Literatura científica selecionada sobre o tema "Society for Promoting Female Education in China"

The cultivation of the heart and the moulding of the will…’—these words symbolize the work of the Society for Promoting Female Education in China, India, and the East. This society existed from 1834 to 1899. It was run entirely by women, for educating and evangelizing girls and women in distant lands.

Background and Study Aim. 'Healthy China’ is an important symbol of China's social development and national prosperity. As practitioners and disseminators of sports and health, physical education of students should actively play their own specialties in the process of "Healthy China" construction. This study investigates the social responsibility and cultivation of college students so as to create a good atmosphere for educational groups from the four levels of society, family, school, and itself. Material and Methods. The participants were 53 students (aged 19-21 years) from the College of Physical Education and Health of East China Normal University. The "Questionnaire on the Cultivation of Social Responsibility of Students Majoring in Physical Education" was used as a search tool. A total of 60 questionnaires were distributed using the online platform in this study, and 53 valid questionnaires were recovered after sorting and screening. Among them, 32 were male students and 21 were female students. Results. Students lack enthusiasm and initiative in paying attention to national policies, learning health knowledge and technology, and participating in health education. There is also a lack of self-control and perseverance in physical exercise and healthy eating. Insufficient sleep and poor psychological state lead to low participation in social activities; College students have a low awareness of promoting sports spirit. Conclusions. The findings of this study shed light on the crucial need to cultivate social responsibility among college students majoring in sports at multiple levels: society, family, school, and individual. To effectively promote "Healthy China" and maximize the potential impact of physical education students, concerted efforts must be made to address the identified shortcomings and foster a holistic approach to social responsibility.

The development of feminism has played a certain role in the promotion of womens status and the defense of their interests and rights in Western and Chinese society. Chinese and Western women have demonstrated the influence of feminism on aesthetic changes. The research theme of this paper is investigating the development of feminism in China and Australia, which explores the development process of feminism in China and Australia and the similarities and differences between feminism and womens perceptions of physical appearance. By comparison, literature review, and interview methods, this study found that the similarities between the development of womens rights and aesthetics in China and the West are that young female interviewees who are subject to feminism think that physical health is the most important thing, and that women have autonomy and choice in the management of appearance. The difference between the development of womens rights in China and the West on aesthetics is that due to the increasing influence of individualism and feminism in Australian society, Australian women have more freedom in managing their appearance, and they are less influenced by mainstream social norms regarding womens appearance. However, under the influence of social pressure and collectivism, Chinese women are more inclined to change their appearance to adapt to the standard of ideal female appearance in Chinese mainstream society. Feminists in China can use the results of this study to understand the causes and effects of gender inequality, and pro-feminist educators can promote gender education in schools and society.

Background and context: Cancer is not only a medical problem, but also a socioeconomical issue as the high prevalence with poor prognosis brings heavy financial burden to the society. From 2005 to 2013, the incidence and mortality rates have sharply increased in China. The most common types of cancer in males in China are lung cancer, gastric cancer, and liver cancer while breast cancer, lung cancer, colorectal cancer are the major types of cancer among Chinese females. The prognosis for most types of cancer is poor and the treatment costs have been high and hence cancer has caused significant financial burden on patients and negatively impacted their lives. Since the 1970s, Chinese government has been paying attention to cancer burden and applying the nationwide cancer management strategy. Population-based cancer screening, public health education of cancer prevention and treatment on general population, and catastrophic disease medical insurance policy providing additional funding for cancer treatments have been widely implemented in the country. However, cancer in China still imposes the greatest financial burden on the patients, the families, and the society. It is imperative for the Chinese government to develop effective policies to address the financial toxicity of cancer in China. Aim: Through analyzing the data, we introduce and explain how Chinese government implements cancer control strategy in recent decades and how the national health insurance policies work on curing cancer disease. Strategy/Tactics: With presenting the available data from 2005 to 2013, we analyze the overall prevalence trend of cancer incidence and mortality in China. In terms of cost, we analyze the overall inpatient cost, inpatient expenses on the most common cancers, and anticancer pharmacies to explain the economic loss that cancer caused to Chinese people. Program/Policy process: Considering the alarming prevalence and economic burden of cancer, China has been paying attention to cancer prevention and treatment and conduct national cancer plans and insurance policies. The plans focused on taking actions to lower cancer burden in high risk groups and regions, strengthening public education and professional training, and promoting cancer standardized treatment guidelines in the nation. Insurance policies were emphasized on critical disease health coverage, including cancer. Outcomes: To mitigate the situation where patients have become indigent due to critical diseases, since 2012, the Chinese government has issued the Critical Disease Insurance Policy to provide financial assistance through supplementary insurance to patients who have incurred a critical disease such as pediatric leukemia, lung cancer, and cervical cancer. What was learned: We learned how Chinese national cancer prevention plans and health insurance policies were efficient worked in releasing the cancer prevalence trend and decreasing the economic cost in recent decades.

The research object of this paper is the phenomenon of occupational gender segregation in cities in China. In this paper, the current situation, influencing factors, and the negative consequences of occupational gender segregation are mainly studied, and the corresponding governance methods are put forward. First of all, the research background and significance of this paper are introduced, and related concepts are defined, including occupational gender segregation as well as its two types: horizontal segregation and vertical segregation. Next, the current situation of occupational gender segregation is analyzed, including the gender employment structure caused by horizontal segregation and the promotion obstacles and gender wage gap caused by vertical segregation. On this basis of research, the influencing factors of occupational gender segregation are discussed, including gender stereotypes, the conflict between female family roles and occupational roles as well as the factor of education. Subsequently, the consequences of occupational gender segregation are analyzed, including the negative impact on personal income, personal career development, development of industries, occupational prejudice, and social fairness and justice. Then, the governance methods are put forward from four aspects: government, enterprise, individual and media. Finally, the main research conclusions as well as the innovations and the shortcomings of this paper are summarized, and the prospect of this field is made according to the conclusions. The conclusion of this paper shows that occupational gender segregation is still widespread today, and it has a negative impact on individuals, industries, and Chinese society. Therefore, it is necessary to take various measures to reduce occupational gender segregation and achieve gender equality in employment.

In today's seemingly equal Chinese society, women are always discriminated against by society. In the old feudal society under the rule of male power in China, women could only survive in society if they were completely attached to men, which made Chinese women oppressed by the male power society for a long time, and they lost their freedom and choice in life. However, with the founding of the People's Republic of China in 1949, the country began to advocate gender equality, and women could also actively participate in social work. However, China's feudal ideology has lasted for thousands of years, while the founding of New China is less than 100 years old, so it is difficult for feudal ideology to be effectively changed in a short time. Until today, society still discriminates against women. With the continuous development of Chinese society and the continuous improvement of policies, more and more Chinese women have received higher education. They are eager to be recognized by society and realize their own value. This paper mainly analyzes and summarizes the status of female characters in Chinese female films in different periods. Compared with the development of the times, the changes and progress of women's roles in Chinese female films criticize and expose the gender inequality in new China.

Educational Memory of Chinese Female Intellectuals in Early Twentieth Century describes the campus life, teacher-student interaction, academic career, and ideological change of the first generation of female intellectuals trained in higher education in China as the Chinese society changed in the early 20th century. Using the research methods of life history, oral history, and history of mentalities, the author reveals the special experiences and ideological journeys of Chinese female intellectuals by the literature works of three first-generation Chinese female intellectuals and other people's interpretations and commentary on their works. It also analyzes the relationship between many factors such as society, academia and education, especially higher education, and female intellectuals.

The problem of the relation between the female gender and Confucian humanism is far more complex than it seems to be on the first glance. Especially if we consider the many misogynistic phenomena we can encounter in the course of Chinese history, such as foot-binding or the concubinage, we might be inclined to think that female philosophy was impossible in traditional China. This paper aims to challenge the standard views on this problem. It aims to shed some light on the fact that in this context we have to differentiate between classical teachings that were relatively egalitarian in nature, and later ideologies that more or less openly promoted the inferior position of women in society. The paper will analyse the work of the female Han dynasty scholar Ban Zhao (45–117 CE), who was the first well-known female thinker in the history of Chinese philosophy. Through this analysis, the author also aims to expose the contradiction between dominant conventions on the one hand, and latent, often hidden criticism of gender relations in female writings of traditional China on the other. In this way, the paper aims to promote a more culturally sensitive approach to the historical and conceptual study of gender discourses in China by connecting textual analyses with actual and comprehensive knowledge of the historical and social contexts in which they were placed.

The problem of the relation between the female gender and Confucian humanism is far more complex than it seems to be on the first glance. Especially if we consider the many misogynistic phenomena we can encounter in the course of Chinese history, such as foot-binding or the concubinage, we might be inclined to think that female philosophy was impossible in traditional China. This paper aims to challenge the standard views on this problem. It aims to shed some light on the fact that in this context we have to differentiate between classical teachings that were relatively egalitarian in nature, and later ideologies that more or less openly promoted the inferior position of women in society. The paper will analyse the work of the female Han dynasty scholar Ban Zhao (45–117 CE), who was the first well-known female thinker in the history of Chinese philosophy. Through this analysis, the author also aims to expose the contradiction between dominant conventions on the one hand, and latent, often hidden criticism of gender relations in female writings of traditional China on the other. In this way, the paper aims to promote a more culturally sensitive approach to the historical and conceptual study of gender discourses in China by connecting textual analyses with actual and comprehensive knowledge of the historical and social contexts in which they were placed.

Purpose – There has been a lack of human rights education for a long period since New China was founded. Human rights education appeared at the university level in the 1990s, and has developed quickly over the past decade in mainland China. The purpose of this paper is to argue that human rights education in mainland China has had its own characteristics and problems during its development, and intends to identify and solve its problems in order to achieve sustainability. Design/methodology/approach – First, this paper surveys the development of human rights education in mainland China. Second, it summarizes its characteristics and problems objectively, and then gives some ideas and suggestions for its future sustainable development. Findings – Human rights education in mainland China has seen great improvement, although it also has its own characteristics and has had problems during its development. The ideas about and approaches to human rights education development in mainland China should be adjusted. Ensuring and promoting the respect of human rights in society is the main goal of human rights education. Balanced development, independent development, the encouragement of and investment by the government and society in the subject and the high quantity and quality of available human rights teachers are the guarantees for a sustainable model of human rights education in mainland China. Originality/value – This paper studies the history and current situation of human rights education in mainland China, summarizing its characteristics and existing problems completely and objectively. This paper states that human rights education in mainland China should change its theories and its approaches to development.

Although "feminist" claims for full legal and political emancipation were nonexistent in the Middle Ages and women had restricted access to education, many elite women throughout Europe left eloquent written testimony of their intellectual and literary gifts. Some women explicitly took up the pen to defend women's honor against misogynistic attacks and to champion their contributions to society. This chapter focuses on the pro-feminine works of Christine de Pizan (1364–1430?), who not only engaged in an epistolary debate with male authorities denouncing the Romance of the Rose as antifeminist, but also wrote two works explicitly defending female virtue and promoting women's social well-being: The City of Ladies and The Treasure of the City of Ladies. Christine's work participated in the spread of women's literacy; her female advocacy anticipated arguments for women's education and critiques of marriage made by subsequent female humanists and early modern women writers in France, Italy, and England.

This volume expands on the long-standing debates about whether Christianity is a collaborator in, or a liberating force against the oppressive patriarchal culture for women in Asia through the accounts of the Anglican church in China. Women have played an important role in the history of Chinese Christianity, but their contributions have yet to receive due recognition, partly because of the complexities arising out of the historical tension between Western imperialism and Chinese patriarchy. Single women missionaries and missionary spouses in the nineteenth century set the early examples of what women could do to spread the Gospel. The education provided to Chinese women by missionaries, which was expected to turn them into good wives and mothers, empowered the students and allowed them to become full participants not only in the Church but also in the wider society. Together, the Western female missionaries and the Chinese women whom they trained explored their newfound freedom and tried out their roles with the help of each other. These developments culminated in the ordination of Florence Li Tim Oi to priesthood in 1944, a singular event that fundamentally changed the history of the Anglican Communion. At the heart of this collection lies the rich experience of those women in the Anglican church, both Chinese and Western, who devoted their lives to their evangelizing and civilizing mission across mainland China and Hong Kong. Contributors make the most of the sources to reconstruct their voices and present sympathetic accounts of these remarkable women’s achievements.

Schooling Diaspora relates the previously untold story of female education and the overseas Chinese in British Malaya and Singapore, traversing more than a century of British imperialism, Chinese migration, and Southeast Asian nationalism. This book explores the pioneering English- and Chinese-language girls’ schools in which these women studied and worked, drawing from school records, missionary annals, colonial reports, periodicals, and oral interviews. The history of educated overseas Chinese girls and women reveals the surprising reach of transnational female affiliations and activities in an age and a community that most accounts have cast as male dominated. These women created and joined networks in schools, workplaces, associations, and politics. They influenced notions of labor and social relations in Asian and European societies. They were at the center of political debates over language and ethnicity and were vital actors in struggles over twentieth-century national belonging. Their education empowered them to defy certain sociocultural conventions in ways that school founders and political authorities did not anticipate. At the same time, they contended with an elite male discourse that perpetuated patriarchal views of gender, culture, and nation. Even as their schooling propelled them into a cosmopolitan, multi-ethnic public space, Chinese girls and women in diaspora often had to take sides as Malayan and Singaporean society became polarized—sometimes falsely—into mutually exclusive groups of British loyalists, pro-China nationalists, and Southeast Asian citizens. They negotiated these constraints to build unique identities, ultimately contributing to the development of a new figure: the educated transnational Chinese woman.

The monograph reflects the problems of Russian psycholinguistics from the moment of its inception in Russia to the present day and presents its main directions that are currently developing. In addition, theoretical developments and practical results obtained in the framework of different directions and research centers are described in a concise form. The task of the book is to reflect, as far as it is possible in one edition, firstly, the history of the formation of Russian psycholinguistics; secondly, its methodology and developed methods; thirdly, the results obtained in different research centers and directions in different regions of Russia; fourthly, to outline the main directions of the further development of Russian psycholinguistics. There is no doubt that in the theoretical, methodological and applied aspects, the main problems and the results of their development by Russian psycholinguistics have no analogues in world linguistics and psycholinguistics, or are represented by completely original concepts and methods. We have tried to show this uniqueness of the problematics and the methodological equipment of Russian psycholinguistics in this book. The main role in the formation of Russian psycholinguistics was played by the Moscow psycholinguistic school of A.A. Leontyev. It still defines the main directions of Russian psycholinguistics. Russian psycholinguistics (the theory of speech activity - TSA) is based on the achievements of Russian psychology: a cultural-historical approach to the analysis of mental phenomena L.S. Vygotsky and the system-activity approach of A.N. Leontyev. Moscow is the most "psycholinguistic region" of Russia - INL RAS, Moscow State University, Moscow State Linguistic University, RUDN, Moscow State Pedagogical University, Moscow State Pedagogical University, Sechenov University, Moscow State University and other Moscow universities. Saint Petersburg psycholinguists have significant achievements, especially in the study of neurolinguistic problems, ontolinguistics. The most important feature of Russian psycholinguistics is the widespread development of psycholinguistics in the regions, the emergence of recognized psycholinguistic research centers - St. Petersburg, Tver, Saratov, Perm, Ufa, Omsk, Novosibirsk, Voronezh, Yekaterinburg, Kursk, Chelyabinsk; psycholinguistics is represented in Cherepovets, Ivanovo, Volgograd, Vyatka, Kaluga, Krasnoyarsk, Irkutsk, Vladivostok, Abakan, Maikop, Barnaul, Ulan-Ude, Yakutsk, Syktyvkar, Armavir and other cities; in Belarus - Minsk, in Ukraine - Lvov, Chernivtsi, Kharkov, in the DPR - Donetsk, in Kazakhstan - Alma-Ata, Chimkent. Our researchers work in Bulgaria, Hungary, Vietnam, China, France, Switzerland. There are Russian psycholinguists in Canada, USA, Israel, Austria and a number of other countries. All scientists from these regions and countries have contributed to the development of Russian psycholinguistics, to the development of psycholinguistic theory and methods of psycholinguistic research. Their participation has not been forgotten. We tried to present the main Russian psycholinguists in the Appendix - in the sections "Scientometrics", "Monographs and Manuals" and "Dissertations", even if there is no information about them in the Electronic Library and RSCI. The principles of including scientists in the scientometric list are presented in the Appendix. Our analysis of the content of the resulting monograph on psycholinguistic research in Russia allows us to draw preliminary conclusions about some of the distinctive features of Russian psycholinguistics: 1. cultural-historical approach to the analysis of mental phenomena of L.S.Vygotsky and the system-activity approach of A.N. Leontiev as methodological basis of Russian psycholinguistics; 2. theoretical nature of psycholinguistic research as a characteristic feature of Russian psycholinguistics. Our psycholinguistics has always built a general theory of the generation and perception of speech, mental vocabulary, linked specific research with the problems of ontogenesis, the relationship between language and thinking; 3. psycholinguistic studies of speech communication as an important subject of psycholinguistics; 4. attention to the psycholinguistic analysis of the text and the development of methods for such analysis; 5. active research into the ontogenesis of linguistic ability; 6. investigation of linguistic consciousness as one of the important subjects of psycholinguistics; 7. understanding the need to create associative dictionaries of different types as the most important practical task of psycholinguistics; 8. widespread use of psycholinguistic methods for applied purposes, active development of applied psycholinguistics. The review of the main directions of development of Russian psycholinguistics, carried out in this monograph, clearly shows that the direction associated with the study of linguistic consciousness is currently being most intensively developed in modern Russian psycholinguistics. As the practice of many years of psycholinguistic research in our country shows, the subject of study of psycholinguists is precisely linguistic consciousness - this is a part of human consciousness that is responsible for generating, understanding speech and keeping language in consciousness. Associative experiments are the core of most psycholinguistic techniques and are important both theoretically and practically. The following main areas of practical application of the results of associative experiments can be outlined. 1. Education. Associative experiments are the basis for constructing Mind Maps, one of the most promising tools for systematizing knowledge, assessing the quality, volume and nature of declarative knowledge (and using special techniques and skills). Methods based on smart maps are already widely used in teaching foreign languages, fast and deep immersion in various subject areas. 2. Information search, search optimization. The results of associative experiments can significantly improve the quality of information retrieval, its efficiency, as well as adaptability for a specific person (social group). When promoting sites (promoting them in search results), an associative experiment allows you to increase and improve the quality of the audience reached. 3. Translation studies, translation automation. An associative experiment can significantly improve the quality of translation, take into account intercultural and other social characteristics of native speakers. 4. Computational linguistics and automatic word processing. The results of associative experiments make it possible to reveal the features of a person's linguistic consciousness and contribute to the development of automatic text processing systems in a wide range of applications of natural language interfaces of computer programs and robotic solutions. 5. Advertising. The use of data on associations for specific words, slogans and texts allows you to predict and improve advertising texts. 6. Social relationships. The analysis of texts using the data of associative experiments makes it possible to assess the tonality of messages (negative / positive moods, aggression and other characteristics) based on user comments on the Internet and social networks, in the press in various projections (by individuals, events, organizations, etc.) from various social angles, to diagnose the formation of extremist ideas. 7. Content control and protection of personal data. Associative experiments improve the quality of content detection and filtering by identifying associative fields in areas subject to age restrictions, personal information, tobacco and alcohol advertising, incitement to ethnic hatred, etc. 8. Gender and individual differences. The data of associative experiments can be used to compare the reactions (and, in general, other features of thinking) between men and women, different social and age groups, representatives of different regions. The directions for the further development of Russian psycholinguistics from the standpoint of the current state of psycholinguistic science in the country are seen by us, first of all:  in the development of research in various areas of linguistic consciousness, which will contribute to the development of an important concept of speech as a verbal model of non-linguistic consciousness, in which knowledge revealed by social practice and assigned by each member of society during its inculturation is consolidated for society and on its behalf;  in the expansion of the problematics, which is formed under the influence of the growing intercultural communication in the world community, which inevitably involves the speech behavior of natural and artificial bilinguals in the new object area of psycholinguistics;  in using the capabilities of national linguistic corpora in the interests of researchers studying the functioning of non-linguistic and linguistic consciousness in speech processes;  in expanding research on the semantic perception of multimodal texts, the scope of which has greatly expanded in connection with the spread of the Internet as a means of communication in the life of modern society;  in the inclusion of the problems of professional communication and professional activity in the object area of psycholinguistics in connection with the introduction of information technologies into public practice, entailing the emergence of new professions and new features of the professional ethos;  in the further development of the theory of the mental lexicon (identifying the role of different types of knowledge in its formation and functioning, the role of the word as a unit of the mental lexicon in the formation of the image of the world, as well as the role of the natural / internal metalanguage and its specificity in speech activity);  in the broad development of associative lexicography, which will meet the most diverse needs of society and cognitive sciences. The development of associative lexicography may lead to the emergence of such disciplines as associative typology, associative variantology, associative axiology;  in expanding the spheres of applied use of psycholinguistics in social sciences, sociology, semasiology, lexicography, in the study of the brain, linguodidactics, medicine, etc. This book is a kind of summarizing result of the development of Russian psycholinguistics today. Each section provides a bibliography of studies on the relevant issue. The Appendix contains the scientometrics of leading Russian psycholinguists, basic monographs, psycholinguistic textbooks and dissertations defended in psycholinguistics. The content of the publications presented here is convincing evidence of the relevance of psycholinguistic topics and the effectiveness of the development of psycholinguistic problems in Russia.

AbstractGender equality is an increasingly topical issue, but it has deep historical roots. The principle of gender equality found its legitimacy, even if limited to salary, in the 1957 Treaty of Rome, establishing the European Economic Community (EEC). This treaty, in Article 119, sanctioned the principle of equal pay between male and female workers. The EEC continued to protect women’s rights in the 1970s through equal opportunity policies. These policies referred, first, to the principle of equal treatment between men and women regarding education, access to work, professional promotion, and working conditions (Directive 75/117/EEC); second, to the principle of equal pay for male and female workers (Directive 76/207/EEC); and finally, enshrined the principle of equal treatment between men and women in matters of social security (Directive 79/7/EEC). Since the 1980s, several positive action programmes have been developed to support the role of women in European society. Between 1982 and 2000, four multiyear action programmes were implemented for equal opportunities. The first action programme (1982–1985) called on the Member States, through recommendations and resolutions by the Commission, to disseminate greater knowledge of the types of careers available to women, encourage the presence of women in decision-making areas, and take measures to reconcile family and working life. The second action programme (1986–1990) proposed interventions related to the employment of women in activities related to new technologies and interventions in favour of the equal distribution of professional, family, and social responsibilities (Sarcina, 2010). The third action programme (1991–1995) provided an improvement in the condition of women in society by raising public awareness of gender equality, the image of women in mass media, and the participation of women in the decision-making process at all levels in all areas of society. The fourth action programme (1996–2000) strengthened the existing regulatory framework and focused on the principle of gender mainstreaming, a strategy that involves bringing the gender dimension into all community policies, which requires all actors in the political process to adopt a gender perspective. The strategy of gender mainstreaming has several benefits: it places women and men at the heart of policies, involves both sexes in the policymaking process, leads to better governance, makes gender equality issues visible in mainstream society, and, finally, considers the diversity among women and men. Among the relevant interventions of the 1990s, it is necessary to recall the Treaty of Maastricht (1992) which guaranteed the protection of women in the Agreement on Social Policy signed by all Member States (except for Great Britain), and the Treaty of Amsterdam (1997), which formally recognised gender mainstreaming. The Treaty of Amsterdam includes gender equality among the objectives of the European Union (Article 2) and equal opportunity policies among the activities of the European Commission (Article 3). Article 13 introduces the principle of non-discrimination based on gender, race, ethnicity, religion, or handicaps. Finally, Article 141 amends Article 119 of the EEC on equal treatment between men and women in the workplace. The Charter of Fundamental Rights of the Nice Union of 2000 reaffirms the prohibition of ‘any discrimination based on any ground such as sex’ (Art. 21.1). The Charter of Fundamental Rights of the European Union also recognises, in Article 23, the principle of equality between women and men in all areas, including employment, work, and pay. Another important intervention of the 2000s is the Lisbon strategy, also known as the Lisbon Agenda or Lisbon Process. It is a reform programme approved in Lisbon by the heads of state and governments of the member countries of the EU. The goal of the Lisbon strategy was to make the EU the most competitive and dynamic knowledge-based economy by 2010. To achieve this goal, the strategy defines fields in which action is needed, including equal opportunities for female work. Another treaty that must be mentioned is that of Lisbon in 2009, thanks to which previous treaties, specifically the Treaty of Maastricht and the Treaty of Rome, were amended and brought together in a single document: the Treaty on European Union (TEU) and the Treaty on the Functioning of the European Union (TFEU). Thanks to the Lisbon Treaty, the Charter of Fundamental Rights has assumed a legally binding character (Article 6, paragraph 1 of the TEU) both for European institutions and for Member States when implementing EU law. The Treaty of Lisbon affirms the principle of equality between men and women several times in the text and places it among the values and objectives of the union (Articles 2 and 3 of the TEU). Furthermore, the Treaty, in Art. 8 of the TFEU, states that the Union’s actions are aimed at eliminating inequalities, as well as promoting equality between men and women, while Article 10 of the TFEU provides that the Union aims to ‘combat discrimination based on sex, racial or ethnic origin, religion or belief, disability, age, or sexual orientation’. Concerning the principle of gender equality in the workplace, the Treaty, in Article 153 of the TFEU, asserts that the Union pursues the objective of equality between men and women regarding labour market opportunities and treatment at work. On the other hand, Article 157 of the TFEU confirms the principle of equal pay for male and female workers ‘for equal work or work of equal value’. On these issues, through ordinary procedures, the European Parliament and the Council may adopt appropriate measures aimed at defending the principle of equal opportunities and equal treatment for men and women. The Lisbon Treaty also includes provisions relating to the fight against trafficking in human beings, particularly women and children (Article 79 of the TFEU), the problem of domestic violence against women (Article 8 of the TFEU), and the right to paid maternity leave (Article 33). Among the important documents concerning gender equality is the Roadmap (2006–2010). In 2006, the European Commission proposed the Roadmap for equality between women and men, in addition to the priorities on the agenda, the objectives, and tools necessary to achieve full gender equality. The Roadmap defines six priority areas, each of which is associated with a set of objectives and actions that makes it easier to achieve them. The priorities include equal economic independence for women and men, reconciliation of private and professional life, equal representation in the decision-making process, eradication of all forms of gender-based violence, elimination of stereotypes related to gender, and promotion of gender equality in external and development policies. The Commission took charge of the commitments included in the Roadmap, which were indirectly implemented by the Member States through the principle of subsidiarity and the competencies provided for in the Treaties (Gottardi, 2013). The 2006–2010 strategy of the European Commission is based on a dual approach: on the one hand, the integration of the gender dimension in all community policies and actions (gender mainstreaming), and on the other, the implementation of specific measures in favour of women aimed at eliminating inequalities. In 2006, the European Council approved the European Pact for Gender Equality which originated from the Roadmap. The European Pact for Gender Equality identified three macro areas of intervention: measures to close gender gaps and combat gender stereotypes in the labour market, measures to promote a better work–life balance for both women and men, and measures to strengthen governance through the integration of the gender perspective into all policies. In 2006, Directive 2006/54/EC of the European Parliament and Council regulated equal opportunities and equal treatment between male and female workers. Specifically, the Directive aims to implement the principle of equal treatment related to access to employment, professional training, and promotion; working conditions, including pay; and occupational social security approaches. On 21 September 2010, the European Commission adopted a new strategy to ensure equality between women and men (2010–2015). This new strategy is based on the experience of Roadmap (2006–2010) and resumes the priority areas identified by the Women’s Charter: equal economic independence, equal pay, equality in decision-making, the eradication of all forms of violence against women, and the promotion of gender equality and women’s empowerment beyond the union. The 2010–2015 Strategic Plan aims to improve the position of women in the labour market, but also in society, both within the EU and beyond its borders. The new strategy affirms the principle that gender equality is essential to supporting the economic growth and sustainable development of each country. In 2010, the validity of the Lisbon Strategy ended, the objectives of which were only partially achieved due to the economic crisis. To overcome this crisis, the Commission proposed a new strategy called Europe 2020, in March 2010. The main aim of this strategy is to ensure that the EU’s economic recovery is accompanied by a series of reforms that will increase growth and job creation by 2020. Specifically, Europe’s 2020 strategy must support smart, sustainable, and inclusive growth. To this end, the EU has established five goals to be achieved by 2020 and has articulated the different types of growth (smart, sustainable, and inclusive) in seven flagship initiatives. Among the latter, the initiative ‘an agenda for new skills and jobs’, in the context of inclusive growth, is the one most closely linked to gender policies and equal opportunities; in fact, it substantially aims to increase employment rates for women, young, and elderly people. The strategic plan for 2010–2015 was followed by a strategic commitment in favour of gender equality 2016–2019, which again emphasises the five priority areas defined by the previous plan. Strategic commitment, which contributes to the European Pact for Gender Equality (2011–2020), identifies the key actions necessary to achieve objectives for each priority area. In March 2020, the Commission presented a new strategic plan for equality between women and men for 2020–2025. This strategy defines a series of political objectives and key actions aimed at achieving a ‘union of equality’ by 2025. The main objectives are to put an end to gender-based violence and combat sexist stereotypes, ensure equal opportunities in the labour market and equal participation in all sectors of the economy and political life, solve the problem of the pay and pension gap, and achieve gender equality in decision-making and politics. From the summary of the regulatory framework presented, for the European Economic Community first, then for the European Community, and finally for the European Union, gender equality has always been a fundamental value. Interest in the issues of the condition of women and equal opportunities has grown over time and during the process of European integration, moving from a perspective aimed at improving the working conditions of women to a new dimension to improve the life of the woman as a person, trying to protect her not only professionally but also socially, and in general in all those areas in which gender inequality may occur. The approach is extensive and based on legislation, the integration of the gender dimension into all policies, and specific measures in favour of women. From the non-exhaustive list of the various legislative interventions, it is possible to note a continuous repetition of the same thematic priorities which highlights, on the one hand, the poor results achieved by the implementation of the policies, but, on the other hand, the Commission’s willingness to pursue the path initially taken. Among the achievements in the field of gender equality obtained by the EU, there is certainly an increase in the number of women in the labour market and the acquisition of better education and training. Despite progress, gender inequalities have persisted. Even though women surpass men in terms of educational attainment, gender gaps still exist in employment, entrepreneurship, and public life (OECD, 2017). For example, in the labour market, women continue to be overrepresented in the lowest-paid sectors and underrepresented in top positions (according to the data released in the main companies of the European Union, women represent only 8% of CEOs).

Promoting female leadership has the potential to impact society positively through pay equity, diversified workforce, and improved workplace culture. The topic is gaining attention as gender equity plays a crucial role in upgrading societal standards. This chapter explores how promoting female leadership can improve education in schools. Female leaders handle stakeholders in a compassionate and emotional way, impacting academic and personal development positively. The study identifies barriers women face in leadership positions and recommends suitable suggestions for school management to promote female leadership.

This research was based on the need for nursing care aimed at promoting female self-care, as a way to encourage women's role in their health, in the early identification of Breast Cancer. Since it is possible to identify, during the nursing consultations, women with difficulties in this self-care, then it is necessary to act in health education in order to reduce the fear, insecurity and anxiety related to this pathology. The objective was to report the experiences lived during the activities of the Integrated Residency in Health (RIS) in health education groups with women to promote self-care in the secondary prevention of breast cancer. The experience took place at the AssociaçãoComunitária de Milagres (ACOM) and Escola Estadual de EducaçãoProfissional (EEEP) Irmã Ana Zélia da Fonseca in MilagresCeará, in October 2019 and January 2021, with about 28 women at each moment. In these educational meetings, opportune exchanges of experiences took place on the importance of self-care with the female body in the early identification of breast cancer, with guidance and encouragement to perform the Breast Self-Examination (BSE). Throughout this RIS experience, it was possible to perceive that many women do not perform BSE, due to lack of knowledge, fear, forgetfulness and often even lack of professional guidance. Finally, educational practices are highlighted as important health promotion mechanisms in the female population, which provide selfcare, improve self-esteem and strengthen empowerment in their health care..

Dr. Rani Bang, a distinguished public health researcher and activist, has dedicated her career to improving maternal and child health in in Gadchiroli district of Maharashtra, India. Alongside her husband, Dr. Abhay Bang, she co-founded the Society for Education, Action, and Research in Community Health (SEARCH) in 1985, aiming to address the health challenges faced by marginalized communities. Through innovative approaches such as home-based newborn care, community engagement, and capacity building, Dr. Rani Bang has made significant strides in advancing health equity and empowering communities. Her work aligns with UN Sustainable Development Goal 3 (promoting universal health and well-being). Despite facing challenges like limited resources, infrastructure, and cultural barriers, Dr. Bang's resilience and commitment continue to drive impactful interventions and shape health policies at local, national, and international levels. As she explores future directions, Dr. Rani Bang remains committed in her mission to improve the health outcomes of the marginalized.

The New Silk Road initiative offers unique opportunities for setting up Sino–European collaborations in higher education and research. Academic cooperation between countries that are rooted in different legal, cultural, and academic backgrounds might, however, also create challenges. Although the European Union is strongly promoting Open Science and—within that framework—open and fair data, it is clear that Open Science is only possible in an open society, in which fundamental rights and freedoms of individuals are protected. In this light, the chapter investigates the implications of the European personal data protection rules (GDPR) for Sino–European collaborations. To what extent are free flows of personal data possible on the New Silk Road? It concludes that the current differences between both regimes create considerable obstacles on the Road. The chapter explores the necessary restrictions, technological solutions, and legal arrangements that might be helpful in facilitating collaborations that comply with the European rules.

Citizens can be empowered via education to question preconceptions, break down barriers, and contribute to a more egalitarian society. With a total enrollment of 191.63 million students, 80.54 million (42%) are female, making India's educational system second-biggest in the entire world after China (MHRD, 2000–01). As an outcome of the 1990s government initiatives' strong gender focus as well as the decade's pro-girl child and pro-women policies and programmes, girls' education has improved and gender disparities have reduced. Despite increasing public perception of the absence of gender equity in education and a surge in diversity-related activities, progress has been gradual, and discrepancies continue. Gender bias is one of the primary causes of inequality and has an adverse influence on the job opportunities, time management, and psychological well-being of individuals who are underrepresented in education. The chapter will shed light on the significance of education in reducing gender prejudices.

This chapter, the only one in Part I, first shows how the discourse of both bureaucrats and intellectuals began to recognize “the people” (minshū) as a “social problem” in connection with the rise of capitalism, riots, social movements, and the ideas of “democracy” and “socialism” in the 1910s. It then describes how subsequent discourses promoted the idea of educating “the people” through cinema and other media into a subject that could serve the community, as envisioned in the 1920s by the term “society” (shakai). Here, the idea of “the people” marked the emergence of the social subject in two senses: first, they were “discovered” as an agent exerting an influence on society and afterward were discursively constructed as a subject that was expected to serve “society” or the state: “discussions of popular entertainment” (minshū goraku ron) and “discussions of social education” (shakai kyōiku ron) flourished during this period, promoting a normative concept of the social subject. These discourses saw cinema as a kind of popular entertainment located in the exhibition district rather than as a mechanical medium of reproduction and modeled the view of cinema audiences on idealized images of self-disciplinary male factory workers whose lifestyle consisted of three activities—work, leisure, and sleep—while also feeling that female consumers threatened this norm of spectatorship.

Abstract Chapter 3 discusses how students constructed and performed their gendered identities at mission schools for girls. It highlights the alliance between the Chinese government’s and missionaries’ rather conservative goals for women’s education, namely, to create good wives and wise mothers. The paradoxes of being a missionary school student are also revealed in the chapter. Missionary schools offered girls an all-female space in which they could daydream new roles for themselves. They envisioned a future society where they could become lawyers, bankers, politicians, and even interstellar explorers. From dressing as male and pursuing same-sex courtships, to acting male roles in the school play and taking on leadership roles, missionary schools also offered girls a space in which they could experiment with new ways of being a woman in China. Upon graduation, however, girls woke up to the reality of a society in which traditional gendered ideas about women’s homemaking roles were firmly entrenched.

This paper explores how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world. This is because, in recent times, women in developing countries such as South Africa have been marginalized due to the patriarchal sentiment prevalent in society. While gender equality is not only a universal human right, recognizing the importance of gender equality in ensuring the advancement of society will go a long way to reducing the existing gender gaps in digital inclusion. While it has been argued that digital transformation perpetuates gender-related inequality, empowering women has the potential to generate a new source of global economic growth that is more inclusive. In addition, the incorporation of computer-based technologies into an organization's products, processes, and strategies, often referred to as 'digital transformation' is capable of providing an avenue for more equal women participation in labour markets and entrepreneurship. However, despite the advantages of digital transformation for women’s empowerment, women’s marginalisation in digital technologies continues to be evident in South Africa and its education system. The present study, therefore, investigates how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world by promoting gender equality in the digital communities. Underpinned by an Interpretivist paradigm, the study employs a qualitative research approach and a case study design. Thus, to investigate how digital transformation can bridge the gender-based digital divide and empower women for civic engagement in a digital world, data for the study was collected through interviews from ten female university students in a rural university in the Eastern Cape Province, South Africa. The findings from the study revealed that while there are several opportunities that the digital technologies present in the quest for women empowerment, the lack of skills and expertise, literacy gaps, traditional and social norms, and a lack of confidence in experimenting with technology, among many others are the key factors that widen the digital gender gap. Based on the findings, recommendations were made that universities and higher education institutions partners should promote women's empowerment by supporting women's meaningful and equal participation in decision making where digital technologies are concerned.

Childhood is the beginning of life, and education during this period is crucial to a person's growth. Life education is an important part of the basic education system, and life education for children is conducive to establishing the correct values of life from an early age, learning to respect and care for their own lives and the lives of others. Life education has always been the weakness of the Chinese education system, and the lack of awareness of life education among children from an early age has led to many tragedies. Life education in China is still in the exploratory stage, and the research and development of life education products for children is still insufficient, so it is of great social value to study how to design better life education products.This paper studies the product design of children's life education from the perspective of the Social Control Theory, which is a long-established criminological theory that studies how to comply with social rules and prevent impermissible behavior. The Social Bond Theory in Social Control Theory holds that the four key elements of "attachment", "commitment", "involvement" and "belief", also known as social bonds, help people reduce their criminal tendencies. Social Control Theory has been widely used in the study of juvenile delinquency, but few researchers currently apply it to the field of children’s life education, so it is a novel perspective and method to apply Social Control Theory to children's life education design research. It brings forward social control from crime prevention to promoting children's education, this is relevant and reasonable.This paper first uses the interdisciplinary research method, integrates the multidisciplinary knowledge of sociology and psychology to study and summarize the Social Control Theory, and combines Piaget's cognitive development theory and other educational theories to study children's life education, summarizes the connection between social control and children's life education, and constructs the basic framework of life education system from the perspective of social control. In this paper, we used python crawler to collect data about children's life education products and summarize the current situation of children's life education product design. The questionnaire method was used to obtain the data of approval degree of parents of kindergarten children for children's life education and in the investigation of the attributes of children's life education products they value. Design suggestions for children's life education products are provided from the perspective of the four aspects of the social bond of social control theory: attachment, commitment, involvement and belief.This paper summarizes the connection between Social Control Theory and children's life education. From the perspective of social control, the continued development of life education deficiency is deviance and crime, and the purpose of children's life education is firstly to guide children to learn to comply with norms and to create values, and secondly to develop self-control from an early age and learn to cope with emotional changes. Social Control Theory provides a new perspective for the design of children's life education products, that is, from the four social bonds of "attachment", "commitment", "involvement" and "belief", make children cultivate good cultural values and positive personality, enhance their social participation and self-efficacy. Social Control Theory can help society, families and schools provide better life education for children, and help children learn about life more effectively, establish correct life values and have a better life.

In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.