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We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use.

It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multiindex and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates' basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.

Building on a theoretical model of decision-making under risk and uncertainty, this paper examines how Chinese college students made decisions about international moblity or immobility during the COVID-19 pandemic. The paper finds that among the 118 interviewees, most continued to choose to study abroad, whilst some gave up after getting offers from prestigious Western universities. We further analysed the divergent patterns of two choices which can be explained by resilience to risks and uncertainties and lack of thereof. For those who have given up studying abroad, the symbolic capital and labor market advantages brought by degrees (especially master degrees) from Western universities have become uncertain and offset by the risk of the epidemic. These findings suggest that, in addition to safety, college students will prefer certainty more than before when choosing whether to go abroad and the study abroad landscape may change based on this mindset.

This paper addresses the roles of job position in relation to early childhood leadership (ECL) and school type as a potential moderator of this relationship in China. A sample of 918 research participants, including 149 principals/vice-principals, 108 middle leaders and 661 teachers, was investigated. A three-factor model of ECL including staff management and development (SMD), peer learning and support (PLS) and communication with parents (CP) was used. By conducting linear regression analyses, it was found that the higher the job position an individual held, the more ECL practices he or she performed. The interaction terms (job position × school type) were statistically significant related to SMD and CP but not statistically significant related to PLS. In the case of public school type, the relationship between job position and CP became slightly negative. For private school type, however, it showed a curve-linear relationship. This paper indicates that teachers rarely participates in school-level decision-making due to the top-down management structure, especially in public preschools. It also suggests that the traditional preschool management system leads to preschool teachers in China are socialized as followers with no responsibilities outside classrooms.

This paper addresses the perceptions and mechanisms of doctoral student job decisions regarding the pursuit of careers in the government sector in China. Through the lens of social cognitive career theory (SCCT), we analysed 30 semi-structured interviews that had been conducted with doctoral students from two prestigious Chinese universities who wish to work as civil servants. This study describes doctoral students' understanding of careers in government employment from the perspectives of work content, promotion channels and professional norms. The mechanisms influencing student career choices include personal goals, self-efficacy, outcome expectations and environment. The clear goal of political ambition and work--life balance directly drives doctoral students to choose government institutions for employment. The diploma signal of doctoral degree itself and academic training give doctoral students a high sense of self-efficacy, which is necessary for their choice of employment in the government. Occupational safety, occupational benefits and occupational value constitute the expectations of positive outcomes providing doctoral students with good feedback. In the current environment, the labour market situation and the impetus of universities combine to form a push force and the preferential recruitment policies of the state form a pull force, which jointly promote doctoral students to make decisions to work in government sector. In this paper, the fact that the Chinese government introduced the 'special selected graduates' scheme for doctoral students from prestigious universities in hope of recruiting intellectual elites to improve the quality of civil servants and the modernization level of social governance. Universities encourage PhD graduates to enter the government, hoping that this would enhance their social influence and reputation, thereby safeguarding their status as prestigious universities. From an institutional perspective, the process of doctoral students becoming civil servants can be said to be a form of cooperation between the government and universities.

The entire education system, from elementary school to higher education, distorted during the lockdown period. The latest 2019 coronavirus disease (COVID-19) is not only recorded in China, but also globally. This research is an account of the online teaching paradigm assumed in the teaching method by most of universities in China and subsequent tests over the course. It looks forward to offering resources rich in knowledge for future academic decision-making in any adversity. The aim of this research paper is to explain the prerequisites for online education and teaching during the COVID-19 pandemic and how to effectively turn formal education into online education through the use of virtual classrooms and other main online instruments in an ever-changing educational setting by leveraging existing educational tools. The paper uses both quantitative and qualitative research approaches to analyses the views of online teachers and students on the learning regime, with specific attention to the online learning regime implementation process. In the midst of the COVID-19 outbreak, the purpose of this article is to provide an in-depth overview of online learning. These activities took place during a time of isolation, including the creation of a link between the process of change management and the online learning process in the education system to tackle current issues of academic interference and, however, the re-establishment of educational practice and debate as a normal system of procedural education.

Despite private tutoring gaining increasing popularity in many countries, studies of the choice of and rationale for private tutoring among Chinese parents before and after the "double reduction" policy (issued on July 24, 2021) in China are limited. This mixed-methods paper compares parents' choice of private tutoring before and after the policy and the role of socioeconomic status in influencing their choice. It presents the findings of questionnaires (486) and follow-up interviews (23) from parents of children in a primary and secondary school in Guangzhou, China. The findings showed that family socioeconomic status (measured by parental education and annual household income) affects spending on private tutoring both before and after the "double reduction" policy, with parents from lower socioeconomic backgrounds being more influenced by the policy. The findings have important implications for the more effective application of the "double reduction" policy in China.

As a global infrastructure development strategy launched by the Chinese government in 2013, the "Belt and Road Initiative" has attracted increasing attention. Most studies have interpreted the strategy from the perspectives of macro policy, diplomatic and economic influence, and education communication. However, there is a scarcity of studies focusing on factors influencing BRI students' decision to study in China. With a sequential explanatory mixed method, the paper compared BRI and non-BRI students and found that the two groups' students have significantly different motivations to study in China. Their decisions are usually based on whether external factors can meet their personal needs and the possible benefits and cost of meeting such needs. Hence, it is suggested that China take different marketing strategies in response to different students' needs and improve the quality and visibility of higher education to China's international education's sustainable development.

This paper proposes to use depth perception to represent raters' decision in holistic evaluation of ESL essays, as an alternative medium to conventional form of numerical scores. The researchers verified the new method's accuracy and inter/intra-rater reliability by inviting 24 ESL teachers to perform different representations when rating 60 essays written by Chinese ESL learners. During numerical representation, the raters expressed their evaluation in the form of numbers, while with the DP-based method, the raters expressed their evaluation by marking distances with nail tags on a wood ruler with hidden scale marks. Then the researchers translated the distance results into numbers and compared the accuracy and inter/intra-rater consistency of the two approaches by referring to these essays' criteria scores from eight expert raters. The results showed that DP-based method could improve raters' performance, producing more similar results to experts' scores, with higher consistency both among different raters and within the same individual rater.

Since the restoration of the "Gaokao" (College Entrance Examination) in 1977 and the nationwide higher education expansion that started in 1998, millions of rural students have enrolled in urban universities. Though Chinese rural students' educational trajectories have received extensive attention, their subjective experiences in the rapidly changing context of the higher education system remain insufficiently represented in the literature. This paper utilises a life history approach to explore three successful rural students' journeys towards and through higher education, graduating from university in the 1980s, 1990s, and 2000s. Through interweaving the social context and individual accounts in this paper, I examine how educational aspirations (as individual choices and strategies) are shaped by changes in the social milieus in which one is situated and how rural students perceive classed differences in the context of an expanding urban-rural divide. I highlight the point that rural families' aspirations towards higher education are not simply personal preference but rather are constructed within the nexus of perceived limitations and opportunities and are complexly shaped by the social and economic context. I argue that, though the forms of symbolic domination might vary across the studied timeframe--from clothes to extra-curricular activities to comprehensive ability--the rural students' disadvantaged situation in the urban university remained largely unchanged.

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This paper reports on an emerging type of international school, which we refer to as the Chinese internationalized school. This school caters to Chinese citizens and aspires to offer a fusion of national and international curricula. The majority of internationalized schools in China are to be found in large metropolitan centers. Accordingly, the literature has focused on relatively affluent urban centers, such as Shanghai, Suzhou, and Beijing. However, in recent years, internationalized schools have started to emerge outside of metropolitan areas in what have been described as tier-3 and 4 cities, which could also be described as non-urban or rural contexts, due to their remote location and proximity from metropolitan centers. This study adds to the scholarship on internationalized schooling in China by focusing on the struggles that schools in a non-urban contexts are likely to face. Focusing on one school, our interviews with 16 teachers and the school's principal revealed that the school's remote location made recruiting students and teachers problematic. Moreover, the effects of COVID-19 compounded this issue, with many prospective students abandoning their plans to study abroad and instead choosing to study in a local school offering the Chinese national curriculum. As a result, the school was forced to recruit students who did not possess the necessary English language ability to access the content of the Cambridge curriculum. This created a washback effect, which impacted on students' academic achievement, their motivation, and the teaching strategies employed by the teachers. The paper concludes by considering what implications the findings might have for teachers and school leaders in internationalized schools in non-urban contexts.

In recent decades there has been an increasing number of parents opting for alternative forms of education worldwide. However, most studies on this phenomenon are conducted within Western contexts, while little is known about alternative education in China. This paper addresses this gap by providing an overview of alternative education in China over the past 20 years. This paper consists of four parts. First, we review the definition, categories, and development of alternative education in China. Second, we discuss three critical questions, namely (1) who is practising alternative education, (2) why do they choose alternative education, and (3) what is the legal status of alternative education in China? Subsequently, we develop a framework that enables us to situate different types of alternative education. Finally, we consider the phenomenon within a broader context and discuss the theoretical potential of further research into alternative education in China.

This paper introduces a relatively novel theoretical approach to investigate cross border student mobilities in East Asia, a region growing in importance as a provider of international education. It does so by bringing Sara Ahmad's writings on the sociality of emotions, with Jacques Derrida's analyses of hospitality. We draw on empirical data from a cross national study to explore the emotions that shape student decisions to choose East Asian study destinations. By problematising the gift of the scholarship, using Derridean understandings of hospitality, we reveal the limits of contemporary forms of international education. Reflecting on histories of Asia-focused student mobilities, the paper highlights the entanglements of hostility and hospitality, and the inseparability of hosts and guests. It is this realisation that will enable ethical, non-exploitative forms of education.

This paper examines the enactment of critical literacy pedagogy in secondary English language teaching in the face of globalisation. This qualitative case study signals that global citizenship education (GCE) and English as a foreign language (EFL) teaching can converge through offering equitable and globally contextualised learning opportunities. The overarching themes presented here challenge the dominance of instrumentalist orientations of EFL education in mainland China today while mobilising pedagogical choices that affirm students' local and lived experiences in relation to international socio-political issues. Findings provide EFL educators nuanced insights into how critical global literacies are extended through critical understandings of literacies, interconnections from a personal to a global level, and opportunities for social actions on multicultural issues, thus fostering globally competent and bilingual learners who critically engage with the contested terrain of an increasingly globalised world.

Since the 1980s when mixed methods emerged as "the third research methodology", it was widely adopted in Western countries. However, inadequate literature revealed how this methodology was accepted by scholars in Asian countries, such as China. Therefore, this paper used a quantitative survey to investigate Chinese scholars' perceptions and adoption of mixed methods in China. The data of the study were obtained from 247 Chinese scholars in higher education. Structural equation modelling was used to examine the relationship between participants' perceptions and use of mixed methods. The results revealed that Chinese scholars' research expertise of using quantitative and qualitative methods as well as their perceived advantage of using mixed methods has significantly influenced their adoption of mixed methods. This paper advanced the literature of the evolution of mixed methods by investigating the expansion and adaptability of mixed methods in an Asian context.

The calibration of test materials generally involves the interaction between empirical analysis and expert judgement. This paper explores the extent to which scale familiarity might affect expert judgement as a component of test validation in the calibration process. It forms part of a larger study that investigates the alignment of the LanguageCert suite of tests, Common European Framework of Reference (CEFR), the China Standards of English (CSE) and China's College English Test (CET). In the larger study, Year 1 students at a prestigious university in China were administered two tests--one with items based on China's College English Test (CET), and the other a CEFR-aligned test developed by LanguageCert--the LanguageCert Test of English (LTE). Comparable sections of the CET and the LTE involved sets of discrete items targeting lexico-grammatical competence. In order to ascertain whether expert judges were equally comfortable placing test items on either scale (CET or CEFR), a group of professors from the university in China who set the CET-based test, were asked to expert judge the CET items against the nine CSE levels with which they were very familiar. They were then asked to judge the LTE items against the six CEFR levels, with which they were less familiar. Both sets of expert ratings and the test taker responses on both tests were then calibrated within a single frame of reference and located on the LanguageCert scale. In the analysis of the expert ratings, the CSE-familiar raters exhibited higher levels of agreement with the empirically-derived score levels for the CET items than they did with the equivalent LTE items. This supports the proposition that expert judgement may be used in the calibration process where the experts in question have a strong knowledge of both the test material and the standards against which the test material is to be judged.

As the aging population, including frail older people, continues to grow in Mainland China, quality of life and end-of-life care for frail older people has attracted much attention. Advance care planning is an effective way to improve end-of-life care for people with advanced diseases, and it is widely used in developed countries; however, it is a new concept in Mainland China. The effects of advance care planning and its acceptability in Mainland China are uncertain because of its culture-sensitive characteristics. The objective of this article is to discuss the serious social issue of caring for frail older people and illustrate the possibility of implementing advance care planning in nursing homes in Mainland China through a review of relevant literature, which will focus on legislation, healthcare system engagement, public engagement, and cultural issues. Recommendations to promote and implement advance care planning include choosing nursing homes as a proper setting, establishing an ethical climate, and enhancing public awareness. [ABSTRACT FROM AUTHOR]

Research on financial literacy has focused on the influence of teachers and parents in financial literacy education, which mediates the impact on students' financial behaviour. Much less attention has been given to the influence of traditional Chinese hierarchical culture on a child's identity as a student. This paper applies Lee's (2017) theory of identity grafting to examine how student self-identity towards personal financial management is reflected in their financial behaviour, and whether nurturing students with positive financial attitudes can improve the financial behaviour of students who are challenged by power distance values. We surveyed 1164 students from 39 secondary schools. We first focus on the influence of power distance on students that endorse the traditional Chinese values that superiors and subordinates should know their place and behave accordingly. Second, we focus on how students' positive financial attitude interact with power distance effects. The results from structural equation modelling show that that high endorsement of power distance has a negative impact on financial behaviour in spending and that positive financial attitude has a positive influence on financial behaviour in spending, protection and planning. Further, students who highly endorse power distance values but have positive financial attitudes can still demonstrate positive financial behaviour. This paper is the first to validate identity grafting effects on students via statistical study. The implications of the findings on identity grafting are discussed.

Purpose: An increasing number of doctoral graduates are seeking non-academic employment. While statistics have revealed multiple aspects regarding the non-academic employment they hold, there is insufficient documentation of what has led them to leave academia and to what extent they are prepared for non-academic positions. This paper aims to address this gap and reports on five Chinese doctoral graduates' reflections on their change in career choices. Design/methodology/approach: This study is exploratory and follows the approach of qualitative multi-case studies. The data includes in-depth interviews with five Chinese doctoral graduates and their responses to a survey. The paper applies a theoretical perspective drawing from protean career and boundaryless career theories, focusing on the participants' agency in managing career choices and their meaning making of career decision-making. Findings: The study has found that, besides the factors mentioned in the literature, such as lack of academic positions, pressure related to academic work and lack of career planning, some participants were directed by their intrinsic values, and agency plays an important role in their career preparation. Practical implications: The study makes recommendations on university career guidance for doctoral students. Originality/value: This paper documents why and how doctoral students change their career choices, which have not been sufficiently documented in the literature. As well, the theoretical perspective used provides an innovative way to interpret doctoral students' career decision-making.

The number of countries engaged in providing international education has grown consistently over the years. Traditionally, European countries and the US have been regarded as the only dominant destinations for overseas students. However, recent studies indicated that several new countries have emerged as study destinations. China, one of them, is on the rise in hosting international students. Through a systematic document analysis method, this paper sought to figure out the trend and primary reasons why international students choose China for their study destination. Long-time considered the world's largest sending country, China counts today among the top largest welcoming countries worldwide. In contrast to the recent studies conducted in some reputed higher education institutions in China claiming Chinese universities' reputation as the most pulling factor, this study reveals that, apart from other non-negligible factors, economic reason remains the major pulling factor of international students.

The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents' decision-making rationale and their reports of adjustments that children went through. Informed by a critical theoretical framework and culturally sustaining pedagogy, this paper investigates elementary school teachers' understandings of the transnational experiences of their Chinese "satellite children." Interview data from a qualitative study at an East Coast urban school serving a growing Chinese community, where this transnational practice is the norm, reveal challenges and opportunities that the return of these children presents for their parents, their teachers, and for the children themselves. We argue that a culturally sustaining approach is critically needed to better serve this community and student population.

Chinese education scholars Cesan Wang and Qiquan Zhong led a debate over knowledge centredness versus student centredness in China's ongoing pre-collegiate curriculum reform. The debate was considered the most influential academic event in the past 30 years in the field of education in China. Employing a Critical Discourse Analysis approach, this paper examined the power dynamics in the reform reflected through the debate texts and interview transcripts from a group of teachers. The party-state remains dominant in China's education system. Both sides respect China's ancient educational traditions. The two scholars articulated their own ideas and criticised the other's by drawing on international literature and cases and contemporary education traditions. Teachers' perspectives were neglected at the early stage of the debate but teachers may be the main force in reform implementation. This paper provides a case of how the global curriculum reform trends were negotiated and reconciled in a specific jurisdiction.

Scholarly articles on the repatriation of international students mainly derive from the United States and the United Kingdom. Little is known as to why Chinese international students studying in Australia repatriate home. This paper closes the gap by employing semi-structured interviews with 19 Chinese graduates who studied at one Australian university and returned home upon graduation. Based on a thematic analysis, the results of this study highlight the push and pull factors for their repatriation decision back to their homeland, China. The push factors include stricter Australian migration policy, discrimination towards Chinese graduates by Australian employers and difficulty in obtaining suitable employment in Australia. Conversely, the pull factors include China's booming economy and family pressures. The paper also discusses the micro (graduates and higher learning institutions) and macro (Australia and China economic) implications of the repatriation decisions made by Chinese graduates.

This paper investigates the power landscapes within Chinese universities, against the larger backdrop of China's attempt to build modern university governance systems for developing world-class universities. Drawing upon Fairclough's three-dimensional conceptions of discourse and informed by Pierre Bourdieu's key conceptual notions of field and capital, the paper provides a critical discourse analysis of statutes of 10 top Chinese universities in terms of their texts, discursive practices and social practices and thus analyses existing power relations. The statute texts construct a hierarchical field of power by wording the 'core' stakeholder Party Committee as the leadership, using content sequence as a measure of power ranking, and including only limited stakeholders in the joint governance mechanism. Regarding discursive practices, faculty members' participation in the formulation and distribution of university statutes is insufficient. The social practices identify with statute texts in terms of power relationships between Party Committee members, administrators and academics.

This paper explores the complexities behind the educational decisions of Tibetan parents on sending their children to the interior cities for dislocated secondary education. Drawing on qualitative data through multiple methods, we find that their educational decisions are driven both by a rational calculation of the benefits and costs and by a moralised ideology of good parenting. Educational opportunities are prioritised over ethnic cultural learning in parents' decisions. However, parents hope their children will make up for this loss at a later life stage, at college and work. Parents' temporary compromises reflect their positioning of priorities at different life stages. This study offers a new lens to understand the politics of dislocated schooling in China from ethnic minority parents' perspective.

This paper investigates the role of interpreters in addressing cultural differences in the context of a cross-cultural collaborative teacher professional development project. Based on positioning theory, this study employed interpreter-mediated interactions and interviews to reveal the complex roles that interpreters played when interpreting culture-related terms. Findings revealed that interpreters' roles were shifting between those of transmitters of information, cultural insiders and constructors of shared understandings between interlocutors. Notably, the lack of training in this specialised field obliged interpreters to rely mainly on their personal experiences to judge which role they should play in the face of cultural differences.

This paper studies how students' financial literacy affects their perceptions of returns to schooling and consequently their schooling decisions. We first propose a model of human capital accumulation where financially illiterate students exhibit a cognitive bias of "ironing heuristic." With this decision heuristic, students tend to linearize the relationship between educational investments and future earnings, resulting in underestimated returns to education and inadequate study efforts. Using survey data from four rural middle schools in Southwest China, we then find a positive correlation between financial literacy and students' perceived returns to education. In particular, the estimate of students' perceived earnings function shows that its curvature significantly increases with students' financial knowledge of compound interest, supporting the assumption in the theory. Our findings suggest that promoting students' financial literacy may be an effective policy to motivate students to learn at school, especially in poor rural areas.

Slogan has a sound mass base in China for thousands of years, functioning as guidelines for civic practice. Even today, Chinese slogans are often employed by the government to promote policies and socio-cultural values. This paper, adopting an ecolinguistic approach, explores the development of Chinese slogans during the four economic stages since the foundation of PRC (People's Republic of China) to find out how slogans influence the relationship between men, and man and the ecosystem. It is discovered that Chinese slogans in the recent decades have experienced great changes in terms of discourse type, the beneficial degree of discourse and the ecosophy they carry. They changed gradually from destructive discourse to harmonious discourse and they reflect the transition of Chinese ecological philosophy--from 'anthropocentrism', 'growthism', and 'classism' to 'harmonism'. It is hoped that this study can shed light on the eco-discourse analysis to policy language and will bring insight into its future creation.

Previous studies comparing native English speaking (NES) and non-native English speaking teachers have stressed how each group can contribute their respective language advantages to language teaching and assessment. However, in an interpreting classroom where both groups know each other's native language, little is known about the different assessment behaviour each group could demonstrate, even less about the role their social/cultural background could play in their assessment. To close this gap, this paper studied how NES teachers and native Chinese speaking (NCS) teachers applied their social/cultural knowledge when assessing the same students performing Chinese-English interpreting. By using data triangulation of video recording, assessment sheets and interviews, it identified four types of assessment behaviour: underlining, notating, prior marking and post hoc marking. In particular, NCS teachers were found to have employed more notating yet NES teachers used post hoc marking more frequently. The study further revealed that such divergent assessment behaviour was influenced by the teachers' social/cultural background including their pedagogical beliefs, institution expectations and cultural sensitivity. The paper thus suggested that assessment as part of teaching process should take into account teacher/assessors' social/cultural factors, and the ways their unique background knowledge influenced their judgements.

Disagreements arise on the differences of semantic processing of different ambiguous words in the perspective of psycholinguistics. This paper compares the differences of the semantic processing of different types of ambiguous words of Chinese English learners by using a multiple semantic priming experiment with short. The results demonstrate the advantage in semantic processing of words of homonymy of Chinese English Learners in the multiple semantic priming experiment, but the advantage in semantic processing of words of polysemy does not always take place, as it is relevant to learners' English levels and words' meaning frequency. The effect of semantic processing of polysemous words is greater than that of synonymous words.

Comparing with cities, rural communities especially those declining rural communities have become vulnerable to natural disasters owing to their backward socioeconomic conditions. Taking Xun County of China's Henan Province as the study area, the paper aims to evaluate rural community resilience to flood by unveiling the connection between individuals' cognition, follow-up actions and the community resilience. Research results show that: (1) The logic chain exists as individual's cognition to disaster leads to their constructive actions to cope with disaster, which contribute to community resilience. (2) At the cognition dimension, individual's knowledge reserve of disaster prevention and their recognition to local authority are playing an important role in their decision making and follow-up behaviors when disaster occurs. (3) At the action dimension, individual's familiarity with the disaster preparedness, efficient information transmission when disaster occurs and villagers' following order and their unity of action all contribute to community resilience to disaster. The paper proposes ways to improve rural community resilience to disasters based on the research findings. [ABSTRACT FROM AUTHOR]

The ability of fast restoration reflects power system resilience and safety. This paper proposes a partitioning decision-making method for parallel restoration based on the label propagation algorithm and the cooperative game theory. The topological and physical characteristics of blackout systems are considered as the edge weight and the node importance simultaneously for formulating the partitioning model. By the label propagation algorithm, various labels representing different subsystems mark all buses. To accelerate the speed of convergence and prevent the label oscillation, this paper proposes a game strategy of cooperation between buses and subsystems by evaluating the Shapley value of buses. The partitioning constraints are integrated into each label propagation process to assess the feasibility of the partitioning strategy. Finally, case studies on the IEEE 39- and 118-bus test systems and an actual urban power system in South China verify the effectiveness of the proposed method. [ABSTRACT FROM AUTHOR]

HEIs (Higher education institutions) in mainland China are making enormous efforts to implement internationalization. As a result, EMI (English-medium instruction) courses are growing rapidly in number and popularity while relevant research is still insufficient in comparison to European countries. Besides, although much existing research has explored students' beliefs and attitudes towards EMI, little is known on whether their beliefs and attitudes may change over time or after the completion of a course, and on whether students' experiences in different EMI courses may differ. This paper specifically reports on students' perspectives towards different EMI disciplinary courses: International Trade, Film Production and Project Management. Pre-post semester student questionnaires are analyzed both quantitatively and qualitatively. Results show that students were generally positive towards EMI courses but their attitudes changed to worse at the end of the semester. Students in the International Trade course had more positive attitudes than students in the Film Production and Project Management groups. Findings are discussed in relation to classroom teaching practices in the three groups, which were observed three times over the semester. Finally, teaching implications and language policy-related decisions are also considered.

Identity directly impacts how university students behave and make decisions in entrepreneurial practice. Therefore, it is significant to explore the factors influencing the identity construction of student-entrepreneurs to understand how processes are internalized by students, which may then affect their entrepreneurial identity. This article interrogates the formation and transition of the entrepreneurial identity of student-entrepreneurs in a Chinese research university. This paper argues that identity formation is a dynamic and nonlinear process where both role and social identities are involved in its development. Factors that would promote the desired identity formation would include, among others, a tolerant atmosphere across universities, integrating identity issues into the process of entrepreneurship education, and providing university-wide support for entrepreneurship which will be beneficial to improving and sustaining entrepreneurial identity among students.

Individual academic achievement is highly valued in Chinese society, with vocational education students positioned at the bottom of the educational hierarchy and suffering considerable societal prejudice. In this paper we present new findings from the choice-making experiences of students in two vocational education colleges in China, how they are perceived by their teachers, and how, in the context of their negatively-stereotyped status, they perceive themselves. Drawing on the Marxist notion of false consciousness to help understand the agency of these students, we found that almost all perceived themselves as being agentic and having control over their destiny. They felt they only had themselves to blame for the stereotyping to which they were subjected. One student had not adopted this mindset and was critical of the exam system. We argue that the perceived agency of the majority of the students resonates strongly with the neoliberal values which are associated with responsibilisation, and which have been encouraged in China since the 1970s with the beginning of the Reform Era. The evidence from our study also suggests, however, that it is possible for young people , by their own efforts, to move away from the state of false consciousness.

To steadily promote the reform of sales electricity prices, China has innovatively proposed to carry out grid enterprises' agency power purchase business (GEAPPB) as a transitional scheme for industrial and commercial users to enter the power market in the future. However, because the GEAPPB covers a wide range of users and involves complex business processes, the risks throughout the process of the GEAPPB will affect the organization and operation of the business. This paper proposes a GEAPPB risk assessment technique. First, a risk evaluation index system containing 10 indicators is designed based on the characteristics and development process of GEAPPB. Second, a risk assessment model based on the fuzzy full consistency method (FUCOM-F) and gray relational analysis (GRA)-improved MARCOS is constructed. Finally, seven grid enterprises in China are taken as examples to verify the validity and scientificity of the model. The results show that improving the accuracy of power forecasting, optimizing the agency power purchase strategy, and strengthening demand response management are the key schemes to reduce the risk of GEAPPB. Compared with the other three evaluation models, the proposed model has good applicability and effectiveness for the risk evaluation of GEAPPB. [ABSTRACT FROM AUTHOR]

Although research on teachers' noticing in mathematics education has significantly increased over the last decade, little is known about the relationship between teachers' noticing and teachers' knowledge as an influential basis of their professional noticing. This paper examines this relationship based on a study involving 203 in-service Chinese mathematics teachers. The results suggest that the different components of teacher knowledge influence teacher noticing differently. Among others, the sub-facets of teachers' noticing, "interpretation and decision-making," have a stronger correlation with teachers' knowledge than the sub-facet "perception." However, due to social and cultural differences between Eastern and Western countries, the study did not identify strong connections, as expected from the results of studies carried out in Western countries. Instead, rather weak overall connections between mathematics teachers' knowledge and their noticing could be identified reflecting specific features of Chinese culture.