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Chuanjiang Haozi, a distinctive form of folk music originating from the Yangtze River Basin in Chongqing, China, serves as a unique cultural treasure, blending utility with artistic expression. This study aims to investigate the preservation and promotion of literacy through performing arts education in Chuanjiang Haozi in Chongqing Province, China. Through a comprehensive research approach, including interviews with key informants who are inheritors of this art form, this study delves into the preservation and promotion strategies for Chuanjiang Haozi. The research site encompasses the Chuanjiang River system, spanning Chongqing and Sichuan, where this art form has deep historical roots. The two key informants were interviewed to gather essential information for this study, including prominent inheritors of Chuanjiang Haozi, providing valuable insights into its cultural significance and preservation challenges. The data analysis process involves transcription, coding, categorization, and theme identification, enabling a comprehensive understanding of the research topic. The research results advocate for a multifaceted approach, including the establishment of digital museums, festival tourism, legal support, and funding for inheritors, to ensure the continued preservation and promotion of Chuanjiang Haozi. These strategies aim to integrate tradition with modernity, safeguarding this intangible cultural heritage for future generations.

Urbanization, vocational education, and industry in China have been influenced by policy and economic changes. This article outlines potential solutions for the integrated development of urbanization, vocational education, and industry in China. By integrating the development ideas of the triple helix model based on international related research literature, this article proposes a development model for China's industry-education city integration. Taking the Liuzhou rail transit industry-education city as an example, this article adopts a comprehensive and sustainable development approach, including urban management, industry-education integration, and industry innovation and entrepreneurship, centered around the characteristics of urbanization, vocational education, and industry. The development of China's industry-education city through the triple helix model has brought about innovations in education, industry, urban form, policy, technology, and social culture, which can help China's urbanization, vocational education, and industry achieve spiral development.

As artificial intelligence (AI) permeates almost all aspects of our lives, university students need to acquire relevant knowledge, skills, and attitudes to adapt to the challenges it poses. This study reports the development and validation of a scale called the Artificial Intelligence Learning Intention Scale (AILIS). AILIS was designed to measure the different factors that shape university students' behavioral intentions to learn about AI and their AI learning. We recruited 907 Chinese university students who answered the survey. The scale is comprised of 9 factors that are categorized into various dimensions pertaining to epistemic capacity (AI basic knowledge, programming efficacy, designing AI for social good), facilitating environments (actual use of AI systems, subjective norms, access to support and technology), psychological attitudes (resilience, optimism, personal relevance), and focal outcomes (behavioral intention to learn AI, actual learning of AI). Reliability analyses and confirmatory factor analyses indicated that the scale has acceptable reliability and construct validity. Structural equational modeling results demonstrated the critical role played by epistemic capacity, facilitating environments, and psychological attitudes in promoting students' behavioral intentions and actual learning of AI. Overall, the findings revealed that university students express a strong intention to learn about AI, and this behavioral intention is positively associated with actual learning. The study contextualizes the theory of planned behavior for university AI education, provides guidelines on the design of AI curriculum courses, and proposes a possible tool to evaluate university AI curriculum.

The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

This article examines the involvement of family, community, and school in citizenship education in China, particularly in terms of the tension between traditional cultural values and today's modernisation. The analysis was based on written materials acquired through a systematic search of English and Chinese scholarly literature on the subject and relevant Chinese policy documents and laws. Following a hermeneutic approach, the image formed in the literature of Chinese citizenship education was interpreted and explained in a broader historical-cultural-social context. The results show that the traditional values of Chinese civilisation continue to play a strong role in all three arenas of citizenship education, although the conflict between traditional values emphasising conformism and modern values emphasising individual self-determination is also recognisable in them.

Temporality is a relatively new conception in the field of education policy. Drawing upon historical sociology, this article aims to contribute to the field by deconstructing China's policy discourse - education modernization. It traces the history of the discourse (1904-2012) to analyze how Chinese rurality is interwoven into the nation's pursuit of modern country status. Two temporal threads are identified: "the rural as a problem" and "the rural as a modernization plan." The article reveals how the threads forms a paradoxical position of the rural in China's current modernization agenda: "the problematized rural as a potential empowering force." The findings illuminate how the policy constructs a history narrative thereby constructing a unified destiny of the nation for the future, which entrusts education policy with moral significances. China's case demonstrates how education policy inherits and utilizes historical and cultural assumptions as a governing technique, while being shaped and constrained by them.

Friendships affect children's development and adjustment. This longitudinal study examined the possible heterogeneity and gender differences in the trajectories of children's friendship quality, as well as the relations between distinct friendship quality trajectories and school adjustment. A total of 3,779 Chinese elementary school students (45.5% girls, M[subscript age] = 9.94 years, SD = 0.72 at Time 1) completed measures of relevant constructs on five occasions at 6-month intervals. Latent class growth modeling revealed four heterogeneous developmental trajectory classes of friendship quality: high-increasing (49.6%), moderate-decreasing (5.1%), moderate-increasing (31.9%), and low-stable (13.4%). Girls were more likely than boys to fall into the higher friendship quality trajectory classes in reference to the low-stable class. Children in the high-increasing class and low-stable class showed the best and the worst school adjustment, respectively. The identification of four heterogeneous developmental trajectories of friendship quality with differential school adjustment outcomes highlights the importance of intervention programs tailored to specific groups for promoting children's friendship quality and school adjustment.

In this article, we examine the units of the central administrations of Chinese universities to ascertain to what extent they reflect Chinese structural and cultural characteristics or global templates, seen through certain administrative units in the US model of excellence for universities. We describe and analyze the main features of the Chinese university administrations and compare our case with similar US studies. The data from the websites of 174 universities reveal that the main structures of Chinese university administrations are highly standardized and that apart from some notable differences across differently ranked universities they are homogeneous. We also find that Chinese universities are structurally distinct from their US counterparts in most respects, but there are also some similarities. Most universities have set up development offices similar to the US ones, but few have diversity or legal offices. These findings suggest that Chinese universities diverge strategically from global trends but there is some selective convergence.

The study investigates in the Benchmark for Scientific Literacy of Chinese Citizens. The background of issuing the Benchmark, its procedure, and contents are analyzed; the key for analysis revolves around the huge debate triggered by the Benchmark on Chinese internet. The debate can be traced to historical discussions in China, regarding the relation between science and humanity, the boundary of science, and the goals for science education. We recognize that in the anxiety for modernization since 1840s in China, the gap between science and humanity studies persists; scientism still dominates the dialogue. Instead, we value pluralism in science and scientific literacy, and emphasize locality as a framework in understanding and assessing traditional Chinese knowledge and practices, including yin-yang theory, the five phases theory, and feng shui. We propose that good science education aims at eliminating scientism, enriching public understandings on the history of science, the culture, and philosophy of science.

Purpose: The purpose of this paper is to examine how "Si-shu," a traditional form of local, private education grounded in classical instruction, responded to the rapid modernization of education during the late Qing dynasty and early Republic of China and to explain why these schools, once extraordinarily adaptable, finally disappeared. Design/methodology/approach: The authors have examined both primary and secondary sources, including government reports, education yearbooks, professional annals, public archives, and published research to analyze the social, political and institutional changes that reshaped "Si-shu" in the context of China's late-19th- and early-20th-century educational modernization. Findings: "Si-shu" went through four stages of institutional change during the last century. First, they faced increased competition from new-style (westernized) schools during the late Qing dynasty. Second, they engaged in a process of intense self-reform, particularly after the Xinhai Revolution of 1911. Third, they were marginalized by the new educational systems of the Republic of China, especially the "Renxu School System" of 1922 and the "Wuchen School System" of 1928. Finally, after the foundation of the People's Republic of China in 1949, they were considered remnants of feudal culture and forcibly replaced by modern schools. Originality/value: This paper brings hitherto unexplored Chinese sources to an English-speaking audience in an effort to shed new light on the history of traditional Chinese education. The fate of "Si-shu" was part of the larger modernization of Chinese education -- a development that had both advantages and disadvantages.

While assessment for learning (AfL) has gained increasing international prominence, and has been strongly promulgated by an increasing number of education systems, current instruments designed to measure students' assessment for learning experience show a number of methodological shortcomings, such as lacking construct validity and low internal consistency of scales, or structural confirmations of the dimensionality of AfL constructs captured in the questionnaires have not been tested. This paper presents the development and validation of a psychometrically robust measure of assessment for learning experience in the Chinese higher education--the Assessment for Learning Experience Inventory (AFLEI). Two independent samples of 201 and 163 higher education students responded to the AFLEI. The data were then subjected to Exploratory Factor Analyses (EFAs) and Confirmatory Factor Analyses (CFAs), respectively. Results from both EFAs and CFAs provided support for a five--factor AfL experience inventory with a strong psychometric basis. The five clusters of AfL experience perceived by the Chinese university students are "Teacher formal feedback and support, Interactive dialog and peer collaboration, Learning-oriented assessment, Active engagement with subject matter, and Students taking responsibility for their learning." The correlations between the five clusters of AfL experience and the 'deep learning approach' of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) supported the concurrent validity of the AFLEI. The AFLEI can be used both as an evaluation tool to evaluate the extent to which university students experience AfL practices in university curriculum, and as a research tool to explore more deeply the relationships between AfL experience and student learning.

The university-city relations are changing along with the engagement of universities in public service beyond teaching and research and the dependence of cities on networks rather than enclosure to promote urban competitiveness. Taking China as an example, this article discusses the challenges and tensions of university-city interaction in the knowledge society at the global, national, and local scales. At the global scale, there is mutual selection between universities and cities, which results in the polarized concentration of competitive universities in competitive cities. At the national scale, the retreat of the state in public service provision and the diffused entrepreneurship in the market leads to university-city coalitions with overlapping institutional spheres and institutional ambiguity. At the local scale, the campuses of urban universities are often planned in a de-urbanized way to meet the broader urban requirement. To ease such university-city tensions, it calls for the differentiation of development strategies, the institutionalization of entrepreneurial coalitions, and an operational definition of urban university.

Recent studies have demonstrated the integration of visualization technology to support collaboration and stimulate learning performance. The use of visualization tools during the collaborative activities of international students is a worthy topic for further exploration. Based on grounded and activity theories, this research uses observation and qualitative behavior analysis to determine how participants use visualization tools to distinguish the behavior features of learners and to explain the role of these tools in a telecollaborative project. The analysis distinguishes three major types of visualization forms: shaped, diagramed, and tabled presentations, which serve particular epistemic and social demands of collaborative tasks. Findings indicated that visualization forms and tools can enhance collaborative activities by helping international members visualize their thoughts, comprehension, and discussion, although they use different languages and are from diverse cultures. Further research can develop new and effective methods for collaboration and learning using visual support tools.

To build up and carry out the scientific concept of development will have a major and directive significance in solving the problems and conflicts of the development of higher education institutions (HEIs). This paper is based on drawing up the development strategy of a university, and brings up the idea of grasping the strategic opportunity, running the university with features, strengthening the education quality, and promoting harmonious development, which are the key points of using scientific concept of development to guide the development of university.

This paper explores a key dilemma of the Chinese middle class as it appears in their apparent adherence to official language policy despite their lack of direct knowledge of that policy. Using fieldwork data from Hangzhou, I show that a group of middle-class parents worked together to build an "Ancient Way Academy" for their children to chant the ancient Chinese classics. In this, although they were unaware of the official policy of "Chanting the Chinese Classics" (CCC), they effectively reproduced it in their actions. Some parents, however, soon drifted away from the traditionalism of CCC and toward a much stronger emphasis on the learning of English as the gateway to modernization. In facing the dilemma of choice between these two educational pathways, the parents thus unwittingly reenacted the state's ceaseless oscillation between nationalistic and international visions of the country's needs.

It is part of a global trend today that new relationships are being forged between religion and society, between spirituality and materiality, giving rise to announcements that we live in a "postsecular" or "desecularized" world. Taking up two educational movements, the mindfulness movement in the West and the revival of Confucian education in China, this paper examines what and how postsecular orientations and sensibilities penetrate educational discourses and practices in different cultural contexts. We compare the two movements to reveal a new quality of hybrid modernization in that they react, in different ways, to certain pathologies that are identified as consequences of secular modernity. Burnout syndrome, the sense of a spiritual void, but also the loss of a spiritual and cultural identity are being perceived as correlating to a one-sided push towards a modernity that emphasizes secular rationalization over mindfulness and Westernization over cultural particularity. The two case studies mark a critical insight on the present condition and limits of secularism and highlights the ongoing negotiations of values and modes of self-cultivation in schools. In an increasingly pluralistic world, the entanglement of the secular, spiritual, religious and wisdom traditions provides the opportunity to rethink education as a creative realm and an impossible possibility to re-engage the minds and lives of those in the hybrid pedagogical time.

Interpreting modernisation and globalisation in East Asia as processes of Westernisation creates confusion and discomfort among some academics from the region. To illustrate why such discomfort occurs, this article explores the changes in the higher education systems of Hong Kong, Taiwan and mainland China in terms of their "Chineseness" as a potentially unifying regional identity that can be counterposed to Westernisation. The recent and polyvalent theme of "Greater China" is invoked in this article to describe and interpret the institutional frameworks, within which higher education is developing in this imaginary region, as well as to establish possible discursive linkages in the continuing transformation and strategic reorientation of higher education and its role in the recent economic, political and socio-cultural developments. In this regard, the interrelated discourses of Chineseness and Greater China have the following functions: they imply regionalism; they enable a break with their imperial and colonial past; and they provide the basis for different kinds of hybridisation between Chinese and Western intellectual, educational and cultural traditions and values.

This paper attempts to address connections between the Chinese model for development or the "Beijing Consensus" and Chinese universities. Chinese universities seem to be caught between serving governmental agendas and pursuing their own goals as an academic community. Up until recently, they had become used to following the lead of the government, which often comes with rationales and approaches featuring pragmatism and utilitarianism. Drawing on the perspectives of social embeddedness and external control of organizations in higher education, we argue that the lack of dynamism and innovation that is hindering Chinese higher education's development is largely owing to the political, social, and cultural factors prevailing in the environment in which the universities operate. Put in another way, Chinese universities are confronting a crisis, owing to the inbuilt constraints of China's development model.

This essay examines how John Dewey's child-centered educational philosophy was adopted and adapted in the early twentieth century in China to create a Chinese children's literature. Chinese intellectuals applied Dewey's educational philosophy, which values children's interests and needs, to formulate a new concept of modern childhood that influenced emerging Chinese children's literature. Underlying the apparently faithful borrowing of Dewey's theory, though, is a fundamental contradiction between Dewey and his Chinese counterparts in terms of the nature of children. While Dewey was rejecting the notion that human beings possess innate characteristics, Chinese intellectuals were attempting to do the opposite, namely they were endeavoring to make "children" an essentialist category. By emphasizing this intersection of both foreign and indigenous influences in modern Chinese children's literature, this essay also suggests that Chinese children's literature is a hybrid product.

This article presents the experience and limitations of government-run social work and the nonprofessional nature of social work, and suggests that the rapid development of social work and its professionalization are the inevitable results of the reform in the system. The author maintains that under market socialism, social work requires the cooperation of government and society. Moreover, social work is confronted with the dual task of indigenization and innovation.

This paper presents the main content of the portion on "increasing the openness of China's education" in the "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)" (hereafter abbreviated as the "Guideline") and the key issues studied and discussed in the formulation process. Issues such as promoting reform and development through openness, assimilating educational concepts and experiences from abroad, raising the level of educational internationalization, bringing in high-quality educational resources, and improving the quality and standard of educational exchanges and cooperation are expounded. Next, the major strategic measures posited in the "Guideline" and their significance in terms of "increasing the openness of education" are discussed. Finally, understandings, reflection, and implementation proposals with regard to the "Guideline" are put forward.

The turn towards using domestic experience in contemporary Chinese educational studies has led to the development of theoretical frames rooted in the reality of Chinese society. This article identifies four ways of understanding and reforming Chinese society that have been developed by 20th century Chinese educators. By reflecting on these four approaches, and on the modern value oriented reactions to social transformation expressed by contemporary Western educational scholars, this article argues that Chinese educational scholars face two essential tasks when developing theories based on domestic experience so as to make positive contributions to China's unfinished project of modernity. The first is to study the phenomena of imbalance, alienation, and backwardness caused by all kinds of economic and cultural movements and forces in the huge space of Chinese society, and the second is to develop progressive educational ideas that are robust enough to counter these phenomena.

Like many other developing countries around the world, China is witnessing a growing prominence of English in its school system. One immensely popular form of English provision in the country is Chinese-English bilingual education for majority-language students, which involves the varying use of English as a medium of instruction in the teaching of various school subjects. An overview of this recent development was presented in an earlier article (Hu, 2010). As its sequel, this article presents a critical analysis of the major driving forces behind the current craze for English-medium instruction in China. (Contains 1 note.)

Research about identity has undergone a discursive turn in recent years, with a shift from conceptualising identity as an essentialistic, pre-existing construct that drives social interaction, to a more fluid and hybrid construct that is constituted through discourse. As a result, a number of recent studies investigating the construction of international student identities have supposedly adhered to this latter, postmodernist-inspired notion of identity in their analyses. However, upon closer examination, these studies appear to be premised on the assumption that what international students say can be "equated" with their identities, without critical attention being paid to the way in which identities emerge as a conjoint construct through interaction. In this paper, it is argued that identities are invariably jointly constructed by participants through discourse, even in interviews and focus groups where the researcher is ostensibly taking a neutral stance, and thus more attention needs to be paid to the ways in which identities are discursively negotiated through interaction. (Contains 5 notes.)

Compared with oral history in most Western countries, oral history theory and practice in Mainland China lag behind in both study and practice. This paper outlines the experience of oral history work in the Shantou university library, and the types and features of the oral history collected by the library. It examines problems in the development and utilization of oral history in Mainland Chinese libraries and offers suggestions for the development of oral history in libraries in Mainland China, and other developing countries.

From the early 1990s onwards, various European Union (EU) reports have commented on the low level of European exports and foreign direct investment (FDI) in the Asian region, and the invisibility of Europe in the Asian imagination in comparison with the United States. To overcome this problem, a series of policy and programme initiatives have been launched that include higher education as a platform, that are funded by the EU's development agency EuropeAid, and that use the inter-regional institutional structures of the Association of Southeast Asian Nations (ASEAN) and the Asia-Europe Meeting (ASEM). Initially, the focus for higher education was on generating European visibility and Asian capacity through the creation of networks and curricular initiatives. However, since 2000 the higher education initiatives in the successive Asia-Europe inter-regional policies have been reoriented towards realising the Lisbon 2000 Agenda of developing a globally competitive European knowledge-based economy. Asia-Europe inter-regionalism is now being used to facilitate an explicit competitiveness agenda for Europe through (i) prioritising the development of a European market in higher education that is attractive to Asian students; (ii) synchronising Asian higher education structures with those that have developed in Europe as a result of the Bologna Process; (iii) recruiting "talent" from within the Asian region; and (iv) the development of research collaborations, such as funded research institutes. Whilst funded by the EU's development agency EuropeAid, these initiatives have as their target not the very low-income countries in ASEAN and ASEM, but China and India. This generates tensions in the foreign-policy mix of education, trade and development, making the EU vulnerable to charges of imperialism and neo-colonialism, whilst the inter-regional structures themselves carry their own politics which in turn shape the terrain of higher education.

Through case study methods, we examine a vocational university in China to ascertain if and the extent to which industrial modernization, the global economy and economic market forces, and state planning have altered this institution. We focus specifically upon a vocational university in China, as these institutions comprise the newest higher education sector in that nation and those most logically connected to work in the new global economy.

This article describes the policies adopted since the founding of the People's Republic of China concerning living conditions and welfare benefits for staff and workers. It details the principles underlying the provision of welfare services and includes a section on income and welfare benefits for peasants. (JDH)

Compared are some of the environmental planning policies and developmental policies of three regions of the Far East. Discusses the relationship between social structures and environmental problems such as pollution, erosion, waste disposal, and the uses of technology. (CW)

Describes the Chinese model of development, explains its five major elements (equality, rural emphasis, integration of modern and traditional ideas, decentralization, public participation and self-reliance), and discusses the role of communication in China's development process. Article is based on observations and interviews during author's visit in June 1978. (JD)

Describes three trends that are thought to be important in shaping the Pacific Rim and discusses the significance of each. The first is the continuing economic and military influence of the United States in the region; the second is the increasingly dynamic Japanese expansion; and the third trend is the diffusion of Chinese people throughout the region. (GEA)

Recounts the author's experience of returning home to China after three years of study in the United States. Highlights the differences between the U.S. and Chinese cultures, focusing on how the author changed during his international experience, and how China had changed in his absence. Includes suggestions for social studies teachers who wish to use the essay in class. (GEA)

This article provides political analysis of the extent to which new state strategies of involvement in climate technologies have shaped the green markets in both China and the United States. Using rational choice institutionalism and comparative case studies, this article analyzes state involvement in novel governance techniques and green industrial policy competition related to climate technologies in the United States and China. The guiding research question asks to what extent green industrial policy and its related incentives are useful for understanding the transition to green energy in the two countries. This study further explores the ways in which both countries enhance the competitiveness of national industries for science and technology in alternative energy. The rivalry between China and the US has accelerated, to some extent, the process of strengthening regulatory intervention in knowledge creation, public financing for climate technologies, and other domestic economic interests, while the emergence of green industrial policy has become part of the win‒win rhetoric and practices to facilitate a green economy. This research contributes to the comparative understanding of the proliferation of mission-oriented innovation initiatives, as well as the challenges in reorganizing them with new green industrial policy concepts. [ABSTRACT FROM AUTHOR]

This article discusses the increasingly important roles of hospice care in Chinese society, and points out that the development of hospice care in China is often restricted by certain factors. Based on a qualitative study, it examines the ethical dilemmas faced by hospice care, including life, medicine, family, and society. It puts forward specific countermeasures for terminal patients, medical personnel, family members, and social work related to hospice care, and argues that the accessibility, availability, acceptability, and effectiveness of hospice care services should be improved from multiple dimensions, such as policy support, service supply, social atmosphere, and individual participation. [ABSTRACT FROM AUTHOR]

This article explores how the nationalist, business-centric, elite-led and labour-subsuming logics of development in contemporary China are mirrored in contingent and locally-mediated ways in the Belt and Road Initiative (BRI). In China's present 'de-revolutionary' moment [Wang, 2006], non-elite populations are conceived as labour inputs to be used and moulded in the pursuit of national development through market means. This same developmental ethos, mediated by a plethora of Chinese and non-Chinese actors, underpins the authoritarian tendencies of BRI-branded projects across the world. While authoritarian practices in China have both Leninist and capitalist genealogies and drivers, I argue here that Global China's most tangible and remarkable impacts on international authoritarianism are found in the practices required to secure capital accumulation along the BRI. [ABSTRACT FROM AUTHOR]

The study investigated how active and avoidant coping styles predicted the trajectory membership of anxiety symptoms during the transition into early adolescence. A total of 321 Chinese children aged 9 to 10 years were recruited from a primary school in mainland China. Self‐reported trait anxiety, coping styles and anxiety symptoms were assessed at baseline. After 6 months, self‐reported anxiety symptoms were measured at three follow‐up assessments with an interval of 6 months. Latent class growth modelling revealed high (18.7%) and low (81.3%) trajectories of anxiety symptoms in children during the transition into early adolescence. After controlling for trait anxiety, depression and sex, high active coping style predicted the trajectory of high anxiety symptoms, which was not moderated by trait anxiety. Before controlling for these covariates, the relation between active coping style and anxiety symptoms was in the opposite direction. A high avoidant coping style showed a trend to predict the trajectory of high anxiety symptoms only for children with low trait anxiety. These findings add a developmental context to the relationships of active and avoidant coping styles to anxiety symptoms and suggest that trait anxiety may moderate these relationships. [ABSTRACT FROM AUTHOR]

This contribution focuses on a reconceptualization of the term globalization, drawing on world system theories and the dialectical concept of countermovement. The focus is the Social-Economic Formation (SEF) concept elaborated by the Marxist tradition to understand and analyse the contemporary ascendance of China and its power projection. Based on dialectic methodology, we argue that globalization is a contradictory process of interconnectivity between SEFs in different historical eras with substantive changes in the space–time relationship. Thus, the embryonic Embedded Chinese Globalization is emerging as a historical negation of Neoliberal globalization (NG) [ABSTRACT FROM AUTHOR]

China has emerged as an important norm-shaper in Africa in recent years and can be credited with influencing various policy sectors across the whole continent. Despite the massive impact COVID-19 had on China's presence in Africa and the palpable decrease in financial and technical cooperation in recent years, in the field of policy dissemination China has been and still is one of the most influential external actors on the continent. Numerous ideas and practices from China have found their way into African politics, and China has directly or indirectly (and intentionally or otherwise) affected how Africans see development and the shape and implementation of development practices. This article traces the rise of China as a norm-provider to African elites and compares the impact of two influential policy sets – the development-security nexus and the Belt and Road Initiative – on African policymaking. It analyzes why some policies and ideas travelling from China have reverberated with African leaders and have had a direct impact on the developmental agenda of several countries while other concepts did not take root on the continent. [ABSTRACT FROM AUTHOR]

This study provides an in-depth analysis of the current status of the promotion and application of BIM software in China, highlighting its differences from the international market. Chinese BIM software shows advantages in data security, cost-effectiveness, user habit adaptability, and localization standards, but faces challenges in terms of technological maturity and ecosystem development. By employing bibliometric methods and utilizing literature resources from CNKI and the Web of Science, the study offers a comprehensive analysis of the market and policy environment and proposes targeted recommendations. The study indicates that Chinese BIM software has significant advantages in enhancing data security and cost-effectiveness but lacks technological maturity and requires improvements in ecosystem development. User habits are crucial for the promotion of BIM software, and the localization and adaptability of the software need further enhancement. To promote the widespread application of BIM in the architecture, engineering, and construction (AEC) industries, a robust market mechanism needs to be established. The government should strengthen policy support and improve regulatory frameworks; software developers should enhance product functionality and work closely with users; and application enterprises should actively provide feedback to promote software improvements. Moreover, the introduction of reasonable capital and the collaboration between educational institutions and enterprises to cultivate professional talent are critical for the promotion and application of BIM technology. The research emphasizes that forming a cross-departmental joint mechanism to promote a virtuous cycle in the AEC market is key to achieving the widespread application of BIM technology. These measures can provide strong market impetus for the development of BIM software, accelerate the maturity and ecosystem construction of Chinese BIM software, and ultimately realize the comprehensive upgrading of informatization and digitization in the construction industry. [ABSTRACT FROM AUTHOR]

Purpose: This paper reports on the impact of China's Community of Shared Destiny Policy (CCSDP) on ethnicity, and the development and trade benefits in Africa, whilst proposing suggestions for improvements. Design/methodology/approach: A mixed-research (desktop-based and online survey-based) approach was employed. Findings: Trade and foreign direct investment alone can account for 11.8% of changes in the peaceful coexistence of China and some selected African countries, and cause changes to the mutual prosperity of China and African nations, to the tune of 6.3%. Therefore, the activation of mutual prosperity among these nations is not necessarily trade and foreign direct investment. The CCSDP is effective and has increased economic development for ethnic groups (50%), although with some negative concerns. Research limitations/implications: Inadequate/small sample size for the study. Originality/value: Chinese investment in Africa has had a transformative impact, driving economic growth, improving infrastructure, and fostering regional integration. The share of trade between China and Africa in the continent's overall external trade has increased dramatically. Overall, the CCSDP should be kept in place, but with some modifications to improve its effectiveness and mitigate its negative effects. Finally, as China's engagement with Africa evolves, it is vital that partnerships are founded on mutual understanding, respect, and benefit, and that policies reflect the different needs and ambitions of African communities. [ABSTRACT FROM AUTHOR]