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Stanford Report: The First Lady of the United States, Michelle Obama, spoke at SCPKU today and said study abroad allows students to realize that countries all have a stake in each other's success.  Following her remarks, she held a conversation with students on the Stanford campu via SCPKU's Highly Immersive Classroom. Read more.

 

 

 

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Applications for Stanford e-Entrepreneurship Japan (SeEJ) are now open. This all-English online program aims to develop Japanese students’ creative thinking and problem-solving abilities to tackle social challenges. SeEJ is offered twice a year, in the fall and spring, through a collaboration between SPICE and the non-profit organization e-Entrepreneurship in Japan. The course is led by Irene Bryant in the fall and Makiko Hirata in the spring. It is available to Japanese-speaking high school students, in or from Japan, in their first and second years. The spring 2025 session will take place from early April to August.

The fall course is generously supported by Noriko & Norman Chen and Andrew & Mako Ogawa. The spring course is generously supported by Tomonori & Sakiko Tani.
 

The application form is now available at https://forms.gle/T2tX6hW9kXwo9xzB9. The submission deadline is March 15, 2025, at 11:59 PM Japan Time.

Stanford e-Entrepreneurship Japan helped me develop a deeper sense of curiosity, and taught me how to refine my ideas. Thanks to that I am now convinced that even high school students can inspire people and change the world.
Yuuka Fujimoto, spring 2024 participant

SeEJ provides students with the chance to interact with entrepreneurs and scholars from California and beyond who are working to solve social challenges. The program features virtual classes (VCs) held twice a month on Sundays. Throughout the course, students will complete two research projects—one individually and one as part of a group. The group project will be presented to a panel of guest judges, who will assess each team’s social innovation in addressing real-world issues. Participants who successfully finish the course will be awarded a Certificate of Completion from SPICE and NPO e-Entrepreneurship.

Applicants need to be available and committed to attending VCs held on the following Sunday mornings, Japan Time: 4/20, 5/4, 5/18, 6/1, 6/15, 7/6, 7/20, 8/10, and 8/24. Most classes will be from 10AM to 12PM, except for VC#1 and VC#7 which will be from 10AM to 12:30PM. In addition to the VCs, students will have assignments that will require about 3–5 hours per week for class preparation, individual assignments, and group work.

When I think about current social issues, I picture a big mountain... this program and people have given me the confidence and skills [to help me] pave my own path, create new climbing stones, and slowly continue to make my way up this daunting yet exciting mountain.
Sora Lipscy, spring 2024 participant

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. To apply, submit the online application by March 15.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

To stay updated on SPICE news, join our email list and follow us on FacebookX, and Instagram.

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Applications are now being accepted for the spring 2025 session. Interested high school students in Japan should apply by March 15, 2025.

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For decades, we tended to think about the Middle East as a region of the world perpetually trailing behind the arc of history — unable to arrive at democracy, economic interdependence, cooperative regionalism, and peace. But what if the Middle East is not a laggard, but a laboratory for 21st-century geopolitics? What if we approach the Middle East through a different lens, as an arena where global and regional powers (United States, Russia, China, Iran, Israel, Egypt, Turkey, etc.) compete to shape a new political order, offering us invaluable insights into the possible futures of global politics?

Geopolitics in the 21st-Century Middle East will explore the actors, trends, and dynamics that created the modern Middle East and shape it today and provide possible scenarios for the future. Featuring experts from across Stanford and the Center on Democracy, Development and the Rule of Law, as well as experts from other institutions, the course starts with a historical overview of the formation of the modern Middle East. It will also analyze the role of states, authoritarianism, and violent non-state actors in the region. The course will then examine how various countries — Egypt, Iran, Israel, Lebanon, and Turkey, for example — approach the deep transformations taking place in the Middle East. Toward the end of the course, students will consider scenarios for the future, including how the Middle East intersects with broader changes in the international system. Finally, the course will discuss prospects for resolving the Israeli-Palestinian conflict and evaluate whether the current tumult in the Middle East could create unexpected opportunities for broader regional peace.

Guest lecturers include Ali Yaycıoğlu (Director, Abbasi Program in Islamic Studies, Stanford), Lisa Blaydes (Professor in Political Science and Senior Fellow, Freeman Spogli Institute for International Studies, Stanford), Amichai Magen (Visiting Professor and Fellow in Israel Studies, Freeman Spogli Institute for International Studies, Stanford), Hanin Ghaddar (Senior Fellow, Linda and Tony Rubin Program on Arab Politics, Washington Institute), Cole Bunzel (Hoover Fellow, Hoover Institution, Stanford), Hesham Sallam (Senior Research Scholar, Center on Democracy, Development and the Rule of Law, Freeman Spogli Institute for International Studies, Stanford), Ayça Alemdaroğlu (Associate Director, Program on Turkey, Freeman Spogli Institute for International Studies, Stanford), Abbas Milani (Director, Hamid and Christina Moghadam Program in Iranian Studies, Stanford), Benjamin Miller (Professor of International Relations, University of Haifa), and Ghaith al-Omari (Rosalinde and Arthur Gilbert Foundation Senior Fellow, Washington Institute).

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Bassam Haddad
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Syria in Transition: Historical Origins and Prospects

In a conversation with ARD Associate Director Hesham Sallam, Bassam Haddad, a leading expert on Syria and Associate Professor at George Mason University, addressed the factors that led to Assad’s fall, the role of international actors, and the uncertain prospects of Syria under its new leadership.
Syria in Transition: Historical Origins and Prospects
Eugene Kandel presents via Zoom in a webinar hosted by the Visiting Fellows in Israel Program.
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Eugene Kandel on Tackling Israel’s Internal Existential Risks

Kandel's talk with Visiting Fellow in Israel Studies Amichai Magen focused on his work at the Israel Strategic Futures Institute (ISFI) in diagnosing what he and his colleagues identify as internal existential risks for Israel and the policy ideas generated by ISFI in response to those risks.
Eugene Kandel on Tackling Israel’s Internal Existential Risks
Ali Çarkoğlu
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Polarization, Cleavages, and Democratic Backsliding: Electoral Dynamics in Turkey (1990-2023)

Using data from the World Values Survey and Turkish Election Studies, CDDRL Visiting Scholar Ali Çarkoğlu explores the rise of the Justice and Development Party (AKP) and the enduring influence of cultural divides on Turkey’s political landscape.
Polarization, Cleavages, and Democratic Backsliding: Electoral Dynamics in Turkey (1990-2023)
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Open for enrollment now through Stanford Continuing Studies, "Geopolitics in the 21st-Century Middle East: Insights from Stanford Scholars and Other Experts" will run online for ten weeks on Wednesdays, from April 2 through June 4.

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Despite investments in teacher education programs, teacher shortages persist in rural areas of many low- and middle-income countries. Using data from 1860 tuition-free students, we examine factors influencing enrollment in China's Tuition-Free Normal Education (TNE) program and their implications for teacher recruitment and retention in rural schools. Descriptive analysis and OLS regression reveal that TNE students mostly come from larger, poorer families, and enroll for job security and financial benefits. Many aspire to teach but resist rural placements, risking non-compliance. These findings can guide the design and reform of programs to attract qualified teachers to rural areas in China and abroad.

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Teaching and Teacher Education
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Nan Wang
Andrew Rule
Jinhui Yu
Scott Rozelle
Scott Rozelle
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Researchers engaged in robotics development. Text: "Shorenstein APARC Working Paper"

This paper considers whether Japan has lost or is losing innovation capabilities, and whether the government’s apparent interest in promoting science, technology, and innovation (STI), articulated in a series of STI public policies, ultimately contributed to strengthening Japan’s innovation capabilities. 

The paper focuses on the most consistent among STI policies, namely, those related to nurturing doctorate degree holders, essential human resources for quality research and development. The paper finds that Japan is still a leading country in innovation, but its quality of innovation may be trending down. Incoherences within the STI policies, and between the STI and university reform policies, and insufficient coordination among the government, the private sector, and universities have all undermined the chance of nurturing doctorates and fully taking advantage of their talents to further innovation. The paper also notes recent changes that may contribute to reversing the trend. 

To ensure that public policies achieve their intended objectives, it is essential to assess and evaluate the policies, as well as make timely evidence-based adjustments.

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Missed Opportunities to Nurture Doctoral Talent

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Rie Hiraoka
Rie Hiraoka
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Erin Tsutsui
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On November 8, 2024, a film screening of Instruments of a Beating Heart was held at Stanford University that was followed by a conversation between filmmaker Ema Ryan Yamazaki, Professor Kiyoteru Tsutsui, and Dr. Mariko Yang-Yoshihara. The film screening was sponsored by the Japan Program, Shorenstein Asia-Pacific Research Center. Erin Tsutsui shared her reflections of the film. Erin is a student at Gunn High School, Palo Alto, California.

The award-winning documentary short Instruments of a Beating Heart by Ema Ryan Yamazaki captures a core essence of Japaneseness—discipline in the name of contributing to the greater good for a harmonious society. Set in a regular elementary school in Tokyo, the film tracks a seemingly trivial event of a first grader’s performance in her school’s end-of-year ensemble. Through its portrayal of practice sessions, the film demonstrates how the Japanese school system instills Japan’s famous collectivist mindset from a young age with an emphasis on compliance and respect for others. Protagonist Ayame is reduced to tears when her school teacher points out her lack of practice in front of her peers. However, with encouragement from her mentors and a newfound motivation to practice her music, she nails her performance, thus bolstering her work ethic and penchant for a greater community good. This mindset makes Japan function so well as a society with its clean roads, low crime rates, and timely trains, but it also exerts pressure to conform and can lead to a loss of self-respect and individuality.

I grew up in the United States, where people commend individuality and free will and celebrate being different from others. I also attended Japanese elementary schools, though only for a couple of weeks each year, and noticed the stark contrast in the way students behave. I now realize that what I observed in those schools represent different social norms that govern each country. Japanese students mop the floors and serve the food to each other, carrying the responsibility of maintaining their space and learning the importance of combined efforts. In the meantime, American schools have custodians and lunch servers to shoulder all the burden while students tend to their own interests.

It is evident to me now, having experienced the contrasting school systems, that the cultural norms and ideals are integrated into the nations’ citizens early on.

Personally, I remember my elementary school years in America to be freeing and unrestrained, where I learned the value of my uniqueness from the next person and celebrated our differences. These values continue to shape me today, as I hold a strong sense of selfhood and understand the power of my voice. On the other hand, during my brief time attending a Japanese school, I was struck by how disciplined my peers were, considering the tremendous amount of homework and tasks assigned to them. I remember working with my new friends to clean our classroom floors, serve lunch, and finish massive academic tasks in the classroom. At the beginning it was overwhelming and somewhat puzzling, but over time I found it rewarding knowing I contributed to the well-kept communal space and accomplished tasks with my young friends.

It is evident to me now, having experienced the contrasting school systems, that the cultural norms and ideals are integrated into the nations’ citizens early on. Though Ayame felt dejected in the beginning, her teachers’ scolding and nurturing helped improve her discipline, and she ultimately performed well. That discipline of hers, combined with that of her classmates, made the orchestra work. The instrumental orchestra is quite symbolic of the value of working together to create a masterpiece, as a slip-up from any one ensemble member can disrupt the balance of the ensemble. Writ large, Japanese society functions well because Japanese citizens exercise their discipline to work together toward a greater good. For all its other problems, such as overbearing societal pressures and suppression of individual expressions, Japan has much to offer to other societies in how to run a well-functioning society.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

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“Instruments of a Beating Heart,” a Film by Ema Ryan Yamazaki

Reflections on the film and recommendations for its use in U.S. schools
“Instruments of a Beating Heart,” a Film by Ema Ryan Yamazaki
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Top Students in SPICE’s 2023–2024 Regional Programs in Japan Are Recognized

Congratulations to the 2023–2024 student honorees from Fukuoka, Hiroshima, Kagoshima, Kawasaki, Kobe, Oita, Tottori, and Wakayama.
Top Students in SPICE’s 2023–2024 Regional Programs in Japan Are Recognized
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Highest Performing Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University

The Honorable Yo Osumi, Consul General of Japan in San Francisco, makes opening comments.
Highest Performing Students of Stanford e-Japan and the Reischauer Scholars Program Are Recognized at Stanford University
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Different mindsets taught at American and Japanese schools

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Applications are now open for the Virtual East Asia Seminar for High School Teachers, a free professional development opportunity for California high school teachers who wish to enhance their teaching of East Asia. Offered by the Stanford Program on International and Cross-Cultural Education (SPICE) and the National Consortium for Teaching about Asia (NCTA), this seminar will select 20 teachers to participate in four virtual sessions from March to May 2025.

The application form is now live at https://forms.gle/zCYyEaBFjyf4kAot5. The deadline to apply is February 28, 2025.

High school teachers in California are welcome to apply. Selected teachers will strengthen their content knowledge of East Asia by learning from experts in a series of private virtual seminars via Zoom on the following Tuesdays, 4:00 to 6:00pm Pacific Time: March 25, April 8, April 22, and May 6. Throughout the program, participants will explore and examine various aspects of East Asia, U.S.–Asia relations, and the Asian diaspora in the United States.

Participants will receive extensive teaching resources and an opportunity to discuss content and pedagogy in the classroom to help support their teaching of East Asia. Teachers who attend the four Zoom sessions, complete pre-assigned readings, and participate in group discussions will receive a $300 professional stipend and be eligible to receive three units of credit from Stanford Continuing Studies.

“We are excited to launch our virtual seminar on East Asia for high school teachers again in 2025,” said Naomi Funahashi, Manager of Teacher Professional Development at SPICE. “This initiative will provide an engaging platform featuring expert lectures, interactive discussions, and valuable curricular resources. Our goal is to equip educators with the tools and resources to explore the complex histories, societies, and cultures of East Asia and the diversity of the Asian American experience. Together, we hope to explore new insights and strategies that will enhance student learning and foster global awareness, while creating a vibrant community of teachers who are excited to learn and share fresh perspectives and innovative teaching strategies with one another.”

For more information about the Virtual SPICE/NCTA East Asia Seminar for High School Teachers, visit the program webpage. To apply, submit the online application by February 28, 2025.

To be notified of other professional development opportunities, join SPICE’s email list and follow SPICE on Facebook, X, and Instagram.

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2024 SPICE/NCTA Summer Institute Engages Educators in East Asian and Asian American Studies

Middle school teachers participate in summer institute on East Asia.
2024 SPICE/NCTA Summer Institute Engages Educators in East Asian and Asian American Studies
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Free virtual seminar for high school teachers in California offers insights and expertise on East Asia and the Asian American experience.

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Gary Mukai
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On November 8, 2024, I attended a film screening of Instruments of a Beating Heart at Stanford University that was followed by a conversation between filmmaker Ema Ryan Yamazaki, Professor Kiyoteru Tsutsui, and Dr. Mariko Yang-Yoshihara. The film screening was sponsored by the Japan Program, Shorenstein Asia-Pacific Research Center. The following is a description of the film:

First graders in a Tokyo public elementary school are presented with a challenge for the final semester: to form an orchestra and perform “Ode to Joy” at a school ceremony. The film examines the Japanese educational system’s tenuous balance between self-sacrifice and personal growth as it teaches the next generation to become part of society.

Instruments of a Beating Heart is The New York Times Op-Docs version of Yamazaki’s longer film, The Making of a Japanese. Instruments of a Beating Heart was produced by Eric Nyari of Cineric Creative and co-produced by NHK (Japan Public Broadcasting).

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As I watched the 23-minute film, I felt emotional connections to and familiarity with many of the scenes at the elementary school in Tokyo; image above courtesy Cineric Creative / The New York Times Op-Docs. This is primarily because I used to teach in Japan for three years from 1977 to 1980—including many classes with elementary school students—and also taught first grade for many years in the 1980s at a public school in California. One of my major responsibilities in teaching first grade was helping students who were identified as dyslexic. My pedagogical training was heavily focused on engaging the students in multisensory ways.

I never taught music but could relate to the ways in which the teachers at the elementary school in the film engaged their students through multisensory ways—including kinesthetic engagement. Ayame, the featured student in the film, exhibited a range of emotions in Instruments of a Beating Heart, and this reminded me of the occasional sadness and tears from some of my first-grade students as well as their happiness and laughter.

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After the film screening, Professor Tsutsui facilitated a very engaging and emotional discussion of the film with Director Yamazaki and Dr. Yang-Yoshihara, and also facilitated a Q&A session with the members of the audience. Based on the questions and comments from the audience, it seemed obvious to me that people in the audience—like me—also related emotionally and personally to the film. Everyone, of course, had attended first grade, and many people in the audience were Japanese. Photo above courtesy Kana Igarashi Limpanukorn, Japan Program.

Stemming from the captivating discussion during which many personal school experiences were shared, I thought to myself that this film would be one that I would highly recommend for secondary school and college student audiences and teacher education programs. If I were to share this film with one or more of these audiences and were limited to perhaps a class period, I would suggest using a three-part format.

First, I think that it is important to set the context for the film by informing the audience of a summary of the film. For example, the summary of the film (above) could be read. It is also important to point out that this is a 2022 film about one elementary school in Tokyo, the most populated city in Japan, and that there is a tremendous diversity of schools in Japan. For example, I recently visited a school on an island in Japan that has fewer than 100 students. I would also recommend engaging the audience in a discussion using questions such as: What do you remember about your first grade (or elementary school) experience? What lessons or skills do you value today that date back to your first grade (or elementary school) experience?

Second, because there are many important themes and concepts depicted in the film, I would structure the viewing of the film by assigning one of the following prompts to small groups in the audience to consider while viewing the film. Hopefully, this would not only help to underscore the importance of the themes and concepts but also help to make the processing of the film—especially for young students—less overwhelming.

Prompts:

  • Share your thoughts on how teamwork, discipline, and personal growth are emphasized in teaching at the elementary school. How have you personally experienced teamwork, discipline, and personal growth in or outside of classrooms?
  • Share your thoughts on the emotions shown and lessons learned by students (like Ayame) following the selection of specific students to play specific instruments in “Ode to Joy.”
  • What struck you about some of the comments and questions that the teachers raised in the film? Sample comments and questions: (a) “Even if you don’t get the part, don’t take it too hard. It is very kind of you to be sad for each other. What I want you to gain from the performance is first the strength not to give up. You might run into obstacles. I want you to persevere. Second, discover the joy of being useful for the next first graders.” (b) “Can someone who isn’t a good listener be a leader?” (c) “Have a strong heart and do your best.” (d) “Will crying help you improve?” (e) “You don’t have to be perfect. Just do your best.” (f) “Who thought practice was tough? Who did their best? Who thought I was strict?”
  • How did the director’s decision to focus on a school performance impact the overall story or message of the film? What insights did you gain from watching the students’ experiences? Reflect on your own personal experiences with school performances—whether in music, sports, theater, or other activities. What valuable lessons did you learn from those moments, and how did they shape your perspective on education?


After viewing the film, I would suggest allowing the small groups to meet for 10 minutes to discuss their responses to their prompts and select spokespeople to share a short two-minute summary of their discussion. Additional discussions can focus on techniques that the filmmaker uses to engage the audience. How does she use B-roll footage? What other B-roll footage would you have considered using and why? Also, Dr. Yang-Yoshihara, who is originally from Japan, shared that viewing Yamazaki’s documentary “was like taking a walk down memory lane. It also touched on themes that made me deeply reflect on the current state of the country, particularly its struggle to find a balance between its cultural commitment to collective identity and the expression of individualism.” What are your thoughts on this balance?

Third, I would suggest that the following could be assigned as homework. Ask students to choose one of the following two sets of statements from the film (below) and (a) write their reflections on the statements; (b) design a visual art piece that captures the spirit of the statements; (c) develop a musical score or lyrics based on the statements; (d) design a dance movement that captures the spirit of the statements; (e) develop a poem based on the statements; (f) develop a diary-type entry based on something in your life that is reflective of the statements; or (g) propose another creative activity to share with the instructor.

Statements:

  1. “Those of you practicing a lot are getting better. Your hearts are becoming one. I can hear it. But those who are not practicing are ruining that togetherness. What a shame.”
  2. “We’re each a piece of a heart. If everyone is together this is our [heart] shape. If one of us is unbalanced, then the shape is broken. It’s no longer a heart. What unforgiving instruments we are.”

Importantly, I would suggest that these assignments be used for assessment purposes.

For those who would like to share this film, the link below has been provided by The New York TimesWhat a School Performance Shows Us About Japanese Education: A look into the delicate balance between teamwork, discipline, and personal growth. Comments on the film can be sent to Director Ema Ryan Yamazaki at ema@cinericcreative.com.

To stay informed of SPICE news, join our email list and follow us on FacebookX, and Instagram.

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Mariko Yang-Yoshihara Empowers Girls in Japan with STEAM Education

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Resilience and Renewal: The Official Launch of the Stanford e-Minamata Program

SPICE instructor Natalie Montecino reflects on her recent visit to Minamata City, Kumamoto Prefecture.
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SPICE’s New Course Aims to Develop Students’ Autonomy and Independence

SPICE’s Alison Harsch offers a class with the newly established FC Imabari High School in Imabari City, Ehime Prefecture.
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Reflections on the film and recommendations for its use in U.S. schools

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A growing body of literature explores the effect of higher education on the urban–rural divide in China. Despite an increasing number of rural students gaining access to college, little is known about their performance in college or their job prospects after graduation. Using nationally representative data from over 40,000 urban and rural college students, we examine rural students’ college performance and estimate the impact of rural status on students’ first job wages in comparison to their urban peers. Our results indicate that once accepted into college, rural students perform equally as well, if not better, than their urban counterparts. Additionally, we discovered that rural students earn a 6.2 per cent wage premium compared to their urban counterparts in their first job after graduation. Our findings suggest the importance of expanding access to higher education for rural students, as it appears to serve as an equalizer between urban and rural students despite their significantly different backgrounds.

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The China Quarterly
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Huan Wang
Huan Wang
Claire Cousineau
Matthew Boswell
Matthew Boswell
Hongbin Li
Hongbin Li
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We study how an elite college education affects social mobility in China. China provides an interesting context because its college admissions rely mainly on the scores of a centralized exam, a system that has been the subject of intense debate. Combining the data from a large-scale college graduate survey and a nationally representative household survey, we document three main findings.First, attending an elite college can change one’s fate to some extent. It raises the child’s rank in the income distribution by almost 20 percentiles. Nevertheless, it does not change the intergenerational relationship in income ranks or guarantee   one’s entry into an elite occupation or industry. Second, while elite college access rises with parental income, the disparity is less pronounced in China than in the United States. In China, top-quintile children are 2.3 times more likely to attend an elite college compared to bottom-quintile children, versus an 11.2-fold difference in the U.S. Third, the score-based cutoff rule in elite college admission is income neutral. Overall, these findings reveal both the efficacy and limitations of China’s elite colleges in shaping social mobility.

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Economic Development and Cultural Change
Authors
Ruixue Jia
Hongbin Li
Hongbin LI
Lingsheng Meng
Lingsheng Meng
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