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Crop heat units (CHU) and ≥10 °C active accumulated temperature (≥10 °C AAT) are important indexes to quantify the effects of temperature on soybean development. The relative maturity group (RMG) is widely used in the classification of different soybean varieties. However, CHU and ≥10 °C AAT (AAT) were applied in Canada and northeastern China, respectively, and the relationships among CHU, AAT and RMG are poorly documented. The objective of this study is to analyze the conversion function among CHU, AAT and RMG based on two datasets. The first dataset was obtained to analyze the relationship between RMG and AAT in 395 varieties in Northeast China. The second dataset was obtained to calculate the relationship between CHU and AAT at 95 weather stations based on 30-year climatic data (1990–2019). The results showed that both relationships were significantly and positively correlated, and the R-square of these relationships were 0.90 and 0.98, respectively. The distribution of CHU or AAT in the Northeast is proposed. These results can be extensively used for predicting the CHU or AAT of soybean cultivars given the known RMG, thus determining the adaptation zone as well as the growth stage of agricultural practices and responses to heat accumulation. The conclusion of the current study is expected to be widely adopted by soybean regionalization and germplasm exchanges throughout the world. [ABSTRACT FROM AUTHOR]

Over the last two decades, the emerging Chinese Party-state has used commercial ties with North American and European providers of surveillance technologies to grow national prowess of public security, fostering a transnational state-corporate symbiosis. The exports of surveillance technologies from the Global North to China started in the late 1970s, and now Chinese technology companies are competing with and replacing those suppliers in the globalized neoliberal market. This research explores the two-way dynamic of China's state and private surveillance capacity underscored by international companies' profit-seeking behaviors and domestic technological and economic growth. Four case studies of companies from Canada, China, and the US are used to highlight the changing dynamics in the global circulation of surveillance technologies. Particular attention is paid to the cyclical nature of such technologies through which unresolved issues of global governance continue to emerge and, accordingly, support the growth of technology-powered authoritarianism worldwide. [ABSTRACT FROM AUTHOR]

Through funding from the Canadian International Development Agency's (CIDA) China Program, the University of Regina (UofR), Canada, implemented two major development projects with the Educational Institute of Jilin province (EIJP) from 1990 to 2001. This paper re-examines this historic cooperation. The paper argues that prevailing theories of sustainable development which had been percolating in education faculties of Canadian universities in the 1990s allowed the UofR/EIJP program to transcend a simple international aid paradigm and to focus on the mutual benefit of the partners. At the same time, we observe that despite the enormous goodwill and institutional learning achieved through the UofR/EIJP program the project failed to live up to its significant potential. The paper concludes with some practical measures that institutions might implement to ensure important cooperative projects can build robust international capacity sustainable for the long term.

This paper examines the Canada-China Management Education Program (CCMEP, 1983-1996) between the University of Toronto (UT) and Huazhong University of Science and Technology (HUST). In this paper, we create a "Three Levels/Four Parameters" analytical framework, based on the concept of mutuality from Johan Galtung (1980) and the concept of institutions from W. Richard Scott (2007). We use this framework to analyze management cooperation between UT and HUST. Qualitative data is collected through open-ended interviews with participants of the CCMEP and from a review of historical literature. Through this analysis, we find that mutuality in the CCMEP was gradually established. During this process, the national macro-level institutional framework, the interactive consultations between UT and HUST, and the increased understanding of HUST's needs and culture constitute the three levels of institutionalized mutuality in the CCMEP. The UT project directors' understanding about Chinese culture, values, and beliefs was the key to the success of the CCMEP. Among the four parameters of mutuality, autonomy is the core parameter.

Reflective practice is at the core of teacher education programmes and is highly regarded as an essential component in the education of new and experienced teachers. Given the recent interest in language use and the role of discourse in articulating knowledge of one's practice, this paper focuses on how two groups of early career teachers from distinct teaching contexts engage in reflection. The study aims to (i) investigate how they reflect and (ii) explore to what extent their reflections may be influenced by their contexts. The paper mines two small written sub-corpora, which are part of the larger 200,000-word Corpus of Reflective Practice (CoRP). Using corpus-based tools and methodologies, the paper identifies distinct trends which reveal insights into different conceptualisations of reflective practice. As a result, the paper raises awareness of the need to consider (inter)national cultural sensitivity, and questions the assumption that early career reflective practice is flexible enough to work across cultural, social and institutional differences and influences without more careful guidance and consideration. The paper also highlights a predominant shared trait across the data which signals the need to see reflective practice as a process and to value the kind of reflective practice in which early practitioners engage as being reflective of their stage in the process.

This paper revisits and revisions Education for All (EFA) in the age of global migration with the aim of developing more inclusive approaches towards social justice and equity in education. Drawing on cases of internal and international migration in China and Canada, this paper compares and contrasts policies and practices in the education of migrants and their children to discern common issues and challenges in both country contexts. The findings reveal that despite China's nine-year compulsory education law for all school-aged children, migrant children are often deprived of equitable learning opportunities, resulting in their being the most educationally marginalised in China. The case of Canada demonstrates some of the challenges facing immigrants in having their prior learning and work experience recognised. Lessons learned from this comparative analysis have important implications for the post-2015 EFA revisioning process in terms of developing a holistic, inclusive lifelong learning framework which ensures that the learning needs of both young and adult learners are met through access to equitable learning opportunities as well as recognition of their prior learning and experience.

This paper reports on the first stage of an international comparative study for the project "'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'" funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.

The State-Trait Cheerfulness Inventory (STCI) assesses latent traits and states of cheerfulness, seriousness, and bad mood to represent the temperamental basis of humor. The present study (1) tested the generalizability of the three-factor model in both state and trait versions of the STCI across European Canadian (N = 489) and first generation Chinese Canadian (N = 147) participants completing the English version of the STCI and (2) compared latent mean differences. Results indicated the confirmatory factor analyses of the three-factor model for European White participants born in Canada and Chinese participants born in China showed adequate fit for both trait and state measures. Furthermore, substantial equivalence of factor model parameters and partial scalar invariance were found for both the state and trait STCI measures. In examining latent mean differences, European White Canadian participants reported significantly higher trait cheerfulness, z = 3.30, p < .001, d = 0.84, and lower trait bad mood z = 3.25, p < .01, d = 0.80 compared to the Chinese Canadian groups. European White Canadian participants reported significantly lower state bad mood, z = 3.59, p < .001, d = 1.15, compared to the Chinese Canadian groups. Limitations and future directions based on study findings are discussed. [ABSTRACT FROM AUTHOR]

Purpose: It has generally been anticipated that the growth of Internet technology and e-commerce would result in virtual grocery shopping (VGS) becoming a normal way of life for consumers worldwide. However, the adoption of VGS, except in China and other Asian countries, has been quite slow and there is little understanding for this reason. Using Canada as a research context, the purpose of this study was to investigate the attitudes of consumers towards VGS with a focus on their technological readiness and the impact of the optimisation of consumer learning. Design/methodology/approach: A quantitative research methodology was undertaken using cluster analysis with descriptive statistics to segment the different groups of consumers from a sample of 1,034 adult respondents. Structural equation modelling (SEM) was then used to test a theoretical model for consumers' intention to adopt VGS. Findings: The study found that the attitudes of consumers towards virtual shopping, convenience motivation, perceived ease of use (PEOU), perceived risk and consumer learning are all factors that impact consumers' intention to adopt virtual food shopping. The research also identified four segments of consumers in the Canadian market based on their attitudes and intention to adopt VGS. These results allow grocers to target the consumer groups favourable to VGS and provide insights on the factors that can be manipulated via marketing strategies to reach these consumers. Practical implications: Retailers are provided with insights on consumers behaviour that will allow them to target specific segments with shopping modalities. Originality/value: This research investigated VGS, focussing on consumer learning as a socio-cultural influence as well as the consumer's technological readiness as an intention to adopt to this modality of shopping for food. These constructs have not been investigated by previous studies on food grocery shopping. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various topics within the issue, including the effects of the COVID-19 pandemic on social workers in Australia, posttraumatic growth (PTG), and the preparedness of social workers in Israeli hospitals for the next pandemic.

Much of the literature discusses filial piety in general and ambiguous terms. This study, in contrast, investigates specific perceptions of filial piety and parental expectations of filial duty among older Chinese immigrants in Canada. The study is based on thematic analysis of 46 Chinese immigrants in seven focus groups conducted in the Greater Toronto Area. Findings show the perceptions of filial piety varied, but almost all participants had reduced expectations of their children. Nevertheless, they still valued and expected emotional care from their children. The study argues that changes in institutional settings, social policies and welfare systems define parents' support needs and affect their expectations in the host society, while norms and institutional settings in the place of origin influence their perceptions of filial piety. [ABSTRACT FROM AUTHOR]

Teacher education programmes are embedded in both higher and K-12 education contexts. This study explores how collective teacher agency is developed and manifested within two online teacher education courses in a Canadian university and a Chinese university, respectively, under the Covid-19 pandemic context. Employing a digital ethnographic approach, this study reveals that: (1) the structural changes caused by the pandemic create common goals for collective teacher agency to develop; (2) collective teacher agency is motivated by caring for student well-being and honing of teaching skills; and (3) the asynchronous course structure hindered Chinese student teachers' collective efforts to improve teaching but afforded the Canadian group greater collective agency in connecting with their schools. Importantly, this study highlights the role of emotions in facilitating collective agency and argues that emotions are an integral but often overlooked part of teacher agency. [ABSTRACT FROM AUTHOR]

This paper reports one part of an ethnographic case study on a Sino-Canadian transnational education programme in southern China. The framework of multiliteracies pedagogy elucidates data collected from classroom observations and teacher interviews. Key findings relate Chinese and Canadian teachers' efforts to nurture emerging global citizens' multilayered linguistic and cultural identities in response to the school's hybrid Sino-Canadian curriculum. Data also intimate literacy teachers' power negotiations pertaining to modality, regional/international languages, the school's imbalanced emphasis on English curricula, and local and global accountability models by building in multiple literacy practices and modes of representations to cater to students' diversified needs. [ABSTRACT FROM AUTHOR]

This paper focuses on the lived curriculum from the vantage of the students in a case study of a Sino-Canada transnational education programme in China. The programme consisted of subject area curricula transplanted from Ontario, Canada, and taught in English, as well as subject area curricula from Mainland China that was taught in Mandarin. The study's methodology capitalized on nine student participants' creation of multimodal texts that were designed to articulate their identities and experiences within the programme. The paper reflects on the affordances and constraints of multimodal data collection and analysis with the goal of illuminating the participating students' literacy learning opportunities and identity options as they experienced them in the programme. Key findings include that students experienced the curriculum and the programme in sometimes contradictory ways. The programme seemed to allow students to interact with imagined global others and the curricular learning opportunities seemed to expand students' literacy and identity options. SCS's Canadian/Chinese literacy curriculum, however, seemed to be bifurcated along linguistic and cultural lines and did not seem to promote syncretic literacy practices where students were encouraged to create new forms of meaning making.

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There is a relative dearth of qualitative studies on the actual experiences of families caring for members suffering from serious mental illness, and even less is known about disadvantaged ethnic minority immigrant families. This explorative qualitative study examines the burden experienced by 15 family members of Chinese immigrant background in Toronto, Canada. Six common themes emerged from the study: 1) significant worries about not being able to take care of ill members in the future; 2) on-going strain and changed family life; 3) pervasive social stigma, discrimination and lack of resources; 4) general appreciation of Canadian health and welfare systems and opportunities; 5) cultural factors and beliefs uniquely shape families' support and caring commitment; and 6) families find various ways to cope and help themselves. Opportunities for improved care delivery based on these understandings are discussed. [ABSTRACT FROM AUTHOR]

Recent high profile acquisition attempts of two Canadian publicly traded companies by foreign state-owned enterprises has sparked significant public discourse in newspapers, magazines and coffee shops around the country. This paper will contribute to this dialogue by addressing the ramifications of growing Chinese FDI in Canada via the lenses of perceptual, political, economic and social considerations. Commonly held beliefs regarding state-owned enterprises (SOEs) and their records with respect to foreign direct investment (FDI) in other resource-rich nations will also be evaluated. [ABSTRACT FROM AUTHOR]

Abstract: This paper utilizes Helena Znaniecka Lopata's concept of life frameworks as a lens through which to understand the experience of widowhood amongst elderly Chinese immigrant women living in Toronto, Canada. While Lopata defined life frameworks as including social supports, social relations and social roles, for these widows, personal resources (framed in Chinese cultural context) were also important aspects of life frameworks. In-depth interviews with 20 widows contacted through a Chinese community center were conducted in Mandarin and Cantonese and then transcribed and interpreted through team-based qualitative analyses. These women ranged in age from 69 to 93years and had been in Canada an average of 17years, with over half of them widowed following immigration. Our analysis framed the widows' narratives in terms of four types of supports defined by Lopata: social, service, financial and emotional supports. They had fairly extensive social and service supports focused primarily around family and the Chinese community. Although norms of filial piety traditionally dictate sons as primary supports, daughters predominated as providers of supports to these widows. Interpreted from a life course perspective, financial supports were deemed sufficient, despite overall limited financial means. Emotional support was more nuanced and complex for these widows. Loneliness and feelings of social isolation were prevalent. Nevertheless, themes of acceptance and satisfaction dominated our findings, as did reciprocity and exchange. The narrative accounts of these widows depict a complexity of experience rooted in their biographies as Chinese women and as immigrants, rather than primarily in widowhood itself. [Copyright &y& Elsevier]

The paper researches the optimization of main framework of Chinas professional sports market access system in order to develop and improve China's professional sports market access system and to promote the healthy development of professional sports market, with the result believing that the access system in China is the one of complex regulation with the characteristics of both social and economic regulations. The combination of market access mechanism, dynamic regulatory mechanism and exit mechanism forms the active monitoring system, which is conducive to maintaining competitive and orderly market environment of professional sport. Incentive regulation approach overcomes the problems brought about by the traditional administrative orders and control, which is conducive to regulating the clubs' main capacity construction and the soaring cost. [ABSTRACT FROM AUTHOR]

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with "integration" in the target native English-speaking culture, but with the construction of a "bi-cultural" or "world citizen" identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today's global context.

Although previous research showed that discrete social-emotional skills such as empathy, motivation, and social relationships in school significantly predict achievement, students tend to use various social-emotional skills in combination. As such previous investigations cannot comment on how different combinations or profiles of students' social-emotional skills predict achievement relative to discrete skills. Likewise, little is known about cross-national comparisons of social-emotional skill profiles (SESP), and the extent to which SESP differ on their academic achievement. The purposes of this study were three-folded: 1) to determine whether a four-factor social-emotional skills model could be used for cross-national comparisons; 2) to identify social-emotional profiles in 15-year-old students from four different countries -- Canada, the United States, China, and Singapore; and 3) to evaluate how different profiles predict students' reading, maths, and collaborative problem-solving (CPS) test scores. Our results showed multigroup measurement invariant in the structure, loadings, and thresholds of the four-factor social-emotional skills model. We identified three profiles labelled Sociable, Reserved and Withdrawn in Canada, Singapore, and the United States; whereas, we found three profiles labelled Solitary, Team-oriented, and Reserved in students in China. Finally, the way each profile associated with reading, maths and CPS in each country appeared to align with the cultural expectations of learning.

Guided by the notion of 'flexible citizenship', as a strategy to accumulate and exchange different forms of capital across national borders, our ethnographic study followed eleven Chinese international secondary school students' transnational lives. This paper is focused on how instrumental goals of flexible citizenship cover over the emotional and existential qualities of these youths' lives. To orient this concern, we turn to Rizvi's conception of 'cosmopolitan learning' highlighting learners' relational awareness of their 'situatedness' in a hyper-connected world. Our analysis shows that student participants' understandings and practices were laced with emotional and moral sensitivities emerging from the intersecting transnational regimes of family, nation-states, and capital. Governed by home and host cultural logics and power discourses, the students were pushed and pulled into an instrumental flexible citizenship. They lacked dialogical spaces and pedagogical supports from teachers and parents for their cosmopolitan learning; we suggest stakeholders in East-West study abroad take notice.

The growing need to improve the quality and efficiency of translation by using technology has stimulated the practice of and research into translation technology teaching (TTT). Naturally, there is a need to analyse the state of the art and development of TTT from a quantitative perspective, because such research is still very scarce. This paper uses the bibliometric technologies, CiteSpace and VOSviewer in particular, to delineate the publication information of TTT-related research mainly in two citation databases, i.e., Web of Science (WoS) and China National Knowledge Infrastructure (CNKI), from the year 1999 to 2020. It finds that China is gaining importance in TTT-related research, that international English-language publications pay more attention to the teaching of MTPE, while Chinese-language publications focus more on corpus-based TTT, and that English publications tend to use empirical methods, while Chinese publications tend to adopt non-empirical methods. The differences between the two publication communities in research methods and focuses call for contact and exchange between the two communities.

This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an "education abroad" opportunity for staff members in international education? Reported in this paper is a 3-month professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals, which enhances their historical, contextual, and cultural understanding of their own work.

Within the research literature and in public discourse on higher education, attention has focused on the need for new graduates to develop 21st century skills for success in an increasingly globalized world. Calls for institutions of higher education to support student mobility abound, with intentions that some have categorized as neoliberal and others ascribe to notions of global citizenship. In this paper, we bring together literature from the fields of internationalization, teacher education, and study abroad to provide a conceptual framing and response to an inquiry into the following research question: In what ways does a study abroad experience support the development of preservice teachers? Through a multi-phase, multiple-perspective case study approach, we draw on qualitative interview data to illuminate how faculties of education and their students conceptualize the role of study abroad in the development of preservice teachers. The intentions for these programs cluster under four themes: global citizenship, personal growth, professional development, and employability. The concept of structured encounters with difference emerges out of these themes as a conceptual frame for future study abroad initiatives.

This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam ("Zhongkao," [characters omitted) and the National Higher Education Entrance Exam ("Gaokao," [characters omitted]) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.

This article presents an overview of replicating the French immersion model used in Canada to English immersion programs in China. It provides the Chinese context of this program highlighting the importance of English education and the defect of traditional English teaching and learning. The paper explains the borrowable features of the French immersion model which account for the attraction to the Chinese reformers. With a focused discussion on the differences between the traditional and immersion English teaching approaches, the paper argues that, to sustain an effective transplanted English immersion program, necessary modifications must be made to respond to the social and educational contextual restrictions in the "borrower" country.

Purpose: The purpose of this paper is to investigate the beliefs of undergraduate business students studying in Canada and partners in China about the quality of the program; what they consider effective signals of quality; and their willingness to pay to improve the quality. Design/methodology/approach: A survey was designed and distributed to 481 students in the transnational program during the 2009 and 2011 academic years. Statistical tests were conducted to examine mean differences in the perception of quality, different signals of quality and willingness to pay to improve quality. Findings: The findings of the study indicate that Canadian University and Chinese partner students, mostly in their final years of study, have similar beliefs about the quality of the program. They consider the program as good quality but not top rated. Chinese partners' students in their earlier years of study have a lower perception of quality but this gets better as they progress through the program. Students perceive high quality reputation and professional accreditation as equally important in terms of signalling quality. Finally, many students are willing to pay more to improve the quality of the program. Research limitations/implications: Some limitations of the study include convenience sample selection and size, translation of survey, the framing of the survey questions and controlling for factors such as grade point average, gender and other factors. Practical implications: The paper provides important information to monitor quality and to place a value on pursuing accreditation and tuition fee increases. Originality/value: Students' perception of quality has remained under-examined in the literature. The research establishes a framework which can lead to future explorations. (Contains 1 figure, 3 tables and 7 notes.)

Using a transnational framework, this paper focuses on four graduates of Gipsy Hill Training College (GHTC) for nursery school teachers in London, United Kingdom, in the early to mid-twentieth century. Firstly, I explore GHTC's progressive ideals and highlight ways in which its principal, Lillian de Lissa, encouraged students to "think internationally". She was especially proud that a handful of students from countries such as China, Turkey and Canada studied at Gipsy Hill. These included Nevin Nouri and Bek Keng Chui, whose experiences are explored in the second section of the paper. Likewise, British graduates "who carried Gipsy Hill to the ends of the earth" featured prominently in the college magazine, the "Gipsy Trail". Finally, I examine reports from Marjorie Sanders and Barbara Boal for the ways in which they represented their lives and work overseas to readers of the "Gipsy Trail". Together, de Lissa and GHTC graduates constructed the college as a progressive educational institution whose influence transcended national boundaries. However, they exposed a range of social divisions in their portrayals of people and places "in the uttermost parts of the earth" in the process of articulating their ideals. (Contains 63 footnotes.)

Purpose: The paper aims to explore the emotion learning experiences of some Chinese immigrants in Canadian engineering workplaces. Design/methodology/approach: The paper is based on life history style interviews with 14 Chinese immigrant engineers and 14 key informant interviews. Findings: Research respondents constructed a competitive, masculine, and individualistic engineering "culture" in Canada, where the emotional and the relational, supposedly central to the Asian and Chinese culture, are largely devalued. To fit into the individualistic culture, some Chinese immigrants learned to change their patterns of socialization and some became hard-nosed competitors. To ameliorate the deleterious effects of the alienating workplace environments, some resorted to their cultural teaching to maintain emotional health; some also tried to build collegiality and collectivity to humanize their work settings. Research limitations/implications: The study was not a comprehensive study of the emotion work in engineering workplaces. It does not capture the emotional order that may as well exist to afford different people differential negotiation power in the engineering culture. Social implications: The study suggests that while emotional connection and personalized relationship are "culturally" discouraged in engineering workplaces, they are of significant use value for immigrant workers and should be addressed to create humanized work environments. Originality/value: This is one of the few articles that examine emotion learning at the intersection of gender, race and class relations. (Contains 1 note.)

The current article analyses the papers presented at the 2011 BELMAS Conference in order to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. Based on an analysis of 57 works presented at the Conference, it was found that the typical paper was authored by a single individual, who might originate from countries other than the UK. Additionally, the presenter is usually a university member who presents empirical and conceptual works mostly in the area of policy/reforms and headship (leadership) but not solely. Compared to the 2007 BELMAS Conference, some increase in the works authored by practitioners from schools and a variety of educational agencies was observed. A major shift between the conferences is evident in respect to the topics discussed by the presenters. Some suggestions for BELMAS end this paper. (Contains 7 tables.)

Background: COVID-19 has a direct impact on the employment of older people. This adds to the challenge of ageism. The World Health Organization has started a worldwide campaign to combat ageism and has called for more research and evidence-based strategies that have the potential to be scaled up. This study specifically aims to identify solutions to combat the adverse effects of COVID-19 on the global ageing workforce. Methods: We present 15 case studies from different countries and report on what those countries are doing or not doing to address the impact of COVID-19 on ageing workers. Results: We provide examples of how COVID-19 influences older people's ability to work and stay healthy, and offer case studies of what governments, organizations or individuals can do to help ensure older people can obtain, maintain and, potentially, expand their current work. Case studies come from Australia, Austria, Canada, China, Germany, Israel, Japan, Nigeria, Romania, Singapore, Sweden, South Korea, Thailand, United Kingdom (UK), and the United States (US). Across the countries, the impact of COVID-19 on older workers is shown as widening inequalities. A particular challenge has arisen because of a large proportion of older people, often with limited education and working in the informal sector within rural areas, e.g. in Nigeria, Thailand and China. Remedies to the particular disadvantage experienced by older workers in the context of COVID are presented. These range from funding support to encouraging business continuity, innovative product and service developments, community action, new business models and localized, national and international actions. The case studies can be seen as frequently fitting within strategies that have been proven to work in reducing ageism within the workplace. They include policy and laws that have increased benefits to workers during lockdowns (most countries); educational activities such as coaching seniorpreneurship (e,g, Australia); intergenerational contact interventions such as younger Thai people who moved back to rural areas and sharing their digital knowledge with older people and where older people reciprocate by teaching the younger people farming knowledge. Conclusion: Global sharing of this knowledge among international, national and local governments and organizations, businesses, policy makers and health and human resources experts will further understanding of the issues that are faced by older workers. This will facilitate the replication or scalability of solutions as called for in the WHO call to combat ageism in 2021. We suggest that policy makers, business owners, researchers and international organisations build on the case studies by investing in evidence-based strategies to create inclusive workplaces. Such action will thus help to challenge ageism, reduce inequity, improve business continuity and add to the quality of life of older workers. [ABSTRACT FROM AUTHOR]

Forty-four American ginseng samples originating from three countries, i.e., Canada (n = 10), America (n = 6), and China (n = 28) were collected from the largest herbal medicine market in China. To verify the ability of elemental analysis combined with statistical methods in geographical authentication of American ginseng, concentrations of 15 elements (Cu, Co, Ni, Zn, Fe, Al, Mn, Ti, Rb, Sr, Cd, Ca, Mg, K, and Na) were analyzed, and different multivariate statistical approaches were also applied. In our present study, elemental mean concentrations of Cu, Zn, Co, Fe, Al, Mn, Ti, Rb, Cd, and Ca in ginseng samples from different regions displayed statistical difference (P < 0.05). Principal component analysis (PCA) extracted three independent principal components (PCs) with eigenvalues higher than 1, and a 3D scatter plot using sample scores of PC1 versus PC2 versus PC3 demonstrated a satisfactory classification of American ginseng samples originated from Canada, America, and China. Linear discriminant analysis (LDA) also displayed a high classification rate (100.0%) of ginseng samples from different countries, and satisfactory predictive ability (93.2%) using the cross-validate discriminant analysis was achieved. Our present observations suggest that element analysis together with chemometric analysis can be a reliable method in the origin determination of American ginseng. [ABSTRACT FROM AUTHOR]

Threshold cointegration is introduced as an econometric technique to model the impact of trade disruptions on spatial price transmission in commodity markets so that market participants and policy makers can understand the global impact of trade disruptions on prices. The threshold cointegration technique that is employed is flexible in that it allows the number of thresholds and their location to be determined endogenously and the threshold variable to be exogenous to the system. We innovate on the threshold cointegration technique by selecting a measure of trade disruptions as the threshold variable. This innovation can be used for any commodity market that is spatially connected due to arbitrage; however, to illustrate its usefulness we apply the technique to trade disruptions for canola traded between Canada and China using weekly data between 2014 and 2019 and find that canola trade disruptions between Canada and China impacted global price transmission and resulted in market fragmentation. [ABSTRACT FROM AUTHOR]

This study examined individual influences on child empathy, the relationship between child and parent empathy, and the relationship between empathy and prosociality across seven countries. A large sample of children (N = 792, 49% female) from the ages of 6–10 years completed a situational empathy task, as well as a dictator game to assess prosociality. The questionnaire of cognitive and affective empathy was used to assess parents' and children's empathic dispositions. Children participated from Canada, China, Colombia, Jordan, South Africa, Turkey, and the United States. Situational empathy, empathic disposition, and prosociality were all positively associated with age. Boys displayed less situational empathy and lower empathic disposition than girls. Parental empathic disposition predicted the same dispositions in children but were not related to children's situational empathy or prosociality. No association was found between child prosociality and child empathic disposition. Overall, the results suggest similar ontologies of empathic disposition and situational empathy across countries. [ABSTRACT FROM AUTHOR]

With the rapid development of the social economy, the ideologies, ways of thinking, psychological qualities, and values of contemporary university students have changed significantly. This poses new challenges for traditional teaching administration. Importance has been attached to the humanity issue in university teaching, which attracts wide attention both at home and abroad. This paper, based on the construction of humanity in university teaching, illustrates the essence and necessities of humanity and probes into the inevitable trend of humanity. Based on this, a vital comparison is made regarding humanity in higher education in Canada and China. An analysis concerning insufficiency of humanity in Chinese university teaching is conducted on the basis of hardware and software facilities in universities. In the meantime, reasons for the differences between Chinese and Canadian higher education are explored, thus pointing out the necessity to build a humanity-oriented university system. [ABSTRACT FROM AUTHOR]

This study examines the way that China is portrayed by the Canadian news media at the national, local, and hyper-local levels, and across multiple media formats. With an average of over 40,000 new immigrants per year - a number that has seen rapid growth since the 1980s - Chinese are Canada's second largest immigrant group. As a result, identifying the topics and issues that receive news coverage is key to understanding the role that the media at every level play in shaping cultural discourse and contributing to notions of national identity. Using samples from the Canadian Broadcasting Corporation, the Toronto Star, and Ming Pao, this analysis compares the coverage presented by mainstream broadcast news media and their online counterparts, as well as the coverage provided by a local newspaper with national reach and a hyper-local Chinese-language newspaper. [ABSTRACT FROM AUTHOR]

Some of the heavy oil reservoirs in Canada, Venezuela, and China under solution gas drive illustrate important features: low gas-oil ratio, high production rates, and very high ultimate oil recovery. It is generally believed that the foamy oil flow is one of the important mechanisms contributing to these unusual performances. A series of two-dimensional etched glass micromodel experiments was carried out to gain an insight into the processes involved in foamy oil flow. In these experiments, the bubble nucleation, migration, coalescence, breakup, and ultimate generation of a continuous gas phase can be observed continuously. On the basis of the experimental analysis, there are two bubble-point pressures in the foamy oil: One is the true bubble-point pressure, and the other is the pseudo-bubble-point pressure. The greater the difference between these two bubble-point pressures, the more stable the foamy oil flow is and the greater the contribution to oil recovery from the foamy oil drive mechanism is. The visualization experimental results show that there are many factors affecting the stability of the foamy oil, including pressure depletion rate, crude oil viscosity, temperature, dissolved gas-oil ratio, etc. [ABSTRACT FROM AUTHOR]