Quasisymmetric Embeddability of Weak Tangents

In this paper, we study the quasisymmetric embeddability of weak tangents of metric spaces. We first show that quasisymmetric embeddability is hereditary, i.e., if $X$ can be quasisymmetrically embedded into $Y$, then every weak tangent of $X$ can be quasisymmetrically embedded into some weak tangent of $Y$, given that $X$ is proper and doubling. However, the converse is not true in general; we will illustrate this with several counterexamples. In special situations, we are able to show that the embeddability of weak tangents implies global or local embeddability of the ambient space. Finally, we apply our results to expanding dynamics and establish several results on Gromov hyperbolic groups and visual spheres of expanding Thurston maps.Comment: 35 pages, 6 figure

Fiscal Policy, Regional Disparity and Poverty in China: a General Equilibrium Approach

The main objective of this research is to analyze the effects of the fiscal dimension of China’s government transfer and preferential tax policy on regional income disparity and poverty reduction. Using a computable general equilibrium model with a three-region component, we find that the preferential tax policy on the eastern coastal region of China has a significant effect on household income, as well as on the FGT indicator. The simulation results suggest that tax policy is a more effective tool to counter against China’s regional disparity than government transfer.China, Regional Disparity, Fiscal Policy, Government Transfer, Preferential Policy, Poverty, CGE, FGT

The Role of Task Technology Fit to Enhance Student Satisfaction Towards Blended Learning in Chengdu, China

Purpose: Blended learning had become a popular educational approach that mixed the characteristics of face-to-face lectures and online learning in the digital age. This research aimed to examine the factors of task technology fit, confirmation, cognitive presence, teaching presence, social presence, and learner-instructors interaction to impact blended learning satisfaction of college students in Chengdu, China. The research model demonstrates relationships between key varaibles. Research design and methodology: This research applied the quantitative method and questionnaire as instruments to survey 500 students, who majored in art and design subjects. Before distributing the questionnaires, Item-Objective Congruence (IOC) and a pilot test of Cronbach’s Alpha were used to test validity and reliability. Data was analyzed by utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate the model’s goodness of fit and confirm the causal relationship among variables for hypothesis testing.. Results: The main findings revealed that confirmation, cognitive presence, social presence, and learner-instructors interaction significantly influenced satisfaction with blended learning, except task technology fit and teaching presence. Cognitive presence and learner-instructor interaction has strong and significant role to enhance students’ satisfaction with hybrid learning. Conclusions: The study has found that the research conceptual model could predict and explain how the factors impact blended learning satisfaction