https://ijels.com/Open Access international Journal to publish research paperen-usJune 12 Interpreting the theoretical origins and contemporary value of Xi Jinping's Thought on Diplomacy from the perspective of "macro-history" helps to deeply grasp its formative logic and historical context. This thought emerged at the intersection of global trends and the rejuvenation of the Chinese nation, rooted in China's fine traditional culture, inheriting the essence of Marxist theory, drawing on historical experiences of modern national salvation, developing the diplomatic practices of New China, and innovatively proposing the concept of a "community with a shared future for mankind." It seeks to reshape the international order through the global governance principle of "wide consultation, joint contribution, and shared benefits," while driving practical transformation via the high-quality co-construction of the Belt and Road Initiative. As the fundamental guideline for China's diplomacy in the new era, Xi Jinping's Thought on Diplomacy not only demonstrates strategic resolve and historical confidence but also contributes a theoretical paradigm to the reform of the global governance system. https://ijels.com/detail/an-analysis-of-xi-jinping-s-diplomatic-thought-from-a-macro-historical-perspective/ Lei Shan, Yin Yang https://ijels.com/upload_document/issue_files/1IJELS-10520267-AnAnalysis.pdf Literature has always been a medium of social exploration and articulation and through literary narratives such experiences and issues related to the psychology and mental health of students are explored and articulated. In contemporary time period students face issues such as academic competition, social expectations, pressure of making successful future, social comparison, identity conflict and anxiety related issues. Therefore students’ mental health becomes very essential and significant concern in contemporary time period. This paper examines students psychological and emotional vulnerability, anxiety disorder and identity conflict in selected contemporary literary narratives and also reflects upon contemporary youth culture. This study argues that when students face pressure of social expectations that demand success and confirmity, they go through anxiety, identity conflict and psychological disorder. Sylvia Plath’s novel ‘The Bell Jar’ (1963) and John Green’s ‘Turtles All Thee Way Down’ (2017) have been taken for this study. Both these literary narratives deal with the inner psychological conflict and anxiety disorder faced by the young protagonists of the novels. This paper articulates on the topic from the theoretical perspective of cultural and identity theory, particularly theory of Identity given by Erik Erikson and the concept of discourse developed by Michel Foucoult. Through the characters of the protagonists, the author has tried to articulate on the negotiation of social expectations and the sense of self and identity. There is portrayal of stigma surrounding mental health. This paper depicts how literature plays a vital role in promoting empathy and awareness about psychological problems faced by students and emphasize upon the possibility of recovery and healing from mental health struggles. This paper also offers symbolic representation of isolation and depression and reflects upon conflict and anxiety disorder, created by too many life expectations and possibilities in student life. https://ijels.com/detail/psychic-struggles-and-identity-formation-a-study-of-student-mental-health-in-contemporary-narratives/ Dr. Sheeba Parveen, Dr. Ansar Ahmad https://ijels.com/upload_document/issue_files/2IJELS-10520268-Psychic.pdf Marc Bloch’s L’Étrange défaite, written immediately after the French collapse of 1940, remains one of the most powerful contemporary reflections on that event. As both a professional historian and a serving officer, Bloch diagnosed the disaster as fundamentally a defeat of knowledge—or more literally, a defeat of intelligence. This article revisits that formulation and argues that Bloch’s insight should not be reduced to a criticism of tactical backwardness, technological inferiority, or individual misjudgment. Rather, it points to a deeper and more structural failure of cognition embedded in the French military system, command culture, strategic doctrine, and the political-social order of the Third Republic. France’s defeat is thus interpreted not as a sudden and accidental breakdown, but as the culmination of a long-term process in which institutions, mental habits, and social structures failed to adapt to a transformed form and tempo of war. At the same time, Bloch’s interpretation, while exceptionally forceful, also bears the marks of its author’s position as both participant and witness. His analysis derived much of its strength from direct experience, but it was also shaped by the limits of a reserve officer’s perspective during a moment of national trauma. This article therefore seeks both to deepen and to qualify Bloch’s diagnosis. In doing so, it treats the French collapse as a case of structural cognitive failure in a modern state confronting the demands of mechanized warfare and accelerated strategic change. https://ijels.com/detail/a-defeat-of-knowledge-reinterpreting-the-french-collapse-of-1940-through-marc-bloch/ Li-Pen Wang https://ijels.com/upload_document/issue_files/3IJELS-105202616-ADefeat.pdf