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Marine ecosystems of the East China Sea are rich in biodiversity, with 12,933 species of which approximately 47.7% are endemic. As anthropogenic impacts are intensifying, fishery resources and biodiversity in the East China Sea are under threat from overfishing, habitat loss, pollution, and biological invasions. Marine protected areas (MPAs) and other spatial management measures are believed useful tools to protect and restore biological resources. Seventeen nature reserves, seven special marine reserves, and three fishery resource conservation zones covering a combined area of 102,156 km2 have so far been established in the Chinese East China Sea in order to protect fishery resources, biodiversity, and marine landscapes. This article provides a review and inventory of MPAs in the Chinese East China Sea as implemented by the People's Republic of China. [ABSTRACT FROM AUTHOR]

Numerous commentators argue that the worldwide use of English in education is an important outcome of colonialism. While accepting that there is much truth in this general conclusion, the present authors also recognize an irony. In too few cases do commentators base their arguments on historical evidence; in too many, they treat colonialism as an unchanging concept. They have colonized ‘colonialism’. One such commentator, relying largely on the anachronisms of postcolonial discourse, chose Hong Kong as the focus of study. The present authors compare his rhetoric with available primary sources about language and education in Hong Kong, concluding that the specific situations have been and are much more complex than his methodology could appreciate. Thus, they present a case for ‘bottom-up’, rather than ‘top-down’, histories of colonial education and, in particular, of the historical role of language in education. [ABSTRACT FROM AUTHOR]

In the process of examining the recent and, especially, post-Handover, contributions that the Hong Kong Education Commission (EC) has made to policy concerning Continuing Education (CE) in the Special Administrative Region, the authors of this article were drawn into discussion of three underlying issues. These include the issue of conceptual clarity with regard to "continuing education' and the operational implications of the local adoption of the fashionable worldwide mantra of "lifelong learning". They necessarily become involved in the need to distinguish between policy rhetoric, often employed in the form of Confucian-like exhortation, and practical applications of specific recommendations. They consider the extent to which the new polices have been implemented. While their analysis of policy process is, in an important sense, Hong Kong specific, it raises questions of international interest and concern, and this is probably most clearly manifested in the case study they offer of different arguments and proposals about the funding of CE. [ABSTRACT FROM AUTHOR]

Presents a study which explored the feasibility of doing comparative education research while focusing on a single society. Focus on comparative historical education research in Hong Kong, China; Problems with periodization, agency, and terminology; Discussion on the issues related to colonialism; Conclusions.

Considers the relationship between schooling and politics from an historical perspective. How it was undertaken; The Kuomintang and its policies; The Communists, Anglicans and workers' schools; The Director of Education's request for the amendment of the Education Ordinance in 1948 and its impact on schools; The return to Chinese sovereignty.