Under the background of new curriculum reform, the purpose of secondary education and cultivation has been changed to cultivate students' comprehensive and professional abilities. Applying lifelike teaching to the English classroom of secondary education arts and sports students is an effective means to stimulate students' learning interests and improve their English proficiency. Based on the analysis of the current situation of English teaching for arts and physical education students in secondary education, the article puts forward several strategies of English lifelike teaching in order to better improve the English quality of students in secondary institutions and promote the development of English education in secondary institutions.

The Lancaster mutual teaching model originated in late 18th century England and quickly spread to the American colonies after receiving positive responses in Europe. In the 1820s, renowned Spanish physician, educator, and publisher Manuel Codorniú Ferreras brought it to Mexico, making outstanding contributions to the newly independent nation in educational philosophy, system, and methods. In the mid-19th century, with the absence of a centralized institution for public education in Mexico, the Lancaster Company took on the significant responsibility of guiding the direction of national public education development. Although this function did not persist for too long due to political changes in Mexico, the educational system continued to play an important role in the Mexican education sector. The Lancaster Company and its teaching system exerted a positive and profound influence on the democratization and secularization of education in Mexico, laying important foundations for the modernization and reform of Mexican education.

In the new era, an important component of China’s social governance system construction is to strengthen and innovate social governance to improve the ability and level of social governance in China. To ensure the long-term stability of the country and the well-being of the vast majority of the people, it is necessary to be adept at strengthening social governance, continuously improve and improve the governance system that is suitable for the development of modern society with scientific thinking methods, and enhance the level and capacity of governance in China. Based on this, this paper discusses how to promote the innovation of social governance in the digital age, and proposes innovative ideas on the model of social organization governance under the guidance of <Economic Diversification Plan for Macao SAR (2024–2028)>.

This paper analyzes the relevance of social accounting information for managing financial institutions, using Banca Transilvania Financial Group (BTFG) as a case study. It explores how social accounting data can enhance decision-making processes within these institutions. Social information from BTFG’s annual integrated reports was used to construct a social balance sheet, and financial data was collected to calculate economic value added (EVA) and social value added (SVA). Research question include: Does social accounting represent a lever for substantiating the managerial decision in financial institutions? Results show that SVA is a valuable indicator for financial institution managers, reflecting the institution’s contributions to social well-being, environmental impact, and community support. Policy implications suggest regulatory bodies should mandate the inclusion of social accounting metrics in financial reporting standards to encourage socially responsible practices, enhance transparency, and incentivize institutions achieving high SVA. This paper contributes to the literature by demonstrating the practical application of social accounting in financial institutions and highlighting the importance of SVA as a managerial tool. It aligns with existing research on integrating corporate social responsibility (CSR) metrics into financial decision-making, enhancing the understanding of combining social and economic indicators for comprehensive performance assessment The abstract covers motivation, methodology, results, policy implications, and contributions to the literature.

Entering the era of knowledge economy, various academic researches are blossoming under the social environment of double creation, but looking at the disputes of intellectual property cases in recent years, most of them happen in the college students group, the reasons for this phenomenon can be summarized as the blurring of the intellectual property education program, the system is too traditional and conservative, and the teaching concept is thin and so on. In view of this phenomenon, the author proposes to cultivate the intellectual property education of university students in the mode of "three constructions", so as to stimulate the vigor of social innovation and provide theoretical support for the scientific and technological research of university students.

The issue of urban land management in the world in general and in Africa in particular has been exacerbated by the liberalization of land practices and the commodification of land, which has led to an increase in corrupt practices within land institutions in all cities. A mixed methodology was employed, combining a comparative case study of secondary towns with a quantitative survey of 559 landowners in the towns of Bohicon and Sokodé. In-depth interviews were conducted with 31 informants, who were surveyed on the land acquisition process, the individual determinants influencing corrupt practices, and the institutions most involved in these practices. The findings revealed that the acquisition of a formal title conferring property rights in both cities necessitates the completion of several steps. Corrupt practices are present at almost every stage of the transaction. The application of logistic regression models to the independent variables indicates that age and profession are highly significant in the sociodemographic characteristics of those most susceptible to engaging in these practices. Formal land administration institutions are the most involved in these types of everyday corruption. These practices are ultimately linked to people’s life paths and cannot therefore be combated without psychosociological education and the promotion of ethical behavior among all stakeholders, particularly among those who demand services.