The development of women’s higher education in China can be divided into four stages:emergence(1908-1948);foundation(1949-1976);accelerating development(1977-2008);and the qualitative leap(2009-2020).This work consid...The development of women’s higher education in China can be divided into four stages:emergence(1908-1948);foundation(1949-1976);accelerating development(1977-2008);and the qualitative leap(2009-2020).This work considers the principal institutional mechanisms that contributed to this development.First,flexibly planned parenthood gradually promoted gender equality and openness in society facilitated by systematic“awards,grants,and loans”initiatives to support women’s higher education economically.Second,compulsory education ensured that left-out and migrant children had access to higher education.Third,effective connectivity across different education types bridged education gaps between those with different levels of education.Fourth,China made great efforts to invite and integrate international experiences that promoted the development of women’s higher education.Looking beyond these achievements,we also discuss the future trends of women’s higher education in China.展开更多
This article explores the introduction and growth of traditional Chinese medicine(TCM)through the lens of Chinese immigration to Canada.It further explores how it has spread to other cultural groups in Canada.Several ...This article explores the introduction and growth of traditional Chinese medicine(TCM)through the lens of Chinese immigration to Canada.It further explores how it has spread to other cultural groups in Canada.Several theories are described to explain why it has attracted attention by non-Chinese ethnicities:the interest in organic and nature-based approaches,the underfunding health care,lack of family doctors,expensive drugs from big pharmaceutical companies,and respect for Chinese cultural practices.The regulatory practice of TCM is described along with the organization,types of educational program and certification as well as a patient’s perspective of TCM treatment.展开更多
Despite serious difficulties caused by the civil war in China and the military confrontation in Korea, over 1,200 Chinese students and scholars returned from the United States （U.S.） to their homeland in the 1950s. ...Despite serious difficulties caused by the civil war in China and the military confrontation in Korea, over 1,200 Chinese students and scholars returned from the United States （U.S.） to their homeland in the 1950s. While the effort made by the returnees and the Communist regime has been studied, the role played by the U.S. government remains unclear. Relying mostly on archived government documents and published individual recollections, this paper shows that Washington provided most of its assistance to the Chinese students through the emergency aid program, which not only covered all the educational costs for about three quarters of them, but also paid travel expenses for about two thirds of the returnees. In addition, Washington assisted many students in obtaining visas from the British government for their transfer in Hong Kong and offered them room, board, and other services while they were waiting for their transportation in San Francisco. The examination of the helping hand extended by Washington to these returning Chinese students can enhance our understanding of the complex and dynamic nature of Sino-American relations during the Cold War.展开更多
基金“Promoting research by writing”:Exploring the code of writing,supported by the Special Fund for basic scientific research of the Central University,Northwestern Polytechnical University(project no.KCJS23WT25).“Research on the construction of the linking-up curriculum system:Taking the industry characteristic research university as an example”was established by the Ministry of Education’s Youth Fund for Humanities and Social Sciences,the Department of Social Sciences of the Ministry of Education(project no.23YJC880099).
文摘The development of women’s higher education in China can be divided into four stages:emergence(1908-1948);foundation(1949-1976);accelerating development(1977-2008);and the qualitative leap(2009-2020).This work considers the principal institutional mechanisms that contributed to this development.First,flexibly planned parenthood gradually promoted gender equality and openness in society facilitated by systematic“awards,grants,and loans”initiatives to support women’s higher education economically.Second,compulsory education ensured that left-out and migrant children had access to higher education.Third,effective connectivity across different education types bridged education gaps between those with different levels of education.Fourth,China made great efforts to invite and integrate international experiences that promoted the development of women’s higher education.Looking beyond these achievements,we also discuss the future trends of women’s higher education in China.
文摘This article explores the introduction and growth of traditional Chinese medicine(TCM)through the lens of Chinese immigration to Canada.It further explores how it has spread to other cultural groups in Canada.Several theories are described to explain why it has attracted attention by non-Chinese ethnicities:the interest in organic and nature-based approaches,the underfunding health care,lack of family doctors,expensive drugs from big pharmaceutical companies,and respect for Chinese cultural practices.The regulatory practice of TCM is described along with the organization,types of educational program and certification as well as a patient’s perspective of TCM treatment.
文摘Despite serious difficulties caused by the civil war in China and the military confrontation in Korea, over 1,200 Chinese students and scholars returned from the United States （U.S.） to their homeland in the 1950s. While the effort made by the returnees and the Communist regime has been studied, the role played by the U.S. government remains unclear. Relying mostly on archived government documents and published individual recollections, this paper shows that Washington provided most of its assistance to the Chinese students through the emergency aid program, which not only covered all the educational costs for about three quarters of them, but also paid travel expenses for about two thirds of the returnees. In addition, Washington assisted many students in obtaining visas from the British government for their transfer in Hong Kong and offered them room, board, and other services while they were waiting for their transportation in San Francisco. The examination of the helping hand extended by Washington to these returning Chinese students can enhance our understanding of the complex and dynamic nature of Sino-American relations during the Cold War.
