Jian Li

This book explores the overall landscape of compulsory education policy development in China from multiple perspectives to uncover the stages, features, problems and suggestions in Chinese compulsory education system, locally, nationally and internationally. In addition, this book also presents specific historical educational policy shifts for policymakers and stakeholders to investigate the compulsory education strategy over the long term. Specifically, the Chinese compulsory education policy landscape involves investigating changes to the legal environment, management policies, as well as practices for teachers and curriculum and teaching materials. These discussions contribute to the readers’ comprehensive and systematic understanding of compulsory education policy development in contemporary China.

This book explores the education poverty alleviation policy in China from the perspectives of concept and practice. In this book, the authors also examine the major national education poverty alleviation policy to analyze the different periods and stages of education in China. This book also explores the development of China’s education poverty alleviation policy from different scopes. It examines the various stages, features, problems and suggestions in Chinese poverty alleviation progress. The intended readers are scholars and researchers who are interested and work in research of the poverty alleviation education in Chinese context, and also the administrators and stakeholders in Chinese poverty alleviation education management and graduate students who majoring and minoring in the field of anti-poverty education.

This book proposes the new concept of “comprehensive global competence” in order to explore how to advocate, cultivate, and implement global competence at China’s higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions. Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation–change mode, an input–output mode, a willingness–tolerance mode, and a learning–competence mode, this book draws on the theoretical framework put forward in “Dimensions of Learning” (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzano’s Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.

This book comprehensively examines classroom culture in the Chinese context and develops the model of “collective-individualism-based learning.” Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions, and behaviors. This book puts forward a collective-individualism-based learning model to explain the classroom culture in China, both past and present. The collective-individualism-based model reflects the individualized learning style of students in Chinese classroom culture, and is characterized by nine symbolic objects; a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair, and a platform. In addition to summarizing this approach to learning, the book examines the construction of a classroom culture with Chinese characteristics and argues that the collective-individualism-based model accurately portrays the personal learning style of students in a specific classroom culture that includes particular symbolic objects.

Contributing to the discussion over China’s higher education development, this book takes a theoretical approach to address the topic of university academics’ innovation by introducing an academic innovation competency model, exploring the contexts, concepts and practices. The innovation competency model comprises three interdependent dimensions, including the academic internal drive vitality, the academic synthesizing refined ability and the academic suspected and introspective ability. By enriching the theory of professional development of university teachers, these three dimensions will help advance the reform of college personnel systems and ultimately improve the quality of China's higher education. The book will be valuable to researchers, students and stakeholders hoping to learn about education reform in China, or to those who study higher education management and comparative education.

This book examines the ways education reform has been shaped in China. Focusing on the past education policy development, it offers unique perspectives to illustrate China’s education reform and provides an overview of policies and their implications. In addition, the book discusses educational development, educational value, educational efforts and educational tasks and explores physical, aesthetic and labor education, as well as the management of off-campus training institutions and the policies on abolishing the “Five Only” in contemporary China. Conceptualizing the education reform model in China since 1949 for the first time, the book maps Chinese education policy development.

This book examines the Chinese education policy landscape since 1978 by constructing a policy analysis tool, the “concept-added policy chain,”and discusses how to review, assess and forecast the development of that landscape, historically and contextually. In addition, it presentsseveral major historical educational policy shifts in order to explore both the internal and external rationale behind the development of aneducation policy with Chinese characteristics. It also provides a unique policy analysis tool for investigating the intricate political logics in contemporary Chinese education policy development at the macro-level, systematically and comprehensively.

This book offers an in-depth investigation of the globalization of higher education at Chinese universities and colleges. The proposed “Global Higher Education Shared Community” model reflects the globalization of higher education with Chinese characteristics in terms of its conceptual, practical and strategic dimensions. Generally speaking, the book mainly conceptualizes and constructs a model of the specific type of globalization currently taking place at Chinese universities and colleges. As such, it offers a valuable resource for scholars and researchers who are interested and work in research on globalization in higher education from a comparative perspective; for administrators and stakeholders in Chinese higher education management; and for graduate students who are majoring or minoring in comparative higher education.

This book offers up to date insights into the exciting world of China’s extensive economic activity through the pervasive and often secretive practice of transfer pricing. It begins with an explanation of transfer pricing itself and goes on to explore how intricately it can infiltrate the trading practices of the commercial lives of both foreign companies in China and Chinese companies expanding to other countries. A review of the main industries in China also considers their possible future uncertainties. China has joined other authorities in actively legislating and organizing a regime to implement its arm’s length policy, as related in Part I of the book on concepts and controls. This is then followed by Part 2 which is devoted to a collection of cases showing the breadth and variability of companies actively seeking to maximise their profits, while Part 3 of the book gives a rare record of the order of priorities exercised by one hundred Chinese tax officers engaged in auditing company performance. The book ends with a summary of the future trends, and activities that regulatory authorities are likely to undertake.

This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

From China-based publisher Shanghai Press, this book recounts the legend of Mulan and her bravery through beautiful Chinese ink paintings. Though we all know the beloved Disney retelling, the original story of Mulan comes from a folktale from China's Northern Dynasty (439–589) about the unusual tale of an ordinary girl named Fa Mulan. One day, the government drafted Mulan's father into the army. However, he was too old. Mulan didn't have an older brother and the younger one was not old enough to be a soldier, so she decided to disguise herself as a man and joined the army in place of her father, hoping her secret wouldn't be exposed. Her excellent martial arts skills always put her on the front lines of every battle. During the 12 years she was in the army, she made great contributions and won admiration from her unit of soldiers. After the war, the emperor honored generals and soldiers, rewarding them with status and money; Mulan didn't care about either. All she wanted was a horse to take her home as soon as possible. Once home, Mulan changed her armor into a dress and fixed her hair in an elegant hairstyle. She came out and thanked her unit for accompanying her home. It's safe to say, she had fooled them all.

This book examines how to create world-class, technology-oriented innovation in higher education in China. It also proposes a model in response to the demand for promoting scientific and technological advances and technological innovation in the Chinese higher education system. Moreover, the book explores key concepts, pathways, models, policies, practices, trends and implications, and offers insights into fostering innovation in higher education. Lastly, it discusses how public policy theories can be applied to promote university technology transfer in order to create world-class universities in today’s China.

This book proposes the new concept of “comprehensive global competence” in order to explore how to advocate, cultivate, and implement global competence at China’s higher education institutions. The concept essentially refers to an organizational, cross-cultural capacity involving students, faculty members, administrators, and staff in a multidimensional learning domain that values, shapes, and promotes global competitiveness at higher education institutions. Unlike the other literature available, which has largely approached defining global competence it from four perspectives: an adaptation–change mode, an input–output mode, a willingness–tolerance mode, and a learning–competence mode, this book draws on the theoretical framework put forward in “Dimensions of Learning” (Marzano, 1992) in order to explain the meaning, implications, and justification of the concept of comprehensive global competence. Specifically, Marzano’s Dimensions of Learning Model offers a comprehensive research-oriented framework on learning cognition and the learning process. With the help of this resource, the book discusses in detail the conceptual, practical, and strategic aspects of creating comprehensive global competence.

This book comprehensively examines classroom culture in the Chinese context and develops the model of “collective-individualism-based learning.” Classroom culture plays a fundamental role in constructing students’ learning competencies, perceptions, and behaviors. This book puts forward a collective-individualism-based learning model to explain the classroom culture in China, both past and present. The collective-individualism-based model reflects the individualized learning style of students in Chinese classroom culture, and is characterized by nine symbolic objects; a textbook, an exercise book, a pen, a blackboard, a screen, a computer, a table, a chair, and a platform. In addition to summarizing this approach to learning, the book examines the construction of a classroom culture with Chinese characteristics and argues that the collective-individualism-based model accurately portrays the personal learning style of students in a specific classroom culture that includes particular symbolic objects.

Smart sensors are technologies designed to facilitate the monitoring operations. For instance, power consumption can be minimized through on-board processing and smart interrogation algorithms, and state detection enhanced through collaboration between sensor nodes. Applied to structural health monitoring, smart sensors are key enablers of sparse and dense sensor networks capable of monitoring full-scale structures and components. They are also critical in empowering operators with decision making capabilities. The objective of this Special Issue is to generate discussions on the latest advances in research on smart sensing technologies for structural health monitoring applications, with a focus on decision-enabling systems. This Special Issue covers a wide range of related topics such as innovative sensors and sensing technologies for crack, displacement, and sudden event monitoring, sensor optimization, and novel sensor data processing algorithms for damage and defect detection, operational modal analysis, and system identification of a wide variety of structures (bridges, transmission line towers, high-speed trains, masonry light houses, etc.).

This book examines the Chinese education policy landscape since 1978 by constructing a policy analysis tool, the “concept-added policy chain,”and discusses how to review, assess and forecast the development of that landscape, historically and contextually. In addition, it presentsseveral major historical educational policy shifts in order to explore both the internal and external rationale behind the development of aneducation policy with Chinese characteristics. It also provides a unique policy analysis tool for investigating the intricate political logics in contemporary Chinese education policy development at the macro-level, systematically and comprehensively.

This book offers up to date insights into the exciting world of China’s extensive economic activity through the pervasive and often secretive practice of transfer pricing. It begins with an explanation of transfer pricing itself and goes on to explore how intricately it can infiltrate the trading practices of the commercial lives of both foreign companies in China and Chinese companies expanding to other countries. A review of the main industries in China also considers their possible future uncertainties. China has joined other authorities in actively legislating and organizing a regime to implement its arm’s length policy, as related in Part I of the book on concepts and controls. This is then followed by Part 2 which is devoted to a collection of cases showing the breadth and variability of companies actively seeking to maximise their profits, while Part 3 of the book gives a rare record of the order of priorities exercised by one hundred Chinese tax officers engaged in auditing company performance. The book ends with a summary of the future trends, and activities that regulatory authorities are likely to undertake.

This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

This book offers an in-depth investigation of the globalization of higher education at Chinese universities and colleges. The proposed “Global Higher Education Shared Community” model reflects the globalization of higher education with Chinese characteristics in terms of its conceptual, practical and strategic dimensions. Generally speaking, the book mainly conceptualizes and constructs a model of the specific type of globalization currently taking place at Chinese universities and colleges. As such, it offers a valuable resource for scholars and researchers who are interested and work in research on globalization in higher education from a comparative perspective; for administrators and stakeholders in Chinese higher education management; and for graduate students who are majoring or minoring in comparative higher education.

Join one family's journey as they design and build an authentic Chinese garden in their backyard! Papa seems to have a grand plan for the backyard. Day by day, he transforms the little space building walls, a pond, and a gazebo with his own two hands. Everyone's favourite addition to the new garden is the colourful carp. Each member of the family releases one into the fresh pond, hoping it will bring them good luck. This bilingual children's book tells a simple, but sweet story about a man, his dream, and his very happy family. Written in both English and Chinese, kids can follow along as a family brings all the world's great mountains and rivers to their own backyard. A fun way to learn about Chinese language and culture, Papa's Garden is sure to delight the entire family. Flip through the pages, which are full of Chinese ink painting illustrations and cut-out designs, to enjoy the natural beauty of the completed garden.