Anthropology: Chinese Anthropology and Ethnology


Author(s): Gosselin Barker*

Since the turn of the 21st century, the rise of neo-nationalism has been a significant political development. Neo-nationalism is one type of nationalism, not all of them. The student-to-teacher ratio was close to the national average in 2020, and Tibet's education fee per student led China's 31 provincial regions. The running conditions in Tibet's elementary and middle schools still need to be improved. This can be seen in the low proportion of full-time teachers in primary and middle schools, the absence of teachers in middle schools with senior professional titles, and the location of auxiliary teaching facilities like laboratories, computer rooms, and gymnasiums, among other things. in middle schools, particularly high schools, and a lack of teaching resources in middle schools, such as books, computers, and multimedia classrooms. The Coronavirus Disease 2019 (COVID-19) pandemic has brought attention to the need to develop effective treatments not only for the causative agent, SARS-CoV-2, but also for other pathogenic Corona Viruses (CoV) that may or may not emerge in the future. As a result, researchers are concentrating on specific or broad-spectrum antiviral agent-resistant steps in the CoV replication cycle. Pan-CoV therapeutics can benefit from elucidating the fusion domain and its mechanism, which are conserved across the CoV family. We summarize the findings of research on SARS-CoV, MERS-CoV, and recent peer-reviewed studies of SARS-CoV-2 and discuss the role of the CoV spike protein in mediating fusion of the viral and host cell membranes. We also suggest that the fusion mechanism be investigated as a potential target for antivirals. In addition, we provide a supplementary file with a phylogenetic tree and background information on the biology, epidemiology, and clinical characteristics of all coronaviruses that infect humans.

The three stages of development and transformation of Chinese anthropological and ethnological theories are as follows: the introduction of foreign theories and the reconstruction of Chinese anthropology and ethnology from 1978 to 1990, the orientation of Chinese issues from 1990 to 2000, and the establishment of the Chinese School and its growing international influence since 2000.


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