Narrow Results

The following sections are included:

• Introduction
• Biopolitics, Stigma, and Religion
• Social Stigma and Vaccination Controversy in Hong Kong
• Vaccine Pass and Reactions from Religious Communities
• Concluding Remarks
• References

Proper footwear is an indispensable component of a successful diabetic foot care programme. Active Charcot arthropathy needs total contact cast. However, this modality is not welcomed by patients due to the tropical climate. Patients with foot ulcer are mostly dispensed with a half-shoe or wedge-type shoe for off-loading. A pair of quality athlete shoes might suffice for most diabetes. Majority of high-risk diabetic feet can be settled with off-the-shelf orthotic shoes and a custom-made insole. In uncommon scenarios, complex deformity warrants custommade orthotic shoe. Although designing and prescribing therapeutic footwear is largely an art, it has now gradually evolved into a science. A large area in this terrain demands further clinical research and biomechanical study.

This paper reviews the flexible notion of Chinese citizenship and compares the teaching and learning of citizenship in Mainland China, Hong Kong, and Taiwan in recent decades. Collectively called the “three Chinas,” each of the societies has its own political history and ruling ideology, even if they all are identified as Confucius-heritage societies. Each society, however, has also endured significant social, economic, and/or political changes in the past three decades or so and they currently represent three distinct stages of democratization and corresponding phases of educational reforms. In what ways does the present-day citizenship education in each of the societies reflect her political history and identity and differ from each other in curriculum priorities and pedagogical practices? In what sense is there commonness in the conceptualization and teaching of citizenship across these Chinese societies? After a review of literature, we present preliminary findings of a primary survey conducted in December 2013 of secondary school teachers who teach the subject of political and citizenship education, as well as college students in-training to teach the subject. In the analysis, we also compare current findings to similar empirical research done in the recent past, both in China as well as in Hong Kong and Taiwan, to gauge the degree of continuity and change in the meanings of “good” citizenship, and practice of citizenship education in each society as viewed by subject teachers.

Mainland China and Hong Kong are two representatives during the Cold War, standing on the opposite side. They had close connections in the past, and share much similarities at the present. After the Cold War, particularly after the handover in 1997, many migrants moved to Hong Kong to seek more opportunities and became connected with the world. This study will review the flow of the students from Mainland China and Hong Kong pursuing their higher education. Particularly, a comparative study in a longer period will be examined, including the flow of the Hong Kong students to Mainland China for higher education before 1949, the stagnation during the Cold War, as well as the flow from Mainland China to Hong Kong after 1997.