Core Viewpoint - The article highlights the significant contributions of Yang Zhenning to Chinese science and technology, emphasizing his role in bridging Eastern and Western scientific communities and inspiring generations of Chinese scientists [1][3][12]. Contributions to Science and Education - Yang Zhenning returned to China in 1971, marking a pivotal moment in Sino-American scientific relations, and dedicated his efforts to fostering friendship and collaboration between Chinese and American scientists [5][6]. - He identified the stagnation in China's scientific community and took action to improve the situation by promoting international exchanges and supporting young scholars to study abroad [7][8]. - Yang personally recommended over 1,200 young scholars for training abroad, many of whom became key figures in China's technological advancement [9]. Impact on Computer Science Education - Yang Zhenning played a crucial role in the establishment of the "Young Class" at the University of Science and Technology of China, which laid the groundwork for computer science education in the country [10]. - He donated significant funds to Tsinghua University, including $1 million to support the establishment of the Advanced Research Center, and chose to forgo his salary to benefit the institution [10]. - His influence extended to the creation of the "Yao Class" at Tsinghua University, which has been recognized as a leading incubator for AI talent in China [11]. Legacy and Influence - Yang Zhenning's achievements inspired a sense of pride among Chinese scientists, helping to alleviate feelings of inferiority and encouraging competition with Western counterparts [14][15]. - He was known for his candid opinions on scientific funding priorities, advocating for investments in areas with higher returns, such as chip technology and life sciences [16]. - His dedication to teaching and mentoring students continued well into his later years, embodying the spirit of a true scholar and leader in the scientific community [18].

Core Insights - The article highlights the journey of Wu Qi, a theoretical physicist who chose to work in Tibet, contributing to the development of physics research in the region and addressing the gap in scientific resources and education compared to mainland China [1][2][3]. Group 1: Research Development - Wu Qi faced significant challenges in establishing her research career in Tibet, including a lack of personnel and equipment when she started in 2015 [2]. - By 2019, Wu Qi's research team began to take shape with the addition of graduate students, and the "Multiscale Material Simulation and Application Research Laboratory" was officially established [2]. - Wu Qi's efforts have led to increased collaboration between Tibet University and other institutions, expanding the scope of academic exchanges [2][3]. Group 2: Innovative Research Approaches - Wu Qi's research focuses on utilizing computational physics to accelerate material research, particularly in the context of oxygen production in high-altitude environments [3][4]. - The team aims to find alternative porous materials for oxygen production, leveraging Tibet's abundant solar energy for water electrolysis [3][4]. - The application of computational methods has significantly reduced the time and cost associated with material synthesis, with potential production costs for oxygen being lower than current market prices [4]. Group 3: Educational Impact - Wu Qi has made significant contributions to teaching at Tibet University, enhancing the learning experience for students in physics through innovative teaching methods [5][6]. - She emphasizes the importance of nurturing young talent and encourages students to participate in academic conferences to broaden their horizons [5][6]. - The educational initiatives at Tibet University reflect a broader trend of improving higher education and research capabilities in the region, contributing to local economic development [6][7].