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Books on the topic 'High schools – China'

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Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Zhou, Chengfen. Reading in selected high middle schools in China. Birmingham: University of Birmingham, 1998.

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2

Zhong Xi nü zhong xiao shi bian xie zu zu, ed. Zhong Xi nü zhong: 1892-1952 = McTyeire School : 1892-1952. Shanghai: Tong ji ta xue chu ban she, 2016.

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3

Zhong Xi nü zhong xiao shi bian xie zu zu, ed. Hui yi Zhong Xi nü zhong: 1900-1948 = McTyeire School : 1900-1948. Shanghai: Tong ji ta xue chu ban she, 2016.

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4

Zhong Xi nü zhong xiao shi bian xie zu zu, ed. Hui yi Zhong Xi nü zhong: 1949-1952 = McTyeire School : 1949-1952. Shanghai: Tong ji ta xue chu ban she, 2016.

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5

Modeling of parenting style, achievement variables, and learning approaches: Hong Kong Chinese and Anglo-Australian perspectives. Hauppauge, N.Y: Nova Science Publisher's, 2011.

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6

Yu, Haibo. Identity and schooling among the Naxi: Becoming Chinese with Naxi identity. Lanham, Md: Lexington Books, 2010.

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7

Identity and schooling among the Naxi: Becoming Chinese with Naxi identity. Lanham, Md: Lexington Books, 2010.

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8

International Conference and Spring School on Medium and High Energy Nuclear Physics (2nd 1990 Taiwan). Progress in high energy physics: Proceedings of the Second International Conference and Spring School on Medium and High Energy Nuclear Physics, part A, held May 8-18, 1990 in Taiwan, Republic of China. Edited by Hwang W. Y. P. New York: North-Holland, 1991.

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9

Zhongguo zhu ming zhong xue =: Famous high school, China. Liaoning sheng xin hua shu dian fa xing, 1988.

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10

N, Butvillo, ed. Lit͡s︡eĭ Sv. Nikolai͡a︡ 1929-1949 v g. Kharbine. Waverley, NSW, Australia: N. Butvillo, 1996.

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11

Hong Kongs Chinese History Curriculum From 1945 Politics And Identity. Hong Kong University Press, 2007.

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12

What should be the policy of the United States government toward the People's Republic of China: National debate topic for high schools, 1995-96, pursuant to 44 United States Code, section 1333. Washington, DC: U.S. G.P.O., 1995.

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13

Chong, King Man Eric. From Citizenship Education to National Education: Perceptions of National Identity and National Education of Hong Kong S Secondary School Teachers. Taylor & Francis Group, 2017.

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14

translator, Palomas Alejandro 1967, ed. Un corazón de piedra: Chico conoce chica, chico enamora chica... para entregársela a otra... Urano, 2015.

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15

Howlett, Zachary M. Meritocracy and Its Discontents. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754432.001.0001.

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This book investigates the wider social, political, religious, and economic dimensions of the Gaokao, China's national college entrance exam, as well as the complications that arise from its existence. Each year, some nine million high-school seniors in China take the Gaokao, which determines college admission and provides a direct but difficult route to an urban lifestyle for China's hundreds of millions of rural residents. But with college graduates struggling to find good jobs, some are questioning the exam's legitimacy — and, by extension, the fairness of Chinese society. Chronicling the experiences of underprivileged youth, the book illuminates how people remain captivated by the exam because they regard it as fateful — an event both consequential and undetermined. The book finds that the exam enables people both to rebel against the social hierarchy and to achieve recognition within it. It contends that the Gaokao serves as a pivotal rite of passage in which people strive to personify cultural virtues such as diligence, composure, filial devotion, and divine favor.

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16

Progress in high energy physics: Proceedings of the Second International Conference and Spring School on Medium and High Energy Nuclear Physics, part A, ... May 8-18, 1990 in Taiwan, Republic of China. North-Holland, 1991.

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17

Turner, Alicia, Laurence Cox, and Brian Bocking. The Irish Buddhist. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190073084.001.0001.

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The Irish Buddhist tells the story of a poor Irishman who worked his way across America as a migrant worker, became one of the very first Western Buddhist monks, and traveled the length and breadth of Asia, from Burma and present-day Thailand to China and Japan, and from India and Sri Lanka to Singapore and Australia. Defying racial boundaries, he scandalized the colonial establishment of the 1900s. As a Buddhist monk, he energetically challenged the values and power of the British empire. U Dhammaloka was a radical celebrity who rallied Buddhists across Asia, set up schools, and argued down Christian missionaries—often using Western atheist arguments. He was tried for sedition, tracked by police and intelligence services, and “died” at least twice. His early years and final days are shrouded in mystery, despite his adept use of mass media. His story illuminates the forgotten margins and interstices of imperial power, the complexities of class, ethnicity, and religious belonging in colonial Asia, and the fluidity of identity in the high Victorian period. Too often, the story of the pan-Asian Buddhist revival movement and Buddhism’s remaking as a world religion has been told “from above,” highlighting scholarly writers, middle-class reformers, and ecclesiastical hierarchies. By contrast, Dhammaloka’s adventures “from below” highlight the changing and contested meanings of Buddhism in colonial Asia. They offer a window into the worlds of ethnic minorities and diasporas, transnational networks, poor whites, and social movements, all developing different visions of Buddhist and post-imperial modernities.

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18

author, Fan Hong 1957, ed. The identity of Zhiqing: The lost generation. Routledge, 2016.

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19

Wu, Weiyi, and Fan Hong. Identity of Zhiqing: The Lost Generation. Taylor & Francis Group, 2017.

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20

Essential facts about Covid-19: the disease, the responses, and an uncertain future. For South African learners, teachers, and the general public. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0072.

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The first cases of a new coronavirus (SARS-CoV-2) were identified toward the end of 2019 in Wuhan, China. Over the following months, this virus spread to everywhere in the world. By now no country has been spared the devastation from the loss of lives from the disease (Covid-19) and the economic and social impacts of responses to mitigate the impact of the virus. Our lives in South Africa have been turned upside down as we try to make the best of this bad situation. The 2020 school year was disrupted with closure and then reopening in a phased approach, as stipulated by the Department of Education. This booklet is a collective effort by academics who are Members of the Academy of Science of South Africa (ASSAf) and other invited scholars to help you appreciate some of the basic scientific facts that you need to know in order to understand the present crisis and the various options available to respond to it. We emphasise that the threat of infectious diseases is not an entirely new phenomenon that has sprung onto the stage out of nowhere. Infectious diseases and pandemics have been with us for centuries, in fact much longer. Scientists have warned us for years of the need to prepare for the next pandemic. Progress in medicine in the course of the 20th century has been formidable. Childhood mortality has greatly decreased almost everywhere in the world, thanks mainly, but not only, to the many vaccines that have been developed. Effective drugs now exist for many deadly diseases for which there were once no cures. For many of us, this progress has generated a false sense of security. It has caused us to believe that the likes of the 1918 ‘Spanish flu’ pandemic, which caused some 50 million deaths around the world within a span of a few months, could not be repeated in some form in today’s modern world. The Covid-19 pandemic reminds us that as new cures for old diseases are discovered, new diseases come along for which we are unprepared. And every hundred or so years one of these diseases wreaks havoc on the world and interferes severely with our usual ways of going about our lives. Today’s world has become increasingly interconnected and interdependent, through trade, migrations, and rapid air travel. This globalisation makes it easier for epidemics to spread, somewhat offsetting the power of modern medicine. In this booklet we have endeavoured to provide an historical perspective, and to enrich your knowledge with some of the basics of medicine, viruses, and epidemiology. Beyond the immediate Covid-19 crisis, South Africa faces a number of other major health challenges: highly unequal access to quality healthcare, widespread tuberculosis, HIV infection causing AIDS, a high prevalence of mental illness, and a low life expectancy, compared to what is possible with today’s medicine. It is essential that you, as young people, also learn about the nature of these new challenges, so that you may contribute to finding future solutions.

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