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Pandas & Pens: China. A first-time fieldguide for teaching English
Pandas & Pens: China. A first-time fieldguide for teaching English
Pandas & Pens: China. A first-time fieldguide for teaching English
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Pandas & Pens: China. A first-time fieldguide for teaching English

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A practical step-by-step DIY field guide for new teachers setting off to China to teach English, it encompasses everything you need to know from finding a suitable school, getting a visa and what to take. It will prepare you for culture shock, exotic foods, the people, the places and the (often) stange behaviour and thought patterns. Don't leave home without it. It will equip you for every eventually on your journey and make the adventure more enjoyable.

LanguageEnglish
PublisherDW Ball
Release dateJan 5, 2015
ISBN9781519950314
Pandas & Pens: China. A first-time fieldguide for teaching English

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    Pandas & Pens - DW Ball

    Pandas & Pens

    China: A first time field guide for teaching English

    Pandas & Pens

    China: A first time field guide for teaching English

    By D W Ball

    Copyright © 2012 by DW Ball

    Pandas & Pens. China: a first time field guide to teaching English

    First Edition, 2012

    Baruch Press

    South African ISBN: 978-0-620-54399-6

    All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, including photocopying, recording, or by any information storage and retrieval system without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other non-commercial uses permitted by copyright law. For permission requests, write to the publisher, addressed Attention: Permissions Coordinator, at the address below.

    Baruch Press

    xmu.teachingenglish@gmail.com

    DISCLAIMER

    The author declares himself to be solely responsible for all and any flaws and errors in this work, both content and factual. The author absolves himself from all legal and financial responsibility and any liability that may arise at a future date should the reader (and their extended family or associates) after reading this book determine of their own free will to travel to China and teach English. The reader is warned at the outset that they will be embarking on a life changing experience that may well alter their career path, future occupation and place of residence.

    Furthermore, by reading this book the reader acknowledges that the author makes no claims that this work is an exhaustive reference either on teaching English in China, nor is it a scientific treatise of the people and culture of China. The views expressed are the author’s own subjective observations, influenced by personal experience, current environment and a summary of discussions with many other teachers pursuing the same dream. The website addresses presented throughout this book are offered as a resource to the reader and are not intended in any way to be or imply an endorsement on the part of the author, nor do we vouch for their content.

    DEDICATION

    That grand orator, 20th century warrior and statesman, Winston Churchill said this, Never in the field of human conflict was so much owed by so many to so few.

    With humble apologies to him, I should like to paraphrase the above, to pay tribute to those unknown, unsung heroes: the teachers who so tirelessly and diligently give of themselves, believing that what they have to offer will help build a better future for the students and young people they serve. They may never know fanfares, red carpets or see their names up in lights, but in every student heart they have planted a nascent legacy. I salute them and am proud to number in their midst.

    PREFACE

    Asia is not going to be civilized after the methods of the West.

    There is too much Asia and she is too old.

    Rudyard Kipling

    Why this guide?

    In 2005, visiting China for the first time I was blithely unaware that my first encounter would kindle a fascination with this country and her people, or that the sights and smells of China would entice me to return. What began with a brief, whistle-stop tour of several big cities including stopovers at the tourist sites, culminated in a hiking trip to the Tibetan foothills and subsequent exposure to the majestic grandeur of the mountain peaks, the damp swirling mists, gigantic yaks and the affable pony people - I was sold. The enchantment had begun...

    This guide began unpretentiously as a list of answers in response to the questions of friends and young people at my home church in South Africa. Some of the responses were prefixed with wistful, If only statements.

    I’m sure you’ve heard similar: If only I were more adventurous, I’d love to do something like that, or, If only I knew a little bit more about the culture I might consider doing the same.

    These sentiments and accompanying questions were echoed so often that I became tired of answering them and started developing stock answers, which in turn sparked the idea of a brochure.

    As the idea developed, I began jotting down comments, observations and insights that I’d gleaned along the way, and that I wished I had known about beforehand to smooth my own path. Conversational exchanges with fellow teachers, although not always in agreement, assisted in broadening the scope as far as possible.

    These reflections on the issues that frustrated, hindered and often angered me, eventually extended to the present format. In a sense, the book is the result of addressing my own fears and anxieties, in an attempt to provide a backdrop for as broad an audience (age and background) as possible to help you, the new teacher, to plug-in with minimum stress at the location and school of your choice.

    Context is critical. I’m always a little disappointed reading travelogues that stir the blood, only to find out later that circumstances have altered the cultural landscape dramatically, through war, social disruption of some sort, or that the customs have been replaced by those imposed by another, stronger oppressor. 

    China, by sheer size and numbers, I think is too vast to change overnight. Hopefully the context I have provided, will better prepare you for similar encounters you may experience during your initial ‘adjustment’ stage. The culture shock may vary in degree, but is an inevitable side-effect of the adjustment process of building a new, albeit temporary life in a strange land often perceived to be hostile at worst or indifferent at best.

    Like some explorer of old, I continue to uncover new little gems that give insights in the people’s thinking. While this continues to stimulate me intellectually, I make no claims as to being an exhaustive study. I have done little beyond exposing the tip of the iceberg of this vast country called China. I would hate to deprive you of the magic and thrill of new discoveries!

    Who is this book aimed at?

    This book is aimed at those who have either completed their tertiary education or who are looking around for ideas on how best to invest their time and energies during a gap year. Specifically, the young person who has only a vague idea themselves of the direction their career path may take. Teaching English in China offers the excitement of a mysterious and ancient culture, the opportunity to earn an income, with the added benefit of shaping and adding value to the lives of young, future leaders by exposing them to the positive benefits of Western culture and removing the alien veil of ‘otherness’.

    It is also aimed at the young at heart and the curious minded who may wonder at what makes the Chinese people so different in their thinking, behaviour and customs, and provides the opportunity for people to make friends and relationships during their tenure, perhaps setting the path for life-long relationships.

    What are the benefits?

    Exposure to another culture simultaneously juxtaposes our own – like placing a template over a graphic and realising it doesn’t match up; it serves a dual purpose of exposing the highs and lows of our home country to our inner auditor in a manner that isn’t possible when we are immersed in it and blinded by the daily trivia and trials.    As a character builder, it raises questions concerning our personal identity: is it derived from family, friends and circumstances or is it built on a deeper, unshakeable foundation? If the time is not squandered in profligate living, it develops discernment, reasoning and sound judgement. You may not have entertained these philosophical thoughts in exactly these exact terms previously, but you will ask, ‘what makes them tick?’ ‘How do I get through to them?’

    All these questions are indicative that you’re on the path, just using different equipment with differing brand names to perform the same tasks.

    Why you? 

    Each of us has been equipped with unique abilities, gifts and talents – some are latent – we may never discover them until we are really stretched.

    I began my teaching in China at a private school, instructing students as young as four, across a range of ages to the oldest at fifteen. It was challenging, as I have never taught youngsters before. Playing games, thinking of icebreakers (or warmers), using experiences from your own country to add value comes down to sharing part of yourself and being vulnerable. I hasten to add that I’m not suggesting spilling the beans on your private life, but to give your students a feeling for what its like to have been born in the West, to live there, attend school and hang out with your friends. They are truly eager to hear about these personal revelations, pretty general to you but unique to your fellow countrymen.

    Once I was required to give a demonstration at a huge bookshop and was struck by stage fright, until I realised that nobody knew me and I could take on whatever role I chose. After the first few minutes of airtime (me speaking and nobody listening) I grew into the role and the next few weeks were almost enjoyable. I had a series of cartoon cards depicting body parts (eyes, ears, nose etc) and I used them to get children to listen and thereby their parents.

    Later, recognising my abilities lay more in reaching older students I applied for a university post where I was appointed to teach young adults. I find it hugely rewarding to build relationships at this level. I believe our mutual friendships, teacher-students-teacher have helped to shake off cultural stereotypes engendered by Marxist thought about Western imperialism. It’s been a true blessing to uncover the warmth and hospitality that lay just beneath the veneer of Oriental inscrutability.

    A teacher’s role in China is greater than the sum of the parts. You are a role model, an emissary of creative thinking and a mediator to point out moral torpor. By that I mean that attitudes are changing due to new technologies and exposure to Western ideas. While there is much good, there is much that the Hollywood ideology can poison too, so admit that there is good and bad and that living life is about making informed choices.

    The Introductory chapter addresses the most frequently asked questions (FAQs) about China by friends, family and others. After which this field guide is divided into three sections: 

    PART ONE deals with the practical aspects of finding a job and getting to China; PART TWO looks provides some background on the culture and living there; PART THREE provides helpful appendices, websites, blog addresses and forums to aid and assist you.

    It’s my hope that you, the reader will download this book and take it with you to China, employing PART TWO as a basic reference tool to settle in, and while out- and-about, PART THREE will assist with planning and purchasing activities.

    Still with us? All that remains to be done then is to read your field guide!

    ~*~

    Table of Contents

    PART ONE: PREPARING THE TEACHERS TO TEACH

    1.0 - A PROPOSITION: I have a proposition for you

    1.1 - TO WHOM IT MAY CONCERN: What Is A Field Guide? Why Do I Need One? Why Work In China? Why Teach English? What Benefits Are There To Me? Do I Fit The Profile? Who Cannot Enter China?

    1.2 - WHAT ARE YOU LOOKING FOR? Minimum Requirements;

    Overview Of Chinese Schools And Schooling; How Do You Select The  ‘Right’ School/College/Uni?; Location; The Age That ’Fits’ Best For You; Types Of Schools: Universities, Colleges And Vocational Schools, Primary, Middle, High Schools; Teaching Resources And Support; When Is The Best Time To Apply?

    1.3 - TEACHING AND TEFL: What Will You Be Teaching?; What Is Oral English?; Academic Requirements And Tefl; Unpacking The Acronyms: ESL; EFL; TEFL; TESL; TESOL or CELTA; Other Types Of ESL Certification

    1.4 - GETTING THERE: Looking For A Job; Preparing Your Documents; Portray Yourself Professionally; What Process Should I Follow To Land A Job? Okay, So I’ve Found Some Schools I Like. What Now? What Can I Do Beforehand To Make Life Easier Upon Arrival? Chronic Meds; Some Last Thoughts On Contracts; Visa Application; How Long Is A Visa Valid For? Jargon And Visa-Talk Terminology; Employment Visas; Residence Permits; Foreign Experts; Differences Between Visa And Resident Permit; What Happens If I’m Unhappy With My Original Employer And Want To Change Jobs? Can I Do That Without Leaving The Country? How Do I Go About Doing This? On Arrival In China: What To Expect At The Airport – Customs And Excise; Customs Declarations; Prohibited Items; Chinese Airport Immigration – The Do’s And Don’ts; Customs Declarations

    1.5 - THE INTERVIEW: The Interview And Talking The Talk: Before The Job Interview; Mental And Physical Prepping; Punctuality; Good Setting; Dress; Documents; Summary; During The Interview; Typical Questions Asked In An English Teacher Job Interview; What Is The Interviewer Looking And Listening For? Encouragement; Typical Questions You Should Ask About The Job And School; Typical Questions You Should Ask About Your Accommodation; Typical Questions You Should Ask About The City; Terminating The Interview; After The Interview

    1.6 - PACKING (LOCK AND LOAD): Preparing To Launch: Packing And Double-Checking; Final Stuff On Reading Material

    1.7 - MONEY AND BANKING, CURRENCY AND COSTS: Banking - Prior To Leaving Home; Granting Power Of Attorney; Travelling Expenses; What Is The Chinese Currency And What’s It Worth? Changing Currency; Salary Payments; Some Chinese Banking Quirks; Sending Money Home From China; Withdrawing And Changing Money; Credit Cards; Banking Hours; Internet Banking; How Much Money Do You Need To Live In China?

    1.8 - RULES, REGULATIONS AND GENERAL SAFETY: Residential Restrictions On Foreigners; Short-Term Travel Restrictions; Communication And Internet Restrictions; Cell Phones; Internet Access; Photography Restrictions; Restrictions On The Practice Of Religion; General Restrictions, Warnings And Hazards; Regional Travel Restrictions; Weather Hazards; Seismic Events; Terrorism

    1.9 - ADMIN, LISTS AND LETTERS: For Your Family’s Peace Of Mind; Employment - Some Pointers; Duration; Personal Choice; Changing Employers; Class Sizes; Contracts; Basic Features Of Typical Teaching Contracts; Salary; Deductions And Taxes; Hours Of Work; Plane Tickets; Bonuses; Medical Insurance; Advice; Housing; Power And Gas Supply; Water Supply; Final Apartment Checks; Safety; Internet; A General Note On Hygiene And Cleanliness

    1.10 - ELECTRONICS, GADGETS AND GIZMOS: Power Ratings; Adapters To Bring Or Buy; Computers And Laptops, Tablets; Computer; Radio; Cctv; List Of Available Appliances; List Of Electronic Items; Communications; Mobile / Cellular Phones; What Do I Need? Can I Use My Existing Phone? International Calls And Skype; Other Forms Of Communications; Internet Cafes; News: Local And International

    1.11 - CHECKING YOUR MEDS BEFORE LEAVING HOME: Other Vaccines For Consideration – Regional; Allergies; Altitude Sickness; Air Pollution; To Buy Or Not To Buy - Medical Insurance; What Are The Options? Existing Policies; Employer’s Policy; Private; Common Ailments And How To Avoid Them; Filling A Prescription;

    Alerts;

    Buying Medications; Pharmacies; First Aid Kit; Chinese Hospitals; When To Visit Or See A Doctor; Getting To The Hospital In An Emergency; Service Charge; Consultation; Hospitals For Expats; Legalities; Alternative Medicine; Traditional Chinese Medicine (TCM); Dentists

    1.12 - TIPS FOR TEACHERS: Classroom Management; Preparing To Meet Your Students; Lessons Learned; Exams Preparation; Common Classroom Problems

    PART TWO: MEETING THE CULTURE AND PEOPLE

    2.0 - WHAT IS CULTURE? The Chinese Courtyard Mentality; Littering And General Uncleanliness; Unchecked Pollution; Littering And Street sweeping; Public Space Vs Private Space; Mianzi; Greetings; Guanxi; How Will This Affect You As A Teacher?

    2.1 - THE TOOLS TO TALK: Hanyu, Putonghua? Chinese Or Mandarin? Notions And Preconceptions; Pinyin; English Greetings; Chinese Greetings; Asking For Help And Directions; How To Introduce Yourself; Well Wishing; Misunderstandings;

    Expressions And Terms

    2.2 - GREAT EXPECTATIONS: Endless Crowds; Lines Or Queues; Traffic; Staring; Smells; Smoking; Displays Of Affection In China; Holding Hands; Eye Contact; Bowing; Advice For First Timers To China

    2.3 - THE BODY OF BEHAVIOUR: Public Hygiene Overview; Chinese Plumbing;

    Instructions On How To Use A Squat Toilet In China; Squat Toilet Checklist; Split Crotch Trousers; Spitting; Nail-Clipping; A Few Points To Remember; Distinguish Between Unacceptable Habits And Harmless Cultural Differences

    2.4 - FOOD AND DRINK: Food; Eating In A Restaurant; Food Etiquette; Toasts; Special Treatment; Eating On The Street – From A Vendor; Street Café’s And Bistros; Beverages; Entertainment; Pubs And Clubs; Ktv; Dancing; Performance Arts; Gambling Games; Does Every Chinese Man Do Kung Fu?

    2.5 - WEIGHTS, MEASURES, SHOPPING AND BARGAINING: Weights And Measurements; Shopping; Clothes; Shoes; Clothes Sizing System In China; Buying And Bargaining; The Transaction: How To Negotiate; What To Buy And Where To Go; Supermarkets; Markets, Arts And Crafts, Cultural ‘Relics’; Markets, Fruit And Veg

    2.6 - CRIME, COUNTERFEITS AND SCAMS: Watch Your Back; Extra Vigilance; Tips For Buses; Tips For Trains; Cash And Cards; Baggage; Passports; Counterfeits And Scams; Counterfeit Bank Notes; DVDs; Clothing And Jewellery; Taxis; Activism; Other Offences; Other Areas, Which May Affect Teachers?

    2.7 - GETTING AROUND: Getting About; Going Out; Buses; Taxis; Subway/Metro; Air Travel; Trains; Boats; Driving; What To Do If Involved In A Traffic Accident

    2.8 - TRADITIONS AND SUPERSTITIONS: Common Superstitions; Numbers; Colours; Eating And Drinking; Table Etiquette; Tea Pot; Festivals; Spring Festival; Mid-Autumn Moon Festival; Tomb Sweeping Day; Other Related Activities; Dragon Boat Festival; Festivities And Celebrations; What Kind Of Gift Is Suitable? Some ‘Grey Areas’

    2.9 - PREJUDICE, OSTRACISM AND MARGINALISATION: Overview; Classism; Racism; How Does This Impact You As A Teacher? Widespread Domestic Racism; Regional Racism Or Discrimination; How The Average Person In China Perceives Racism; Observations; Sexism; Ageism; Beggars

    2.10 - RELIGION, FAITHS AND BELIEFS: What Does Any Of This Matter To Me As A Teacher? From Confucian, Daoism/Taoism Buddhism; Traditional Beliefs In Death And The Afterlife; Ancestor Worship; How Should Your Faith/ Belief System Guide Your Behaviour?

    2.11 - ANOMALIES AND ADAPTATIONS: Calendars And Time Keeping Systems; Observations, Odds And Ends; Directions; Dates; So, Which Date Is Correct? Which Date Is Accurate? Songs; Public Parks; Rhythms Of The People

    2.12 - CULTURE SHOCK: Deep Space: First Encounters; Stages Of Culture Shock; The Honeymoon Stage; The Hostility (Rejection) Stage; The Regression Stage; The Acceptance Stage; The Integrated Stage; Symptoms To Look Out For; Overcoming Culture Shock; Staying In Touch With Home; So Don’t Call Home Too Often! 

    2.13 - MISFITS, CONFUSIONS, ODDITIES: Underlying Cultural Differences; Concept Of Time; Mid-Day Siesta; Lack Of Communication; Indifferent Public Servants; Don’t Expect Political Correctness; Floor/Ground; Siblings

    PART THREE: LIGHTS. CAMERA. ACTION! WE ARE GREEN TO GO!

    Future prospects and conclusion

    BIBLIOGRAPHY

    APPENDICES:

    A: Additional ESL resources for teaching English in china

    B: Packing list – MS-Excel sheet

    C: China Size Charts – Match Western clothing & shoe sizes to Chinese sizes

    D: ‘TO DO’ list –how to prepare for your trip

    AUTHOR’S BLURB – Biography

    ~*~

    Acknowledgments

    I have not attempted to cite in the text all the authorities and sources consulted in the preparation of this manual. To do so would require more space than is available. The list would include departments of various governments, libraries, industrial institutions, periodicals and many individuals. Scores of people contributed to this book. Special mention to Iris Bao for the cover design (bao.wong.bao@gmail.com) –she is a young mum, now back in Australia, please contact her if you were impressed by this book’s appearance. Thanks too, to a medical friend in China for reading, advising and amending the relevant text. Thank you so much. And my gratitude too, to Christine H who supplied so much background on culture and culture shock.

    One always has to be grateful to one’s family who have patiently borne the absence at Christmas dinners, birthdays and other special occasions of one of their own. Thanks for supporting me in all my ventures even when you may not have understood my reasoning for going, but have trusted my judgement. I love you all, and am grateful to you for sowing into my life these many years.

    To friends who have joined me in my travels and adventures too – where are you now? This is where you should be, in China. Are you looking for significance in your life? Then participate while you have the option.

    A special mention to Liz Kampers, whose masterful coherent teaching of the Scriptures so clearly exposed my ignorance and in so doing, launched me on a journey of discovery, both academic and spiritual. Bless you, Liz.

    To my church and pastors who have stood behind me, encouraged me, prayed for and supported me financially and prayerfully – the ‘prayer of Jabez’ is being answered, and your territory and sphere of influence continues expanding. Be blessed.

    I would not have been able to persevere beyond the first few months if it had not been for my Western friends in China: thanks for offering understanding, for coffee and for grace through bouts of culture shock, and walking alongside me, providing encouragement when I often questioned why I was there and what I was doing... Zhu ai ni.

    To my former colleagues and fellow teachers at Aston English in Xi’an, who rendered encouragement as I faced a class of young children for the first time, to Chaz Bothma, from Durban, who showed me the ropes, my foreign manager, Nell Lambrinto for patiently dealing with all my requests in a timeous manner, thank you.

    To Dave Bickford for magnanimously gifting me with a copy of his lesson plans, which proved to be of inestimable value as I made the transition from textbook-teaching children to crafting my own unique lessons plans. You are a lifesaver in every possible meaning of the word!

    Thanks too, to the tireless contribution of the often undervalued men and women, who soldiering in a distant country, removed from the creature comforts of home present their best in often challenging circumstances, to engage the hearts and minds of China’s young men and women, tomorrow’s leaders.

    To my ex-flatmate Njeri Mugo – thank you for the many discussions, sometimes heated, often opinionated but always stimulating – RIP.  Thanks to all the Chinese teachers and staff at the language school, whose diligence and contributions to the running of a ‘Western’ style school are often overlooked.

    My grateful thanks to the faculty and staff at XMU, where I’m currently teaching; you have welcomed me and made me feel a part of yourselves; especially I want to thank Lili and Jack, Alice and Lindsay – a blessing on your heads! Thank your for looking after this strange waigouren, who must often perplex you with his demands for answers, and to the Dean and teachers of the English Department thank you for the harmony you have inspired and the support you have given me.

    To the students in China, so hungry to learn, there is an old Chinese proverb that says, One generation plants the trees, and another gets the shade - let learn to be cultivators of the mind, thereby nurturing fruitful thought.

    I want to conclude by thanking Ross Paterson for agreeing to write a brief forward to this book, in the midst of a busy schedule. Ross has served China for many years and is the author of numerous books, including, The Antioch Factor: The Hidden Message of the Book of Acts; The Continuing Heartcry for China; Explaining Mission; China: The Hidden Miracle) and as founder of Antioch Missions/Chinese Church Support Ministries.

    ~*~

    FOREWORD

    It is over thirty years since I first had the privilege of visiting China.  Many, many things have changed in a most astonishing way in this great land since then.  It was even said (no doubt with exaggeration) that at one point a street a week was remodelled in Shanghai.  A traveller waking from a long dream would not recognise the China of today from the one in which he fell asleep thirty years ago. 

    But one thing at least has not changed.  That is the astonishing opportunity for first language English speakers to go and work in China to teach English.  From a career point of view, this is doubtless not an upwardly mobile move.  From a personal development point of view, it is an extremely valuable step to take.  This is especially so for committed Christians, with a heart to serve China and its vast population.  English is, of course, a required language for international trade, for study abroad and for many other categories of present and future activity.  Stories of Chinese pestering foreigners just for the opportunity to practice their English are well known.

    A few years ago, an apparently well-documented report came out of China.  It spoke of highly-placed people in the Chinese Central Government wanting to find out how many people in their country were Christian believers.  The report at that stage was 64 million. But, a sub-clause was added to the report.  That clause simply stated that a number of students had become Christians, even a disproportionate number, because of the presence of foreign Christian English teachers working in universities and language schools.  Story after story anecdotally fills up the details of this picture.  The story tells of Christian teachers with a heart for the people and students of China who teach professionally and well, seeking to be the best in the department because of their high standards of excellence, but who also care for the students, many of whom are under strong life pressures.  Some students are there because families have invested in them in the hope that they will get a good job and repay the family.  Those pressures cause them to yearn for understanding teachers who will care for them and help them carry this burden.

    Of course, there can be several causes of hesitation before jumping on a plane to go and teach in China.  One of them simply may be that though a person is qualified academically, they don’t feel necessarily equipped to teach English in China.  And so, David has written a book that will give insights and help to equip for that task.

    David has been a personal friend for several years now.  He has walked out what he shares in this book with excellence and commitment. My simple prayer is that the Lord would multiply Davids to go and serve and work and teach in China!  That would be a significant gift to China!

    Ross Paterson

    Singapore, November 2014

    INTRODUCTION

    The Giant Panda (Ailuropoda melanoleuca), known in China as Xiong mao, (giant cat bear), unlike other bears, which have round pupils, has vertical pupils like a cat. In its high altitude habitat they feed almost exclusively on two types of bamboo. This vegetarian diet precludes their bodies from accumulating adequate fat reserves for winter hence they cannot hibernate. However, giant panda fur is exceptionally waterproof and insulating, which allows the giant pandas to sleep comfortably in the snow.   Another unique aspect is its unusual front paw that it has an extra digit serving as an opposable thumb. The thumb is actually a modified wrist-bone that allows the Panda to hold and tear the bamboo as it forages. The rarity and the ‘tame look’ of the giant panda, which resembles a black-and-white, living teddy bear, elevated

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