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Racialized descriptions are a constant practice in our societies and a fundamental aspect of racial discourses. This paper uses conversation analytic tools within a Foucauldian perspective on discourse to investigate how discourses of race are (re)produced, and consequently navigated, in talk-in-interaction among speakers of Chinese. Four instances of racialized person description, taken from a larger corpus of 16 hours of casual conversation among Chinese migrants in Melbourne and their acquaintances, are explored in detail. The analysis identifies two interactional sequences, joking and accounting sequences, which allow participants to resist racialized descriptions while still orienting to the interactional preference for sociality in casual conversation. The paper argues that casual and friendly interaction may provide empirical evidence for how discourses of race are destabilized at the level of talk-in-interaction.

Policy experimentation (PE) has been regarded as an integral element in defining China's reform capability. However, few studies have investigated the processes of PE in China's education reforms, as well as the policy conditions required for PE's successful initiation, implementation, and inclusion into the policy process. Through an empirically informed case study featuring university graduate assignment and employment reform, engaged with extensive documentary evidence and semi-structured interviews, the study argues that PE allows a temporary breakthrough from the existing policy constraints to generate contextualized novel policy options, but its large-scale diffusion and inclusion into the policy process have to proceed according to the institutional environment, corresponding to the broader social, economic, and cultural changes.

Critical thinking, a rational and open higher-order thinking mode in human cognition, is becoming imperative to success in modern life. Therefore, cultivating students' critical thinking has become a common goal of education reform worldwide. Teachers play a crucial role in cultivating students' critical thinking. However, existing studies have paid little attention to teachers, especially middle school teachers' knowledge and understanding of critical thinking. Therefore, this study aimed to explore the perspectives of ten Chinese middle school chemistry teachers on critical thinking using concept maps, thinking aloud, and in-depth interviews based on concept maps. Results showed that most of the teachers believed that critical thinking means reflection and questioning and requires evidence awareness. All teachers had a positive attitude towards critical thinking and believed that it can promote evidence awareness, problem solving, decision making, teaching evaluation, logic, and systematisation. Teachers recognised that critical thinking can be taught, and the major factors affecting the development of students' critical thinking were the environment, students themselves, teachers, evaluation, subject characteristics, and types of knowledge. Several strategies for developing students' critical thinking in chemistry teaching were proposed, including setting diversified and different types of chemistry courses, developing controversial curriculum themes in real situations, and implementing experimental, project-based, problem solving, and history-based teaching. In addition, this study showed that teachers and students promoted the development of critical thinking within one another. Further, this study demonstrated an effective methodology for probing individual subjective thoughts.

Emotion has become an important topic in fieldwork courses of higher geography education. This study attempts to provide embodied evidence of the important value of emotional experiences in fieldwork and clarify that the teaching effect produced by fieldwork in a real environment is difficult to achieve in a virtual environment. Using eye-tracking , this study captured the eye movement data of 16 fieldwork participants and 15 nonparticipants gazing upon photographs and analyzed how emotions affect their acquisition of geographic knowledge. The eye-tracking experiment showed that students who participated in fieldwork processed visual information more quickly and had stronger emotional responses than those who did not participate. This article proposes that fieldwork can provide students the opportunity to encounter the environment in a "mind-body-environment" system, thereby constructing the following two different forms of geographic knowledge: characterizable and explicit knowledge and nonrepresentational, implicit, and embodied knowledge. The latter can be realized only via emotional experiences in the field. Therefore, this article claims that although the information age enables students to acquire remote knowledge of geographical environments through multiple channels, training qualified geographers remains inseparable from fieldwork, especially for cultivating cognition, emotions and responsibility for the "living" world.

As the coronavirus pandemic unfolded, the use of the term "Chinavirus" to refer to the virus that causes COVID-19 had societal consequences, resulting in discrimination against individuals of Asian descent. In this study of the language used when talking about COVID-19, we used an emergent thematic analysis to explore the potential for induced perspective taking to inform participants' development of arguments regarding the appropriateness of the term "Chinavirus." The following questions guided our inquiry: (1) What evidence do undergraduates draw on and reason about when prompted to argue for and against the appropriateness of the term "Chinavirus" when referring to the virus that causes COVID-19? and (2) How do undergraduates prompted to argue both sides of the "Chinavirus" controversy use these differing perspectives in formulating their own position statements on the controversy? The large majority of 43 participants (pre-service elementary teachers in a mid-sized university in the Southeastern USA) were able, having undertaken an asynchronous, on-line coronavirus-themed unit, to articulate arguments both for and against referring to the virus responsible for COVID-19 as the "Chinavirus" and to use various perspectives in articulating their own position on the issue. Arguments in favor of the appropriateness of the term "Chinavirus" tended to maintain that as China was the origin of the virus, "Chinavirus" is an appropriate term; a number of undergraduates went further and argued that China was, in one way or another, responsible for the origin of the virus, and that this makes the term "Chinavirus" appropriate. Arguments in favor of the inappropriateness of the term "Chinavirus" mostly maintained that this was discriminatory, even racist, and could be harmful to those of Asian descent. The majority of students ultimately addressed both perspectives in their position statements before arguing for their own standpoints, the overwhelming majority of which concluded that it is inappropriate to call the coronavirus "Chinavirus." We conclude that induced perspective taking has the potential for exposing evidence and reasoning employed by opposing sides of socioscientific issues. Furthermore, given that taking alternative perspectives requires effort that individuals aren't often willing to expend on their own, tasking students with taking alternative perspectives through induced perspective taking could aid their development of functional scientific literacy while increasing the likelihood that progressive dialogue ensues.

Automated Writing Evaluation (AWE) systems have been found to enhance the accuracy, readability, and cohesion of writing responses (Stevenson & Phakiti, 2019). Previous research indicates that individual learners may have difficulty utilizing content-based AWE feedback and collaborative processing of feedback might help to cope with this challenge (Elabdali, 2021; Wang et al., 2020). However, how learners might collaboratively process content-based AWE feedback remains an open question. This study intends to fill this gap by following a group of five Chinese undergraduate EFL students' collaborative processing of content-based AWE feedback on the use of evidence in L2 argumentative writing during five writing tasks over a semester. Student collaboration was examined through tracking the recordings of collaborative discussion sessions as well as their written drafts and revisions, and through collecting interview responses from individual learners. The findings revealed that the collaborative processing of AWE feedback was experienced in three phases, namely the trustful phase, skeptical phase, and critical phase. Although content-based AWE feedback could facilitate the development of some aspects of evidence use, collaborative discourses were instrumental in developing learners' understanding and skills for certain aspects of evidence use that AWE feedback failed to address. The findings suggest that collaborative discourse around content-based AWE feedback can be an important pedagogical move in realizing the potential of AWE feedback for writing development.

This study investigates the effect of group collaborative argumentation on the quality of decision-making on waste incineration of socioscientific issues (SSI). To achieve this, fifty-nine high school students engaged with a lecture-style class that did not use any argumentation activities. They then completed an individual survey aimed at examining individual decision-making, as the pre-test. The participants then received a two-week pedagogical intervention of collaborative argumentation, after which they completed the same survey again, as the post-test. The results showed that, after the argumentation intervention, students made more statements that considered ethical issues and policies. In addition, students defended their positions with more in-depth analysis supported by sufficient and scientific evidence. These findings reveal that argumentation facilitates students' growth in interdisciplinary thinking and improves the quality of their decision-making on the SSI. Implication was group argumentation will be of great value to the more widespread implementation of the SSI curriculum.

Evidence is widely recognized as an essential component of argumentation. Existing research has primarily focused on students' use of evidence to construct explanations or claims. In the present study, 54 11- to 12-year-old Chinese students participated in an extended discourse-based argumentation curriculum, along with an equivalent nonparticipating control group consisted of 50 students. We identified and traced progression in students' meta-talk about evidence during peer-to-peer argumentive discourse and found that meta-talk grew more frequent over time, became increasingly focused on evaluating the source of evidence, and became better sustained over successive turns. Separate pre- and postassessments suggested that participants had become more advanced in epistemological understanding, manifested in a shift away from absolutist thinking, and were more likely to endorse the values of argumentive discourse. Implications for epistemic vigilance in the Information Age are discussed.

The student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student--staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships -- in particular, exploring postgraduate international students and staff members' partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student-staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed.

This paper examines how one particular class of educational leader--international school Heads--relate to managerialism. Representing a novel site of new theorisation, the independence enjoyed by these leaders allows a 'purer' view of managerialism as experienced 'in here' (inside the subject), not just as a reaction to what is 'out there' (i.e. to policy). Through analysis of twenty-five face-to-face interviews, they were found to have relationships to managerialism that are not compliant or transgressive, educational or managerial, but hybridic. Some Heads relate to managerialism pragmatically; they reluctantly 'do' managerialism but avoid, segment and/or moderate managerial influences on their identities. Other Heads proactively use managerialism to discipline their staff and organisations; they draw power from managerial discourses; and they claim its values as their own. Seen through the lens of hybridity, educational identifications remain important, indeed they remain paramount, but for some subjects, they have been conjoined with complimentary managerial ones.

Bullying is a common problem in school. Engagement in bullying has been known to have many adverse effects, even including suicide. Examining which factor will moderate or mediate the pathway from victimisation to suicidal ideation is needed to develop effective intervention initiatives. This study aimed to examine the mediator and moderator roles of perceived social support in the relationship between victimisation and suicidal ideation. The participants in the study were 946 Chinese adolescents (402 girls, 544 boys) who ranged in age from 11 to 16 years old. The results showed that 48.1% of these adolescents reported being bullied in school. Victimisation was positively correlated with suicidal ideation. There was evidence that perceived social support buffered, as well as partially mediated, the relationship between victimisation and suicidal ideation. Results suggest that helping students to seek more support from their parents and peers may be an effective bullying intervention program.

Prior work has extensively studied neural deficits in children with reading impairment (RI) in their native language but has rarely examined those of RI children in their second language (L2). A recent study revealed that the function of the local brain regions was disrupted in children with RI in L2, but it is not clear whether the disruption also occurs at a large-scale brain network level. Using fMRI and graph theoretical analysis, we explored the topology of the whole-brain functional network during a phonological rhyming task and network reconfigurations across task and short resting phases in Chinese children with English reading impairment versus age-matched typically developing (TD) children. We found that, when completing the phonological task, the RI group exhibited higher local network efficiency and network modularity compared with the TD group. When switching between the phonological task and the short resting phase, the RI group showed difficulty with network reconfiguration, as reflected in fewer changes in the local efficiency and modularity properties and less rearrangement of the modular communities. These findings were reproducible after controlling for the effects of in-scanner accuracy, participant gender, and L1 reading performance. The results from the whole-brain network analyses were largely replicated in the task-activated network. These findings provide preliminary evidence supporting that RI in L2 is associated with not only abnormal functional network organization but also poor flexibility of the neural system in responding to changing cognitive demands.

The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a unidimension rather than two-factor structure (self and teachers/parents) in both settings. Results also showed evidence of reliability, convergent validity (significant correlations with depression, emotional exhaustion, and cynicism), and divergent validity (nonsignificant correlations with amotivation and efficacy reduction). ANCOVA results indicated that perceived overall academic expectation stress was significantly higher among Mainland Chinese students than for their South Korean counterparts. Furthermore, there were no differences between males and females for the Korean adolescents while females reported higher expectation scores than males in the Chinese adolescent sample.

One of the major current issues in education is the question of why Chinese and East Asian students are outperforming those from Western countries. Research into the approaches to learning of Chinese students revealed the existence of intermediate approaches, combining memorising and understanding, which were distinct from rote learning. At the time, research into the paradox of the Chinese learner was content to establish that the approaches were not consistent with a surface approach and there was, therefore, no reason to anticipate the inferior learning outcomes associated with the approach. This article takes the analysis further to discuss whether the intermediate approaches could be advantageous for academic performance and could contribute to the superior performance, especially in mathematics, of Chinese students. Learning approaches are re-formulated as a continuum between pure surface and deep poles characterised by the presence of understanding and memorisation in the intention and strategy and in the sequence of their use. Evidence is presented of more frequent use by East Asian students of the approaches in the centre of the continuum which make the most use of meaningful memorisation, particularly when it precedes understanding. It is, therefore, possible that East Asian students are more likely to have memorised a knowledge base which enables them to perform better in comparative testing.

Purpose: This paper aims to explore academics' perspectives on the quality of appraisal evidence at a Chinese university. Design/methodology/approach: An online survey with both closed items and open-ended questions was distributed among all academics at the university (n = 1,538). A total of 512 responded to the questionnaire. The closed items were initially analysed using EXCEL and SPSS; the open-ended questions were thematically analysed. Findings: The academics believed that the quality of student survey and peer observation of teaching were affected by subjectivity and the lack of understanding of appraisal. Academics also suggested that appraisals should be contextualised and the approach standardised. The study suggests the need for training that informs and engages relevant stakeholders to ensure the rigour of appraisal. Originality/value: The study raises the issue of quality assurance regarding appraisal data from the perspective of academics. It is based on the collaborative effort of academics in Australia, China and New Zealand, with the support of the management staff at the case study university. The study informs both appraisers and academics of quality assurance issues in appraisal. It also contributes to the literature, in that it initiates dialogues between communities of practices through collective questioning on the quality and mechanisms of appraisal in tertiary education.

This paper studies a natural experiment due to an unusual change in the college admission policy at a Chinese university, which brought a large number of low-score students into several academic departments in the university. Exploiting large variations in peer characteristics and strong interactions among peer groups, the analysis finds that specially admitted low-score students have substantially reduced the performance of regular students on English tests. This detrimental effect from specially admitted students is concentrated among regular students whose English ability was below average.

The authors of this article implement a quasi-experimental strategy to estimate peer effects in economic education by exploiting the institutional setting in a large public university in China, where roommates are randomly assigned conditional on a student's major and province of origin. They found significant impacts of peer academic quality, measured as roommates' average scores on the national College Entrance Exam, on first-year economics students' scores in first-year microeconomics, macroeconomics, and accounting courses. They also found nonlinearity in peer effects: Roommates' academic ability has significant effects for academically weak students but not for academically strong students.

This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the 21st century, and that the state plays an important role in the reform of curriculum-making mechanisms and in the social distribution of knowledge, skills and dispositions through curriculum making. Data are drawn from a discourse analysis of public texts, such as official documents and curriculum standards. This study has four major findings. First, China uses curriculum reform as a key strategy to counter manpower-related global challenges and to empower the country in the 21st century. Second, to this end, China has re-oriented its curriculum making from a state-dominated model to one that is state-led, expert-assisted and evidence-based. Third, China's new curriculum reflects the increasing tension between globalization and nationalism; while preparing its students to compete globally, China also urges them to identify with and take pride in the nation's achievements and culture. Fourth, Chinese curriculum reform for the 21st century may not unfold as the state expects, as it is constrained by curricular and extra-curricular factors.

This paper explores the role of evidence in maternal health policy processes in Vietnam, India and China. Both formal and informal types of evidence were used; and differences were found between the stages of policy processes. Evidence used mostly covered easily quantifiable issues and clearly identifiable technical solutions. Different policy actors were involved; actors' evidence preferences were affected by their power, agendas, values and perceived characteristics of robust evidence. To enhance evidence role there is a need to: develop culture of evidence-informed policies; value different evidence types; ensure evidence use throughout policy processes; recognise and manage actors' agendas; and develop context-specific strategies.

Research on preschoolers' selective learning has mostly been conducted in English-speaking countries. We compared the performance of Turkish preschoolers (who are exposed to a language with evidential markers), Chinese preschoolers (known to be advanced in executive skills), and English preschoolers on an extended selective trust task (N = 144). We also measured children's executive function skills and their ability to attribute false belief. Overall we found a Turkish (rather than a Chinese) advantage in selective trust and a relationship between selective trust and false belief (rather than executive function). This is the 1st evidence that exposure to a language that obliges speakers to state the sources of their knowledge may sensitize preschoolers to informant reliability. It is also the first demonstration of an association between false belief and selective trust. Together these findings suggest that effective selective learning may progress alongside children's developing capacity to assess the knowledge of others. (Contains 3 figures, 2 tables and 4 footnotes.)

Children's reasoning about the credibility of positive and negative evaluations of academic performance was examined. Across 2 studies, 7- and 10-year-olds from the United States and China (N = 334) judged the credibility of academic evaluations that were directed toward an unfamiliar peer. In Study 1, participants from China responded that criticism should be accepted to a greater extent than did participants from the United States, and children from both countries demonstrated a selective skepticism effect by treating negative feedback more skeptically than positive feedback. Study 2 replicated the selective skepticism effect among children from both countries and ruled out the possibility that it can be explained as a rational analysis of perceived base rates. The results suggest that children are selective in their trust of evaluative feedback and that their credibility judgments may be influenced by the desirability of the information that is being conveyed or its anticipated consequences. (Contains 2 figures.)

This paper examines the plural forms of evidence of harm presented by the residents of two Chinese villages affected by severe pollution. Conversely, it scrutinises how and why the antonym to evidence--uncertainty--is emphasised and with what effects. It argues that their uncertainty surrounding environmental health harm is a result of the contexts in which evidence is embedded.

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents' well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents' endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one's actions, and establishing one's independence from others, as important for adolescents to develop) and adolescents' school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age = 13.30 years, 58% female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses' endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents' grades were obtained from school records. Significant interactions were found between parents' socialization goals and adolescents' grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents' endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents' socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents' self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents. (Contains 2 tables and 2 figures.)

Eye movements of Chinese readers were monitored as they read sentences containing a critical character that was either a 1-character word or the initial character of a 2-character word. Due to manipulation of the verb prior to the target word, the 1-character target word (or the first character of the 2-character target word) was either plausible or implausible, as an independent word, at the point at which it appeared, whereas the 2-character word was always plausible. The eye movement data showed that the plausibility manipulation did not exert an influence on the reading of the 2-character word or its component characters. However, plausibility significantly influenced reading of the 1-character target word. These results suggest that processes of semantic integration in reading Chinese are performed at a word level, instead of a character level, and that word segmentation must take place very early in the course of processing. (Contains 2 tables and 5 footnotes.)

It has been argued that decision making about socioscientific issue (SSIs) necessitates informal reasoning, which involves multiperspective thinking and moral judgment. This study extends the scope of the literature concerning students' reasoning on SSIs to a cross-contextual study by comparing decisions made on avian flu by 12-13-year-old Chinese students in two different contextual settings using a prescribed decision-making framework. The findings reveal differences between students in the two settings with respect to their reasoning perspectives, evidence perceived to be useful to gather, decision-making criteria, and postactivity decisions. When coupled with cross-contextual exchange, the prescribed decision-making framework was found to have an impact on both multiperspective reasoning and metacognitive reflection on the multifaceted nature of decision making. (Contains 1 figure and 7 tables.)

In Pacific Rim countries parents of children with developmental disabilities have organized peer support organizations. One form of peer support is Parent to Parent based on one to one connections between two parents. The movements to create and sustain peer support in the U.S., New Zealand, China, and Korea are described. Qualitative evidence from interviews in the US indicates several reasons why Parent to Parent is effective for some of the people who obtain social provisions from the organizations. Peer support helps parents resist social stigma, gain hope, and obtain persuasive guidance. They are able to exchange situated knowledge from their lived experiences with children with disabilities (Brown, Collins & Duguid, 1989). This kind of information may not be available through other sources.

This paper investigates the extent to which Chinese students are prepared for academic writing in higher education in the UK, by seeking evidence from a group of 40 Chinese students at a UK university. A mixed-methods approach combining both questionnaires and interviews was adopted to generate data. The main conclusion was that the training that Chinese students received in China may not have prepared them well for academic writing at an advanced level in the UK. This is based on the findings that there were significant differences between writing in the UK and writing in China, that writing was more emphasised in the UK than in China, that the students did not receive appropriate feedback on their work in China, and that they still had language barriers when they were writing in English in the UK. However, the results also showed that there were individual differences among the Chinese students, implying that they should not be treated as a homogenous group. This paper calls for further research on current popular teaching and learning practices at the undergraduate level in China and for information on the views of Chinese teachers. (Contains 2 tables and 2 notes.)

Greater China is used in this article to refer to mainland China, Hong Kong, Singapore, Taiwan and Macao. While a holistic approach is adopted to present and compare the rapid spread of English and development in English language education in these geographically close, and sociopolitically, culturally and economically interrelated but hugely different societies, an emphasis is placed on mainland China owing to its size and diversity of its population. Through describing and juxtaposing English language use and education, this article unfolds the stories of the spread of English in these societies in the past few decades. It draws on the research data and discussions included in the author's recent book "English language education across Greater China", with evidence and findings from other recent publications. On the basis of these discussions, this article critiques the frequently cited models and notions used to describe the spread of English in post-modern societies. It argues that there is a need to come up with new conceptual models in order to catch the essence of the phenomena in the contemporary societies. (Contains 4 notes.)

The present study investigated the additive, synergistic, and moderating effects of job demands and job resources on well-being (burnout and work engagement) and organizational outcomes, as specified by the Job Demands-Resources (JD-R) model. A survey was conducted among two Chinese samples: 625 blue collar workers and 761 health professionals. A series of multi-group structural equation modeling analyses supported the two processes proposed by the JD-R model: (1) the stress process that originates from job demands and leads, via burnout, to negative organizational outcomes (turnover intention and low organization commitment); and (2) the motivational process that originates from job resources and leads, via work engagement, to positive organizational outcomes. In contrast to moderating effects, synergistic effects of job demands and job resources on burnout and work engagement were found in both samples. However, after controlling for additive effects of job demands and job resources, these synergistic effects largely disappeared. In conclusion, the hypothesized additive effects of the JD-R model were found but the evidence for additional synergistic and moderating effects was weak. (Contains 4 tables and 3 figures.)

The main goal of this paper is to analyse the effect of high school scholarships tied to community service on the development of secondary school students in Northwest China. Using data from three rounds of surveys of thousands of students in 298 classes in 75 high schools in Shaanxi province, the paper documents the implementation of the Compassionate Heart Scholars Program and evaluates the effect of the programme on the educational performance, self-esteem, self-efficacy and social responsibility of the participants. We present evidence that part of the protocol of the programme (which includes the nomination and election of programme participants) improves the academic performance and self-esteem of those involved in the programme. The community service part of the programme is shown to raise the self-efficacy and the sense of social responsibility of the programme participants. One striking result is that the test scores of the community service participants do not appear to be adversely affected, even though they spend considerable time doing community service. The findings of this study, therefore, suggest that adding extra-curricular community service to school curricula may be a win-win-win strategy, for the students, for schools and for the local communities served. (Contains 1 figure, 4 tables and 8 notes.)

China established a large-scale financial aid system in the late 1980s. This multilayered aid system aimed at enhancing educational and employment opportunities. However, very few studies have examined the impact of student aid on learning effort and outcome, career decisions, and early labor market performance. Using two recent Chinese college student surveys, this study found that students who received financial aid were significantly more likely to take more courses, spend more hours studying outside class, have a higher class ranking, and be less likely to fail a course. Additionally, having financial aid could promote graduate school enrollment and initial employment but had no significant impact on expected salary. Current aid programs for those who receive public financial assistance are thus beneficial in terms of educational outcome and employment perspective. (Contains 12 notes and 5 tables.)

Focusing on ethnographic photography representing ethnic minorities on China's southwest frontier during the Republican era (1912–1949), this paper reconsiders the role of photography as a source of evidence. The cross-cultural case in China extends studies of anthropology and photography beyond a European context and complicates our understanding of 'photographic evidence' by probing how such evidence was collected, produced, circulated and perceived in Han Chinese society. While photography played a significant role as an evidential force for anthropological and ethnographic endeavors, photography as 'evidence' was negotiated within the Chinese social, political, and cultural context of ethnicity. In spite of anthropological photography's western origins, it is impossible to fully understand work representing the non-Han subject in Republican China without analyzing its relationship with the visual tradition of the Miao album, a late imperial Chinese genre of ethnographic illustration. Through a critical reading of 'photographic evidence' pertaining to non-Han women's work, marriage and dance, this paper reveals the paradox of anthropological photography as visual evidence and highlights the social constitution of such work. [ABSTRACT FROM AUTHOR]

An association between venous leg ulcers (VLU) and chronic heart failure (CHF) has been suggested by observational research. This study used Mendelian randomization (MR) methods to look into any possible bidirectional causal links between VLU and CHF. The 'TwoSampleMR' R package was employed for MR analyses. The association of VLU and CHF was assessed via methods of inverse variance weighted (IVW), weighted mode, MR Egger and weighted median. Results of IVW suggested no association between VLU and CHF (β 0.008356; SE 0.01889; p = 0.6582). The weighted median estimator (β −0.005777; SE 0.02059, p = 0.7791), MR‐Egger (β −0.08955; SE 0.04557; p = 0.07296) and weighted mode (β −0.01202; SE 0.02467; p = 0.6341) showed consistent results. Conversely, evidence indicating that the presence of CHF increased the risk of VLU was lacking. In conclusion, there is no bidirectional causal relationship between VLU and CHF. Further studies are required to validate the findings of this study. [ABSTRACT FROM AUTHOR]

Introduction: This overview of systematic reviews (SRs) systematically collected, evaluated, and combined the evidence for migraine treatment with transcranial magnetic stimulation (TMS).Methods: We conducted a systematic literature search in various databases, such as PubMed, The Cochrane Library, Web of Science, Embase, the China National Knowledge Infrastructure, Wanfang, VIP, and China Biomedical Literature. Two reviewers independently assessed the methodological quality, risk of bias, reporting quality, and strength of evidence of the included studies using AMSTAR-2, ROBIS, the PRISMA checklist, and the GRADE system.Results: We performed an overview of 7 relevant SRs, of which 4 were of moderate quality and 3 were of low quality according to AMSTAR 2. All SRs had low risk of bias in Phase 1 (Assessing relevance), Domain 1 (Study eligibility criteria), and Domain 4 (Synthesis and findings) as evaluated by ROBIS. In Domain 2 (Identification and selection of studies), 4 SRs (57.1%) had low risk of bias, while in Domain 3 (data collection and study appraisal) and Risk of Bias in the Review Phase 3, 4 SRs (57.1%) had low risk of bias. The PRISMA reporting standards were generally comprehensive, but some limitations were observed in the assessments, pooled results, evidence reliability, registration and protocols, and funding sources. The GRADE levels ranged from moderate to low, with 10 outcomes of moderate quality and 6 outcomes of low quality. The main reason for the low quality of evidence was the small sample size and high heterogeneity of the available studies.Conclusion: TMS may improve migraine severity and frequency, but the evidence is limited due to methodological flaws and heterogeneity. Future studies should standardize use, assess side effects, and compare with other treatments. [ABSTRACT FROM AUTHOR]

Objectives: More people with dementia live in low‐ and middle‐income countries (LMICs) than in high‐income countries, but best‐practice care recommendations are often based on studies from high‐income countries. We aimed to map the available evidence on dementia interventions in LMICs. Methods: We systematically mapped available evidence on interventions that aimed to improve the lives of people with dementia or mild cognitive impairment (MCI) and/or their carers in LMICs (registered on PROSPERO: CRD42018106206). We included randomised controlled trials (RCTs) published between 2008 and 2018. We searched 11 electronic academic and grey literature databases (MEDLINE, EMBASE, PsycINFO, CINAHL Plus, Global Health, World Health Organization Global Index Medicus, Virtual Health Library, Cochrane CENTRAL, Social Care Online, BASE, MODEM Toolkit) and examined the number and characteristics of RCTs according to intervention type. We used the Cochrane risk of bias 2.0 tool to assess the risk of bias. Results: We included 340 RCTs with 29,882 (median, 68) participants, published 2008–2018. Over two‐thirds of the studies were conducted in China (n = 237, 69.7%). Ten LMICs accounted for 95.9% of included RCTs. The largest category of interventions was Traditional Chinese Medicine (n = 149, 43.8%), followed by Western medicine pharmaceuticals (n = 109, 32.1%), supplements (n = 43, 12.6%), and structured therapeutic psychosocial interventions (n = 37, 10.9%). Overall risk of bias was judged to be high for 201 RCTs (59.1%), moderate for 136 (40.0%), and low for 3 (0.9%). Conclusions: Evidence‐generation on interventions for people with dementia or MCI and/or their carers in LMICs is concentrated in just a few countries, with no RCTs reported in the vast majority of LMICs. The body of evidence is skewed towards selected interventions and overall subject to high risk of bias. There is a need for a more coordinated approach to robust evidence‐generation for LMICs. Key points: While the majority of people with dementia reside in low‐ and middle‐income countries (LMICs), it is not known what types of interventions have been studied in these settings and how effective they are.We conducted the first comprehensive mapping study of interventions for people with dementia or mild cognitive impairment (MCI) and/or their carers in LMICs.This high‐level overview of dementia intervention research in LMICs identified the following gaps: dementia intervention research is highly concentrated in just a few LMICs, and skewed towards Traditional Chinese Medicine, Western pharmaceuticals, and supplements, with comparatively little evidence generated on interventions for carers.Lack of robust and locally relevant evidence on effective interventions presents a substantial challenge to designing evidence‐based treatment and care systems that help people with dementia or MCI and their carers to live better lives. [ABSTRACT FROM AUTHOR]

Internal auditing is an important element in the corporate governance framework. Yet, research related to internal auditing, particularly in emerging economies like India and China, is sparse. We use data from responses provided by chief audit executives to provide empirical evidence about the extent of support for internal auditing and the determinants of such support in India and China, and compare the data with those from the United States. We find that such support is negatively related to pressure on internal auditors to suppress or alter their findings. We also provide descriptive evidence about the work and staffing of the internal audit function. We discuss the role of internal auditing in India and identify some possible avenues for future research. [ABSTRACT FROM AUTHOR]

Objectives: To analyze the methodology, evidence, recommendations, quality, and implementation of traditional Chinese patent medicine (CPM) guidelines., Methods: We retrieved clinical application guidelines of CPM published from 2019 to 2022. Independent screening and data extraction were performed by two evaluators. The basic information about the guidelines, including evidence and recommendations, were extracted and statistically analyzed. Quality and implementation were evaluated using the Implementation Evaluation Tool and Appraisal of Guidelines for Research & Evaluation (AGREE) II., Results: In total, 29 guidelines were analyzed, including 262 recommendations and 2308 references. All the CPM guidelines followed the principle of "evidence as a core, consensus as a supplement, and experience as a reference" and the methods provided by WHO Handbook. An average of 89 references were cited in each guideline and 8 in each recommendation. Randomized controlled trials and systematic reviews constituted 89 % and 0.9 %, respectively, of all references. Low or very low-quality evidence characterized 74.5 % and weak recommendations characterized 83.6 %. Of all recommendations, 13.7 % were based on expert consensus, and 9.5 % of strong recommendations were based on low or very low-quality evidence. The AGREE II scores for each domain were: scope and purpose (79.63 %) and editorial independence (79.27 %), followed by clarity of presentation (72.59 %), stakeholder involvement (69.99 %), rigor of development (53.97 %) and applicability (5.11 %). The implementation quality of most guidelines was either high (44.8 %) or moderate (55.2 %)., Conclusions: The results for CPM guidelines were impressive in terms of methodology, quality, and implementation. However, confidence in CPM recommendations was downgraded by low quality of evidence., Competing Interests: Declaration of Competing Interest All the members of this guideline have signed a conflict of interest statement, stating that there was no commercial, professional, or other interest related to this guideline's topic, nor was there any interest associated with the possible impact of the outcomes of this guideline., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

The effect of technological innovation on renewable energy development has drawn attention from scholars and policymakers. Based on a panel dataset covering 30 provinces in China from 2005 to 2017, the present study aims to examine how renewable energy technological innovation (RETI), represented by patent stock considering the decay and diffusion of renewable energy technologies, promotes renewable power generation (RPG) by nonspatial and spatial econometric models. The results indicate that 1) a 1% increase in the RETI level of a particular province, on average, leads to a 0.411% increase in RPG in that province directly and a 3.264% increase in RPG in its neighboring provinces through technology diffusion; 2) the effect of RETI on RPG will be underestimated by 12.7% if the decay and diffusion of technologies are not considered; 3) the estimation coefficients of RETI are insufficiently sensitive to the values of the decay and diffusion rates; 4) spatial dependence plays a vital role in exploring the impact of RETI on RPG, and this impact will be underestimated by 34.3% if spatial dependence is ignored. • Renewable energy technological innovation (RETI) contributes to renewable power generation. • Indirect effect of RETI on renewable power generation is 8 times greater than direct effect. • Coefficients can be underestimated if technological decay and diffusion are not considered. • Effect of innovation is not sensitive to the decay or diffusion rates. [ABSTRACT FROM AUTHOR]

Using a large sample of Chinese firms, we examine if the geographic proximity of audit committee chairs (ACCs) to firms is associated with accruals-based financial reporting quality. We define an ACC who is in the same province/municipality as the firm headquarters as "local" and an ACC who is not as "nonlocal". We find that a local ACC is associated with higher accruals quality, evidenced by a decrease in the absolute value of discretionary accruals. The improvement in financial reporting quality may lie in the fact that the firms with local ACCs more likely appoint Top10 auditors and/or hold more audit committee meetings. Furthermore, we find that local ACCs are associated with better accruals quality in firms with more opaque information environments and higher uncertainties in future prospects, and that the relation between local ACCs and better accruals quality is weakened in firms with powerful CEOs. Our findings suggest that the informational benefit derived from the geographic proximity of local ACCs outweighs the resultant agency effect on financial reporting. [ABSTRACT FROM AUTHOR]

China's governance of its aging society has been accompanied by rapid economic and social transformation, urbanization, population migration, and globalization. Although the results have been remarkable, there remain several major challenges faced by its aging society and faced by the country in building a holistic response system for aging issues. This article uses governance theories to analyze the role of the government and the corresponding governance mechanisms in China's aging society and further conducts an empirical analysis of its aging policies from 1982 to 2017. We found some progress in the policy area for addressing aging issues with an integrated governance system around the government evolving in China. This study sheds light on the favorable governance structure for addressing aging issues effectively, which involves the integration of social resources in governance. This governance structure can not only realize the effective allocation of social resources but also maximize the government's administrative resources. [ABSTRACT FROM AUTHOR]

This paper documents a downward hypothetical bias in the willingness to accept measure for a private good using the Becker‐DeGroot‐Marschak (BDM) method. We first construct a theoretical framework that predicts an upward hypothetical bias for the willingness to pay and a downward hypothetical bias for the willingness to accept measure. Based on a field experiment on livestock trading in China, we compare four experiment treatments, including a hypothetical treatment wherein responses are not consequential, two consequential treatments with probabilistic implementation wherein responses have a 25% or 75% probability of being consequential, and a consequential treatment with full implementation wherein responses are 100% consequential. Consistent with our theoretical predictions, the empirical results show that respondents report significant lower (about 12% lower) values in the hypothetical treatment compared with the consequential treatment with full implementation using the willingness to accept measure. The reported values also increase as the implementation probability increases. Our study contributes to the research on hypothetical bias in the willingness to accept by allowing exogenous changes in the consequential probability. [ABSTRACT FROM AUTHOR]