Gender inequality is higher music education is a significant issue in China, shaped by both historical and contemporary factors that influence the opportunities available to women in this field. This paper offers a comprehensive analysis of the challenges encountered by women in higher music education in China, examining the impact of traditional Chinese philosophy, Western missionaries, and the Chinese Government on gender relations and opportunities in music education. Drawing upon existing literature and data, this paper addresses three main research areas pertaining to women’s education in China’s higher education: the historical evolution of women’s education in China, from traditional to modern times, in order to examine the progression of educational opportunities for women; the current landscape of opportunities for women’s education and involvement in music practices within China’s higher music education; and the existing employment framing issues that women face in higher music education in China, in comparison to their male counterparts. While acknowledging the increasing educational opportunities available to women in contemporary China, this paper recognizes that societal expectations and gender stereotypes can still impede women’s access to teaching careers and other music-related professions. These challenges have substantial implications for women’s education, music practices, and employability, underscoring the importance for policymakers and educators to actively promote gender equality within higher education.
CREATIVE EDUCATION, MUSIC PRACTICES, AND GENDER DIFFERENCES AMONG YOUNG CHINE...John1Lorcan
Over the last two decades, China has placed more emphasis on learning and practice in the process of fostering creativity in school education. Music inflames the mind and is the key to creativity. Music practices have drawn the attention of many scholars fascinated with their creative properties in both musical and non-musical domains. With particular reference to Shijiazhuang (the capital and largest city in northern China’s Hebei Province), this study aimed to examine the under-researched connection between gender, education, and creative music practices (broadly described as music as a culture of imagination and real-time practice in the learning of diverse music styles and in the participation of music activities in formal and informal learning contexts) as perceived by young Chinese students. The study employed a self-reported survey questionnaire distributed to a sample of students aged eight to 17 attending Grade 4 through Grade 9 in 10 schools located in the city of Shijiazhuang (N = 2,015) conducted between 2019 and 2020. Generally speaking, girls were more positive regarding the value of creativity in school music education, as well as the music practices of diverse music cultures and music activities. This paper will conclude with a debate on the ways that “gender” is comprehended, carried out, and discerned in response to the students’ influential sources and their preferred school subjects in learning creativity, their preferred music styles, and their preferred participation in music activities in both school music lessons and extracurricular activities in learning creativity in the Chinese context.
CREATIVE EDUCATION, MUSIC PRACTICES, AND GENDER DIFFERENCES AMONG YOUNG CHINE...John1Lorcan
Over the last two decades, China has placed more emphasis on learning and practice in the process of
fostering creativity in school education. Music inflames the mind and is the key to creativity. Music
practices have drawn the attention of many scholars fascinated with their creative properties in both
musical and non-musical domains. With particular reference to Shijiazhuang (the capital and largest city
in northern China’s Hebei Province), this study aimed to examine the under-researched connection
between gender, education, and creative music practices (broadly described as music as a culture of
imagination and real-time practice in the learning of diverse music styles and in the participation of music
activities in formal and informal learning contexts) as perceived by young Chinese students. The study
employed a self-reported survey questionnaire distributed to a sample of students aged eight to 17
attending Grade 4 through Grade 9 in 10 schools located in the city of Shijiazhuang (N = 2,015) conducted
between 2019 and 2020. Generally speaking, girls were more positive regarding the value of creativity in
school music education, as well as the music practices of diverse music cultures and music activities. This
paper will conclude with a debate on the ways that “gender” is comprehended, carried out, and discerned
in response to the students’ influential sources and their preferred school subjects in learning creativity,
their preferred music styles, and their preferred participation in music activities in both school music
lessons and extracurricular activities in learning creativity in the Chinese context.
CREATIVE EDUCATION, MUSIC PRACTICES, AND GENDER DIFFERENCES AMONG YOUNG CHINE...John1Lorcan
Over the last two decades, China has placed more emphasis on learning and practice in the process of
fostering creativity in school education. Music inflames the mind and is the key to creativity. Music
practices have drawn the attention of many scholars fascinated with their creative properties in both
musical and non-musical domains. With particular reference to Shijiazhuang (the capital and largest city
in northern China’s Hebei Province), this study aimed to examine the under-researched connection
between gender, education, and creative music practices (broadly described as music as a culture of
imagination and real-time practice in the learning of diverse music styles and in the participation of music
activities in formal and informal learning contexts) as perceived by young Chinese students. The study
employed a self-reported survey questionnaire distributed to a sample of students aged eight to 17
attending Grade 4 through Grade 9 in 10 schools located in the city of Shijiazhuang (N = 2,015) conducted
between 2019 and 2020. Generally speaking, girls were more positive regarding the value of creativity in
school music education, as well as the music practices of diverse music cultures and music activities. This
paper will conclude with a debate on the ways that “gender” is comprehended, carried out, and discerned
in response to the students’ influential sources and their preferred school subjects in learning creativity,
their preferred music styles, and their preferred participation in music activities in both school music
lessons and extracurricular activities in learning creativity in the Chinese context.
Spiritual Development and Commitments to Emancipatory Educatio.docxrafbolet0
Spiritual Development and Commitments to Emancipatory Education
in Women Adult Educators for Social Change
Elizabeth J. Tisdell
National-Louis University, USA
Abstract: This paper discusses the results of a qualitative research study of the spiritual devel-
opment of a multicultural group of women adult educators for social change, and its relatio n-
ship to their current commitment to emancipatory adult education practice.
Teaching for social change is the work of passion
for many adult emancipatory educators, often fueled
by a deep underlying ethical, social and spiritual
commitment. Indeed, it is important work, and there
has been considerable theoretical debate and some
attention to how adult educators can attempt to
teach in an emancipatory way, in critical and femi-
nist pedagogy, in discussions of challenging power
relations based on race, class, or gender (Hayes &
Colin, 1994; Tisdell, 1998; Walters & Manicom,
1996). What has been missing from the literature is
attention to what drives this underlying commitment
or how spirituality informs the work of such eman-
cipatory adult educators. This is somewhat surpris-
ing, since almost all who write about education for
social change cite the important influence of the
work of educator and activist Paulo Freire, who was
a deeply spiritual man strongly informed by the lib-
eration theology movement of Latin America
(Freire, 1997). As noted elsewhere (Tisdell, 1999),
there has also been relatively little attention to the
subject of spirituality and spiritual development (as
change over time) in the mainstream academic adult
education literature . There is limited broader dis-
cussion of how spirituality affects teaching and
learning (Dirkx, 1997; English, 1999), and its possi-
bility for offering hope to emancipatory education
efforts (Hart & Holten, 1993; hooks, 1994). But
with the exception of the recent study on community
and commitment by Daloz et al (1996) where the
connection between spiritual commitment and social
action is implied, empirical research on spiritual
development and/or how it relates to a commitment
to do social justice work is extremely limited.
Clearly there are both male and female adult edu-
cators and activists teaching for social change who
are motivated to do so partly because of their spiri-
tual commitments. But many are women of differ-
ent race and class backgrounds guided by feminist
and antiracist educational perspectives, who have
also had to re-negotiate their spirituality in light of
having been raised in patriarchal religious traditions.
How has their spiritual development changed over
time, and how does their spiritual commitment relate
to their cultural background and current emancipa-
tory education efforts? In light of the lack of adult
education literature that deals with women,
spiritual development and social justice, the
purpose of this study was to examine the spiri-
tual development of a multicultural group of
women adult educators for socia.
Spiritual Development and Commitments to Emancipatory Educatio.docxwhitneyleman54422
Spiritual Development and Commitments to Emancipatory Education
in Women Adult Educators for Social Change
Elizabeth J. Tisdell
National-Louis University, USA
Abstract: This paper discusses the results of a qualitative research study of the spiritual devel-
opment of a multicultural group of women adult educators for social change, and its relatio n-
ship to their current commitment to emancipatory adult education practice.
Teaching for social change is the work of passion
for many adult emancipatory educators, often fueled
by a deep underlying ethical, social and spiritual
commitment. Indeed, it is important work, and there
has been considerable theoretical debate and some
attention to how adult educators can attempt to
teach in an emancipatory way, in critical and femi-
nist pedagogy, in discussions of challenging power
relations based on race, class, or gender (Hayes &
Colin, 1994; Tisdell, 1998; Walters & Manicom,
1996). What has been missing from the literature is
attention to what drives this underlying commitment
or how spirituality informs the work of such eman-
cipatory adult educators. This is somewhat surpris-
ing, since almost all who write about education for
social change cite the important influence of the
work of educator and activist Paulo Freire, who was
a deeply spiritual man strongly informed by the lib-
eration theology movement of Latin America
(Freire, 1997). As noted elsewhere (Tisdell, 1999),
there has also been relatively little attention to the
subject of spirituality and spiritual development (as
change over time) in the mainstream academic adult
education literature . There is limited broader dis-
cussion of how spirituality affects teaching and
learning (Dirkx, 1997; English, 1999), and its possi-
bility for offering hope to emancipatory education
efforts (Hart & Holten, 1993; hooks, 1994). But
with the exception of the recent study on community
and commitment by Daloz et al (1996) where the
connection between spiritual commitment and social
action is implied, empirical research on spiritual
development and/or how it relates to a commitment
to do social justice work is extremely limited.
Clearly there are both male and female adult edu-
cators and activists teaching for social change who
are motivated to do so partly because of their spiri-
tual commitments. But many are women of differ-
ent race and class backgrounds guided by feminist
and antiracist educational perspectives, who have
also had to re-negotiate their spirituality in light of
having been raised in patriarchal religious traditions.
How has their spiritual development changed over
time, and how does their spiritual commitment relate
to their cultural background and current emancipa-
tory education efforts? In light of the lack of adult
education literature that deals with women,
spiritual development and social justice, the
purpose of this study was to examine the spiri-
tual development of a multicultural group of
women adult educators for socia.
CREATIVE EDUCATION, MUSIC PRACTICES, AND GENDER DIFFERENCES AMONG YOUNG CHINE...John1Lorcan
Over the last two decades, China has placed more emphasis on learning and practice in the process of fostering creativity in school education. Music inflames the mind and is the key to creativity. Music practices have drawn the attention of many scholars fascinated with their creative properties in both musical and non-musical domains. With particular reference to Shijiazhuang (the capital and largest city in northern China’s Hebei Province), this study aimed to examine the under-researched connection between gender, education, and creative music practices (broadly described as music as a culture of imagination and real-time practice in the learning of diverse music styles and in the participation of music activities in formal and informal learning contexts) as perceived by young Chinese students. The study employed a self-reported survey questionnaire distributed to a sample of students aged eight to 17 attending Grade 4 through Grade 9 in 10 schools located in the city of Shijiazhuang (N = 2,015) conducted between 2019 and 2020. Generally speaking, girls were more positive regarding the value of creativity in school music education, as well as the music practices of diverse music cultures and music activities. This paper will conclude with a debate on the ways that “gender” is comprehended, carried out, and discerned in response to the students’ influential sources and their preferred school subjects in learning creativity, their preferred music styles, and their preferred participation in music activities in both school music lessons and extracurricular activities in learning creativity in the Chinese context.
CREATIVE EDUCATION, MUSIC PRACTICES, AND GENDER DIFFERENCES AMONG YOUNG CHINE...John1Lorcan
Over the last two decades, China has placed more emphasis on learning and practice in the process of
fostering creativity in school education. Music inflames the mind and is the key to creativity. Music
practices have drawn the attention of many scholars fascinated with their creative properties in both
musical and non-musical domains. With particular reference to Shijiazhuang (the capital and largest city
in northern China’s Hebei Province), this study aimed to examine the under-researched connection
between gender, education, and creative music practices (broadly described as music as a culture of
imagination and real-time practice in the learning of diverse music styles and in the participation of music
activities in formal and informal learning contexts) as perceived by young Chinese students. The study
employed a self-reported survey questionnaire distributed to a sample of students aged eight to 17
attending Grade 4 through Grade 9 in 10 schools located in the city of Shijiazhuang (N = 2,015) conducted
between 2019 and 2020. Generally speaking, girls were more positive regarding the value of creativity in
school music education, as well as the music practices of diverse music cultures and music activities. This
paper will conclude with a debate on the ways that “gender” is comprehended, carried out, and discerned
in response to the students’ influential sources and their preferred school subjects in learning creativity,
their preferred music styles, and their preferred participation in music activities in both school music
lessons and extracurricular activities in learning creativity in the Chinese context.
CREATIVE EDUCATION, MUSIC PRACTICES, AND GENDER DIFFERENCES AMONG YOUNG CHINE...John1Lorcan
Over the last two decades, China has placed more emphasis on learning and practice in the process of
fostering creativity in school education. Music inflames the mind and is the key to creativity. Music
practices have drawn the attention of many scholars fascinated with their creative properties in both
musical and non-musical domains. With particular reference to Shijiazhuang (the capital and largest city
in northern China’s Hebei Province), this study aimed to examine the under-researched connection
between gender, education, and creative music practices (broadly described as music as a culture of
imagination and real-time practice in the learning of diverse music styles and in the participation of music
activities in formal and informal learning contexts) as perceived by young Chinese students. The study
employed a self-reported survey questionnaire distributed to a sample of students aged eight to 17
attending Grade 4 through Grade 9 in 10 schools located in the city of Shijiazhuang (N = 2,015) conducted
between 2019 and 2020. Generally speaking, girls were more positive regarding the value of creativity in
school music education, as well as the music practices of diverse music cultures and music activities. This
paper will conclude with a debate on the ways that “gender” is comprehended, carried out, and discerned
in response to the students’ influential sources and their preferred school subjects in learning creativity,
their preferred music styles, and their preferred participation in music activities in both school music
lessons and extracurricular activities in learning creativity in the Chinese context.
Spiritual Development and Commitments to Emancipatory Educatio.docxrafbolet0
Spiritual Development and Commitments to Emancipatory Education
in Women Adult Educators for Social Change
Elizabeth J. Tisdell
National-Louis University, USA
Abstract: This paper discusses the results of a qualitative research study of the spiritual devel-
opment of a multicultural group of women adult educators for social change, and its relatio n-
ship to their current commitment to emancipatory adult education practice.
Teaching for social change is the work of passion
for many adult emancipatory educators, often fueled
by a deep underlying ethical, social and spiritual
commitment. Indeed, it is important work, and there
has been considerable theoretical debate and some
attention to how adult educators can attempt to
teach in an emancipatory way, in critical and femi-
nist pedagogy, in discussions of challenging power
relations based on race, class, or gender (Hayes &
Colin, 1994; Tisdell, 1998; Walters & Manicom,
1996). What has been missing from the literature is
attention to what drives this underlying commitment
or how spirituality informs the work of such eman-
cipatory adult educators. This is somewhat surpris-
ing, since almost all who write about education for
social change cite the important influence of the
work of educator and activist Paulo Freire, who was
a deeply spiritual man strongly informed by the lib-
eration theology movement of Latin America
(Freire, 1997). As noted elsewhere (Tisdell, 1999),
there has also been relatively little attention to the
subject of spirituality and spiritual development (as
change over time) in the mainstream academic adult
education literature . There is limited broader dis-
cussion of how spirituality affects teaching and
learning (Dirkx, 1997; English, 1999), and its possi-
bility for offering hope to emancipatory education
efforts (Hart & Holten, 1993; hooks, 1994). But
with the exception of the recent study on community
and commitment by Daloz et al (1996) where the
connection between spiritual commitment and social
action is implied, empirical research on spiritual
development and/or how it relates to a commitment
to do social justice work is extremely limited.
Clearly there are both male and female adult edu-
cators and activists teaching for social change who
are motivated to do so partly because of their spiri-
tual commitments. But many are women of differ-
ent race and class backgrounds guided by feminist
and antiracist educational perspectives, who have
also had to re-negotiate their spirituality in light of
having been raised in patriarchal religious traditions.
How has their spiritual development changed over
time, and how does their spiritual commitment relate
to their cultural background and current emancipa-
tory education efforts? In light of the lack of adult
education literature that deals with women,
spiritual development and social justice, the
purpose of this study was to examine the spiri-
tual development of a multicultural group of
women adult educators for socia.
Spiritual Development and Commitments to Emancipatory Educatio.docxwhitneyleman54422
Spiritual Development and Commitments to Emancipatory Education
in Women Adult Educators for Social Change
Elizabeth J. Tisdell
National-Louis University, USA
Abstract: This paper discusses the results of a qualitative research study of the spiritual devel-
opment of a multicultural group of women adult educators for social change, and its relatio n-
ship to their current commitment to emancipatory adult education practice.
Teaching for social change is the work of passion
for many adult emancipatory educators, often fueled
by a deep underlying ethical, social and spiritual
commitment. Indeed, it is important work, and there
has been considerable theoretical debate and some
attention to how adult educators can attempt to
teach in an emancipatory way, in critical and femi-
nist pedagogy, in discussions of challenging power
relations based on race, class, or gender (Hayes &
Colin, 1994; Tisdell, 1998; Walters & Manicom,
1996). What has been missing from the literature is
attention to what drives this underlying commitment
or how spirituality informs the work of such eman-
cipatory adult educators. This is somewhat surpris-
ing, since almost all who write about education for
social change cite the important influence of the
work of educator and activist Paulo Freire, who was
a deeply spiritual man strongly informed by the lib-
eration theology movement of Latin America
(Freire, 1997). As noted elsewhere (Tisdell, 1999),
there has also been relatively little attention to the
subject of spirituality and spiritual development (as
change over time) in the mainstream academic adult
education literature . There is limited broader dis-
cussion of how spirituality affects teaching and
learning (Dirkx, 1997; English, 1999), and its possi-
bility for offering hope to emancipatory education
efforts (Hart & Holten, 1993; hooks, 1994). But
with the exception of the recent study on community
and commitment by Daloz et al (1996) where the
connection between spiritual commitment and social
action is implied, empirical research on spiritual
development and/or how it relates to a commitment
to do social justice work is extremely limited.
Clearly there are both male and female adult edu-
cators and activists teaching for social change who
are motivated to do so partly because of their spiri-
tual commitments. But many are women of differ-
ent race and class backgrounds guided by feminist
and antiracist educational perspectives, who have
also had to re-negotiate their spirituality in light of
having been raised in patriarchal religious traditions.
How has their spiritual development changed over
time, and how does their spiritual commitment relate
to their cultural background and current emancipa-
tory education efforts? In light of the lack of adult
education literature that deals with women,
spiritual development and social justice, the
purpose of this study was to examine the spiri-
tual development of a multicultural group of
women adult educators for socia.
The Role of Improvisation in Developing Musical CreativitySunnyLahkar
This essay looks into the pedagogy of improvisation in both the instrumental and vocal contexts of teaching, with the main aim seeking to find out what teachers could do within their pedagogic frame so as to thread improvisation effectively
Yuming Liu
1630005
Professor Arthur
Writ 2-Essay One
Oct 31,2018
Xxx
Hi Katharine Mitchell,
I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender.
Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus?
In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.
Race Culture and EthnicityLakisha PhillipsAshfor.docxcatheryncouper
Race: Culture and Ethnicity
Lakisha Phillips
Ashford University
ANT 101 Introduction to Cultural
April/28/2014
Race: Culture and Ethnicity
Introduction
Over years, research work has been done on numerous aspects of the race. Some of the research work has shown that there is exists a strong correlation between the cultural aspect as well as the ethnicity when the race of an individual is brought into consideration. From an emic perspective, one can view intricate aspects of race such as culture and ethnicity as a way of life. In short, one views their race as the main contributing factor as to why they behave, think of others, perceive other cultures as well as treat others. From an etic perspective, other people view different races differently depending on the general feelings. When taking an external perspective of racial issues, culture and ethnicity plays a very crucial role.
The topic chosen for study is: Race. This is covered in chapter three of the study text. More specifically Chapter Three analyses race and ethnicity as an offshoot of biology and culture.
Article 1: Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48(6), 629.
Thesis statement: “This study assessed the relationship between culture, ethnicity and various issues surrounding race as carried out by the American Psychology Association.” (Betancourt &Lopez, 1993).
Analysis of the article
Article 1 summarizes the key facts from the research done by the American Psychology Association about the interconnection between culture, ethnicity and an array of other factors driven by race. In the groups of individuals studied, there are a number of the explanatory variables and factors which point at congruence of the effects compelled by culture, ethnicity and as well as racial factors. The psychological effect is furthered by an apparent confusion in conceptual differentiation of culture and ethnicity. As defined, culture focuses on way of life as a result of habits and behaviors picked from the environment around us. Alternatively, this could be as a result of the way we do things and this ends up making us different from other people in terms of how we think, conduct ourselves, learn, worship and interact with others. Ethnicity matters stem from our roots. The roots, in this case, could mean our originality and family trees. The research work goes to on to cross examine how different social variables play an important part in shaping of different cultural perspectives. This is how the social cultural perspectives are bought into play.
Article 2: Glenn, E. N. (2009). Unequal freedom: How race and gender shaped American citizenship and labor. Harvard University Press.
Thesis statement: “This study assessed the roots of unequal freedom in terms of how gender and race have shaped the citizenship and labor.” (Glenn, 2009)
Analysis of the article
Race and ethnicity have crea ...
HISTORY AS A DETERMINANT OF MALAWIMOZAMBIQUE RELATIONS: THE CASE OF THE NSANJ...John1Lorcan
Using the Nsanje international inland port saga as a case study, this paper employs the realism theory to
examine the historically difficult relationship between Malawi and Mozambique. Based on data gathered
from interviews and previously published studies, the study's final conclusion is that Malawi’s bilateral
relations with Mozambique are the product and continue to be shaped by history. Because the relationship
between the two states is historically based on the provision of services especially port facilities, the
Nsanje inland port is at loggerheads with Mozambique’s national economic interests as it seeks to put an
end to the historically rooted modus operandi of the relationship. The study recommends mandatory
feasibility studies before starting projects, placing the port project on hold, continuing with the current
foreign policy which to a great extent appeases Mozambique and finding some use for the port structures
which currently constitute a white elephant.
MEASURING INCLUSIVE GROWTH IN SUB-SAHARAN AFRICA FROM 1996 TO 2019: EVIDENCE ...John1Lorcan
Since inception, the concept of inclusive growth has been defined and measured differently among scholars
and policymakers. This paper measures inclusive growth in Sub-Saharan Africa (SSA) from 1996 to 2019.
A principal component analysis and weighted mean approaches have been applied following the Eurasian
Economic Commission, and 20 methodologies. The study findings show that the inclusive growth index is
sensitive to the measurement approach used due to different sets of indicators and dimensions. However,
the methodologies provide a basis for comparing country performance. In addition, in both methodologies,
economic performance was found to be a significant contributor to inclusive growth. Countries with higher
economic performance witnessed higher inclusive growth. From the findings, policymakers could rely on
more than one measurement approach to determine inclusive growth. This will enable them develop policy
measures which address various dimensions that each of the SSA countries need to robustly invest and
improve.
More Related Content
Similar to Gender Inequiality in Higher Music Educaiton in China: Historical and Contempoary Perspectives
The Role of Improvisation in Developing Musical CreativitySunnyLahkar
This essay looks into the pedagogy of improvisation in both the instrumental and vocal contexts of teaching, with the main aim seeking to find out what teachers could do within their pedagogic frame so as to thread improvisation effectively
Yuming Liu
1630005
Professor Arthur
Writ 2-Essay One
Oct 31,2018
Xxx
Hi Katharine Mitchell,
I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender.
Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus?
In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.
Race Culture and EthnicityLakisha PhillipsAshfor.docxcatheryncouper
Race: Culture and Ethnicity
Lakisha Phillips
Ashford University
ANT 101 Introduction to Cultural
April/28/2014
Race: Culture and Ethnicity
Introduction
Over years, research work has been done on numerous aspects of the race. Some of the research work has shown that there is exists a strong correlation between the cultural aspect as well as the ethnicity when the race of an individual is brought into consideration. From an emic perspective, one can view intricate aspects of race such as culture and ethnicity as a way of life. In short, one views their race as the main contributing factor as to why they behave, think of others, perceive other cultures as well as treat others. From an etic perspective, other people view different races differently depending on the general feelings. When taking an external perspective of racial issues, culture and ethnicity plays a very crucial role.
The topic chosen for study is: Race. This is covered in chapter three of the study text. More specifically Chapter Three analyses race and ethnicity as an offshoot of biology and culture.
Article 1: Betancourt, H., & Lopez, S. R. (1993). The study of culture, ethnicity, and race in American psychology. American Psychologist, 48(6), 629.
Thesis statement: “This study assessed the relationship between culture, ethnicity and various issues surrounding race as carried out by the American Psychology Association.” (Betancourt &Lopez, 1993).
Analysis of the article
Article 1 summarizes the key facts from the research done by the American Psychology Association about the interconnection between culture, ethnicity and an array of other factors driven by race. In the groups of individuals studied, there are a number of the explanatory variables and factors which point at congruence of the effects compelled by culture, ethnicity and as well as racial factors. The psychological effect is furthered by an apparent confusion in conceptual differentiation of culture and ethnicity. As defined, culture focuses on way of life as a result of habits and behaviors picked from the environment around us. Alternatively, this could be as a result of the way we do things and this ends up making us different from other people in terms of how we think, conduct ourselves, learn, worship and interact with others. Ethnicity matters stem from our roots. The roots, in this case, could mean our originality and family trees. The research work goes to on to cross examine how different social variables play an important part in shaping of different cultural perspectives. This is how the social cultural perspectives are bought into play.
Article 2: Glenn, E. N. (2009). Unequal freedom: How race and gender shaped American citizenship and labor. Harvard University Press.
Thesis statement: “This study assessed the roots of unequal freedom in terms of how gender and race have shaped the citizenship and labor.” (Glenn, 2009)
Analysis of the article
Race and ethnicity have crea ...
HISTORY AS A DETERMINANT OF MALAWIMOZAMBIQUE RELATIONS: THE CASE OF THE NSANJ...John1Lorcan
Using the Nsanje international inland port saga as a case study, this paper employs the realism theory to
examine the historically difficult relationship between Malawi and Mozambique. Based on data gathered
from interviews and previously published studies, the study's final conclusion is that Malawi’s bilateral
relations with Mozambique are the product and continue to be shaped by history. Because the relationship
between the two states is historically based on the provision of services especially port facilities, the
Nsanje inland port is at loggerheads with Mozambique’s national economic interests as it seeks to put an
end to the historically rooted modus operandi of the relationship. The study recommends mandatory
feasibility studies before starting projects, placing the port project on hold, continuing with the current
foreign policy which to a great extent appeases Mozambique and finding some use for the port structures
which currently constitute a white elephant.
MEASURING INCLUSIVE GROWTH IN SUB-SAHARAN AFRICA FROM 1996 TO 2019: EVIDENCE ...John1Lorcan
Since inception, the concept of inclusive growth has been defined and measured differently among scholars
and policymakers. This paper measures inclusive growth in Sub-Saharan Africa (SSA) from 1996 to 2019.
A principal component analysis and weighted mean approaches have been applied following the Eurasian
Economic Commission, and 20 methodologies. The study findings show that the inclusive growth index is
sensitive to the measurement approach used due to different sets of indicators and dimensions. However,
the methodologies provide a basis for comparing country performance. In addition, in both methodologies,
economic performance was found to be a significant contributor to inclusive growth. Countries with higher
economic performance witnessed higher inclusive growth. From the findings, policymakers could rely on
more than one measurement approach to determine inclusive growth. This will enable them develop policy
measures which address various dimensions that each of the SSA countries need to robustly invest and
improve.
THE DIVERSE BEAUTY OF MATHILDENHÖHE: AN INSIGHT INTO AESTHETIC PHILOSOPHY AND...John1Lorcan
This article aims to look at the World Heritage Site from the perspective of curatorial studies and aesthetic
philosophy. The Darmstadt Artists' Colony made an enormous contribution to art and formed a bridge
between the British Arts & Crafts movement and the German Association of Craftsmen, which eventually
led to the Bauhaus movement. The last Grand Duke of Hesse and the Rhine was not only a patron who
founded this Artists' Colony, but also a prominent curator together with the Austrian architect and one of
the founders of the Vienna Secession, Joseph Maria Olbrich. Together they combined economic
development with artistic innovation. The establishment of the Darmstadt Artists' Colony was a sensation
in the art world. Itmarked the beginning of the 20th century, turning everyday life into an aesthetic
experience.
BLACK FUTURES: COLLECTING SOCIOCULTURAL DATA THROUGH MACHINE LEARNINGJohn1Lorcan
Although African American community archives have appeared, there is a lack of incorporation of
information-seeking, behaviour, language transmission, categorization, and community archival datasets
in data collection and machine learning (ML) environments. To address this, as the autoethnographer, I
propose to develop a future body of research targeting the African American community in Texas,
obtaining valuable insights about their engagement with ML. Eun Seo Jo's literature review emphasizes the
roles of community archives in ML environments and the strategies necessary for this space to be
considered a valuable resource in research and information. As the autoethnographer, I use this research
to explore effective strategies for machine learning environments to collaborate with African American
community archives and incorporate user input into ML data collection practices. The aim of the study is
to examine an original body of literature to aid me with my plan of action in creating a research study
about machine learning in African American community archives.
Implementation of Authorized Economic Operator Program in Comesa: Evidence Fr...John1Lorcan
The paper investigates the effect of authorized economic operator program on bilateral trade between Kenya and trading partners in the Common Market for Eastern and Southern Africa. The augmented gravity model was estimated using 2010-2021 data for 17 cross-sectionals. The Panel Correlated Standard Error method results show thatimplementation of the authorized economic operator by both exporter and importer stimulates Kenya’s bilateral trade volume in the Common Market for Eastern and Southern Africa. The author recommends full implementation of the authorized economic operator by the remaining 12 Member States to attain the maximum benefits of the program across the region.
PSYCHOLOGICAL EFFECTS OF ABUSE IN INTIMATE RELATIONSHIPS AMONG YOUNG WOMEN IN...John1Lorcan
This study aims to investigate the psychological effects of abuse from intimate relationships on young
women. In order to overcome the complexity, challenges, and proposal for the best remedies face by the
sexually abuse victims in the Tangkhul community, both qualitative and quantitative approaches are
adopted. The study covers various aspects of research methodology, including study design, sampling
techniques, data collection tools, and analysis methods. Additionally, the study proposes a collaborative
effort between the state and other entities to enhance care and counseling services for survivors of intimate
partner abuse. The main intension and takeaway from the study is to comprehend the cultural changes
taking place along with the critically examination of the victims and how the community can take up
appropriate initiatives through care and counseling, which is the need of an hour.
AN ANALYSIS OF GENDER AND SWEAR WORDS: A CASE STUDY OF IRANIAN COMMUNITY ON I...John1Lorcan
The relationship between language and gender has been the subject of discussion and investigation for
many years, with the goal of understanding the societal norms and expectations of gender. This article
aims to explore the relationship between gender and the swear words in the comment section of Iranian
celebrities Instagram accounts. This study found that each gender tends to post swear words in comments
of the same gender celebrity. This research also discovered that female users tend to auto-censor strong
swear words and are more likely to body-shame the content creator, while men are more open to posting
strong swear words.
DIGITAL TRANSFORMATION OF SOCIAL WELFARE: EXPLORING INNOVATIONS AND POLICY IM...John1Lorcan
The digital transformation of social welfare systems is an area that is fast developing and has a lot of
potential to improve service delivery and improve outcomes for both people and communities. The goal of
this research paper is to examine the policy changes and innovations brought about by the digital
revolution of social welfare. It investigates the adoption of emerging technologies, such as artificial
intelligence, big data analytics, and blockchain, in various domains of social welfare, including healthcare,
education, employment, and social assistance programs. The paper examines the potential benefits of
digital transformation, including increased efficiency, improved access to services, and personalized
support. It also delves into the challenges and concerns associated with this transformation, such as data
privacy, equity, and the digital divide. By analysing successful case studies and lessons learned from
different countries, the paper highlights key policy considerations for ensuring the effective and equitable
implementation of digital innovations in social welfare. Policy implications discussed include the need for
robust regulatory frameworks to protect data privacy, the importance of ethical guidelines to guide the use
of emerging technologies, and the necessity of capacity building initiatives to equip stakeholders with the
necessary skills and knowledge. The paper emphasizes the importance of creating inclusive, people-centric
social welfare systems that leverage the potential of digital technologies to meet the evolving needs of
individuals and communities.
Overall, this research paper provides valuable insights into the digital transformation of social welfare,
offering policymakers and stakeholders a comprehensive understanding of the opportunities, challenges,
and policy considerations involved. By embracing digital innovations thoughtfully and responsibly, social
welfare systems can become more efficient, responsive, and equitable, ultimately improving the lives of
those in need.
THE ENGLISH LEARNING MOTIVATION OF CHINESE STUDENTS: CROSS-GRADE SURVEY ANALYSISJohn1Lorcan
Existing literature indicates that motivation is the most powerful determining factor that influences the rate
and success of second language learning [1][2][3][4][5][6][7]. Currently, there is a growing body of
empirical research indicating the changes in second language learning motivation in different grades at
the same or different schools [8][9][10][11][12]. The findings of previous studies have mostly shown that
student second language learning motivation increases with increasing school levels. Do¨rnyei (2000)
suggested that concentrating on the time dimension of second language motivation is crucial for
comprehending the second language motivation of students. However, the temporal variations of second
language motivation, particularly motivational changes at different Chinese school levels, have not been
sufficiently emphasized by second language motivation researchers, therefore, this quantitative research
investigated the changes in Chinese students’ English learning motivation from primary to high school. An
English learning motivation questionnaire was used and administered to 3000 students from Grades 1 - 12
in public primary, junior high, and high schools across Mainland China, and employed the reliability
analysis and analysis of variance to analyze quantitative data. The statistical results revealed that high
school students ranked highest in English learning motivation, followed by junior high and primary school
students. Furthermore, the college entrance examination had a positive impact on high school students'
motivation to learn English.
SHEIKH MUJIBUR RAHMAN: CHARISMATIC LEADER OF BANGLADESHJohn1Lorcan
Sheikh Mujibur Rahman is one of the most charismatic leaders of the Third World in the twentieth century.
We know that Charismatic leaders are the gifts and mercy from God. They are torch bearers of knowledge
and revolution. Every nation in one way or the other has been and is endowed with leaders and same is the
case of Bangladesh nation which was fortunate enough to have a leader like Sheikh Mujibur Rahman who
guided them in the times of freedom struggle, and trusted them into the region which dawned tranquility of
mind and unshackled boundaries. It is in fact an old saying that good leaders build good nations which is
equally true with the Bangladesh nation for which sheikh Mujibur Rahman sacrificed every breath and
blood of his life and mapped a new nation in the world. The paper discusses the main achievements of the
leader and particularly the independence of Bangladesh of which Mujib was the pivotal figure. The result
revealed that Sheikh Mujib was stimulated people by his charismatic leadership capability and huge
political knowledge. From his early life he was demonstrated two key leadership qualities which make him
unquestionable leader of the Bangladesh. One key quality was proactive social consciousness and
paramount dedication for politics. Sheikh Mujib has so many leadership skills that recognized him as a
leader of general people. His aspiration and sacrifice for nation made him an icon of the country.
Therefore, it can be concluded that his leadership trait made himself as a father of the nation. The people
of Bangladesh had dreamt of an independent nation and that dream was finally implemented in really on
16Th December 1971 under the leadership of a true Patriot Sheikh Mujibur Rahman. Bangladesh and its
people were blessed with God‟s will of sending the Greatest Bengali Soul of all time on the soil of
Tungipara. That greatest soul was nobody else but it is our “Father of the Nation” – Bangabandhu -
Sheikh Mujibur Rahman. He was the greatest politician, philosopher and tourism lover the world has ever
produced. He was the kindest person the world has ever noticed, he loved everyone more than he loved his
own family and children. This study was carried out by descriptive analysis through the literature review of
existing paper
WOMEN AND AGRICULTURE IN RURAL KENYA: ROLE IN AGRICULTURAL PRODUCTIONJohn1Lorcan
Women play a very significant role in agricultural production in Kenya. However, they are accorded little
attention. The lack of inadequate information on the level of women participation in agricultural
production has helped to underestimate their importance in agricultural production and hence led to their
neglect in sector development. This paper sought to examine the role of women in Agricultural production
in Kenya to give them an impetus upon which they can voice their concern in agricultural related issues. To
improve women visibility in agricultural production, the author suggests that women contribution to
agricultural production should be understood based on their contribution to food security in household and
community rather than their contribution to commercialised agriculture which is dominated by men. With
this, the author hopes to persuade policymakers to re-examine their perception of rural women involved in
agricultural production for prompt policy action.
THE ENGLISH LEARNING MOTIVATION OF CHINESE STUDENTS: CROSS-GRADE SURVEY ANALYSISJohn1Lorcan
Existing literature indicates that motivation is the most powerful determining factor that influences the rate
and success of second language learning [1][2][3][4][5][6][7]. Currently, there is a growing body of
empirical research indicating the changes in second language learning motivation in different grades at
the same or different schools [8][9][10][11][12]. The findings of previous studies have mostly shown that
student second language learning motivation increases with increasing school levels. Do¨rnyei (2000)
suggested that concentrating on the time dimension of second language motivation is crucial for
comprehending the second language motivation of students. However, the temporal variations of second
language motivation, particularly motivational changes at different Chinese school levels, have not been
sufficiently emphasized by second language motivation researchers, therefore, this quantitative research
investigated the changes in Chinese students’ English learning motivation from primary to high school. An
English learning motivation questionnaire was used and administered to 3000 students from Grades 1 - 12
in public primary, junior high, and high schools across Mainland China, and employed the reliability
analysis and analysis of variance to analyze quantitative data. The statistical results revealed that high
school students ranked highest in English learning motivation, followed by junior high and primary school
students. Furthermore, the college entrance examination had a positive impact on high school students'
motivation to learn English.
LAND OWNERSHIP RIGHTS AND ACCESS TO FARMLANDS BY FARMERS AND HERDERS IN THE K...John1Lorcan
Land is seen in societies as a vital natural asset, and the worth of this resource to human through time and
space cannot be underestimated. The purpose of this research was to examine land ownership rights and
access to farmlands by farmers and herders in the Kwahu East District (KED) in the Eastern Region of
Ghana. Qualitatively, the study adopted a descriptive case study research design. This research was based
on two objectives: to examine land ownership rights in the Kwahu East District, and determine how
farmers and herders get access to farmlands. The study population involved residents of three communities
in the Kwahu East District, namely, Yaw Tenkorang, Kwaku Sarfo and Bebua. The purposive sampling
technique was used to select 4 traditional leaders, 10 farmers, 10 herdsmen and cattle owners, 3 Assembly
members, the District Chief Executive, the District Commander of Police, and the District Land Officer.
The study concluded that, land ownership rights in KED were based on the allodia and usufruct systems,
which vest land ownership rights in the hands of traditional authorities and family heads. Again, the study
showed that, indigenous farmers lay claim to greater rights over the lands compared to herders who are
considered as aliens, without any land ownerswhip rights. The study revealed measures initiated to find
lasting solution to this conflict. It is recommended that; the Municipal Assembly must concentrate more
effort in establishiing adequate fodder banks for cattle. Again, the practice of ranching must be
encouraged amongst cattle owners and herders to prevent unwanted competition over land use.
International Journal of Humanities, Art and Social Studies (IJHAS) John1Lorcan
International Journal of Humanities, Art and Social Studies is an open access peer-reviewed journal that publishes articles which contribute new results in all areas of humanities, art and social science. The journal focuses aims to promote interdisciplinary studies in humanities and social science and become the leading journal in humanities and social science in the world. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on areas of literary and social studies for a cross cultural exploration and subsequent innovation of subjects concerned and establishing new collaborations in these areas. Authors are solicited to contribute to this journal by submitting articles for the development of humanities and social science fields.
DEMOCRACY OR LIBERAL AUTOCRACY; THE CASE OF AFRICAJohn1Lorcan
The state of democracy in Africa continues to be one of the most controversial and difficult questions facing
the continent today. While African regimes are more liberal than their authoritarian predecessors, they
have a profound flaw. The African governments have increasingly adopted important aspects of
constitutional liberalism necessary for democracy to flourish and includes rule of law, private property
rights, separation of powers and free speech and assembly. However, the results of such democratic
initiatives have not bored the intended fruits as the continent continue to witness outright reversals of
democracy. For instance, elections are becoming a means of power preservation and a large number of
countries have very low levels of democratic quality. This paper, therefore, seeks to examine this dire state
of democracy in Africa to inform discussions on why African governments should be regarded as a Liberal
Autocracies and not democratic.
CIVIC EDUCATION AND IT’S IMPERATIVE TOWARDS NATION BUILDING: THE NIGERIAN EXA...John1Lorcan
Most countries of the world today originated as a result of the activities of colonialists and imperialists
who merged previously independent nations together for the sole reason of domination and exploitation.
Following the end of colonial era and the resulting freedom of previously colonized people, many countries
have been struggling to live together as the nation which their erstwhile colonial masters made them. This
has often resulted to conflicts and crises, the worst of it being the Rwandan genocide of 1994. Due to these
incidences, social researchers have intensified efforts in designing programs that will facilitate the very act
of nation-building/or prevent a devastating effect that may result from a failure thereof. This paper,
therefore, attempts to suggest Civic Education as one of the models that can help facilitate nation-building
project especially in countries affected by the effects of colonization. The work employed the normative
method of philosophy, while also not leaving behind the evaluative and analytical side of the method.
SLEUTHING WOMEN:GENDER IN THE ART OF JAPANESE DETECTIVE FICTION AND FILMJohn1Lorcan
Although it remains one of the most popular genres worldwide, detective fiction is usually regarded as a
purely commercial form. Because of this, detective novels, short stories, and films are rarely subjected to
the same critical scrutiny and attention as other, more respected modes of writing and representation.
Nevertheless, because of its attention to the character of everyday life, detective fiction is a perfect case
study for determining national attitudes towards gender. Generally speaking, women perform three
different functions in Japanese detective fiction. They are either hapless victims, minor plot devices, or (on
rare occasions) agents of detection themselves. This paper surveys several works of detective fiction,
ranging from the early- to mid-twentieth century, to demonstrate the evolving function that women have
played, both in the genre and in the society that the genre reflects
International Journal of Humanities, Art and Social Studies (IJHAS)John1Lorcan
International Journal of Humanities, Art and Social Studies is an open access peer-reviewed journal that publishes articles which contribute new results in all areas of humanities, art and social science. The journal focuses aims to promote interdisciplinary studies in humanities and social science and become the leading journal in humanities and social science in the world. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on areas of literary and social studies for a cross cultural exploration and subsequent innovation of subjects concerned and establishing new collaborations in these areas. Authors are solicited to contribute to this journal by submitting articles for the development of humanities and social science fields.
International Journal of Humanities, Art and Social StudiesJohn1Lorcan
International Journal of Humanities, Art and Social Studies is an open access peer-reviewed journal that publishes articles which contribute new results in all areas of humanities, art and social science. The journal focuses aims to promote interdisciplinary studies in humanities and social science and become the leading journal in humanities and social science in the world. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on areas of literary and social studies for a cross cultural exploration and subsequent innovation of subjects concerned and establishing new collaborations in these areas. Authors are solicited to contribute to this journal by submitting articles for the development of humanities and social science fields.
International Journal of Humanities, Art and Social StudiesJohn1Lorcan
International Journal of Humanities, Art and Social Studies is an open access peer-reviewed journal that publishes articles which contribute new results in all areas of humanities, art and social science. The journal focuses aims to promote interdisciplinary studies in humanities and social science and become the leading journal in humanities and social science in the world. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on areas of literary and social studies for a cross cultural exploration and subsequent innovation of subjects concerned and establishing new collaborations in these areas. Authors are solicited to contribute to this journal by submitting articles for the development of humanities and social science fields.
Topics of interest include, but are not limited to, the following
About
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Technical Specifications
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
• Compatible with MAFI CCR system
• Copatiable with IDM8000 CCR
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
Application
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
TECHNICAL TRAINING MANUAL GENERAL FAMILIARIZATION COURSEDuvanRamosGarzon1
AIRCRAFT GENERAL
The Single Aisle is the most advanced family aircraft in service today, with fly-by-wire flight controls.
The A318, A319, A320 and A321 are twin-engine subsonic medium range aircraft.
The family offers a choice of engines
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COLLEGE BUS MANAGEMENT SYSTEM PROJECT REPORT.pdfKamal Acharya
The College Bus Management system is completely developed by Visual Basic .NET Version. The application is connect with most secured database language MS SQL Server. The application is develop by using best combination of front-end and back-end languages. The application is totally design like flat user interface. This flat user interface is more attractive user interface in 2017. The application is gives more important to the system functionality. The application is to manage the student’s details, driver’s details, bus details, bus route details, bus fees details and more. The application has only one unit for admin. The admin can manage the entire application. The admin can login into the application by using username and password of the admin. The application is develop for big and small colleges. It is more user friendly for non-computer person. Even they can easily learn how to manage the application within hours. The application is more secure by the admin. The system will give an effective output for the VB.Net and SQL Server given as input to the system. The compiled java program given as input to the system, after scanning the program will generate different reports. The application generates the report for users. The admin can view and download the report of the data. The application deliver the excel format reports. Because, excel formatted reports is very easy to understand the income and expense of the college bus. This application is mainly develop for windows operating system users. In 2017, 73% of people enterprises are using windows operating system. So the application will easily install for all the windows operating system users. The application-developed size is very low. The application consumes very low space in disk. Therefore, the user can allocate very minimum local disk space for this application.
Student information management system project report ii.pdfKamal Acharya
Our project explains about the student management. This project mainly explains the various actions related to student details. This project shows some ease in adding, editing and deleting the student details. It also provides a less time consuming process for viewing, adding, editing and deleting the marks of the students.
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
Final project report on grocery store management system..pdfKamal Acharya
In today’s fast-changing business environment, it’s extremely important to be able to respond to client needs in the most effective and timely manner. If your customers wish to see your business online and have instant access to your products or services.
Online Grocery Store is an e-commerce website, which retails various grocery products. This project allows viewing various products available enables registered users to purchase desired products instantly using Paytm, UPI payment processor (Instant Pay) and also can place order by using Cash on Delivery (Pay Later) option. This project provides an easy access to Administrators and Managers to view orders placed using Pay Later and Instant Pay options.
In order to develop an e-commerce website, a number of Technologies must be studied and understood. These include multi-tiered architecture, server and client-side scripting techniques, implementation technologies, programming language (such as PHP, HTML, CSS, JavaScript) and MySQL relational databases. This is a project with the objective to develop a basic website where a consumer is provided with a shopping cart website and also to know about the technologies used to develop such a website.
This document will discuss each of the underlying technologies to create and implement an e- commerce website.
Immunizing Image Classifiers Against Localized Adversary Attacksgerogepatton
This paper addresses the vulnerability of deep learning models, particularly convolutional neural networks
(CNN)s, to adversarial attacks and presents a proactive training technique designed to counter them. We
introduce a novel volumization algorithm, which transforms 2D images into 3D volumetric representations.
When combined with 3D convolution and deep curriculum learning optimization (CLO), itsignificantly improves
the immunity of models against localized universal attacks by up to 40%. We evaluate our proposed approach
using contemporary CNN architectures and the modified Canadian Institute for Advanced Research (CIFAR-10
and CIFAR-100) and ImageNet Large Scale Visual Recognition Challenge (ILSVRC12) datasets, showcasing
accuracy improvements over previous techniques. The results indicate that the combination of the volumetric
input and curriculum learning holds significant promise for mitigating adversarial attacks without necessitating
adversary training.
Welcome to WIPAC Monthly the magazine brought to you by the LinkedIn Group Water Industry Process Automation & Control.
In this month's edition, along with this month's industry news to celebrate the 13 years since the group was created we have articles including
A case study of the used of Advanced Process Control at the Wastewater Treatment works at Lleida in Spain
A look back on an article on smart wastewater networks in order to see how the industry has measured up in the interim around the adoption of Digital Transformation in the Water Industry.
Water Industry Process Automation and Control Monthly - May 2024.pdf
Gender Inequiality in Higher Music Educaiton in China: Historical and Contempoary Perspectives
1. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
1
GENDER INEQUIALITY IN HIGHER MUSIC
EDUCAITON IN CHINA:
HISTORICAL AND CONTEMPOARY PERSPECTIVES
Wai-Chung Ho
Hong Kong Baptist University, Hong Kong, China
ABSTRACT
Gender inequality is higher music education is a significant issue in China, shaped by both historical and
contemporary factors that influence the opportunities available to women in this field. This paper offers a
comprehensive analysis of the challenges encountered by women in higher music education in China,
examining the impact of traditional Chinese philosophy, Western missionaries, and the Chinese
Government on gender relations and opportunities in music education. Drawing upon existing literature
and data, this paper addresses three main research areas pertaining to women’s education in China’s
higher education: the historical evolution of women’s education in China, from traditional to modern times,
in order to examine the progression of educational opportunities for women; the current landscape of
opportunities for women’s education and involvement in music practices within China’s higher music
education; and the existing employment framing issues that women face in higher music education in
China, in comparison to their male counterparts. While acknowledging the increasing educational
opportunities available to women in contemporary China, this paper recognizes that societal expectations
and gender stereotypes can still impede women’s access to teaching careers and other music-related
professions. These challenges have substantial implications for women’s education, music practices, and
employability, underscoring the importance for policymakers and educators to actively promote gender
equality within higher education.
KEYWORDS
gender inequality, educational opportunities, higher music education, music practices
1. INTRODUCTION
Gender issues have been a significant area of interest for music education researchers for several
decades, and the field has experienced considerable growth in the past 60 years. During the 1960s
and 1970s, feminist theorists widely challenged the traditional definition of gender, arguing that
gender roles were socially constructed. The Music Educators Journal published a special issue on
women in American music in 1979, while the American Musicology Society meetings in 1988
included a specific focus on feminist scholarship and its implications for musicology and
teaching. The British Journal of Music Education was the first research journal to concentrate on
gender and music education in 1988.
Within the field of music education, scholars have extensively explored the production and
reproduction of gendered practices, as highlighted by Green’s seminar work in 1997 on
education’s role concerning music and gender. In this regard, Green’s (1997) study on schools
revealed how gendered meanings, discourses, and practices were created and perpetuated in
music education; for instance, singing was reinforced as a feminine activity, while technology
and composition were framed as masculine pursuits. Following Green, Dibben (2002) observed
2. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
2
that older children tended to gender musical instruments, with boys showing a preference for
instruments deemed “masculine” such as drums, guitar, and trumpet, while girls favoured
instruments perceived as more “feminine” such as flute, piano, and violin. Werner et al. (2020)
expanded upon existing research on gender in music practice, specifically addressing imbalanced
musical canons, gender representation ratios and quotas, inequitable treatment and power
dynamics, as well as the exclusive integration with music technologies.
This article primarily focuses on higher education; however, it is apparent that music education
carries ecological ramifications. Subsequent investigations expanded to include the sex-
stereotyping of instruments and music career choices, revealing a critical disparity between what
females and males deemed appropriate and desirable. De Boise’s (2017, p. 32) research, which
compared gender inequalities in higher music education in the United Kingdom and Sweden,
confirmed that the amplification of “gender divisions in instrument selection, and activity in
secondary education” also infiltrated higher music education. Bogdanovic’s (2010, p. 19)
research on gender in university music departments revealed that “the gendering of roles,
disciplines, practices and behaviours” was a significant factor in music education, resulting “in
the underrepresentation of women” in various areas. The comments made by the participants in
Bogdanovic’s research highlighted a gap in existing research, specifically the experiences of
young musicians in higher education concerning gender and sexuality. Research on music
education and gender has shown that music teaching and learning is an arena where gender is
constructed (Abeles, 2009; Almqvist, 2019). This is evident in the choice of instruments and
genres, power relations, and the subordination of genders. Women have traditionally been
confined to limited musical roles, which has restricted and curtailed their career opportunities
(Bowers & Tick, 1986; Dunbar, 2020; Neuls-Bates, 1996). The gender-typing of instruments
parallels the gender-typing of occupations in other ways. Women’s success and failure at music
conservatories has long been considered natural, not structural; for example, a few female
trumpet players blamed themselves for failing to reach the top of their male-dominated class (see
Valentine, 1985).
Despite extensive debates on gender differences, socialization, and education in the West,
particularly in the United Kingdom, North America, and Australia, relatively little research on
gender and music education has been conducted in China and in other Chinese communities. As a
result, gender studies on music education are still in their infancy in those regions, with only a
few individual studies, such as Ho (2009, 2022) and Ho and Law (2014), having been carried out
thus far. However, it is important to note that these studies focused on school music education.
This paper aims to present a comprehensive overview of gender and higher music education in
China. For the purpose of practicality, it is worth mentioning that the term “gender” used in this
article aligns with the traditional Western understanding of a binary concept, where individuals
are categorized as male or female based on their anatomy. The paper seeks to explore three
research questions:
1. How has women’s education in China evolved over time, transitioning from traditional to
modern times?
2. What are the current opportunities available for women’s education and involvement in
music practices within China’s higher music education?
3. What are the existing employment challenges that women encounter in higher education
in China?
This paper will address the obstacles and potential solutions related to gender issues concerning
educational opportunities, music practices, and employability in China’s higher education. To
begin, an examination of the role of gender in Chinese philosophy will be presented.
3. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
3
2. GENDER IN CHINESE EPHILSOPHY:A REVIEW
In ancient Chinese society, male individuals held a central position in the family structure, while
women were often relegated to supporting roles and were expected to exhibit qualities of loyalty,
courage, and devotion. This gendered division was reinforced through ritualization, which
integrated gender differentiation into various familial and social roles, demarcated by the
concepts of “inside” and “outside”.
Confucianism, a prominent philosophy in Chinese culture, emphasized the practice of rituals to
enable individuals to fulfil their roles, regardless of gender, social status, and age. However,
women in China have historically faced significant adversity due to their marginalized status and
a range of systematic inequalities and discriminatory practices. In traditional Chinese society,
women were assigned specific social roles as daughters, wives, daughters-in-law, mothers, and
mothers-in-law. The “Three Obediences”, which designated a woman’s relationship to her father,
husband, and sons, and the “Four Virtues”, which emphasized chastity, modesty in speech,
neatness of appearance, and proficiency in needlework and cooking, were prescribed moral
principles and social codes for maidens and married women, reflecting the Confucian ideals of
harmony and order.
Despite Confucianism’s emphasis on ritual and order, it also reinforced male supremacy, limiting
women’s power and opportunities. The principle of “Men are superior, women are inferior” was
deeply ingrained in Chinese society, and women were expected to confine themselves to the
household, be modest, and obey men. Women were not permitted to take the imperial
examinations (Rosenlee, 2006, p. 129), which made literary learning a privilege reserved for
men. Men worked outside the home, while women were confined to working inside it (Rosenlee,
2006, pp. 82, 127).
Scholars such as Gao (2003) and Rosenlee (2007) have criticized Confucian principles for
perpetuating outdated gender consciousness and suppressing women’s achievements. The impact
of Confucianism on gender inequality in China has been widely accepted and undisputed.
However, there have been recent efforts to challenge these gender norms and promote gender
equality in China, both within and outside of Confucian tradition. While progress has been made
towards gender equality in China, there is still much work to be done to address the systematic
inequalities and discriminatory practices that have marginalized women for centuries.
3. WOMEN’S EDUCAITON, FROM TRAIDITONAL CHINA TO MODERN CHINA
In ancient China, Confucian ideology laid the foundation for patriarchal practices, resulting in the
widespread exclusion of women from receiving an education comparable to that of men. This
exclusion was perpetuated by a typical representation of Confucian doctrines, as reflected in the
statement, “Women and crooks are unteachable” (Liu & Carpenter, 2005, p. 277), which
underlined the discrimination that women faced.
3.1. Women’s Education in Traditional Confucian Society
Confucius (551–479 BCE), who is widely recognized as the first teacher in China to make
education widely available, likely adhered to the prevailing attitudes towards women that were
commonplace in his society. Although he believed that education should be open to all, schooling
for girls was restricted. The Analects of Confucius, which served as the primary text of guidelines
for living within the moral codes of Confucianism, devoted little attention to women. The
4. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
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foundations of Chinese women’s education can be traced back to the Zhou Dynasty (104–256
BC), during which noble women were instructed in three key areas: inner-chamber behaviour,
court music, and proper conduct during pregnancy (Du, 1996, pp. 16–18). In his “Analects for
Women”, Song Ruozhao (761–820), a Chinese Confucian scholar and poet of the Tang Dynasty
(690–705), emphasized the importance of women learning the details of women’s work in order
to become virtuous (De Bary & Bloom, 1999, pp. 827–831). Ropp (1976) observed that the
values and institutions that reinforced the subordination of women in China were even stronger
than during the Qing Dynasty (1644–1911).
The movement for Chinese women’s liberation was first introduced in the nineteenth century,
which was initiated by Western missionaries and Chinese Western-educated revolutionaries
(Drucker, 1979). The Western missionaries who arrived in China disseminated religion and
preached the doctrine of gender equality, advocating the establishment of women’s schools (Liu,
2010; West, 2011). According to Lu and Zheng (1995), formal women’s education in China
began with the Western missionaries, particularly the Christians. The first religious school for
females was founded in Ningpo in Jiangsu Province in 1844. The curriculum included basic
mathematics, science, and religion, which were infused with Chinese feudal doctrine, an essential
component of the curriculum (Liu & Carpenter, 2005, p. 278). By 1877, there were 82 female day
boarding schools, with a total of 794 female students (Lu & Zheng, 1995, p. 343). A considerable
proportion of individuals received education in schools operated by Western missionaries. As far
back as 1902, several missionary education institutions had a total enrolment of 4,773 girls
(Chen, 1967, pp. 349–350). Some of the graduates from those schools went on to study in
European countries and in Japan (Li, 1997).
In the nascent state of the Chinese feminist movement, some Chinese and Western scholars
recognized that one of the objectives of the 1898 Reform Movement in China was the
emancipation of women. Renowned writers and reformers such as Kang Youwei (1858–1927)
and Liang Qichao (1873–1929) provided significant support for the women’s rights movement
and education during this period. Kang initiated the modern women’s liberation movement to
combat gender inequality in society, while Liang was actively involved in the development of
women’s education. Liang’s Proposals for Women’s Education suggested that the ultimate
objective was to create a strong nation, and to achieve this, women needed to achieve financial
independence (Wong, 1995, p. 357). The first modern girls’ school organized by the Chinese
themselves was established in Shanghai in 1897 inrelation to the Reform Group (Zheng, cited in
Beahan, 1975, p. 380). The students were taught 16 different subjects, including “self-cultivation
(xiushen), education, home economics, callisthenics, the Mandarin dialect (guanhua), the Chinese
language (hanwen), foreign languages (yangwen), history, geography, arithmetic, chemistry,
physics, calligraphy, drawing, sewing, and music” (cited in Qian, 2003, p. 412). In 1898, the
Qing Dynasty Government approved the first experimental female school, Jingzheng Female
School, which was established in Shanghai (Li, 1997). Between 1901 and 1907, a total of 12
girls’ schools were established in Shanghai, indicating a growing trend (Burton, cited in Beahan,
1975, p. 381).
3.2. Women’s Higher Education in Contemporary China
In the early twentieth century, as the concepts of evolution and women’s liberation gained
traction in China, various types of girls’ schools emerged, including those established by
churches, enlightened individuals, and the Qing Government, which issued regulations for
women’s education. Christian universities played a pivotal role in establishing the precedent of
women’s higher education in China. Lingnan University, a private institution founded by a group
of American missionaries in 1888, notably admitted female students as early as 1905. After the
collapse of the Qing Dynasty and the emergence of the New Culture Movement in the mid-1910s
5. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
5
and 1920s, there was a growing call to dismantle patriarchal society and promote freedom and
women’s liberation in China. This period of feminist activity was known as “May Fourth
Feminism”, named after the May Fourth Movement, which took place during the same period. In
1919, the first group of women was admitted to Peking National University, followed by the
introduction of co-education in almost all colleges.
After the Communist Party of China (CPC) took power in 1949, women’s education was
promoted as a key element of social and economic development. Chairman Mao Zedong (1893–
1976) encouraged women to join the labour force, famously proclaiming that “whatever men
comrades can accomplish, women comrades can do too”, and asserting that “Women hold up half
the sky”. The new Marriage Law of 1950 and the first version of the Constitution in 1954
continued to advocate equal rights between men and women in political, social, economic,
cultural, and educational arenas. In 1956, China issued the Decision to Eradicate Illiteracy, which
reiterated its goal of eliminating illiteracy and had a positive impact on the education of women.
However, the Cultural Revolution between 1966 and 1976 significantly disrupted the education
system in China. It was not until 1978 that the university entrance examination was reintroduced,
which led to the tremendous expansion of all levels of education in China. The literacy rate
among women increased from 10% in 1949 to 77.4% in 2000 (Liu & Carpenter, 2005, p. 279).
However, persistent challenges remain for women’s education, as demonstrated by Hooper
(1991). According to the 2022 Global Gender Gap Report released by the World Economic
Forum, China ranked 102nd among 146 countries worldwide in terms of gender equality.
Despite these challenges, women’s higher education in China has made significant progress in
recent decades. The 1998 Higher Education Law of the People’s Republic of China aimed to
expand the higher education sector and transform it from an elite domain to a mass enterprise.
While overall enrolment in science and engineering fields still favours males, females outperform
males in general course grades and English proficiency tests (Guo et al., 2010). Female graduates
are also awarded a higher percentage of “A” ranking in science and engineering majors (Guo et
al., 2010, p. 229). Between 2011 and 2020, the proportion of females in all types of Chinese
higher education exceeded that of males, with the growth in the enrolment rate of higher
education for females reaching 54.4% in 2020, reflecting a 27.9% increase from 2010 (Zhang,
2020). Women also make up a significant proportion of doctoral and undergraduate students in
China’s regular higher education (National Bureau of Statistics of China, 2021; Tang & Horta,
2021). These figures suggest that women academics already hold a significant position in China’s
higher education landscape and that this position is likely to continue to increase in the coming
years.
4. EMPOWERING WOMEN IN HIGHER MUSIC EDUCAITON AND MUSIC
PRACTICE OPPORUNITIES
During the first half of the 20th
century, Christian universities founded by North American
missionaries in China made a substantial contribution to the development of higher education in
the country, serving as a model for other universities (Hayhoe & Lu, 2010; Mou, 2020). These
universities played a significant role in shaping the landscape of higher education in China by
adapting American liberal arts education to the Chinese context, despite significant differences in
social and cultural traditions (Mou, 2020). Notably, the impact of Christian universities on the
development of higher music education in China during this period is also noteworthy.
In 1907, the Qing Government issued the Constitution of Women’s Normal Schools, which
mandated the inclusion of music courses in normal schools for the first time, primarily to provide
music education to girls. The Beijing Women’s Higher Normal School, founded in 1908, is an
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6
esteemed educational institution that was elevated to the status of the National Beijing Women’s
Higher Normal School in 1919. Ginling Women’s University, founded in1913, was the first
women’s university in China, offering 16 undergraduate majors, including Chinese, English,
history, sociology, music, physical education, chemistry, biology, home economics, and medical
specialties (Zhang, n.d.). The university has established a strong reputation both domestically and
internationally. Despite the limited number of women who received higher education in music
during the 1920s and 1930s, the foundation provided by these institutions was of profound
significance in the development of China’s higher education in the new era (Song & Wang,
2011). From 1919 to 1951, a total of 999 graduates were produced by the University, who are
fondly referred to as the “999 roses” (Zhang, n.d.).
4.1. Trends and Causes of Education Opportunities
The expansion and transformation of China’s higher education system in response to economic
reforms and the promotion of higher education have been significant since Deng Xiaoping’s rise
to leadership in 1978. The Compulsory Education Law, implemented in 1986, has continued to
address education equality, and educational access at all levels has become equally accessible for
both urban females and males. Studies by Lee (2012), Tsui and Rich (2002), and Veeck et al.
(2003) suggest that changing attitudes are taking place among urban parents towards boys’ and
girls’ education in China. For instance, the educational success of only-children in urban families
has maintained that “gender equality in education is an unintended consequence of the one-child-
per-family policy and that … girls are better off living in one-child families in the big cities of
modern China” (Tsui & Rich, 2002, p. 74). According to the results of the China Health and
Nutrition Survey, one-child households enjoyed significantly improved opportunities for
education compared with children in multiple-child households. The improvements for girls were
larger than those for boys, and years of schooling for girls with male siblings were lower than
that of girls with female siblings (Lee, 2012). These findings indicate that the one-child policy
inadvertently contributed to greater educational gender equality in China (Lee, 2012).
In the late twentieth and early twenty-first centuries, China’s higher education system underwent
significant expansion, resulting in the formation of three distinct types of education models in
higher music education: traditional professional music education in conservatories; normal music
education in teachers’ colleges/universities; and music education in comprehensive universities.
More than 150 Chinese normal universities (i.e., universities for teacher training and education)
and over 841 other universities have music departments/sections in the mainland (Ding, 2015, p.
47). However, the underrepresentation of female students in certain academic fields can be
attributed to the influence of family and societal norms, which often encourage boys to pursue
science while girls are encouraged to focus on liberal arts (Fan, 2022; also see Shen et al., 2015).
This phenomenon is exemplified by data from a national normal university in China between
2003 and 2008, which showed that female enrolment in the music programme was significantly
higher than male enrolment (Xie, 2016, p. 11; see Table 1).
7. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
7
Table 1. Statistics of male and female students majoring in music at a national normal university
over six years
Gender 2003 2004 2005 2006 2007 2008
Male 23 35 27 24 45 37
Female 127 159 128 133 146 138
Total number
of male and
female
150 194 155 157 191 175
Percentage
occupied by
females
85.6% 82.0% 82.6% 84.7% 76.4% 78.9%
As can be seen in Table 1, female students accounted for a majority of the music programme’s
enrolment, ranging from 76.4% to 85.6% over the six-year period. This suggests that state
policies may have facilitated greater access to higher education for women in the field of music.
In 2021, the total number of male freshmen admitted to various major music conservatories was
fewer than the total number of female students. For instance, the male-to-female ratio at the Xi’an
Conservatory of Music was nearly 1:2, and the Harbin Conservatory of Music admitted 83 males
and 88 females (Wu, 2021). Citing an example from a Chinese normal university, the ratios
between male and female music students during the three years of 2013, 2014, and 2015 were
18:102, 15:115, and 11:99, respectively (Xie, 2016, p. 11). Females continue to outnumber males
in attaining master’s and doctorate degrees in higher music education (Xie, 2016, p. 13).
4.2. Music Practices
Music education has a long-standing tradition in European higher education, and this section will
explore why education institutions in China emphasized Western art music education as a crucial
component of their curriculum. It will also examine how female students benefited from their
engagement with Western art music, and how performing this genre was used to advance the
ideals of liberation, modernization, and national revitalization. The first generation of Chinese
female composers emerged with works that were largely connected to the revolution in China.
For example, Qiu Jin’s (1875–1907) “Encouraging Feminism Songs” (Mian Nuquan Ge) was a
notable work from this era. Following the establishment of the Shanghai National Music College,
the number of female composers increased as women were finally able to receive professional
musical training in higher education (Liu & Lee, 2020). Female musicians and composers who
were born in the middle of the twentieth century and had received their higher music education in
China were no longer limited to composing with elements of national music, as they set their
sights on the world to fully convey the image of Chinese music globally (Shu, 2013, p. 45).The
next generation of Chinese female composers were born in the 1970s, during a period of rapid
economic and technological development in China (Liu & Lee, 2021).Simultaneously, the
number of female students majoring in composition and graduating from local music schools also
grew each year (Rui & Ji, 2015, p. 351).
In the twenty-first century, China’s higher music education has developed music disciplines that
are line with the international education mode of similar institutions in Europe, the United States,
and other parts of the Western world (Dai, 2021). Chinese women have played a significant role
in the development of music education (Rui & Ji, 2015; Shu, 2013). In the new era of China, the
teaching contents, methods, and forms of higher education are closer to females’ practical use,
increasing their self-confidence and encouraging them to continue their higher education (see
Shu, 2013; Song & Wang, 2011; Tian, 2020). For instance, the Shanghai Conservatory of Music
8. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
8
(2021) established a women’s chorus and percussion ensemble to develop music education more
in line with the practical concept of modern music education, cultivate and foster the spirit of
teamwork, and enhance students’ employment competitiveness.
However, gender stereotypes regarding musical instruments are still present in China’s higher
music education, as in Western and Asian countries. Wang (2015) found that male and female
music students in China exhibited differences in the types of instruments that they preferred to
learn and play. Wang (2015) found a significant correlation between the students’ interest in
music and parental support for their instrumental learning. In general, Chinese music instruments,
such as the guzheng, pipa, and yangqin, are viewed as more suitable for female students, while
Western musical instruments, such as drums, trombone, and saxophone, are considered more
appropriate for male students (Wang, 2015). Zhuang (2005) conducted a study aimed at
investigating the perceptions of Chinese undergraduates from a national university in Shandong
Province regarding the masculinity and femininity of 10 Western orchestra instruments. The
participants were asked to rank these instruments from the most masculine to the most feminine,
and the obtained ranking was as follows: trombone, trumpet, saxophone, drum, clarinet, guitar,
cello, piano, flute, and violin (Zhuang, 2015). The study revealed that the clarinet was perceived
as more masculine, and the drum was considered more gender-neutral in previous studies
conducted in Western countries. Moreover, Zhuang (2015) also aimed to rank seven traditional
Chinese musical instruments from a gender perspective. The study found that the suona, xiao, and
dizi were perceived as the most masculine instruments, while the erhu, guqin, guzheng, and pipa
were perceived as more feminine. Additionally, Lin (2022) surveyed Chinese students to
investigate their instrument preferences, and the results revealed that the piano was the most
preferred instrument among both male and female students. However, a higher percentage of
female students were interested in learning the guzheng, as presented in Table 2 (Lin, 2022).
Table 2. Percentage of male and female students learning Chinese or
Western musical instruments
Types of Musical Instruments by Gender (%)
Piano Erhu Guzheng Violin Dizi Guitar
Male
students
35 15 2 3 15 25
Female
students
37.8 5 39 10 3 1.2
Ma (2004) noted that gendered musical learning was evident in higher music institutions, with
females primarily learning hammered and plucked instruments, while males mainly learned wind
and brass instruments, and that the major reason for this phenomenon was the impact of
contemporary music media on gender stereotypes in China.
5. WOMEN AND EMPLOYMENT FRAMING ISSUES IN HIGHER MUSIC
EDUCATION
China has seen a steady increase in the number of college and university graduates in recent
years, with women accounting for approximately 40% of the workforce in Chinese cities and
townships (Zhang & Li, 2021). However, despite progress in education and gender equality,
significant gap disparities still persist in the labour market. For instance, the use of the internet
has been found to exacerbate the overall gender-based wage gap by 26.73% and the presence of
gender bias present in online platforms is a notable contributing factor to this phenomenon (Gao
& Liu, 2023). Moreover, while the gender gap in higher education attainment in China’s higher
education system has narrowed, the employment ratio of female undergraduates has remained
9. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
9
relatively stable between 2016 and 2020, with males maintaining a slightly higher ratio (Central
Conservatory of Music, 2020, pp. 24–25).
The next section will examine gender differences in higher education among music graduates and
highlight the persistent gender employment gap in music teaching and related careers in China.
Despite the reduction of the gender gap in higher education attainment in China’s higher
education system, it remains a significant issue.
5.1. Gender Differences in Employment: An Analysis of Teaching and Related
Professions
School music teachers, particularly from cities, are typically required to hold a bachelor’s
degree in music or music education. According to Ma (2004, p. 20), music teaching was rated as
the top career choice among both male and female university students, mainly in their second and
third years, followed by acting (refer to Table 3).
Table 3. Top 10 career aspirations of university music students
Career Female Male
Teacher 72.48% 64.56%
Actor/actress 19.72% 24.05%
Management officer 18.34% 10.13%
Pop singer 14.22% 13.92%
Freelance composer 8.26% /
Militarist/merchant/government
officer
7.80%
Merchant / 16.46%
Musician / 11.39%
Vocalist 5.96% 10.13%
Television producer 4.59% 8.86%
However, more female than male students in China choose music education as their future career
path (Mei & Yang, 2021). National education statistics from all Chinese provinces in 2016
showed that female teachers, who typically graduate from Chinese music conservatories and
universities, accounted for 65.34% of primary school teachers, 54.49% of junior secondary
school teachers, and 52.13% of senior secondary school teachers (Guang Ming Ribao, 9 May
2018). In Beijing and Shanghai, over 80% of primary school music teachers were female, while
the percentages of female music teachers in junior secondary school were 76.3% and 73.7% and
in senior secondary school were 71.9% and 65.9%, respectively (Guang Ming Ribao, 9 May
2018). As Ma (2004) explained, the number of female teachers entering higher music education
was closely related to the number of female teachers employed in school music education. Ou’s
(2012) study on music teachers’ identity transition during the period of teacher apprenticeships in
Northeast China found that 87% of music education majors were females (also see Ma, 2004;
Xie, 2016). These unbalanced figures have resulted in a disproportionately low percentage of
male teachers in primary and secondary schools in China (Xie, 2016).
In addition to school music teachers, gender plays a significant role in the employment of music
professionals in China. Music graduates are engaged professionals who work as teachers,
performers, composers, producers, and elsewhere in the creative industries, in which women are
primarily employed as singers and pianists, while men are more likely to work as composers,
conductors, percussionists, and brass players. However, Chinese women have been making
increasingly important contributions to the field of classical music composition and conducting.
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Chen Yi (1953–) was the first Chinese woman to receive a master’s degree in music composition
from the Central Conservatory of Music in Beijing. She was also a finalist for the 2006 Pulitzer
Prize for Music for her composition Si Ji (Four Seasons) and is now a Chinese American violinist
and composer of contemporary classical music.
The number of active Chinese women composers has been on the rise, and many have achieved
international acclaim. Women composers born in the 1970s and 1980s are particularly well-
known, such as Cheng Huihui (1985–), who graduated from the Central Conservatory of Music
and studied electronic composition at the State University of Music and Performing Arts in
Stuttgart, Tian Leilei (1971– ), who graduated from the Conservatory of Music and furthered her
studies in Gothenburg, and Wang Ying (1976– ),who graduated from the Shanghai Conservatory
of Music and completed a master’s degree in contemporary music at the Frankfurt University of
Music and Performing Arts. To support and promote the work of Chinese women composers and
performers, the Chinese Women Composers’Association was established in 2002. This non-profit
organization, which was formed by a group of accomplished Chinese women musicians, seeks to
encourage and promote women composers and performers who have graduated from Chinese
higher education institutions at all stages of their careers, both in China and around the world.
Music students in China now have better prospects, with unique musical skills and a broad range
of graduate jobs on offer. New majors, including those in new undergraduate and postgraduate
programmes, have been introduced under the new liberal arts construction in Chinese
universities. Furthermore, the rise of artificial intelligence (AI) and interdisciplinary studies has
become a major driving force for the employment of music graduates in China. Chinese higher
education institutions are leveraging the AI revolution to promote the development of
technologies in higher music education, capitalizing on the booming technology industry in
China, with companies such as the e-commence titans Alibaba and Tencent and other social
platforms streaming music. However, the overall number of women in technology remains
relatively small (Cadell & Jourdan, 2018). Liu and Yan’s (2021) research showed that male
students in science and technology colleges had significantly higher subjective well-being than
female students, possibly due to the social expectations of different genders.
5.2. Women’s Representation in Professorship and Leadership in Higher Music
Education
Despite occupying management roles and contributing to the growth and development of
universities, relatively few women ascend to senior leadership positions in China’s higher
education institutions (Wang et al., 2013; Kohtamaki et al., 2023). Gender-based obstacles
continue to hinder gender equality in higher education, particularly in terms of leadership
positions. For instance, according to a survey conducted by Renmin University of China among
1,792 presidents (i.e., Vice Chancellors in the British context), only 45% of leaders in China’s
higher education institutions were female (Xue, 2008). Similarly, a study analysing the resumes
of 7,796 top-level university leaders across 1,166 Chinese universities revealed a low proportion
of female teachers (Wang & Yu, 2015). In the local music sphere, only a few prominent female
figures hold leadership positions as professors and university leaders (Ma, 2004).
Gender divisions have had a significant impact on the composition of teaching staff in Chinese
higher music education institutions. For instance, in 2014, although there were more female
teachers than male teachers, senior positions such as associate and full professors were
predominantly occupied by men, with males accounting for 89% and females 11% of the
positions (Xie, 2016, p. 14). Similarly, data collected from seven higher music institutions in
China showed a gender imbalance, with 20 male professors and 14 female professors and male
professors supervising more PhD students than their female counterparts, indicating a gender
11. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
11
imbalance (Xie, 2016, p. 14). An analysis of administrative positions at the top nine music
conservatories in China in 2016 revealed that most departmental heads and school deans were
male (Xie, 2016, p. 15). This trend is also evident in the male dominance of president positions in
top conservatories in China, such as the Central Conservatory of Music in Beijing, the China
Conservatory of Music, and the Shanghai Conservatory of Music.
When examining gender and higher music education in China, it is apparent that gender, power,
and social and cultural positions are intricately intertwined. Previous research has identified
various socio cultural obstacles that account for the lack of women in leadership positions (Zhao
& Jones, 2017). These obstacles include male-dominated networks, social stereotyping, gender
discrimination when it comes to promotion, and the burden of managing both work and family
responsibilities simultaneously (Huang &Aaltio, 2014). Social expectations and traditional
cultural norms that shape female roles and self-positioning can also hinder the career
advancement of young female teachers. The gender wage gap among higher education groups is
widely believed to be rooted in gender discrimination. Ou and Lin’s (2015) study on 50 young
female university teachers, known as “female green peppers” in Chinese, from 16 universities in
Beijing, including Peking University, Renmin University, and the Communication University of
China, found that the most intense pressure on the participants came from work itself and the
pressure of life and financial stress. Females often have fewer opportunities for advancement than
their male counterparts, even when males share the burden of family responsibilities, which are
often prioritized more highly by females than work duties, while males tend to prioritize work
over family responsibilities (Fan, 2022).
6. DISCUSSION
For centuries, gender and education have been intertwined in China. Confucianism, which has
been the dominant philosophy in China for over two millennia, has traditionally considered
women inferior to men and relegated them to domestic roles. However, China’s education system
has undergone significant changes in recent decades, leading to increased opportunities for
women in higher education. This section will explore three research areas: the evolution of
women’s education in China, current opportunities for women’s education and music practices in
higher education, and the issues women face in higher education related to employment framing
compared with men.
First, the history of women’s higher education in China has been shaped by various factors over
time. Traditional Chinese philosophy reinforced gender inequality, with men as the dominant
figures in society and women as subordinate. However, the introduction of modern education in
the nineteenth century, influenced by Western missionaries, provided women with opportunities
for higher education. Chinese intellectuals and the government also played a role in promoting
women’s education, with the establishment of girls’ schools and women’s colleges during the
Republican Era (1911–1949). After the establishment of Communist China, the political ideology
of the Communist Party emphasized equal opportunities for women in education and the
workforce. This led to significant progress in women’s education and career pursuits in various
fields, including music and music education. Women’s enrolment in higher education has
surpassed men in recent years, reflecting the impact of these changes. However, despite these
advances, gender inequality persists in certain aspects of China’s higher education (Tang &
Horta, 2021).
Second, the recent reforms in higher education in China have led to an increase in women’s
enrolment in music education at conservatories and universities, which is a positive step towards
achieving gender equality in higher music education. However, despite these advancements,
women continue to encounter obstacles when it comes to accessing specific fields of study and
12. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
12
career opportunities, particularly in music composition, conducting, and music technology. For
instance, studies conducted in Western countries such as Abeles (2009), Valentine (1985) and
Werner et al. (2020) have shed light on these persistent challenges. This indicates that there is still
a gender gap that needs to be addressed in higher music education. One of the significant
challenges that women face in higher music education is the influence of gender stereotypes.
These stereotypes shape the perception and evaluation of musical proficiency in China’s music
industry, which impacts the opportunities and choices available to female music students. For
example, despite more female music students taking piano in Chinese higher education, female
pianists are still underrepresented in China (Nie, 2016). Additionally, Chinese musical
instruments are often viewed as more suitable for female students, while Western musical
instruments such as wind, brass and percussion are seen as more appropriate for male students
(Zhuang, 2015). These gender stereotypes further affect the opportunities and choices of music
students, discouraging them from pursing certain fields of study or instruments based on their
gender. To address these challenges, it is important to promote gender equality in higher music
education and to challenge gender stereotypes that limit women’s opportunities in the business.
This includes raising awareness of the impact of gender stereotypes on musical proficiency
evaluation, providing support for women pursuing non-traditional fields of study and instruments,
and creating a supportive environment for women in the classroom and workplace. Gender
equality in music education needs to start working in school music education.
Third, despite the expressed political commitment through national policies, China’s higher
music education still encounters challenges in creating opportunities for music graduates,
especially women, to enter and succeed in music professions. Several studies(Ma, 2004; Mei &
Yang, 2021; Xie, 2016) have underscored this issue, emphasizing the necessity for Chinese
authorities to explore innovative approaches to identify gender identities, practices, and structures
within higher music education and address gender inequality. In line with research by Arntz et al
(2017) and Jones (2023), it was observed that females exhibited a deeper comprehension of
career breaks and tended to make more career compromises by accepting lower-status positions.
Additionally, a significant number of women opted for part-time employment, which may be
influenced by unequal distribution of domestic responsibilities or even choosing not to return to
employment at all (Arntz et al., 2017). To further promote gender equality and employability in
China’s higher music education, it is crucial to cultivate a more inclusive and diverse curriculum.
This can be achieved by incorporating materials from female composers and musicians,
providing more opportunities for women to develop their skills and showcase their talents in
fields such as music composition, conducting, and music technology. Mentorship programmes,
scholarships, and networking opportunities can help achieve this goal. By advocating for gender
equality and offering support for women in higher education, China can enhance opportunities
for women and strengthen its music education and other music professions. This includes
addressing the underrepresentation of women in leadership positions and decision-making roles
(Kohtamaki et al., 2022; Zhao & Jones, 2017). Encouraging women to pursue leadership
positions and providing training and mentorship can help create a more balanced and equitable
environment in higher music education.
Addressing the challenges facing women in higher education in China is complex and
multifaceted. Policymakers, educators, and society at large must work together to address these
challenges. Increasing funding and scholarships for women’s higher music education and
research, promoting gender equality in leadership positions, and addressing gender bias in hiring
and promotion decisions are all potential solutions. Efforts to promote work-life balance and
support can also help retain women in academia. It is also crucial to challenge and dispel gender
stereotypes that influence the evaluation of musical proficiency and the opportunities available to
female music students. By creating a more inclusive and supportive environment for women in
13. International Journal of Humanities, Art and Social Studies (IJHAS), Vol. 8, No.4, November 2023
13
higher music education, China can promote gender equality and provide more opportunities for
women’s development in music-related professions.
7. CONCLUSIONS
Women’s education in China has been shaped by the country’s traditional cultural and
philosophical beliefs, which are often patriarchal in nature. This view has influenced education
policies and practices for centuries, limiting opportunities for women to pursue higher education
and participate in the workforce. However, in recent decades, China has made significant
progress in promoting women’s education, including in the field of higher music education.
Despite this progress, gender inequality remains a challenge. Women continue to face barriers to
entry and advancement in teaching in higher music institutions and in the music industry,
including fields such as music composition, conducting, and music technology. To further
promote gender equality and employability in higher music education, it is essential to provide
opportunities for women to develop their skills and showcase their talents. By promoting gender
equality, providing opportunities for women to develop their skills and showcase their talents,
and challenging stereotypes, the Chinese Government, music educators, and society at large can
create a more inclusive and supportive environment for women in higher music education and
beyond.
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AUTHOR
Wai-Chung Ho is a professor in the Academy of Music at Hong Kong Baptist University.
Her substantive research interests primarily revolve around the sociology of music and the
sociology of education, with a specific emphasis on China’s music education and the
comparative study of East Asian music education. Her research delves into the intersection
of social and political development, education policy, creativity, and reform within the
realm of school education. Additionally, she investigates the underlying values present in
educational curricula across Chinese contexts, including Mainland China, Hong Ko ng,
and Taiwan.