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Research involving international research communities has been advocated in the field of behavior analysis (Dymond et al., 2000; Martin et al., 2016). The purpose of the present study was to report the status of behavioral research in mainland China, Hong Kong, and Taiwan, in terms of number of publications, types of research, and frequency of collaboration with international researchers. Fifteen behavioral journals were selected from the list by Cooper et al. (2020). These were searched by hand to find publications conducted in or authored by researchers from mainland China, Hong Kong, and Taiwan dating from each journal's inception to December 2021. The earliest publication we found appeared in 1980 in The Psychological Record. Over the following four decades (1980–1989; 1990–1999; 2000–2009; 2010–2021), the number of publications per decade increased dramatically and continues in recent years to rise. Publications include research reports, review papers, and conceptual articles, with the majority being basic research reports published in Behavioral Processes. Approximately half the publications involve collaboration with international researchers, mostly in North America. Implications for behavioral research, practice, and policy in mainland China, Hong Kong, and Taiwan are discussed. [ABSTRACT FROM AUTHOR]

To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis. More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Practitioner notesWhat is already known about technology integration for young children during COVID‐19COVID‐19 led to the closure of many schools, requiring teachers to teach online.Barriers to integrating technologies in preschool settings existed before the pandemic.Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic.What this paper addsThis paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction.Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19.During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect online teaching in the future.Educators who perceived greater engagement of children or support from parents were more likely to expect online teaching in the future.Implications for practice and/or policyThis study showed that some preschool teachers integrated technology into their teaching during a pandemic, and future studies can explore how to facilitate or extend this integration after the pandemic.This study showed the need for more interactive online teaching preparation to address young children's learning needs.Some teachers were responsive to feedback from children and monitored their learning during the online teaching process. [ABSTRACT FROM AUTHOR]

This paper responds to concerns over the assumed 'feminisation' of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children aged 2–6 years old from the cities of Edinburgh, Hong Kong and Tianjin. Findings show that although children sometimes related practitioners to their gendered experiences in and outside ECEC, children's gender subjectivities are dynamic and are linked to their short‐term and long‐term, fluid and stable, and interactive relationships with practitioners. This paper argues that practitioners need to openly discuss gender with children in ECEC practices and pedagogies. [ABSTRACT FROM AUTHOR]

Co‐production of films entails a variety of transborder mobility and trans‐local production networks, which are further complicated by state intervention through co‐production treaties or arrangements. This paper unravels the process of Mainland China–Hong Kong film co‐production that has been explosive after the promulgation of 'Closer Economic Partnership Arrangement' (CEPA). Drawing on the information of all Mainland–Hong Kong co‐produced films between 1998 and 2017, we chart the collaborative networks of studios and creative staffs and examine the commercial and artistic performances of co‐produced films to illustrate the impact of regulatory reform on the evolution of cross‐border film co‐production. We argue that CEPA is among the series of national regulatory reforms to enable marketisation of the film industry and, further, to construct an imagined new identity of Chinese culture at the supranational scale. However, the cultural goals have been given way to the commercial interests of co‐production with the implementation of CEPA policies. [ABSTRACT FROM AUTHOR]

The discipline of marriage and family therapy (MFT) has been established around the world. Inspired by theories and models developed in Western countries, professionals in East Asian countries over the last two decades have been dedicated to introducing the concepts of MFT to local mental health professionals. This paper presents an overview of the cultural background of East Asian cultures, a summary of MFT development in East Asia, and a discussion of key challenges to advancing MFT in East Asia. We provide recommendations to overcome these obstacles, including bridging the gap between MFTs in the West and East Asia, developing country‐specific MFT development plans, establishing accreditation and licensing regulation, increasing the public awareness of MFT, increasing collaboration among training institutes and the number of qualified MFT trainers and training locations, and developing culturally attuned MFT training and practices. Practitioner points: Direct application of Western approaches to the East Asian context can be detrimental if therapists do not carefully examine the cultural differences and adapt accordinglyA critical step in developing MFT in East Asia is to develop country/region‐specific plans including the recognition of the history, values, and distinctive features of Asian families [ABSTRACT FROM AUTHOR]

Research on transnational Higher Education governance has provided a thesis explaining how East Asian states have successfully selectively blended elements of globalisation in Higher Education with their pre-existing regulatory regimes. However, this paper argues that the thesis overlooks the significance of local politics in understanding the formulation of Higher Education policy, thus insufficiently acknowledging the indeterminacy that arises in the globalisation process. To address this argument, this paper examines the transnational Higher Education development in Singapore and Hong Kong and explains how political resistance and corresponding policy changes that emerged in these two societies help reconceptualise transnational Higher Education governance. [ABSTRACT FROM AUTHOR]

This paper examines whether Hong Kong teachers and students perceived Liberal Studies and its ongoing curriculum review as politically driven during and after the Umbrella Movement, a large-scale civil disobedience campaign that took place in September 2014. The findings presented herein show that both groups disagreed with the claim that Liberal Studies was used as a political instrument to instigate students’ participation in the protest movement. Moreover, they also reveal that teachers have maintained their neutrality towards controversial issues related to politics during Liberal Studies lessons. Whilst the participating teachers and students considered the government's proposed reform of Liberal Studies to be politically motivated, they held differing attitudes towards the addition of more China-related elements to the subject. On the basis of these results, this paper analyses the potential role of Liberal Studies in the democratisation of local society. It also provides an indication of the curriculum's dynamic nature, explanation of students’ resistance to the review policy and suggestions for the subject's future development. [ABSTRACT FROM AUTHOR]

Objectives To analyse the contributions of authors from three major regions of China - the Mainland ( ML), Hong Kong ( HK) and Taiwan ( TW) - in the field of health care sciences and services. Methods Articles published by Chinese authors between 1998 and 2012 in the category of health care sciences and services were retrieved from the Science Citation Index Expanded ( scie) database. The numbers of total articles, impact factors, citations, articles included in the top 10 highest impact journals and the 10 journals that published the most papers were recorded. Results ML, HK and TW published 615, 415 and 1162, respectively, with accumulated impact factors of 1281.65, 904.29 and 2361.44; average impact factor of 2.08, 2.18 and 2.03; and total citation times of 2313, 2652, and 4818. Regarding the top 10 high-impact journals, ML, HK and TW accounted for 28.25%, 27.68% and 44.07%, respectively. Total impact factors of the most popular 10 journals for ML, HK and TW were 20.86, 22.08 and 18.92, respectively. Discussion and Conclusions Both the quality and quantity of papers published in health care sciences and services journals from ML, HK and TW have greatly improved. ML and HK have different strong points, while the gap with TW diminished. [ABSTRACT FROM AUTHOR]

Aims This paper provides an overview of gambling issues in China, including historical development, governmental responses and social consequences. Methods Based on materials written in Chinese or English available at academic databases and other online resources, historical, cultural and policy analyses were conducted. The focus is on mainland China, but reference is made to Hong Kong and Macao to illustrate differences. Results Throughout Chinese history, gambling was strictly prohibited by law. In contrast, small-stakes betting for entertainment instead of monetary gain, defined as 'gaming' in this paper, has been culturally acceptable and tolerated by governments. After banning gambling for three decades, the Chinese government attempts to meet public demand for 'gaming' and to confine gambling to 'gaming' by issuing national lotteries. In response to increased economic wealth, gambling opportunities were allowed to develop, but were restricted to Macao. Social problems such as illegal and youth gambling are, however, emerging. The 'gaming' perception may predispose Chinese individuals to wagering activities and increase the risk of gambling disorder, which has been widely seen as misconduct rather than a mental disorder. Currently, the country has a dearth of gambling research and limited prevention and rehabilitation services, almost none at national level. Conclusions A distinction between small-stakes 'gaming' and large-stakes 'gambling', which has cultural roots, plays an important role in relevant governmental policies and social responses in mainland China. Gambling disorder prevention and treatment is not yet on the national agenda. The country's knowledge and services gaps on gambling problems need to be filled out. [ABSTRACT FROM AUTHOR]

Art education in Hong Kong has undergone various changes in response to educational reform. In art assessment, a major change in the Hong Kong New Senior Secondary ( NSS) Curriculum is the inclusion of art criticism as a compulsory component of the new public examination. Assessing students' abilities to interpret art in an art criticism public examination context is a critical issue in Hong Kong because the new senior secondary curriculum and assessment has brought attention to the role of written language in the art examination paper. This means the examination assesses not only students' abilities to interpret art, but also their language abilities required to respond to art in written form. Since this new mode of assessment of art criticism has been published a number of issues have appeared. Recent studies show that teachers and students perceive this development negatively and they believe that the written format will assess students' written language abilities rather than their critical abilities. These findings challenge the justification of the new art assessment policy and raise questions about the role of written language in responding to art. This article aims to raise the issue of the marriage between language and art criticism in the Hong Kong public examination context. It argues and examines the relationship of language to art interpretation, reasoning in the assessment, and issues in the public art criticism examination context. The issues addressed in this article provide opportunities for researchers and policy makers to reconsider and refine the new form of examination. [ABSTRACT FROM AUTHOR]

This paper argues that the sociolinguistics of globalization is accompanied by a constitutive scalar politics. Based on ten interviews with Korean professionals in Hong Kong, we report that Korean migrants' use and experience of English is characterized by competing language ideologies we identify as: Pragmatic English/Perfect English, Multilingualism/English Only, and Global Language/Local Language. Tensions within these ideologies were revealed as respondents referenced the contexts of their daily lives as intersecting sets of geographic, temporal, and social scales. We discuss how sociolinguistic relations associated with the transnational lifecourse, hybridizing identity, and racialization were imagined in ways that re-negotiated these scales to serve the interests of the participants and provide coherence to their communicative practices. Sociolinguistic relations both reference scales and constitute them. We conclude that attending to scales and scalar politics provides a better explanatory framework for the ways the uneven linguistics markets of globalization are negotiated by transnational subjects. [ABSTRACT FROM AUTHOR]

Inspired by Schneider's (2007) innovative Dynamic Model, this paper traces the rise of English-knowing bilingualism in Hong Kong by analysing the authorship of 1,379 letters published in the city's leading English-language newspapers since the early 1840s. The evidence points to three main phases in the evolution of this community: 1840s-1910s, 1920s-1970s, 1980s-present. In the first phase, the bilingual segment of the Chinese community was apparently microscopic or, in the words of a colonial official, 'infinitesimal'. The second and third phases may be characterised as periods of spreading minority and majority bilingualism respectively. [ABSTRACT FROM AUTHOR]

ABSTRACT Heavy rain events or rainstorms of various scales often occur in Hong Kong from April to September. In extremes cases, they lead to serious landslides and flash floods resulting in loss of life, and damage to property and infrastructure. With climate change, extreme rain events are projected to be more frequent and more intense in this region. A system to gauge and label the severity of rainstorms would be useful for identifying and communicating extreme conditions in warning and disaster prevention operations. In parallel, a better understanding of the characteristics of rainstorms would also be important for impact assessments and engineering design purposes. This paper formulates a practical framework to index the magnitude and severity of rainstorms in Hong Kong. An index termed as the Severity Index combining the magnitude of different rainstorm attributes is devised for quantifying the overall severity of rainstorms. This index is flexible to allow tuning for specific applications. [ABSTRACT FROM AUTHOR]

This study seeks to explore the controversial issue of pronunciation modelling in the secondary classroom in association with the medium-of-instruction (MOI) policy in Hong Kong. The investigation centres on two dimensions: (1) students' exposure to English accents throughout their weekly school timetable by means of a data log sheet and (2) the phonological differences between the speech of local subject and English language teachers. The findings suggest that students' main source of English exposure at school is the English pronunciation of both English language and content-area teachers in English-medium lessons, who shared numerous Hong Kong English ( HKE) features although in differing proportions. The paper concludes by prioritising the educated HKE vowel and consonant features and promoting an internationally intelligible endonormative model in the globalised world. [ABSTRACT FROM AUTHOR]