Question: Native women in Hong Kong used to be situated within the context of Chinese family and society, in which they were treated the same as Mainland women or Taiwanese women. Under the traditional Chinese patriarchy structure, the society was male-dominated, and women had a relatively subordinate familial role. However, there are cultural differences between Mainland Chinese citizens and citizens of Hong Kong. During the British colonial period the emergence of Western culture (i.e. "Westernization") created a mix of traditional Chinese culture and Western values.

See also (Economy of Hong Kong) and (Education in Hong Kong) The implementation of compulsory universal education in 1971, following with an extension to nine years in 1978, give rises to an increased number of women elites. Besides, the transform of social environment in Hong Kong also contribute to the rise of women education. In the past, if a family does not have enough money to send both their son and daughter to school, they will choose to educate the son over the daughter. Nonetheless, owing to the economic growth since 1960s, Hong Kong has become a wealthy society with a significant change in population at the same time. The birth rate in Hong Kong steadily decreased from 16.8% in 1981 to 8.6% in 2014. It reveals that the nuclear family structure nurturing only one to two children in a family is common, in which girls could receive better education due to the more concentrated resources within the family.  According to the report of Hong Kong Annual Digest of Statistics by Census and Statistics Department of Hong Kong, a trend of universalism for boys and girls could be observed since the 1970s; and girls' enrolment rate in general was higher than the boys' since the 1980s. The gap between male and female enrollment in post-secondary education has narrowed down and female students even outnumber male students in entering University Grants Committee (UGC) funded programmes in recent decades. The percentage of females and male students enrolled in UGC-funded programmes was 53.7% and 46.3% in 2014, which is quite different from 32.9% and 67.1% respectively in 1987.  However, when specifically comes to research postgraduate programmes, more male students were recorded since the programmes are largely related to sciences, technology, engineering and mathematics (STEM). People in Hong Kong have gender bias in STEM fields, perceiving women as less capable of mastering the STEM knowledge and pursuing related careers. Half of the teenage girls in Hong Kong were discouraged to focus on mathematics and sciences during secondary school, which lead to their lessened self-concept in STEM. Thus, the sex ratio of students enrolled in UGC-funded engineering and technology programmes is imbalance, which is 29.5% for female and 70.5% for male in 2016. The situation is not much improved as compared with 14.1% for female and 85.9% for male in 1996.

Using a quote from the above article, answer the following question: Are women happy they can further their education?
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Answer: 


Question: Rosa Louise McCauley Parks (February 4, 1913 - October 24, 2005) was an activist in the civil rights movement best known for her pivotal role in the Montgomery Bus Boycott. The United States Congress has called her "the first lady of civil rights" and "the mother of the freedom movement". On December 1, 1955, in Montgomery, Alabama, Parks refused to obey bus driver James F. Blake's order to give up her seat in the "colored section" to a white passenger, after the whites-only section was filled. Parks was not the first person to resist bus segregation, but the NAACP believed that she was the best candidate for seeing through a court challenge after her arrest for civil disobedience in violating Alabama segregation laws.

In 1900, Montgomery had passed a city ordinance to segregate bus passengers by race. Conductors were empowered to assign seats to achieve that goal. According to the law, no passenger would be required to move or give up their seat and stand if the bus was crowded and no other seats were available. Over time and by custom, however, Montgomery bus drivers adopted the practice of requiring black riders to move when there were no white-only seats left.  The first four rows of seats on each Montgomery bus were reserved for whites. Buses had "colored" sections for black people generally in the rear of the bus, although blacks composed more than 75% of the ridership. The sections were not fixed but were determined by placement of a movable sign. Black people could sit in the middle rows until the white section filled; if more whites needed seats, blacks were to move to seats in the rear, stand, or, if there was no room, leave the bus. Black people could not sit across the aisle in the same row as white people. The driver could move the "colored" section sign, or remove it altogether. If white people were already sitting in the front, black people had to board at the front to pay the fare, then disembark and reenter through the rear door.  For years, the black community had complained that the situation was unfair. Parks said, "My resisting being mistreated on the bus did not begin with that particular arrest. I did a lot of walking in Montgomery."  One day in 1943, Parks boarded a bus and paid the fare. She then moved to her seat but driver James F. Blake told her to follow city rules and enter the bus again from the back door. When Parks exited the vehicle, Blake drove off without her. Parks waited for the next bus, determined never to ride with Blake again.

Using a quote from the above article, answer the following question: Are there any other interesting aspects about this article?
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Answer:
The first four rows of seats on each Montgomery bus were reserved for whites.