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Academic literature on the topic 'Mainland China context'

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Published: 11 December 2022

Last updated: 26 January 2023

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Journal articles on the topic "Mainland China context"

Jiaxing Xie and Bo Wah Leung. "Students’ motivation to study music: The mainland China context." Research Studies in Music Education 33, no. 1 (June 2011): 59–72. http://dx.doi.org/10.1177/1321103x11404654.

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Aimin, Cheng. "Teaching Chinese in the Global Context: Challenges and Strategies." European Review 23, no. 2 (March 25, 2015): 297–308. http://dx.doi.org/10.1017/s1062798714000672.

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In the past 30 years, teaching Chinese as a foreign/second language (TCSL/TCFL) has made great achievements in Mainland China. However, TCSL/TCFL is at a crucial point at present, and its global development in the 21st century presents us with new questions and challenges. There are many issues involved as TCSL/TCFL adapts to this rapid change from a largely domestic context to a global one. This article attempts to address such issues as the significance, challenges and strategies of TCSL/TCFL in mainland China by outlining its brief history and development since the 1950s, and calls for the establishment of an international ‘framework of reference’ for Chinese language teaching.

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Nambiar, Radha M. K., and Noraini Ibrahim. "Mainland China undergraduate learners’ experiences in the Malaysian tertiary context." Procedia - Social and Behavioral Sciences 15 (2011): 3227–31. http://dx.doi.org/10.1016/j.sbspro.2011.04.276.

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Tang, Ling. "Guarding the Space In-between." British Journal of Chinese Studies 11 (June 29, 2021): 36–52. http://dx.doi.org/10.51661/bjocs.v11i0.71.

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Based on eight in-depth interviews, this article analyses the quandary faced by liberal mainland Chinese student migrants in Hong Kong. On the one hand, the liberal pro-democracy movements in Hong Kong are deeply intertwined with the rise of localism, which is based on a dichotomy between Hong Kong and mainland China. On the other hand, a rising, development-centric nationalism in mainland China reduces Hong Kong protesters to unemancipated British colonial subjects. However, in the context of this “double marginalisation,” liberal Mainland students guard a form of liberalism that transcends both Hong Kong localism and Chinese nationalism. They debunk the stereotype of mainland Chinese students being apolitical and therefore provide an alternative definition of being Chinese. They challenge the view that mainland Chinese can only be emancipated outside mainland China to destabilise a Fukuyamian linear interpretation of history. They use four tactics to cope with double marginalisation: understanding localists, befriending expatriates, assuming professionalism, and becoming apolitical. Image © Ling Tang

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Zhang, Yin-Ping, Wen-Hui Liu, Yi-Tian Yan, Caroline Porr, Yao Zhang, and Huan-Huan Wei. "Psychometric Testing of the Evidence-Based Practice Nursing Leadership Scale and the Work Environment Scale After Cross-Cultural Adaptation in Mainland China." Evaluation & the Health Professions 42, no. 3 (October 9, 2018): 328–43. http://dx.doi.org/10.1177/0163278718801439.

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Implementation and sustainability of the evidence-based practice (EBP) approach within systems of health-care delivery require leadership and organizational support, yet few instruments have been developed specifically in Mainland China. The purpose of this study was to adapt the EBP Nursing Leadership Scale and the EBP Work Environment Scale to Mainland China’s cultural context and to evaluate the psychometric properties of the newly adapted Chinese version. A pilot study was conducted in Mainland China with 25 clinical nurses. A subsequent validation study was conducted with 419 nurses from Mainland China. A content validity index of .985 and .982 was achieved. The split-half coefficient was .890 for the EBP Nursing Leadership Scale and .892 for the EBP Work Environment Scale. Test–retest reliability was .871 and .855, respectively. Principal component analysis resulted in a one-factor structure explaining 62.069% of the total variance for the EBP Nursing Leadership Scale and 62.242% of the total variance for the EBP Work Environment Scale. Both of the newly cross-culturally adapted scales possess adequate internal consistency and test–retest reliability and validity and therefore may be utilized in health-care environments to assess leadership and organizational support for EBP in Mainland China.

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Liu, Weidong, and Dadao Lu. "Rethinking the Development of Economic Geography in Mainland China." Environment and Planning A: Economy and Space 34, no. 12 (December 2002): 2107–26. http://dx.doi.org/10.1068/a34253.

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Economic geography is a discipline encompassing diverse scopes and approaches. As such, it is not easy to achieve well-founded dialogues between economic geographers from different countries, though such dialogues are necessary for establishing a well-developed platform of discussion. The authors attempt to help scholars from other countries understand the development of economic geography in China by showing how such development has been affected by the country's institutional and economic conditions. They first introduce the context in which economic geography has developed in China and discuss changes in the definition of economic geography in the country. They then examine post-1949 development of economic geography in China in terms of research orientations or tasks, funding, and organization. The authors argue that the development of economic geography is embedded in a broad socioeconomic and institutional context and that this context is key to understanding the development of economic geography in different countries.

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Hsieh, Chuan-Chung, Hui-Chieh Li, Jyun-Kai Liang, and Xue-Meng Sun. "Do Teachers Perceive “A Shared Sense of Us”? – Social Identity Leadership of Kindergarten Principals in Mainland China." International Journal of Chinese Education 11, no. 3 (September 2022): 2212585X2211409. http://dx.doi.org/10.1177/2212585x221140958.

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Soar in the children population following the termination of Mainland China’s three-decade-old one-child policy has aroused attention and concern of the quality of early childhood education, especially the leadership and management approaches of kindergarten principals. However, practical tools for assessing kindergarten principal leadership have not yet been developed in Mainland China. Identity leadership (IL) is a new model in leadership research, and the Identity Leadership Inventory (ILI) facilitates leadership assessment in different contexts with diverse samples. This is the first study to explore principal identity leadership in a Chinese educational context. The Principal-ILI (P-ILI) Chinese version was administered to kindergarten principals and teachers from municipalities and provinces all over Mainland China. A total of 2743 valid responses were collected from 498 kindergartens. Results revealed not only good reliability and validity of P-ILI in the Chinese educational context, but also high perceived IL of most kindergarten principals as well as differences in IL perceived by respondents of different ages, positions, and kindergarten types.

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Mo, Yuen Han, and Kieran O’ Donoghue. "A snapshot of cyber supervision in Mainland China." Qualitative Social Work 19, no. 4 (March 31, 2019): 612–29. http://dx.doi.org/10.1177/1473325019836714.

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This article presents a qualitative study that explores the use of technology in distance supervision by social work supervisors in Mainland China. From the interviews with 24 participants, four themes emerged concerning the participants’ supervision needs, supervision context, supervision ethics, and supervision skills. Overall, the participants’ experiences and views are given in detail: (1) the development of cyber supervision in Mainland China; (2) the contribution this new supervision method makes to ever-increasing supervisory demands; (3) the supervisory knowledge and skills required for successful cyber supervision, and (4) the government’s influence on the development and promotion of cyber supervision. The themes and views of the participants contribute to the development of the “4S” model for cyber supervision in Mainland China.

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He, Zhaohui. "MING CHINA IN THE GLOBAL CONTEXT: NEW TRENDS IN MING STUDIES IN MAINLAND CHINA." Ming Studies 2006, no. 54 (January 2006): 8–15. http://dx.doi.org/10.1179/014703706788762518.

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Lin, Chuan, Christina Yu-Ping Wang, Chen-Yu Wang, and Bih-Shiaw Jaw. "The role of human capital management in organizational competitiveness." Social Behavior and Personality: an international journal 45, no. 1 (February 7, 2017): 81–92. http://dx.doi.org/10.2224/sbp.5614.

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Drawing upon human capital theory, we empirically tested the relationships among human capital management, employees' value and uniqueness, and organizational competitiveness. To do this, we adopted a quantitative approach via multiple regression analysis with 183 participants from Taiwan and Mainland China. Results showed that human capital development and deployment were positively associated with both value and uniqueness of employees in Taiwan and also in Mainland China. This indicated that development and deployment practices, such as training and job design, were conducive to increasing employees' value and uniqueness. In addition, the positive relationship between human capital and employees' value that was observed in a Mainland Chinese context was not observed in Taiwan, which indicates that contextual differences affected methods of attracting talented employees. We found it surprising that in neither Taiwan nor Mainland China were organizations capable of retaining unique employees. Practical and theoretical implications of our findings are discussed.

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Dissertations / Theses on the topic "Mainland China context"

Liang, Xiaohua, and 梁小华. "Investigating how activities mediate student peer talk in an English immersion context in the mainland of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.

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Miroslawski, Gregor. "The international expansion of mainland Chinese businesses in the context of culture." Doctoral thesis, Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola&quot, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:105-507561.

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Die wirtschaftliche Bedeutung Chinas hat in den vergangenen Jahren enorm zugenommen. Vorhandene Literatur beschäftigt sich jedoch bisher weitgehend nur mit den Markteintritten ausländischer Unternehmen in China. Doch findet nun der nächste Schritt statt. Chinesische Unternehmen betreten ihrerseits immer mehr ausländische Märkte. Diese Dissertation untersucht die internationale Expansion/ den Markteintritt chinesischer Unternehmen und die Rolle/Bedeutung von Kultur in diesem Zusammenhang am Beispiel des deutschen Marktes. Als Grundlage wurden Erkenntnisse über die Expansion von Übersee-Chinesen herangezogen. Zudem wurde eine Studie unter chinesischen Firmen, die in den deutschen Markt eintreten, durchgeführt. Es zeigte sich, dass bestimmte Merkmale der chinesischen Kultur das Expansionsverhalten der chinesischen Unternehmen beeinflussen und chinesische Unternehmen ihre internationale Expansion forcieren werden.

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Teng, Feng. "Understanding identities in practice, discourse, and activity : English lecturers' experiences in the context of mainland China higher education reform." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/719.

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The traditional academic ranks for regular faculty in Mainland China universities commonly include assistant lecturer, lecturer, associate professor, and professor, with no clear differentiation between academic and teaching tracks. Recent education reform in Mainland China with the aspiration of world-class, high-ranking universities, however, has brought about unprecedented challenges to academics at the rank of lecturer; they are suffering from contract requirements that rise as the requirements for university ranking increase. In an attempt to reach the bar set by Western research universities, the vast majority of Chinese universities have embraced higher education reform that emphasizes a "publish or perish" ideology. This thesis employs a multiple case study, with a focus on four English lecturers' teaching and research engagement. The four cases included English Language Teaching (ELT) teachers who had received a doctoral degree and were trained to do research, as well as ELT teachers who were initially recruited to teach language courses but were later required to transform their professional identities to be teacher-scholars. ELT teachers have reportedly exhibited a weak research capacity compared with university teachers in other subject areas, making this study on a professional group of English lecturers meaningful. It is therefore the aim of this study to systematically explore English lecturers' identity construction pertinent to teaching and research engagements in the contested and evolving higher education reform in Mainland China. Drawing upon communities of practice, discourse theory, and activity theory, this study brings new knowledge to identity-in-practice, identity-in-discourse, and identity-in-activity. Data were triangulated through narrative frames, interviews, field observations, post-observation informal talks, and documents. Data analyses included "bottom-up" and "top-down" approaches; the former refers to analytic induction where meaning is grounded in data, whereas the latter helped the researcher arrive at a holistic understanding of participants' professional identities by referring to theoretical concepts. The findings revealed an array of identity options (e.g., "gardener", "innovator", "researcher", "scholar", "poorly paid laborer", "temporary worker", "traitor", "blind follower", "game loser", "robot", "teaching machine", "sojourner", and "publishing machine"). The factors that shaped identity construction included shifting value of being an English teacher-researcher under higher education reform, intensified "publish-or-perish" ideology, and changing institutional and societal circumstances. This thesis proposes a tripartite conceptual framework of identity-in-practice, identity-in-discourse, and identity-in-activity to contextualize the practical and discursive identity construction of English lecturers. The tripartite framework of teacher identity based on these findings extends the notion of professional development upon which English lecturers should draw to empower themselves. By reflecting on contextual and personal resources relevant to their professional development, English lecturers are expected to utilize societal resources from the broader academic community to transcend institutional constraints to their personal and professional identity construction. This study concludes with implications for educators and administrators to provide responsive support for English lecturers' professional development. Further research is needed to integrate the tripartite framework of practice, discourse, and activity to examine the complexity of teacher identity construction.

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Hu, Aihua. "A case study of two pilot universities' teacher education curricula under the context of free teacher education policy in mainland China." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/31.

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The massification and marketization of higher education in the early 1990s, in addition to the termination of free teacher education (FTE) in normal universities in 1997, created three major challenges for teacher education in China—low admission rates of prospective students, a loss of identity as teacher education institution, and the beginning of a bottleneck period for development, all of which served to marginalize teacher education in the higher education arena. In addition, education inequality has always been a problem in China. To address these problems the Government decided to re-implement FTE policy in six pilot universities in September 2007. Along with the implementation of this policy, the six pilot universities were required to reform their curricula and set examples for teacher education programs at provincial/regional levels for when this policy was to be implemented nationwide. As required, the six pilot universities reformed their curricula upon re-implementing FTE policy in 2007. A qualitative case study approach was employed to study teacher education curricula under the FTE initiative. The main aim of this research was to present a picture of teacher education curricula in actuality through looking at the documented and experienced curricula, exploring the views and reasons for the views of major university stakeholders. This included administrators (Vice Director of the Teaching Affair Office and Associate Head of certain departments who were in charge of FTE program), teacher educators and student teachers in FTE program, and novice teachers graduating from FTE program in 2011 and 2012. Data were collected through documents and archives, interviews, open-ended questionnaires, observation and online communications. Documents and archives were obtained through three channels—libraries, websites, and people. Participants in interviews were the above mentioned major university stakeholders. Respondents to the open-ended questionnaires were novice teachers graduating from Y University. Observation was mainly conducted in student teachers’ teaching classrooms and university classrooms, universities campuses, and interview sites. Online communications were instant online talk and email communications. Constant comparative and content analysis methods were utilized to analyze the collected data. Since two cases were explored, cross case analysis was also used. This study found that FTE in a way helped improve teachers’ quality in western and rural regions in China. Though some were involuntary participants, quite a number of students had been inspired to teach. FTE also helped economically disadvantageous students to receive higher education. However, this policy caused some student teachers to lose motivation to study. Student teachers in the two case study universities experienced three concurrent curricula namely formal curriculum, extracurriculum, and hidden curriculum. More credit hours were allocated to general and pedagogical education. Contents of formal curriculum started to establish the relationship between what was taught in university and in basic education. Extracurriculum and hidden curriculum, which increased in number and variety as a result of re-implementation of FTE, had an edifying influence on student teachers in terms of their practical skills, choice of future career, beliefs, values, professional ethics, and identity establishment. Problems existed concerning different aspects of teacher education curricula. There was a disconnection between what was taught at university and in basic education classrooms. General and pedagogical education was insufficient. Also clinical experiences were inadequate in terms of their frequency, variety, and duration. These resulted in student teachers lacking opportunities to relate theory to practice. Additionally, there were cooperation problems between university and schools. There were also problems related to the quality of university teachers who taught pedagogy and cooperating teachers who supervised student teachers’ teaching. This study recommended that autonomy be given to teacher education institutes to set their own curriculum standards for subject matter knowledge and general education. Clinical experiences should be arranged earlier and with greater frequency. Not only should the period of supervised student teaching be lengthened but student teachers should also be given more opportunities to teach in actual classrooms. Continuous academic and financial support to extracurriculum should be provided. To obtain a comprehensive picture on the impact of FTE on a long term, it is recommended to conduct a longitudinal study on its implementation with the involvement of stakeholders in cooperative schools.

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Ip, Ping Lam. "From purification of "sins" to negotiation of boundaries: exploring assimilation of children of Mainland new arrivals in Hong Kong secondary school context." HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/442.

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This study aims to enrich existing local sociological literatures on Mainland new arrivals by exploring the assimilation of their children, including 1.5 generation born in Mainland China and second generation born in Hong Kong. In particular, it focuses on the everyday schooling experiences of children of Mainland new arrivals, such as their learning experiences, their relationship with school or teachers, and their everyday communication with peers. Combining Michele Lamont's concept of boundary and Pierre Bourdieu's concepts of field and capitals with contemporary assimilation theories in the U.S., this study conceptualizes assimilation as a multidimensional process through which migrants and their subsequent generations use different available strategies and capitals to adopt, negotiate, and draw boundaries in various social fields in order to be recognized members of the host community they are living in. Drawing on 11 in-depth interviews with children of Mainland new arrivals studying in secondary school, this study finds that, contrary to the oppressive experiences of first generation Mainland new arrivals especially mothers, second / 1.5 generations have more room or structurally enabled agency to negotiate rather than simply adopt boundaries defining "us" and "other" in the school context. This can be seen, for example, when second and 1.5 generation students alike actively use and modify social meanings represented in cultural products such as electronic games and TV programs to draw boundaries to build and sustain peer relationship in school.

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Lee, Ming-yen. "An Analysis of the Three Modern Chinese Orchestras in the Context of Cultural Interaction Across Greater China." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397886249.

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Cheng, Ka-lok, and 鄭嘉樂. "Translation of nature of science content in the official physics curriculums in mainland China and Hong Kong into the corresponding textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198822.

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International studies, such as the Trends in Mathematics and Science Study, reveal that most teachers rely on textbooks as the basis of their instruction. This is particularly true for new curriculum components. Thus a good alignment between the official curriculums and textbooks is necessary for the classroom implementation of the official curriculums. However, the study of the translation of official curriculums into textbooks is missing in the education literature. The Nature of Science (NOS) content in the Physics curriculums in Mainland China and Hong Kong serves as the context of this exploratory research on official curriculum-textbook translation. In this study, the extent and manner of the translation of the NOS content in the official curriculums into the text book was first investigated through the analysis of the NOS content found in the official Physics curriculums and the Physics text books in Mainland China and Hong Kong respectively. Two sets of textbooks that were widely adopted by schools in each of the two sites were studied against the corresponding Physics curriculum. The findings of the investigation then paved the way for the subsequent identification of the factors that affect the translation of the NOS content in the official curriculums into the textbook content through interviews with the authors, consultants and editors who assisted in determining the content in the textbooks of the two sites. It was found that the major NOS ideas found in the official Physics curriculums at both sites were thoroughly included in the corresponding textbooks, yet the translation of the official curriculums into textbook content was not perfect. In some cases, the textbooks nicely illustrated and elaborated upon the NOS ideas with relevant contexts intended by the official curriculums. In other cases, the alignment was simply are-statement of the curricular specifications onto the textbooks. A number of factors influencing the official curriculum-textbook translation of the NOS content were found in the study. These include authors’ and editors’ belief regarding the benefits brought about by students’ learning of NOS content, students’ background knowledge and reading skills, textbook approval systems and selection practices, teachers’ acceptance towards new NOS content, the absence of NOS-related questions in high-stake examinations and the academic and vocational background of the authors and editors. In addition, the study also revealed other factors that operate differently in the two sites. These include teachers’ criteria of textbook selection, the trial and revision system of textbooks, teachers’ reluctance towards the teaching of new content, and the demand for examination-oriented materials in textbooks. Through synthesizing the factors that influence curriculum implementation found in the literature and the factors that influence the official curriculum-textbook translation as reported by the informants, a model of the factors that affect the translation of official curriculums into textbook content was proposed. The model builds upon and could be analogously compared to the existing model of classroom-level curriculum implementation. Through an enhanced understanding of the official curriculum-textbook translation, the current study provides the missing link in the existing literature on curriculum implementation.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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"School micropolitics in the context of reforms for educational decentralization and accountability in Mainland China." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075444.

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Wang, Xueju.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 255-269).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese; some appendixes in Chinese.

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Choy, Ellesmere Tsz Kin. "A study of Hong Kong managers’ leadership competencies in the financial services industry in the mainland China context." Thesis, 2018. http://hdl.handle.net/1959.13/1386804.

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Professional Doctorate - Doctor of Business Administration (DBA)
This research was designed for examining the leadership competencies needed for Hong Kong mangers in financial services industry in the Mainland China context. The review of literature was focused on effective leadership theories and leadership competencies. Through the literature synthesis, a conceptual model was developed using Chinese Implicit Theory of Leadership (CILT) as a basis for the measurement of leadership competencies of Hong Kong financial managers who have been doing business in the Mainland China context. This study adopted quantitative approach by using a sample size of 146 Hong Kong financial managers and respondents were asked to conduct an online survey regarding the leadership competencies and leaders’ perceived effectiveness in the Mainland China context. SPSS was employed as the main analytical tool, and factor analysis and multiple regression analysis were performed to examine the dimensions of leadership competencies of the selected Hong Kong financial managers for effective leadership in the Mainland China context. A total of 146 completed questionnaires were analyzed. Bi-variate correlation and linear regression tests found a positive significant relationship between leadership competencies and perceived leadership effectiveness. Multiple regression analysis was used to determine the best fit model of effective leadership of financial managers working in the Mainland China context. The best fit model includes the independent variables of personal morality, goal effectiveness, interpersonal competency and versatility and the findings are consistent with Chinese Implicit Theory of Leadership. Two new leadership competencies are proposed for the refinements of the CILT model namely integrity and street smart and a new model of CILT is developed. In order to enhance leadership effectiveness of Hong Kong financial managers in the Mainland China context, organizations should provide leadership training programmes regarding vision communication and strategic goal setting, risk management, soft skills development and versatility leadership, enabling financial managers lead effectively. In addition, organizations should consider personal traits and personal qualities or personal morality as a whole in the selection of financial managers during the recruitment process.

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KU, CHIA-LUN, and 顧珈綸. "Organization Context, Investment Strategy, Entry Mode, and Organization Performance: An Empirical Study of Taiwanese Enterprises in Mainland China." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/93171594485534537305.

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碩士
明志科技大學
工業管理研究所
96
According to the Investment Commission, Ministry of Economic Affairs of Taiwan, There are more than 35,000 firms from Taiwan invested more than USD58 billions in Mainland China as of April 2007. More amazingly, among the top 1000 Taiwanese companies invested in China, 763 exhibited growth while 864 showed profit. What are the factors that help produce such amazing results? That is a worthwhile research topic. This research looks into the success factors of Taiwanese firms invested in China from the perspectives of organizational management. We use data of the top 500 companies from “2005 Top 1000 Taiwanese Firms in China,” published by Business Times as samples for this research. The results show that, (1) the larger these firms, the better their organizational performance; (2) the larger the percentage holding of these firms, the better their organizational performance; (3) compared to companies in the field of electronics, electrical, machineries, traditional productions, steel/auto-related, and plastic processing industries, the energy/mining and resource-related industries have better organizational performance; and (4) firms that set operations in Special Municipalities outperform those firms in Eastern, Central, and Western China.

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Books on the topic "Mainland China context"

Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

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Douglas W, Arner, Hsu Berry FC, Goo Say H, Johnstone Syren, Lejot Paul, and Tse Maurice Kwong-Sang. Part V The International Dimension, 12 The China Nexus. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198706472.003.0012.

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This chapter focuses on the financial markets and related legal and institutional frameworks in mainland China, in the context of China’s liberalization commitments under the World Trade Organization (WTO) and the Closer Economic Partnership Arrangement (CEPA). Today, Hong Kong and its financial markets perform a number of roles in respect to China. As part of the People’s Republic of China, Hong Kong increasingly must deal directly with resulting issues and questions, both as a result of the increasing use by mainland companies of Hong Kong’s financial markets (e.g. listing on the stock exchange) as well as supporting business in China. At the same time, the resulting interconnection between the two economies and financial systems brings challenges for Hong Kong. This is especially true of questions relating to mainland companies raising money in Hong Kong and resulting issues of disclosure, corporate governance, and related enforcement problems.

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Lieberman, Victor B. Strange Parallels - Southeast Asia in Global Context, C. 800-1830 Vol. 2: Mainland Mirrors - Europe, Japan, China, South Asia, and the Islands. University of Cambridge ESOL Examinations, 2009.

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Li, Chili. Understanding EAP Learners' Beliefs about Language Learning from a Socio-Cultural Perspective: A Longitudinal Study at an EMI Context in Mainland China. Springer Singapore Pte. Limited, 2021.

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Lieberman, Victor. Strange Parallels : Volume 2, Mainland Mirrors : Europe, Japan, China, South Asia, and the Islands: Southeast Asia in Global Context, C. 800-1830. Cambridge University Press, 2009.

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Lieberman, Victor. Strange Parallels - Southeast Asia in Global Context, C. 800-1830 Vol. 2: Mainland Mirrors - Europe, Japan, China, South Asia, and the Islands. Cambridge University Press, 2012.

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Lieberman, Victor. Strange Parallels - Mainland Mirrors - Europe, Japan, China, South Asia, and the Islands Vol. 2: Southeast Asia in Global Context, C. 800-1830. Cambridge University Press, 2010.

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Lent, John A., and Xu Ying. Comics Art in China. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496811745.001.0001.

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In the most comprehensive and authoritative source on this subject, this book covers almost all comics art forms in mainland China, providing the history from the nineteenth century to the present as well as perspectives on both the industry and the art form. This volume encompasses political, social, and gag cartoons, lianhuanhua (picture books), comic books, humorous drawings, cartoon and humor periodicals, and donghua (animation) while exploring topics ranging from the earliest Western-influenced cartoons and the popular, often salacious, 1930s humor magazines to cartoons as wartime propaganda and comics art in the reform. Coupling a comprehensive review of secondary materials (histories, anthologies, biographies, memoirs, and more) in English and Chinese with the artists' actual works, the result spans more than two centuries of Chinese animation. Structured chronologically, the study begins with precursors in early China and proceeds through the Republican, wartime, Communist, and market economy periods. Based primarily on interviews the editors conducted with over one hundred cartoonists, animators, and other comics art figures, Comics Art in China sheds light on tumult and triumphs. Lent and Xu describe the evolution of Chinese comics within a global context, probing the often-tense relationship between expression and government, as well as proving that art can be a powerful force for revolution. Enhanced with over one hundred black-and-white and color illustrations, this book stands out as not only the first such survey in English, but perhaps the most complete one in any language.

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Lee, Vivian. Ghostly Returns: the Politics of Horror in Hong Kong Cinema. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474424592.003.0013.

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This chapter examines the trend towards Hong Kong-China co-productions, during which Hong Kong horror films have been in decline due to censorship restrictions in Mainland China. While this mega-market direction is likely to continue in the foreseeable future, Hong Kong filmmakers have made fresh attempts to revitalize this popular genre and inject it with new meanings in the changed and changing context of cultural production and cultural politics in the city. Between 2012-2014, several low to medium budget horror films were released. Local audiences responded enthusiastically and many saw these as a sign of the resilience of the local popular culture to counter or at least deflate the hegemony of the Mainland market. This chapter traces the trajectory of Hong Kong horror through the pre- and post-handover decades, situating horror within the evolving discourse of identity and the issues of local histories and collective memory. It also elaborates on the politics of horror as seem from horror films produced and released in the midst of escalating social and political tensions attributable to a popular/populist “anti-China localism”. The chapter further reflects on the cultural politics of delocalization and relocalization in the context of “re-occupying Hong Kong screens.”

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Book chapters on the topic "Mainland China context"

Wang, Jianping, Yirui Wang, Kehan Shen, and Wanjun Li. "Cognitive Behavioral Therapy in Mainland China." In Cognitive Behavioral Therapy in a Global Context, 143–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82555-3_9.

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McDougall, Douglas, Yunpeng Ma, Shu Xie, and Sijia Cynthia Zhu. "General and Education Context in Ontario, Canada and Mainland China." In Reciprocal Learning for Cross-Cultural Mathematics Education, 3–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56838-2_1.

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Xie, Qing. "The Context of Workplace English Training in Hong Kong and Mainland China." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 117–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30157-0_6.

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Li, Ming-fei, and Aliaksandr Palavinchykau. "Shifts from Collectivism to Individualism in Multinational Organization Context (in Mainland China)." In Proceedings of 2013 4th International Asia Conference on Industrial Engineering and Management Innovation (IEMI2013), 685–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40060-5_66.

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Hoare, P. "Chapter 11. Context and Constraints: Immersion in Hong Kong and Mainland China." In Immersion Education, edited by Diane J. Tedick, Donna Christian, and Tara Williams Fortune, 211–30. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694041-014.

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Ding, Bangping, and Fei Wang. "Didactics Meets Curriculum Studies in the Context of Teacher Education in Mainland China." In Theorizing Teaching and Learning in Asia and Europe, 124–39. New York : Routledge, 2017. | Series: Asia-Europe Education Dialogue: Routledge, 2017. http://dx.doi.org/10.4324/9781315751900-8.

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Jing, Yijia. "History and Context of Public Administration in Mainland China." In Public Administration in East Asia, 33–53. CRC Press, 2010. http://dx.doi.org/10.1201/ebk1420051902-c2.

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Jing, Yijia. "History and Context of public Administration in Mainland China." In Public Administration in East Asia, 33–54. Routledge, 2017. http://dx.doi.org/10.4324/9781315089317-3.

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"Leaming from Other Countries: A Critical Examination of the Current Primary Science Curriculum Reforms in Mainland China." In Science Education in Context, 343–52. Brill | Sense, 2008. http://dx.doi.org/10.1163/9789087902490_029.

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Hung, Suet-lin, and Kwok-kin Fung. "Working with female migrant workers in Hong Kong." In Community Organising Against Racism. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447333746.003.0018.

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This chapter discusses how socio-political forces in Hong Kong shaped the situation of new immigrants from mainland China. It provides an overview of responses from the community development field regarding ethnic and cultural diversity to set the context of social services offered to new immigrants to Hong Kong from mainland China. A small-scale qualitative study of community workers who work with these migrants was conducted in Tin Shui Wai North, a Hong Kong community with the second-highest proportion of migrants from the mainland. It is argued that ethnic diversities within the same race (Chinese) are characterised by a complex range of factors, including gender and class, and are emphasised by migration from a ‘developing’ (China) to a ‘developed’ (Hong Kong) location. It emphasises the need for community development workers to be self-reflexive when developing ethnic and culturally sensitive community practices that deal with the dimension of ‘difference’ of new immigrants.

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Conference papers on the topic "Mainland China context"

Sun, Dandan, and Zezhong Yang. "Study on Content and Organization of Mathematical Cognitive Structure in Mainland China." In 2015 International Conference on Management, Education, Information and Control. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/meici-15.2015.283.

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Zhu, Shucheng, and Lan Yu. "Study on TCSOL pre-service teachers' technological pedagogical content knowledge in China mainland." In the 10th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3290511.3290551.

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Lee, Yuk Yee Karen, and Kin Yin Li. "THE LANDSCAPE OF ONE BREAST: EMPOWERING BREAST CANCER SURVIVORS THROUGH DEVELOPING A TRANSDISCIPLINARY INTERVENTION FRAMEWORK IN A JIANGMEN BREAST CANCER HOSPITAL IN CHINA." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact003.

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"Breast cancer is a major concern in women’s health in Mainland China. Literatures demonstrates that women with breast cancer (WBC) need to pay much effort into resisting stigma and the impact of treatment side-effects; they suffer from overwhelming consequences due to bodily disfigurement and all these experiences will be unbeneficial for their mental and sexual health. However, related studies in this area are rare in China. The objectives of this study are 1) To understand WBC’s treatment experiences, 2) To understand what kinds of support should be contained in a transdisciplinary intervention framework (TIP) for Chinese WBC through the lens that is sensitive to gender, societal, cultural and practical experience. In this study, the feminist participatory action research (FPAR) approach containing the four cyclical processes of action research was adopted. WBC’s stories were collected through oral history, group materials such as drawings, theme songs, poetry, handicraft, storytelling, and public speech content; research team members and peer counselors were involved in the development of the model. This study revealed that WBC faces difficulties returning to the job market and discrimination, oppression and gender stereotypes are commonly found in the whole treatment process. WBC suffered from structural stigma, public stigma, and self-stigma. The research findings revealed that forming a critical timeline for intervention is essential, including stage 1: Stage of suspected breast cancer (SS), stage 2: Stage of diagnosis (SD), stage 3: Stage of treatment and prognosis (ST), and stage 4: Stage of rehabilitation and integration (SRI). Risk factors for coping with breast cancer are treatment side effects, changes to body image, fear of being stigmatized both in social networks and the job market, and lack of personal care during hospitalization. Protective factors for coping with breast cancer are the support of health professionals, spouses, and peers with the same experience, enhancing coping strategies, and reduction of symptom distress; all these are crucial to enhance resistance when fighting breast cancer. Benefit finding is crucial for WBC to rebuild their self-respect and identity. Collaboration is essential between 1) Health and medical care, 2) Medical social work, 3) Peer counselor network, and 4) self-help organization to form the TIF for quality care. The research findings are crucial for China Health Bureau to develop medical social services through a lens that is sensitive to gender, societal, cultural, and practical experiences of breast cancer survivors and their families."

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