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NOTE: I would like to hear opinions from women. If I am wrong, I would gladly revise my article, in accordance to evidence and reason. I update this article a lot because I wish to be accurate, especially considering that I have written descriptions about many Singaporeans that can be perceived as criticism. It takes a lot of experience and time to understand the socio-psychological underpinnings. Both men and women tend to employ stereotypes when criticizing the other gender, so it can be challenging to explain issues clearly. I’m trying to improve on this article by specifying the types of women I have come across.This answer has been written in response to a request. The more I understand humans, the more difficult it is for me to talk about one gender, while ignoring the other gender. It is true that there are biological and psychological differences between men and women. But culturally, men and women can share the same traits. Generally, Singaporeans are peace-loving people, be it men, women or trans. Peace-loving people does not mean that everyone is morally perfect. It means that, they are good natured people with flaws, like most human beings.Perceived by whom? Local men? Foreign men? Local women? Foreign women? I do not think that one gender is better than the other. Both Singaporean men and women have issues. And I don’t think Singapore is any worse than other countries. I can only give you a very small glimpse of what I have seen commonly.My understanding of psychology is that people have conscious and subconscious thoughts. The movie Get Out depicts examples of subconscious racism, or racist microaggression. So if you ask a Singaporean guy what he thinks, very likely you will not get an answer that raises any alarms. But if you watch how Singaporean men behave, and let them speak freely, you might notice sexism in their words and treatment of women. Symptoms of traditional mindset with regards to gender roles in society.I think many (I didn’t say most) Singaporean men view women as sex objects, at least subconsciously. Most of what I have heard comes from the finance industry, where some male executives boast about their sexual conquests. Kay Hymowitz wrote the phrase “disposable estrogen toys” to describe how American women are perceived by many American men (Hymowitz 2011). I believe some men in Singapore see women the same way.My personal perspective? My opinions cannot extend to every Singaporean woman. This are just common types I come across.Married and highly educated Singaporean women (mostly upper middle socio-economic class, with variation depending on social network). A lot of them are really great. Very friendly. Quite submissive in their marriages, in the traditional sense. Very intelligent, and relatively humble. Given my career, I see a lot of highly educated (Ivy League degrees, doctorates etc), women who are married to interesting husbands. It is quite easy to see why they are married. They are really fun to talk to. They make people feel happy. They are usually positive in outlook. I usually enjoy talking to their husbands, who tend to be highly educated, intelligent, and well mannered, but are not chest-beating alpha types. Most of these women, by the standards of Singaporean men, are not pretty looking. This is the interesting thing that I realize: personality and character can make up for a lack of physical attractiveness.Career-oriented, heterosexual middle class single women (30s and above). A lot of career-oriented single Singaporean women, similar to career-oriented Singaporean men, have very high self esteem and are highly egocentric. These are the most common traits I have observed in career-oriented, heterosexual middle class single Singaporean women. Take note that these are based on my experience. And not everyone of them exhibits all the traits, although these are commonly observed. Also, note that many career-minded Singaporean men, not all, share some of these traits.They have rigid worldviews that cannot handle the slightest deviation.They believe that the Singaporean women are one of the most well-educated and cultured females in the world, compared to the most well-educated women in the world.They believe that their English is very good, compared to the most highly educated women in the world.They believe that they are open-minded, and that people who disagree with their opinions or worldviews are narrow-minded.They can be very fast to judge a person, especially men, based on one action, one opinion, or one belief, that the person has displayed.They believe that their criticism of people is always accurate.Once they conclude that they do not like a guy, they will be focused on insulting or attacking the guy by throwing negative labels on him.I have met many young foreign women who, despite owning land or businesses, have more humility. Obviously, there are also many foreign women who have extremely high self-esteem.Part of this has to do with Singaporeans being influenced by America’s self-esteem movement (Willis 2014). A lot of Singaporeans do not know this, but as a comparison, many Chinese people prize humility. I have rarely, and I really mean rarely, met a Singaporean who prizes humility. The other reason why so many Singaporeans are egocentric is because they are not exposed to a wide variety of cultures. In Singapore, Chinese Singaporean is Chinese Singaporean. In China, Chinese are Tibetans, Mongolians, Uyghurs, Han Chinese (can be separated into Northern and Southern) etc. The Chinese government officially recognizes 56 ethnic groups in China. Therefore, there may be a tendency for many Singaporeans to assume that their worldview is universal.Additionally, I notice many Singaporeans are not aware of accomplishments outside of Singapore. So I will leave a small sample here.Super-rich artists:J.K. Rowling: creator of Harry Potter; ultra-rich, one of England’s richest.Stephenie Meyer: creator of Twilight sagaSuzanne Collins: creator of Hunger GamesFamous popstars:Stefani Joanne Angelina Germanotta: aside from having chart-topping songs, she won Grammy, Oscar, BAFTA and a Golden GlobeTaylor Swift: beautiful, sexy, and with chart-topping songs, won Grammies and MTV music awards.Robyn Rihanna Fenty: also beautiful, sexy and with chart-topping hits, won Grammies and MTV music awards, successful business woman.Kim Kardashian: mega-celebrity, sexy, model, hit tv show, most powerful social media influencer in the world, philanthropist, very successful businesswoman, married to a brilliant pop idol (that’s Kanye West!), has FOUR (4) children (one more than Minister Grace Fu)Let us look at Asian womenJolin Tsai: had plastic surgery, but also has chart-topping songs. Won multiple awardsKaren Mok: unconventionally beautiful, very sexy. Multiple albums and multiple moviesFann Wong: She acted in Hollywood, small part, but more than what most Singaporean women here can achieveScience, Tech and Math:Marissa Mayer: 20th employee of Google, and former President and CEO of YahooElizabeth Blackburn: discovered telomeric DNA, which revolutionized our understanding of aging and cancerGertrude Belle Elion: established methods of rational drug design, which revolutionized medicine and clinical drug developmentBarbara McClintock: discovered transposons, which revolutionized our knowledge of geneticsDonna Strickland: co-invented the chirped pulse amplified laser, which revolutionized laser and medical technology.Maryam Mirzakhani: first female Fields Medalist, awarded for her breakthrough work on moduli spacesKaren Uhlenbeck: groundbreaking contributions to Mathematics by finding relations between analysis and geometryRear Admiral Grace Murray Hopper: lead a team that established concepts of modern computing, including the first programming language that is based on human readable words (FLOW-MATIC), the first compiler (A-0) and concepts such as “bug” and “patch”. She was also the first to write about the history of computers. And if that is not enough, she was a Rear Admiral (Lower Half) of the United States Navy and was awarded the highest civilian award in America, the Presidential Medal of Freedom. Tell that to Singapore’s military flag officers.PoliticsMadeleine Jana Korbel Albright: first female Secretary of State, USADr. Condoleeza Rice: first female National Security Advisor and second female Secretary of State, USA. Denning Professor in Global Business and the Economy at the Stanford Graduate School of BusinessRigoberta Menchú Tum: fought for minority and women rights in GuatemalaAung San Suu Kyi: lead the modern political revolution in Myanmar, although reputation is currently tarnishedAngela Dorothea Merkel: first female head of state, GermanyNon-career-oriented, heterosexual middle class single women. These women are generally fine. Under Singapore’s mass education system, they are well educated. But they do not have an interest in the abstract, similar to the men. I do not have anything good or bad to say about them. If you think that most people around the world are good, then you can say that these women are good. Like I wrote previously, most of them are peace-loving. One thing that everyone has brought up is that many Singaporean women are independent. This can be said of most women in developed countries.Middle class homosexual women. Most lesbians I have been acquainted with are nice people. I only know several of them. So I cannot speak for all of them. They have found ways to form a community with women of similar sexual orientation. They do get along with straight people. They are nice.Update 17th July 2017: Mirzakhani has passed away. A great woman, mathematical pioneer and genius, and a role model to many, many females.REFERENCESHymowitz K.S. (2011). Manning Up: How the Rise of Women Has Turned Men Into Boys. Basic Books: New York.Hoorens V. (1993). Self-enhancement and Superiority Biases in Social Comparison, European Review of Social Psychology 4:1, 113-139Willis T. (2014). The Snowflake Effect: How the Self-Esteem Movement Ruined a Generation. CreateSpace Independent Publishing Platform: California.

The Practices and Theories of GlobalizationGlobalization as “the seemingly relentless integration of economies, societies and cultures into a borderless worldwide communications [technology] and supply network [is] a world-transforming process…not all which is pleasant,” (Morrison, 2010, p. 32). Although globalization is, and will probably remain for some time, one of “the most nebulous and misunderstood” concepts (Beck, 2001, p. 19), there is some common ground to be found among all the confusion. That is the idea of connections and relationships that go beyond the immediate, local environment (Gray, 1999). “Globalization is the process by which all peoples and communities come to experience an increasingly common economic, social and cultural environment; but globalization as a theory, deals with the compression of the world and intensification of consciousness of the world as a whole” (Robertson, 1992, p. 8).However, while the theory of globalization is relatively new, the process is not (Epstein, 2002). Robertson (1992) further states that globalization was initially discussed from economic perspectives, but soon after it became a topic for discussions among intellectuals from cultural perspectives as well. Therefore, it is essential to interpret globalization from both economic and cultural perspectives simultaneously to grasp its impact in every walk of life. According to Giddens “globalization is the dialectic of homogenization and heterogenization” (1991, p. 22). In other words, globalization, by intensifying the interconnectedness among different people, things, and ideas, homogenizes the world and yet at the same time, the world becomes heterogenized as people are more aware of differences due to the increasing proximity with differences under a globalized world (Giddens, 1991).The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall McLuhan in an influential book about the newly shared experience of mass media, was likely to be the first expression of the contemporary concept of globalization (cited in Epstein, 2002). Despite its entry into the common lexicon in the 1960s, globalization was not recognized as a significant concept until the 1980s, when the complexity and multidimensionality of the process began to be examined. Prior to the 1980s, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man (cited in Robertson, 1992).One critical issue that emerges from all of these restructuring processes is the central role of knowledge, education and learning for the success of the Global Information Society (GIS) and global information economy.Globalization impacts all aspects of society. Higher education may be one of the most affected by global trends, and economics and business contents seem particularly influenced by them. Otherwise, these fields, as social sciences, are framed by the culture of each region.The Increasing Role for the English LanguageA second critical issue is the consequences for languages. To view globalization from a language perspective, we therefore need to consider the use and status of languages in a global context, or what Maurais calls “their relationships and their competition on the world’s checkerboard” (2003, p. 13). This approach might be called a sociolinguistic perspective on globalization. The organization of languages and their relationships in a global context are outlined by de Swaan (2001):The human species is divided into more than five thousand groups each of which speaks a different language and does not understand any of the others. With this multitude of languages, humankind has brought upon itself a great confusion of tongues. But nevertheless, the entire human species remains connected: the division is overcome by people who speak more than one language and thus ensure communication between different groups. It is multilingualism that has kept humanity, separated by so many languages, together. The multilingual connections between language groups do not occur haphazardly, but, on the contrary, they constitute a surprisingly strong and efficient network that ties together–directly or indirectly–the six billion inhabitants of earth. It is this ingenious pattern of connections between language groups that constitutes the global language system (p. 1).The epic center of the world’s languages is English. English is the one language that “connects the supercentral languages with one another and that therefore constitutes the pivot of the world language system” (de Swaan, 2001, p. 6). English obtained this position at the core of the global language system due to a variety of historical reasons, namely “large scale migration and settlement of native language speakers, military imposition (colonialism), commercial or political power and prestige derived from scientific, cultural or other achievements” (Leitner, 1992, p. 186). Additionally, the brightest students from almost every country in the world come to study in U.S. universities rendering English as the main language of books, newspapers, academic conferences, science,, international business, medicine and especially the internet now has official or special status in over 70 countries across Africa, Asia and the Pacific (Crystal, 1997, p. 3).However, some interpret globalization as a form of colonization. As Holly (1990) writes:English is not simply a language like any other language. In the contemporary world it can also act as a means of politico-cultural colonization serving the interests of the most powerful concentrations of economic power the world has ever known. (p. 18)English speaking countries such the United States, Canada, Britain, Australia and New Zealand can attribute their economic gains to the global spread of English language facilitated by the internet. It is English language education and education using English as the language of instruction are a big business for English-speaking countries, such as the United States, Britain, Canada, and Australia (Kaplan, 2001). In the academic year 2000-2001, 548,000 international students in the United States contributed 11 billion dollars to U.S. economy (Economist Global Agenda, 2002, May 21).The Impacts of GlobalizationThe globalization of the economy and its concomitant demands on the workforce requires a different education that enhances the ability of learners to access, assess, adopt, and apply knowledge, to think independently to exercise appropriate judgment and to collaborate with others to make sense of new situations. Globalization is not the only factor behind the changes that are affecting education, and likewise it is not the only factor that motivates the local interest groups that formulate policy. Nevertheless globalization has posed challenges of a hitherto unknown nature to nation states, and much of the seemingly recent, never-ending change in education is a corollary of these challenges. The nature and complexity of the forces involved in globalization that any discussion of its impact upon education raises fundamental issues and should be a matter of considerable debate among educationists, researchers, and policy makers.SchoolingAs the major formal agency for conveying knowledge, schooling features prominently in the process and theory of globalization. Early examples of educational globalization include the spread of global religions, especially Islam and Christianity, and colonialism, which often disrupted and displaced indigenous forms of schooling. Recent postcolonial globalizing influences of education, over the last 200 years, have taken on more subtle shapes. In globalization, it is not merely the business transaction and political agreement, but also the shared consciousness of being part of a global system that bring nations and societies together. That consciousness is developed through transnational movements of people and most recently over the last twenty years the spread of computer technology and media.. The unalterable transformation of consciousness brought on by globalization impacts the content and delivery of education, as schools play a significant role in the process.A policy of using schools as part of the democratization process often accompanies structural adjustment measures. However, encouraging user fees to help finance schooling has meant a reduced ability of people in some impoverished areas of the world to buy books and school materials and even attend school, thus enlarging the gap between rich and poor and impeding democracy. Even in areas displaying a rise in educational participation, observers have reported a reduction in civic participation. Increased emphasis on formalism in schooling could plausibly contribute to this result. An expansion of school civics programs could, for example, draw energy and resources away from active engagement in political affairs by youths, whether within or outside of schools.By mid-twentieth century, missionaries and colonialism had brought core Western ideas and practices to many parts of the world. With contemporary globalization, penetration of the world periphery by means of education has been accomplished mainly in other ways, especially as contingent on structural adjustment and democratization projects. Some scholars, including Howard R. Woodhouse, have claimed that people on the periphery are "mystified" by dominant ideologies, and willingly, even enthusiastically and without conscious awareness of implications, accept core Western learning and thereby subordinate themselves to the world system.The shift of the focus on the role of education in globalization has changed in terms of the structural adjustment in policies of the World Bank and other international lending organizations for underdeveloped and low-income countries. These organizations push their hidden agenda such as cuts in government expenditures, market liberalization, currency devaluations, reductions of government subsidies, price controls, and most importantly the privatization of public services such as health and education.In regard to education, structural adjustment in policies presumably reduces public bureaucracies that hinder the delivery of more and better education. By cutting wasteful expenditures and increasing responsiveness among concerned agencies, these policies promote schooling more efficiently. However, Samoff (1994) noted that observers have reported structural adjustment policies often encourage an emphasis on inappropriate skills and reproduce existing social and economic inequalities, leading actually to lowered enrollment rates, degradation in the quality of education, and a gap between educational needs and provisions.CapitalismLevin (2001) contends that open capitalism and global multi-national corporations projects a perception that the world is becoming a shared social place by technological and economic advances. The world has become so interlinked that there is a common consensus among educationists and policy makers that it is having a lasting impact on our educational missions and goals. In his own words:It may be that consciousness of a global society, culture, and economy and global interdependence are the cornerstones of globalization, and these consciousness and interdependency have saliency in knowledge based enterprises … there is certain inevitability that higher education institutions, because of their cultural, social, and economic roles, are caught up in and affected by globalization. (Levin, 2001, p. 9)Educational InnovationsSimilarly, Burbules and Torres (2000) have emphasized the need for educational innovations in light of changing contexts and emerging new circumstances globally. Some believe that capitalist interests of First-World countries are in dire need of skilled labor forces to increase their economic gains. Thus they seek to meet their human resources supply and demand by increasing the educational level of marginalized Third-World countries. They argue that the false perception is that these peoples’ socio-economic conditions are being improved due to the process of globalization. However, in reality, the market-driven agenda of First-World countries may not be to empower the people and improve their living conditions but to fulfill their need to continue economic gains in terms of abundant work-forces from poor countries. In this regard, it is worthwhile to refer to Bigelow and Peterson (2002) who state that “It is impossible to separate our teaching about wretched conditions of workers around the world from all the factors that produced the desperation that forces people to seek work in those conditions” (p. 3). White (2008) states:Neo- liberalism is a self-serving socio-economic ideology advanced by an elitist class of First-World international power brokers in order to advance their specific capitalist interests. These interests do not seek authentic global cooperation and collaboration for the good of all humankind but use globalist’s language as a linguistic camouflage to conceal their real motives. (p. 133)The Spread of DemocratizationAs part of the globalization process, the spread of education is widely viewed as contributing to democratization throughout the world. Schools prepare people for participation in the economy, giving them the knowledge to make responsible judgments, the motivation to make appropriate contributions to the well being of society, and a consciousness about the consequences of their behavior. National and international assistance organizations, such as the U. S. Agency for International Development and the United Nations Educational, Scientific and Cultural Organization (UNESCO), embrace these objectives. Four key elements of globalization are described in the UNESCO education position paper (2004) as follows: 1) the growing importance of the knowledge society/economy; 2) the development of new trade agreements which cover trade in education services; 3) the innovations related to ICT; and 4) the emphasis on the role of the market and the market economy.These factors are catalysts to new developments, namely:The emergence of new education providers such as multi-national companies, corporate universities, and media companies;New forms of delivering education including distance, virtual, and new face-to-face;Greater diversification of qualifications and certificates;Increasing mobility of students, program, providers, and projects across national borders;More emphasis on lifelong learning which in turn increases demand for post-secondary education; andIncreasing amount of private investment in the provision of higher education.The global market in educational services is estimated by Merril Lynch to be worth outside of the United States $ 111 billion a year with a “potential consumer base of 32 million students” (cited in Spring, 2009. p. 84). The data of the U.S. Department of Commerce indicate that higher education is the fifth-largest service sector “export” for the United States (Economist Global Agenda, 2002, May 21). Of the almost 2.8 million international tertiary students studying worldwide, the United States of America and the United Kingdom host the largest numbers of foreign students, accounting for 21.2% and 12.0% of total international students, respectively, in 2006. Education services ranks as the third largest export category earner for the year 2007-08. Overall, international students, and the associated visitation from friends and family contributed $12.6 billion in value-added to the Australian economy and generates 0.29 in full-time equivalent (FTE) workers (Access Economics, 2009).Along with mass provision of schools, technological advances have permitted distance education to convey Western concepts to the extreme margins of society, exposing new regions and populations to knowledge generated by culturally dominant groups and helping to absorb them into the consumer society.Increased privatization of education in the name of capitalist democratization could invite greater participation of corporate entities, with the prospect of commercializing schools and reducing their service in behalf of the public interest.In this regard, it is important to note that Joel Spring (2009) has speculated that the three major consequences of the growth of the multinational corporations in educational sectors, first, the creation of a level of uniformity in global education culture as the result of marketing of for-profit schools, the international use of testing products, global databases, and most importantly, the publishing of textbooks for global markets. Second, exertion of corporate control of the ideologies disseminated through schools around the world. Third, globally marketed schools and worldwide information and publishing corporations might transform and displace local cultures (p. 88).Higher Education Challenges in a Globalized WorldGlobalization is interdependence. Globalization is neither good nor bad. It is exactly what we do that decides the ethical decisions made in higher education from both a macro and micro approach that decides our course of actions. Just as universities purged their holdings that were found to support transnational crimes, we now must continue to review our policies and implementation practices that impact the global humankind. Multiple voices must be present on our leadership teams to ensure all aspects are critically analyzed. The conflicting aspects of market forces and our fundamental mission to educate is our most pressing issue.Globalization is a growing challenge to higher education institutions worldwide since it brings not only opportunities but also concerns to higher institutions and universities. Duderstadt, Taggart and Weber (2008) go so far that they argue that there is a serious imbalance between educational need and educational capacity-many of our universities are in the wrong place, where populations are aging and perhaps even declining rather than young and growing, driving major population migration and all too frequently the clash of cultures and ethnicity (p. 274). They further argue that current estimates suggest that the number of students seeking university degrees will roughly double over the next two decades to as high as 250 million, with most of this growth in the developing world (p. 277).And, there is no doubt that higher education institutions, especially research universities, are among the main agents of global convergence. Globalization breaks down barriers and connects institutions across the world making universities in every country visible to each other, facilitating knowledge flows, values on global learning, and creation of new opportunities for advanced graduates. The president of NYU, John Sexton developed the concept of “idea capitals” for research universities. Regarding the global spread of research universities, Sexton stated, “the evolving global dynamic will bring about the emergence of a set of world centers of intellectual, cultural, and educational strength; and recognition that research universities will be key to these “idea capitals” (cited in Spring, 2009, pp. 107-108).American UniversitiesAs might be expected, such marketization and commoditization have led to a significant privatization of education in a number of countries, in the United States, for example, schooling, higher education and training have been seen as lucrative markets to be in. Giroux (2000) reports that education markets represented around $600 billion in revenue for corporate interests. Over 1000 state schools have been contracted out to private companies. However, we need to understand the nature of the forces that have pushed governments into adopting such policies and it is here that we can see the process of globalization directly at work (Monbiot 2001, p. 331).Likewise, Duderstadt, Taggart and Weber (2008) argue that in a knowledge-driven economy, many governments are increasingly viewing higher education basically as a private benefit to students and other patrons of the university rather than a public good benefiting all of society. This is really a major shift in the value position from that of government responsibility for supporting the educational needs of society to university responsibility for addressing the economic needs of government-an interesting reversal of traditional responsibilities and roles (Duderstadt, Taggart & Weber, 2008, p. 274). In the words of spring Spring (2009) who states “What is strikingly new is the conceptualization of trade in educational services as a source of income to be included in the financial planning of nations, educational institutions, and for-profit multinational corporations” (p. 83).On the other hand, in his book “Post American World,” Fareed Zakaria (2009) argues that higher education is America’s best industry. Eight of the top ten universities in the world are in the United States. By 2010, foreign students will get more than 50 percent of all Ph.D.’s awarded in every subject, and in the sciences, that figure will be closer to 75 percent. He further argues that the United States invests 2.6 percent of its GDP in higher education, compared with 1.2 percent in Europe and 1.1 percent in Japan (pp.190-191).It is not surprising that all the above given assertions and claims seem to be true. According to the latest report on enrollments in academic year 2008-09 based on a comprehensive survey of approximately 3,000 accredited U.S higher education institutions of all types and sizes: International students all time high in numbers 671,616 contributed $17.8 billion to the U.S. economy, 65% of all international students receive the majority of their funds from personal and family sources and 70% of all international students’ primary funding comes from sources outside of the United States. (Open Doors Report, 2009, November 16)In a more global setting higher education institutions have more plural sources of finance and they need autonomy and academic freedom to be both intra and inter global effective. American universities, though now severely challenged, are still perceived as being in the top rung of the higher education ladder.Australian and European UniversitiesAustralian universities currently have the perception of being strong contenders with their blend of relevant programs and high quality research. European universities are regrouping to capture a better place in the global market. In the Task Force report (2000) of the World Bank on higher education in developing countries, it is stated that “The task force believes that, in the knowledge economy, highly trained specialists and broadly educated generalists will be at a premium, and both will need to be educated more flexibly so that they continue to learn as their environment develops” (p. 14). However, in the report it is also stated that Higher Education in Developing Countries: Peril and Promise does not offer a universal blueprint for reforming higher education systems, but it does provide a starting point for action. While the benefits of higher education continue to rise, the costs of being left behind are also growing. Higher education is no longer a luxury: it is essential to national social and economic development (p. 14).Chinese UniversitiesThe changing trends of higher education are visible as many countries have set ambitious targets, for example, China had a goal of expanding vocational education so that at least 50 percent of the enrolments in secondary education would be in vocational education in the near future; India has a similar target of reaching 25 percent; and Bangladesh 20 percent (Tilak 2002). The impact of globalization is also evident in China's current push in higher education.Recognizing that the country needs a better-trained workforce in order to move up the economic value chain, the central government of China has committed itself to boosting scholarship and other types of aid in 2008 to $2.7 billion, up from $240 million in 2006. Officials have plans to expand overall government spending on education, which was a merely 2.8 percent of GDP in 2006 to 4 percent by 2010, a large portion of which will be devoted to small number of globally competitive elite institutions. (Zakaria, 2009, pp. 95-96)Indian UniversitiesIndia is one of the largest higher education system in the world facing the crisis of, university of the poor, with continued expansion, deteriorating standards, limited resources, and political involvement (Swar & Panday, 2008). In this regard, it is important to note that recently, the Indian government has approved the Foreign Education Providers (Regulatory) Bill (2010) that will allow foreign universities to open branches in India. When this bill becomes a law after approval in the parliament, foreign universities will be able to enter the education market. However, this raises some concerns among Indian politicians as many believe that there would be no control, over export and import of higher education, and the private institutions, from overseas would open branches in India, exchange of degrees and certificates that would go on without any restrictions. Some of politicians argue that Indian Universities are already at loss as more than 50,000 students of our country are studying abroad in U.S., Australia and U.K., where as a very small number of foreign students are seeking admissions in Indian Universities.On the other hand, some politicians argue that the presence of foreign universities, within India would also undermine task of creation of knowledge and services for the community and for nation building, as Indian Universities have their special mission to provide traditional educational values, which perpetuate the caste system which severely impacts women along with teaching, learning and research. The vedic values of gurukul, are embedded in the higher education of India, to preserve the cultural heritage to keep our customs, rituals and spiritual touch of divinity alive (Swar & Pandey, 2008).Concluding ThoughtsWe suggest that for higher education faculty and administrators, our university policies can greatly impact our international and national students to help them explore innovative perspectives to educate humankind for future global citizenship. Education toward a future where global cooperation is the social norm and the notion of universal citizenship is the foundation of a globalized world. Universities, though pressured by market forces can and must lead in framing education policies to ensure that the common good of the world is our focus.The objective of education is no longer simply to convey a body of knowledge, but to teach how to learn, problem-solve and synthesize the old with the new. The emphasis is less on community and equity, and rather more on individual advancement and the need to satisfy investors and influential consumers. Education has come to resemble a private, rather than public, good. Only focused aware actions by those in higher education can ensure the role of universities in the promise of a better life. Thus, there is an urgent need for setting up new agendas and curricula issues to address the challenges of higher education in a globalized world. It is important to note that global processes are putting immense pressure on educational practices world-wide. Spring (2009) not only underscores the emergence of the global superstructures and multi-national corporations in the education sectors but also reminds us that that we cannot simply ignore global processes in the evaluations of educational (including higher education) policies, practices, discourses, and curriculum in local contexts.We propose that higher education institutions consider in their strategic planning the world-wide forces from economic and social perspectives.First, the challenge that most global educators are facing is to design visionary and new agendas to cultivate a re-vision of humankind with the view of generating the learners’ intellect necessary to cope with the complexity of globalization as an evolving new reality. The emergence of globalization is making educators’ task more challenging than ever it was.Second, it must be the utmost priority of the higher institutes to cater the needs and demands of diverse population of the global world.Third, higher education institutions need to look for all possible avenues and to foster their quality of education.Finally, in this evolving global context, American higher education institutions need to creatively operate out-of-the-box attitudes and prepare themselves for new challenges of the 21st century and establish more networking, collaboration, cooperation and more importantly to embrace developing multidimensional scholarship.Following is the link for newly created space for getting all Indian government jobs updates. Because many students say that they missed to fill the form and now the time has gone. So, let me remind you in a proper time about the jobs, it’s all description, providing link for main website to fill this form, sending link for videos that how to fill this form. So, follow this newly created space and this space is managing from the student of Banaras Hindu University.Link…Following is the link of newly created You Tube Channel- “India tour”. Here, you will find all the videos related to the rich diversity of India. If you like the videos then subscribe the channel because Your one subscribe will make the US dollar, come into Indian Economy. So subscribe the channel…India TourThis is You Tube channel-India Tour. Basically, on this channel you see the all tourism place whatever we hear from any people. We know that looking anything live is the another thing but whenever we go somewhere then which kinds of things are popular on that area, that also matters. So, about the famous things of that particular criteria, you would be able to get information about that particular place. Except, the information about any tourism place in India, you will also also be able to know about the importance of that tourism centre and you will also be able to get the particular information about that tourism centre. Is You Tube channekl par aap sabhi log Bharat ke baare mein sabhi jankari ekatra kar paasyenge aur wo saari jankari Bharat ke prachalit jagahon ke baare mein hogi. Saath hi aap sabhi un tamam videos ko dekh paayenge, jin par unse sambamdhit jaankariyan hogi, jo bharat ke bhavishya ko prastut karta hai.https://www.youtube.com/channel/UCI0S7f2y_9C5IBkyRl5LyBg/featured

This answer may contain sensitive images. Click on an image to unblur it.Why China would like to kill UighursOn January 2, 1946, the Chinese and the ETR delegations signed the Eleven Articles of Peace (十一條和平條款, full name in Chinese being 中央政府代表與新疆暴動區域民眾代表之間以和平方式解決武裝衝突之條款, or Articles for a Peaceful Resolution to the Armed Conflict between the Representatives of the Central Government and the Representatives of the Insurgent Population of Xinjiang in English), in which it was agreed that a coalition government that would include members of the ETR government would be formed in Xinjiang. Despite the fact that the Chinese side made considerable concessions, the Articles clearly ran counter to the aims of the ETR independence movement as originally articulated—the overthrow of Chinese rule in Xinjiang, and independence for East Turkestan, not to mention they had to sign the peace agreement in the name of the “Representatives of the Insurgent Peoples of Xinjiang”.The second round of peace talks started in Apr 1946 and concluded in the formal signing of the Draft Second Addendum of the Eleven Articles of Peace on Jun 6. At this stage, the Soviet Union instead sought to preserve and expand the forces of the ETR, in order to preserve the Soviet Union’s influence over Xinjiang, even after the dissolution of the East Turkestan Republic. On Jun 27, the East Turkestan Republic was officially dissolved under “Resolution No. 324 of the Interim Government Council of the East Turkestan Republic”, and the Interim Government was to be reformed as the Ili District Council, while the staff of the Altay District Government and the Tacheng District Government were to be be reassigned to the Xinjiang Provincial Government.Xinjiang-related issues are not about human rights, ethnicity or religion at all, but about combating violent terrorism and separatism. The Chinese government has launched anti-terrorism and de-radicalization efforts in Xinjiang in accordance with the law to protect people's lives, which has garnered ardent support of people from all ethnic groups.People in the region continue to embrace peace and prosperity and Xinjiang society continues to develop steadily. These facts are the most powerful tool to debunk lies on Xinjiang.Northwest China's Xinjiang Uygur Autonomous Region is a land of beauty, diversity and unity. Fifty-six ethnic groups are closely united as family members, just like pomegranate seeds that stick together, to build a beautiful homeland, maintain social stability, and realize economic development and prosperity, flourishing cultural heritage preservation, ethnic unity and harmony, and freedom of religious belief, with people of different ethnic groups living and working in peace and contentment.However, some anti-China forces in the West, including the United States, have concocted and disseminated plenty of false information about Xinjiang. They have smeared China's image, slandered its policies on Xinjiang, interfered in China's internal affairs, and attempted to deceive the international community and disrupt the stability and development of Xinjiang.Lies may mislead people for a while, but cannot win the trust of the world. Facts and truthfulness will eventually bust all lies.This is some typical Xinjiang-related rumors and lies fabricated by anti-China forces, and debunked them with facts to set the record straight.Lie No. 1: Mike Pompeo claimed that the Chinese government had committed "genocide" against Uygurs and other ethnic minorities in Xinjiang.Fact check: In recent years, the Uygur population in Xinjiang has been growing steadily. From 2010 to 2018, the Uygur population in Xinjiang rose from 10.17 million to 12.72 million, an increase of 2.55 million or 25.04 percent. The growth rate of the Uygur population is not only higher than that of Xinjiang's total population, which is 13.99 percent, but also higher than that of all ethnic minority groups, which is 22.14 percent, let alone the Han population's 2 percent.-- Xinjiang enjoys social stability, with the people living and working in peace and contentment. The region has made unprecedented achievements in economic and social development and improvement of people's livelihood. From 2014 to 2019, the GDP of Xinjiang increased from 919.59 billion yuan to 1.36 trillion yuan, with an average annual growth rate of 7.2 percent. The per capita disposable income in Xinjiang increased by an average annual rate of 9.1 percent. Remarkable achievements have been made in poverty alleviation. All 3.09 million impoverished people in Xinjiang have been lifted out of poverty. The absolute poverty problem in Xinjiang has been resolved historically.-- The legitimate rights and interests of the people of all ethnic groups in Xinjiang have been protected. All ethnic groups, regardless of their population, have the same legal status and enjoy various rights in accordance with the law, including participation in the management of state affairs, freedom of religious belief, receiving education, using their own languages, and preserving their traditional culture.Lie No. 2: Adrian Zenz released reports claiming Xinjiang has carried out "forced sterilization" on the Uygur women, resulting in a sharp decline in the Uygur population.Fact check: Adrian Zenz is not a so-called "expert on China studies," but a member of the far-right group "Victims of Communism Memorial Foundation" sponsored by the U.S. government. He is also a key figure in an anti-China organization set up by U.S. intelligence agencies and a notorious racist.-- Adrian Zenz's "reports" are full of fabrications and data manipulation. The so-called evidence of "forced sterilization" in the "reports" claims that 80 percent of the new intrauterine device (IUD) insertion procedures in China for 2018 were performed in Xinjiang and that the natural population growth rate in Hotan and Kashgar of Xinjiang in 2018 was only 2.58 per 1,000 people. The "evidence" is extremely inconsistent with the facts.-- According to data from China Health Statistics Yearbook 2019, published by the National Health Commission, the number of new IUD insertion procedures in Xinjiang in 2018 came in at 328,475, accounting for only 8.7 percent of China's total, which was 3,774,318.-- According to the 2019 Xinjiang statistical yearbook released by the statistics bureau of Xinjiang Uygur Autonomous Region, the natural population growth rates in Kashgar and Hotan were 6.93 per 1,000 people and 2.96 per 1,000 people, respectively, in 2018.Lie No. 3: BBC Newsnight once reported that Zumrat Dawut (Zamira Dawut) was "forced to go through sterilization" in a vocational education and training center.Fact check: Zamira Dawut has never studied in any vocational education and training center. Her elder brother Abduhelil Dawut has previously clarified that.-- She claimed that after "her release" from a center, she was forced to be sterilized and her uterus was removed because she has already had three children. In fact, in March 2013, when Zamira Dawut gave birth to her third child in Urumqi Maternal and Child Care Service Center, she signed a childbirth consent form voluntarily to have a cesarean section and tubal ligation, and then the center conducted the operation. She was never sterilized, not to mention uterus removal.-- She claimed that her aging father was repeatedly detained and investigated by Xinjiang authorities, and died not long ago from an unknown cause. In fact, her father had been living with his children until he died from heart disease on Oct. 12, 2019. He had never been investigated or placed in detention. Her brothers Abduhelil Dawut and Elkin Dawut have both substantiated the facts.-- She claimed that she was served with pork in a relative's home. In fact, the relative she referred to is her elder brother Abduhelil Dawut's pairing relative Zhao Qilin. In October 2017, Abduhelil was paired up with Zhao as "relatives," as part of an ethnic unity program. In January 2018, Abduhelil was invited to Zhao's home as a guest, in company with his younger sister Zamira Dawut. The meal was prepared by Zhao's mother, who herself is an ethnic Hui and a Muslim, and only eats halal food. It was impossible for her to provide a "pork meal."Lie No. 4: In interviews with foreign media, Mihrigul Tursun said that she was forced to take unknown medications in a vocational education and training center and was diagnosed as infertile by American doctors.Fact check: On April 21, 2017, Mihrigul Tursun was taken into custody by the public security bureau of Qiemo County on suspicion of inciting ethnic hatred and discrimination. During this period, she was found to have infectious diseases such as syphilis. Out of humanitarian consideration, the county public security bureau terminated the measures against her on May 10, 2017. Except the 20 days of criminal detention, Mihrigul was totally free while in China. She was never sentenced, nor did she study in any vocational education and training center, let alone being forced to take medications. There are no records of her undergoing a sterilization procedure in China.Lie No. 5: Xinjiang sets up "re-education camps" to detain millions of Uygur Muslims.Fact check: Xinjiang has never had any so-called "re-education camps."-- The vocational education and training centers established in Xinjiang in accordance with the law were education and training institutions in nature and were preventive counter-terrorism and deradicalization measures taken by Xinjiang. The aim was to eradicate the breeding ground for terrorism and extremism from the source. The relevant measures drew on the international community's experience in combating terrorism and deradicalization and implemented the idea of using development, education, and other resources to curb extremist ideologies, as advocated in the UN Plan of Action to Prevent Violent Extremism. It fully complied with the principles and spirit of a series of international counter-terrorism resolutions, including the UN Global Counter-Terrorism Strategy. Xinjiang's counter-terrorism and deradicalization measures have achieved positive results. There have been no violent terrorist cases for over four consecutive years in the region.-- The vocational education and training centers offered a curriculum that included standard spoken and written Chinese, understanding of the law and training in vocational skills to achieve the goal of deradicalization. By October 2019, all the trainees in such centers had completed their studies and graduated, and most of them have found stable jobs and lived a peaceful life.Lie No. 6: Xinjiang vocational education and training centers exercised "religious control," political indoctrination, intimidation and torture over the trainees.Fact check: The vocational education and training centers fully respected and protected trainees' freedom of religious belief, ethnic customs and habits, and the right to use their own ethnic spoken and written languages. The trainees could decide on their own whether to take part in legal religious activities when they got home; a variety of nutritious Muslim food was provided free of charge; and the regulations, curriculum, and menus at the centers all used local ethnic languages as well as standard Chinese.-- The vocational education and training centers fully guaranteed the trainees' personal freedom and dignity. The centers employed a residential education model which allowed trainees to go back home on a regular basis, ask for leave to attend to personal affairs, and enjoy the freedom of correspondence. The centers strictly prohibited any form of humiliation or mistreatment. There were no such things as "suppressing ethnic minorities" or "persecuting Muslims."-- The centers had well-equipped facilities. The dormitories were equipped with radio, TVs, air-conditioners or electric fans. Medical facilities, legal-counseling and mental-counseling rooms provided relevant services free of charge. The centers had sports venues for basketball, volleyball and table tennis, facilities for cultural activities, such as reading rooms, computer rooms and movie-screening rooms, as well as cultural and art performance venues, such as small auditoriums and open-air stages. Extra-curricular activities, such as folk songs and dances, sports competitions, etc., were held regularly to meet the various needs of trainees in study, life and entertainment to the maximum extent. All the trainees were covered in the public pension and medical insurance schemes, and were entitled to free health examinations.Lie No. 7: Some overseas Uygur people have been claiming "their relatives or friends in Xinjiang cannot be contacted and have gone missing" on overseas media and social media platforms.Fact check: Xinjiang protects the freedom of travel of people of all ethnic groups, including the Uygurs, and their communication with overseas relatives according to law.-- Verification with relevant departments shows that some allegedly "missing" people, mentioned by the "East Turkistan" separatists overseas, are living a normal life, while other "missing" incident reports are pure fabrications.-- The Australian Broadcasting Corporation once reported that Azmat Omar, a Chinese citizen living in Australia, claimed that he had lost contact with his family in Xinjiang. They included his father, stepmother, three brothers, two sisters, and over 20 other relatives. However, the fact is that all his relatives in China are living a normal life.-- During a UN Human Rights Council session in February 2020, the "World Uygur Congress" organized an activity outside the Palace of Nations in Geneva. They posted pictures of so-called "Uygurs persecuted by the Chinese government." These pictures were later discredited as disinformation. Those in the pictures are living normal lives. Separatist groups stole their photos and personal information.Lie No. 8: Xinjiang uses the coronavirus to wipe out Uygurs, with many tragic deaths after infection.Fact check: Since the COVID-19 outbreak, Xinjiang has resolutely fought against the virus and effectively contained the epidemic within a short period. With the support of the expert team from the State Council joint prevention and control mechanism, the local government made all-out efforts to treat patients. The regional government adopted a targeted prevention and control approach with differentiated, scientific measures. It also strengthened epidemic prevention and control in places such as crowded and key venues to minimize the risk of virus spread. The local government has also made every effort to ensure the production and supply of food and other daily necessities while maintaining their sufficiency, quality and stable prices. These measures were widely supported by people of different ethnic groups in Xinjiang. Thanks to concerted efforts, all 826 confirmed COVID-19 cases in Xinjiang have been discharged from hospital after treatment, without even a single death.Lie No. 9: China systematically transferred 80,000 Uygurs out of Xinjiang and assigned them as "forced labor" to factories in other provinces.Fact check: The government of Xinjiang Uygur Autonomous Region works with a strong sense of responsibility to promote employment. Southern Xinjiang was an underdeveloped area with a low degree of industrialization and urbanization, where many people suffered from poverty due to lack of job opportunities. Based on the realities, local governments at all levels have taken active measures to help those in need of secure employment. These measures included creating job opportunities nearby, facilitating work in other areas in Xinjiang, or transferring work forces to other provinces and cities paired up to assist Xinjiang. Such measures have helped residents rise above poverty through employment and lead fulfilling lives, while guaranteeing various ethnic groups' right to labor and employment.-- Since 2018, 151,000 people in poverty-stricken families in southern Xinjiang have secured jobs away from their homes. Most of them worked in other parts of Xinjiang, while about 14,700 worked outside the region with the help of fellow villagers and relatives, or through human resources agencies. Those who work outside Xinjiang have their rights to customs, language and culture, and religious belief fully guaranteed. Many earn an annual income of 45,000 yuan, several times higher than the income from farming or working in their hometowns.Lie No. 10: Xinjiang forced a large number of Uygurs to pick cotton, contaminating the global supply chain.Fact check: A few years ago, when cotton matured in autumn, many migrant workers from Henan, Sichuan and other places would take trains to Xinjiang to pick cotton. They were called "the cotton-picking forces." Migrant workers of various ethnic groups in Xinjiang would also go to pick cotton. They worked together, cared for each other and forged a deep friendship. These cotton pickers in and out of Xinjiang were all voluntary, and their incomes could reach over 10,000 yuan in just a month.-- In recent years, with the development of science and technology, cotton production has been highly mechanized in Xinjiang. Even in the busy cotton harvesting season, there is no need for a large number of cotton pickers. For example, since 2015, most of the cotton in the Mongolian Autonomous Prefecture of Bayingolin in Xinjiang has been harvested by machines.Lie No. 11: Xinjiang adopts an assimilation policy towards ethnic minorities in an attempt to systematically eliminate the Uygur culture.Fact check: All ethnic groups in Xinjiang Uygur Autonomous Region enjoy full freedom to preserve or reform their own customs and habits. Xinjiang Uygur Autonomous Region strictly abides by the Constitution and laws, and attaches great importance to the protection and development of excellent traditional culture of all ethnic groups.-- The cultural heritage of all ethnic groups has been protected in Xinjiang. A batch of renowned architectural sites representing the preeminent historical and cultural heritage of the Uygur, Mongolian, Hui, Xibe and other ethnic minority groups have been properly renovated and preserved, including the Tomb of Afak Hoja in Kashgar, the Tomb of Tughluk Tumur in Huocheng, the Zhaosu Lamasery, the Former Residence of a Mongolian Prince in Hejing, and Chimtoghrak Manor.-- The excellent traditional culture of the ethnic groups has been passed on. Traditional cultural events, such as the Uygur's "Meshrep," the Kazak's "Aytes," the Kirgiz's "Kobuz Ballad Singing Fair," the Mongolian "Nadam Fair," the Xibe's "West Moving Festival" and the Han people's "Lantern Festival," have been widely carried out. A number of impressive dramas with rich ethnic and regional characteristics have been staged, such as the Uygur play "Gherip and Senem," the Kazak "Aytes," and the Kirgiz "Manaschi" ballad drama "Manas."-- The Xinjiang Uygur Autonomous Region has fully protected the customs and habits of all ethnic groups in the diets, festivals, weddings and funerals. Large and medium-sized cities and small towns with Muslim people in Xinjiang maintain a certain number of halal restaurants; "halal canteens" or "halal kitchen facilities" are set up in major traffic arteries and institutions with ethnic minority employees; beef and mutton supplied to Muslim people are slaughtered, processed, stored, transported and sold according to their customs. All ethnic groups enjoy statutory holidays during their traditional festivals, such as Corban Festival and Eid al-Fitr.-- Currently, people of all ethnic groups in Xinjiang mainly use 10 spoken and written languages. Ethnic minority languages are widely applied in various sectors, including the judiciary, administration, education, press and publishing, radio and television, and the Internet. Xinjiang People's Broadcasting Station offers 12 radio channels in five languages: Mandarin, Uygur, Kazak, Mongolian and Kirgiz. Primary and secondary schools in Xinjiang offer courses in ethnic minority languages, such as Uygur, Kazak, Kirgiz, Mongolian and Xibe. Chinese RMB banknotes have five languages on them: Chinese, Tibetan, Uygur, Mongolian and Zhuang.Lie No. 12: Some places in Xinjiang destroyed graveyards of ethnic minority groups.Fact check: Xinjiang has always respected the funeral and burial customs of ethnic minority groups and formulated a series of regulations and policies to protect their basic funeral and burial rights. Measures, including allocating designated land and establishing special public cemeteries, are taken for some ethnic minority groups who traditionally bury their dead in the ground. Their traditional practices such as funeral pray, burial and holding Nazer (memorial activities), are preserved.-- With the economic and social development and the improvement of people's living standards in Xinjiang, governments at all levels have stepped up the planning and construction of public welfare cemeteries. Cemetery facilities and their environment are continuously improving. People of different ethnic groups in some places have relocated graveyards of their own free will.Lie No. 13: The Chinese government sends children of ethnic minorities in Xinjiang to boarding schools and "forces" them to be separated from their parents.Fact check: The Compulsory Education Law of the People's Republic of China stipulates: "Where necessary, the people’s government at the county level may set up boarding schools to ensure that school-age children and adolescents who are dwelling in scattered areas receive compulsory education." Xinjiang is a vast region with long distances between villages and towns, and it is not convenient for some students to go to school, making it hard to ensure their study quality. Parents have a heavy burden to transport their children to and from schools. To solve this problem, Xinjiang built 400 primary and secondary boarding schools in the 1980s. In recent years, Xinjiang, like the rest of the country, made scientific plans and reasonable arrangements for boarding school construction. They comply with the relevant construction standards of the state and the autonomous region to ensure sufficient learning and living facilities. Time has proved that boarding education has become an effective measure to accelerate education modernization and aid targeted poverty alleviation in Xinjiang. Parents of students of all ethnic groups support the boarding school model.-- The construction of boarding schools is an arrangement made by Xinjiang in light of the actual conditions of the autonomous region to alleviate poverty through education and improve the quality of compulsory education. It helps improve education modernization at primary and secondary schools of ethnic minorities and promote exchanges among different ethnic groups in Xinjiang. The practice here is not fundamentally different from that of other parts of China or the rest of the world.Lie No. 14: Schools in Xinjiang replace ethnic languages with Chinese to "brainwash" the students. Xinjiang has banned ethnic minority students from using their own languages and closed schools of the Uygur language.Fact check: The Constitution of the People's Republic of China and the Law of the People's Republic of China on the Standard Spoken and Written Chinese Language stipulate that citizens have the right to learn and use the standard Chinese spoken and written language. The state provides them with related conditions. While promoting education in the Chinese language, Xinjiang also offers courses in the spoken and written languages of ethnic minority groups in accordance with the national curriculum plan for primary and secondary schools. This safeguards the right of students from ethnic minority groups to learn their own spoken and written languages. It also effectively promotes the inheritance and development of ethnic minority languages and cultures.-- Primary and secondary education in Xinjiang is conducted in seven languages. At present, preschools and primary and secondary schools across Xinjiang provide bilingual education in the national standard spoken and written language, as well as one ethnic language. Learning to use the national standard language can help people better integrate and adapt to modern society. It brings more convenience in studies, job hunting, communication, business, and work.Lie No. 15: Xinjiang suppresses ethnic minorities under the pretext of fighting terrorism.Fact check: Incomplete statistics show that from 1990 to 2016, ethnic separatists, religious extremists, and violent terrorists plotted and conducted several thousand violent terrorist acts. They killed many innocent civilians and several hundred police officers and caused immeasurable property losses. These terrorist activities inflicted untold suffering on the people of various ethnic groups in Xinjiang.-- In the face of a complicated counter-terrorism situation and the demands from people of all ethnic groups to stop terrorism, China's Xinjiang region has taken a series of active measures. Responding to the United Nations Global Counter-Terrorism Strategy and other counter-terrorism resolutions, Xinjiang has upheld the principle of not linking terrorism with any particular region, ethnic group, or religion. It acted within the law to crack down on violence and terrorist activities that violate human rights, endanger public security, undermine ethnic unity, and aim at separating the country. Since 2014, a total of 1,588 violent and terrorist groups have been taken out, 12,995 violent terrorists arrested, and 2,052 explosive devices seized. Such operations have effectively curbed the infiltration of extremism, significantly improved public security, and protected the right to life, right to health, right to development, and other basic rights of people of all ethnic groups. Xinjiang has reported no violent terrorist cases for more than four consecutive years.Lie No. 16: The "fanghuiju" campaign, in which civil servants are dispatched to grass-roots communities to offer help to people of various ethnic groups, as well as the "ethnic unity campaign" and solidarity activities among cadres and people of different ethnic groups, are all adopted by Xinjiang with the aim of intervening in and monitoring Uygur families.Fact check: Xinjiang has been carrying out the "ethnic unity campaign" and solidarity activities among cadres and people of different ethnic groups since 2016. More than 1.1 million cadres and workers of different ethnic groups have paired up with 1.6 million people of different ethnic groups as "relatives" and made friends with each other. Among them, Han cadres have paired up with ethnic groups, including the Uygur. Cadres of ethnic minority groups, including the Uygur, have also paired up with Han people.-- Based on mutual exchange, communication, integration, respect and help, cadres and workers of different ethnic groups have given full play to their own advantages, guiding the grass-roots residents to expand their approaches to prosperity, and helping them solve difficulties in healthcare, employment and education, and doing many good deeds that have won public support. According to the statistics, the cadres and workers participating in the "ethnic unity campaign" and solidarity activities among cadres and people of different ethnic groups have donated 940 million yuan and more than 49 million material items to the grass-roots people, accomplishing some 18 million deeds that benefit locals.Lie No. 17: Xinjiang monitors Uygur Muslims through ubiquitous cameras, mobile phone apps, the internet and other high-tech means.Fact check: In accordance with the law, Xinjiang has installed cameras in urban and rural public areas, major roads, transportation hubs and other public places in order to improve social governance and effectively prevent and crack down on crime. These measures have enhanced social security and won widespread support from people of all ethnic groups. The measures do not target any particular ethnic group.-- The use of modern scientific and technological products and big data to improve social governance is a common practice in the international community. According to the South China Morning Post, a new study found that Britain, Germany, France and the Netherlands are among the top 10 countries in terms of the number of surveillance cameras in the world.Lie No. 18: Chinese embassies and consulates have refused to renew the passports of overseas Uygur people, forcing them to return home to face extrajudicial detention or imprisonment.Fact check: Chinese citizens' personal freedom and rights of exit and entry are protected by law. As long as they are Chinese nationals and admit themselves that they are Chinese citizens, and do not violate Chinese laws and regulations, they can apply to the Chinese embassy or consulate where they live for the renewal or replacement of passports.-- Chinese embassies and consulates conduct their services in accordance with the Exit and Entry Administration Law of the People's Republic of China, the Passport Law of the People's Republic of China and other laws and regulations to protect the legitimate rights and interests of overseas Chinese of different ethnic groups. Chinese citizens from Xinjiang who apply for the renewal or replacement of passports at Chinese embassies and consulates have been accepted and approved after being examined to comply with relevant laws.Lie No. 19: The Chinese government bans foreign journalists from going to Xinjiang for reporting.Fact check: Xinjiang is an open place. Foreign journalists are allowed to report in Xinjiang on condition that they abide by Chinese laws and go through relevant procedures, according to the Regulations of the People's Republic of China on News Coverage by Permanent Offices of Foreign Media Organizations and Foreign Journalists. There are no circumstances in which the Chinese government forbids foreign journalists to report in Xinjiang.-- Since the end of 2018, more than 1,200 people from over 100 countries and regions, including officials from international organizations, diplomats, journalists and religious leaders, have visited Xinjiang.-- From Sept. 3 to 7, 2019, NBC reporters went to Xinjiang for reporting.-- In December 2020, BBC reporters went to Kuqa County and other places in Xinjiang for reporting.Lie No. 20: The United Nations High Commissioner for Human Rights will be restricted from visiting Xinjiang.Fact check: China welcomes the United Nations High Commissioner for Human Rights Michelle Bachelet to visit China and the Xinjiang Uygur Autonomous Region, and has always maintained close communication with the United Nations.Lie No. 21: Xinjiang suppresses Islam and freedom of religious belief.Fact check: Respecting and protecting the freedom of religious belief is a basic long-term policy of the Chinese government. Article 36 of the Constitution of the People's Republic of China stipulates that Chinese citizens have freedom of religious belief. The principle of religious freedom enshrined in the Constitution has been fully implemented in Xinjiang. Xinjiang citizens' right to freedom of religious belief has been fully guaranteed. The religious feelings, belief-based needs and customs of religious citizens have been fully respected, legal religious activities guaranteed by law, and religious and cultural heritage protected.-- Xinjiang has translated and published religious classics and books, such as the Koran and Selections from Al-Sahih Muhammad Ibn-Ismail al-Bukhari, in Mandarin Chinese, the Uygur, Kazak and Kirgiz languages, providing convenience for religious believers of all ethnic groups to acquire religious knowledge.-- Since 1996, the Xinjiang Uygur Autonomous Region government has organized local Muslims to take charter flights for a pilgrimage every year, except for the cancellation due to the COVID-19 pandemic in 2020, and has provided high-quality services in entry and exit, medical care, catering, etc., so as to ensure the safe and orderly pilgrimage activities and ensure that local Muslims of all ethnic groups successfully complete their pilgrimage.Lie No. 22: Xinjiang demolishes many mosques.Fact check: Mosques in Xinjiang meet the regular religious demands of followers in terms of quantity. Governments at various levels in Xinjiang have consistently improved the public services of mosques. The government has funded the introduction into mosques of running water, electricity, natural gas, roads, communication, radio and television, and libraries. Ablution facilities and flushing toilets have been installed. Mosques have also been equipped with medical services and electronic displays. They also have computers, electric fans or air conditioners, firefighting equipment, drinking water dispensers, shoe coverings or machines for shoe coverings, and lockers. These measures have been welcomed by religious personnel and believers.Lie No. 23: Xinjiang "persecutes" religious personnel.Fact check: The cultivation and training of clerical personnel have been strengthened in Xinjiang. The region has ten religious colleges and schools, including the Xinjiang Islamic Institute, its eight branches in places like Kashgar, Hotan and Ili, and the Xinjiang Islamic School. These colleges recruit a certain number of undergraduate, junior, and technical secondary school students every year, with student numbers exceeding 3,000.Lie No. 24: Xinjiang bans fasting of Muslims.Fact check: Muslims of all ethnic groups in Xinjiang, in accordance with their teachings, canons, and traditional customs, practice regular religious activities such as fasting and Islamic festivals in mosques and their own homes. Such activities are totally of their own free will, without any interference or restriction.-- During Ramadan every year, it is an entirely personal choice for Muslims to fast or not fast. Governments at all levels in Xinjiang make every effort to ensure the market supply and security of religious activities of Eid al-Fitr and other festivals