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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.

Objectives To compare demographic and clinical characteristics of patients with axial SpA (axSpA) across geographic regions. Methods Patients With Axial Spondyloarthritis: Multicountry Registry of Clinical Characteristics (PROOF) is an observational study that enrolled recently diagnosed (≤1 year) axSpA patients fulfilling the Assessment of SpondyloArthritis international Society classification criteria from rheumatology clinical practices in 29 countries across six geographic regions. Demographics and disease-related parameters were collected. Here we present baseline data for patients who were classified as radiographic axSpA (r-axSpA) or non-radiographic axSpA (nr-axSpA) confirmed by central reading. Results Of the 2170 patients enrolled, 1553 were classified based on central evaluation of sacroiliac radiographs [r-axSpA: 1023 (66%); nr-axSpA: 530 (34%)]. Patients with nr-axSpA had a significantly higher occurrence of enthesitis (40% vs 33%), psoriasis (10% vs 5%) and IBD (4% vs 2%) vs r-axSpA patients. Significant differences in axSpA characteristics were observed between geographic regions. The highest occurrence of peripheral arthritis (60%), enthesitis (52%) and dactylitis (12%) was in Latin America, and the lowest was in Canada (9%, 9% and 2%, respectively). The occurrence of uveitis and psoriasis was highest in Canada (18% and 14%, respectively) and lowest in China (6% and <1%, respectively). IBD was highest in Arabia (21%), and no cases were observed in China. In multivariable analysis adjusted for factors potentially affecting peripheral and extramusculoskeletal manifestations, geographic regions still exhibited significant differences in frequencies of uveitis (P  < 0.01), psoriasis (P  < 0.0001) and peripheral arthritis (P  < 0.0001). Conclusion The multinational PROOF study of axSpA patients showed significant regional differences in peripheral and extramusculoskeletal manifestations of SpA, which could be considered in management guidelines and clinical trials. [ABSTRACT FROM AUTHOR]

Given the high level of economic and financial globalization, geopolitical tensions can disrupt international trade and negatively influence financial markets. China, a global economic power, has been at the center stage of recent geopolitical tensions with widespread economic implications. We empirically investigate the effect of China's geopolitical risk on Canada's equity markets. The results show a persistent impact on market returns and volatility, most prominently on the resources and energy sectors. Even though China plays a smaller role than the US as a trading partner, China's geopolitical risk significantly affects the Canadian stock market and its component sectors. Our results, therefore, support the need for a constructive approach toward alleviating global geopolitical tensions and for the development of geopolitical risk hedging strategies such as insurance and investment in commodities at the country and investor levels. [ABSTRACT FROM AUTHOR]

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]

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.

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]

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]

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]

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]

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.

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.

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]

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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]

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.)

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]

This article will argue that diverse national, regional and local contexts leave different rooms for manoeuvre for school principals. The social technologies applied by the authorities (like accountability systems) can be "tight" or "loose" and so leave little or much room for principals' interpretations of what a good school is and what successful school principalship is. Thus it is important for their choice of forms of influence in exercising leadership. We will outline the relations between the state, local authorities and schools in each of eight countries participating in the International Successful School Principal Project (ISSPP): the USA, UK, Canada, Australia, China, Norway, Sweden and Denmark, based on previously published case studies. We want to obtain a deeper and more nuanced understanding of the social technologies used and the room for interpretation of the purposes and objectives left to the schools. Principals choose the forms of influence they can exercise when setting directions for the school. The arguments on which principals base their decisions are also diverse, but heavily flavoured by the contexts in which the schools function. Comparing education and educational leadership and the values and practices of school principals is a contested enterprise because the contexts in which the values are constructed and practice developed is often forgotten. In posing the questions from above and below the level of principal, we try to take account of the findings from many leadership studies, which indicate that educational leadership and its successes are highly contextually dependent even within educational systems.

The article presents the findings of a research conducted on examining major differences between the government’s role in building energy efficiency (BEE) in China and three developed countries including U.S., Canada, and Great Britain. It examines government measures required to promote building energy efficiency (BEE) in China. It reveals that economic incentives are important for BEE promotion at the current stage, but they are lacking in China. It concludes that active government interventions including adjusting energy pricing and implementing BEE legislation, are required in China if BEE is to become economically growing and efficient.

The works of contemporary artists Xu Bing, Ed Pien and Gu Xiong are involved in bringing to light some of the factors inherent in social, cultural and linguistic translation. In doing so, each artist is also engaged in the nuanced activity of moving between historical and contemporary aesthetic strategies in order to interrogate the way meaning is produced through materials-based iterations, against a backdrop of public culture. This essay situates the works of Xu Bing, Ed Pien and Gu Xiong in relation to each artist's own respective practice which has spanned more than twenty years. Concentrating specifically on projects where the artists mobilize western-influenced art methodologies and refer to traditional Chinese/Asian art styles, the essay makes canny revelations about the nature of communication, and on linguistic and material translation, in contemporary culture in the globalizing world. (Contains 9 figures and 8 endnotes.)

Simple Summary: Gut health has been a main topic in veterinary medicine research after the ban on the use of antimicrobial growth promoters. Gut health has been defined as absence/prevention/avoidance of gastrointestinal disease so that the animal is able to perform its physiological functions. A bibliometric analysis is a set of statistical methods used to explore trends in the scientific literature such as number of publications, most prolific countries and main research areas to highlight publication dynamics and gaps of knowledge. In this case, a bibliometric analysis was performed on veterinary gut health using the database Web of Science and the R package Bibliometrix. A total of 1696 documents were retrieved between 2000 and 2020, showing an increase of 22.4% in the number of annual publications. Pigs (34.8%), poultry (chicken, duck, turkey and quail—33.9%) and aquaculture (fishes, crustaceans and frog—15.0%) were the most studied species while a scarce number of publications was found on felines, cows, horses, rodents, goats and sheep. China (24.7%), USA (17.2%) and Canada (5.7%) were the most productive countries. Three main research lines aimed to explore animal nutrition, prevention of inflammatory diseases and microbiota composition were identified. This study will help drive future research on the topic. Gut health is a recent relevant research topic in veterinary medicine and it has been shown to be associated with better zootechnical performances and animal welfare. A bibliometric analysis was performed to explore publication trends, dynamics and possible knowledge gaps in this field in the last twenty years (2000–2020). The database Web of Science was searched and the results were analyzed by the R package Bibliometrix. A total of 1696 documents were retrieved in the evaluated period, showing a constant annual growth in the number of publications of 22.4%. These articles focused mainly on pigs (34.8%), poultry (chicken, duck, turkey and quail—33.9%) and aquaculture (fishes, crustaceans and frog—15.0%) while a scarce number was found on felines, cows, horses, rodents, goats and sheep. China was the most productive country (24.7%) followed by the USA (17.2%) and Canada (5.7%). Keyword's analysis showed that the main research lines aimed to explore animal nutrition, prevention of inflammatory diseases and microbiota composition. This study shows a comprehensive bibliometric analysis of the evolution of veterinary gut health research that will help to drive future investigations on this topic. [ABSTRACT FROM AUTHOR]

The themes of adult learning, cross-cultural learning, and transformative learning are common to many continuing educators working at universities across Canada. In this essay, I narrate my experiences as a mature, adult learner returning to university. Following a literature review and discussion of methodology, I begin this autobiographical portrait with a description of my initial education and life experiences in China. From this foundation, I describe and interpret my cross-cultural sojourn as a graduate student in Canada. This sojourn was both happy and sad, both empowering and disempowering. My story is one of learning--learning as an adult, learning in a cross-cultural setting, and learning that ultimately had a transformative impact on how I view myself and my world. Through exploring my own experiences with learning and change, I hope to offer readers of the "Canadian Journal of Continuing Education" a unique opportunity for insight into personal processes that are difficult to truly understand at a theoretical level alone.

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Taking the diversity and the convergence of demographic transitions into consideration, it is hypothesized that population aging that occurs in developed countries and developing countries will reflect diversity, but will also show some convergence. In order to test this hypothesis, the present study compares the population aging experiences of China (1971-2050) and Canada (1911-2050) and places them within the context of the demographic transition. In this paper we learn how, as population ages, these two countries will, through two distinct pathways, arrive at similar age structures by the middle of the 21st century. Both the diversity and the convergence of population aging are shown in this comparative study. [ABSTRACT FROM AUTHOR]