage>48</prism:endingPage>
<prism:doi>10.12691/wjssh-11-2-4</prism:doi>
</item>
<item rdf:about="http://pubs.sciepub.com/wjssh/11/2/5">
<title>
Evolutionary Perspective on Meaning of Life
</title>
<link>http://pubs.sciepub.com/wjssh/11/2/5</link>
<description>
<![CDATA[The paper compares various meanings of life and proposes the evolutionary perspective as a rigorous scientific understanding of the meaning of life.  But evolution produces only a lower goal of perpetuation of genes. Higher goal does not exist. This article compares various philosophical perspectives and examples of survival and reproductive advantage.]]>
</description>
<dc:creator>
Abhijit  Manohar
</dc:creator>
<dc:date>2025-12-04</dc:date>
<dc:publisher>Science and Education Publishing</dc:publisher>
<prism:publicationDate>2025-12-04</prism:publicationDate>
<prism:number>2</prism:number>
<prism:volume>11</prism:volume>
<prism:startingPage>49</prism:startingPage>
<prism:endingPage>51</prism:endingPage>
<prism:doi>10.12691/wjssh-11-2-5</prism:doi>
</item>
</rdf:RDF>