Vol. 1 No. 1 (2024):

All content published in this issue has been rigorously peer-reviewed, with comprehensive checks conducted to ensure originality.

Number of articles in this issue: 6
Page range for this issue: 1-55

For any inquiries related to the content, authors are available via their provided email addresses. For questions or further information regarding the Journal of Modern Social Sciences (JMSS), please feel free to contact us directly at the JMSS Editorial Office.

Published: 2024-10-25

Full Issue

Articles

Research on Digital Indexing System for Artworks Driven by Artificial Intelligence

Yuke Meng, Han Li, Xiaomeng Xu, Tianwen Jiang

1-10
- PDF
Analysis of Chinese and South Korean Co-production Films with Constructivism as The Theoretical Framework

Qianwen Meng

11-25
- PDF
Exploration of the Path to Promote the Sustainable Development of Zhoushan Island in the Context of the ‘Two Mountains’ Theory

Yue Su

26-32
- PDF
Study on the Construction of Green Barriers and Synergy Mechanism of Carbon Neutrality Target in China-Mongolia Coal Trade

Han Li, Yu Wu, Yuke Meng, Menghui Yin

33-43
- PDF
Dance of Imagery: The Dynamic Intertwining of Mirrors, Moons, and Rain in Eileen Chang's Novels

Chen Chen, Menghui Yin , Han Li

44-50
- PDF
Genre Analysis and Sociolinguistic Awareness in IELTS: Preparing Learners for Textual Diversity

Haoyang Feng, Yuwen Zhang

51-55
- PDF

Vol. 1 No. 1 (2024):

Full Issue

Articles

Research on Digital Indexing System for Artworks Driven by Artificial Intelligence

Analysis of Chinese and South Korean Co-production Films with Constructivism as The Theoretical Framework

Exploration of the Path to Promote the Sustainable Development of Zhoushan Island in the Context of the ‘Two Mountains’ Theory

Study on the Construction of Green Barriers and Synergy Mechanism of Carbon Neutrality Target in China-Mongolia Coal Trade

Dance of Imagery: The Dynamic Intertwining of Mirrors, Moons, and Rain in Eileen Chang's Novels

Genre Analysis and Sociolinguistic Awareness in IELTS: Preparing Learners for Textual Diversity

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