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Start Over Topic cross cultural studies Publication Type Electronic Resources Region china
4 results

1. An Emerging Knowledge-Based Economy in China? Indicators from OECD Databases. OECD Science, Technology and Industry Working Papers, 2004/4

Author

Organisation for Economic Cooperation and Development, Criscuolo, Chiara, and Martin, Ralf

Abstract

The main objective of this Working Paper is to show a set of indicators on the knowledge-based economy for China, mainly compiled from databases within EAS, although data from databases maintained by other parts of the OECD are included as well. These indicators are put in context by comparison with data for the United States, Japan and the EU (or the G7 countries in case no EU totals are available) and data for some of the Asian neighbours of China (Korea, Singapore, Chinese Taipei and Hong Kong) where data for these countries were readily available. This document draws heavily on the Science, Technology and Industry Scoreboard, copying many of the indicators presented there and borrowing a substantial amount of contextual and methodological explanations. After listing the main outcomes of this study, the paper starts with a section on the economic structure of China and the other economies, followed by a set of trade indicators, showing the opening up of China's economy and the growing importance of trade in high-technology products. Two indicators of foreign investment in China are examined: foreign affiliates and foreign direct investment. Recognizing the importance of human resources to a knowledge-based economy, a range of human resources indicators is presented. Final sections present indicators on R&D (as one of the inputs to the innovation process), and patents (as one of the outputs). A statistical annex brings together a selection of tables of the main indicators shown in the document. OECD database information is also annexed. (A bibliography is included. Contains 11 footnotes, 60 figures, 5 boxes and 26 tables.)

Published
2004
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2. Internationalizing the Business School: Constructing Partnerships between the Humanities and the Professions during an NEH Grant Project.

Author

Jarvis, John C.

Abstract

A National Endowment for the Humanities (NEH) grant funded a study to establish an International Humanities Curriculum that would serve as a model of curricular internationalization upon which interested observers might draw for revision of their own curricula. This curriculum revision project introduced the study of texts, ideas, themes, and issues from China and Japan into the literature curriculum of Robert Morris College. China and Japan seemed obvious choices for enhancing the international dimension of the humanities curriculum at that college. China, which is both the oldest and the largest country in the world promises to exert a major economic and cultural influence upon global affairs in the future, and since rebounding from World War II Japan has become a model of industrial efficiency and success. Goals for this business-focused curriculum included (1) enabling students to gain a deeper understanding of the human experience as it has been lived in two major world cultures; and (2) building a valuable foundation of contextual knowledge for making sense of professional practices, strategies, issues, and obstacles that students will face on an international scale as workers and leaders in business and industry. The study and the interdisciplinary collaboration which was essential to its implementation led to the conclusion that curricular internationalization provides valuable common ground between disciplines traditionally indifferent or hostile towards each other. Participants further concluded that forging meaningful interdisciplinary partnerships not only requires rethinking traditional notions of disciplinary borders, but also requires learning to cross those borders. (Four tables are included.) (SAM)

Published
1993

3. Families Speak: Early Childhood Care and Education in 11 Countries. The IEA Preprimary Project, Phase 1.

Author

High/Scope Educational Research Foundation, Ypsilanti, MI., Olmsted, Patricia P., and Weikart, David P.

Abstract

This report presents Phase 1 of the International Association for the Evaluation of Educational Achievement (IEA) 3-phase Preprimary Project being conducted in 11 to 15 countries. The project spans the years 1987 through 1997. The Preprimary Project has been designed to be conducted in three interrelated phases: Phase 1, a household survey in each participating nation to determine the types of early care and education services used by families, some characteristics of these families, and daily-life patterns of 4-year-olds; Phase 2, an in-depth study of sample settings identified in Phase 1 to determine quality of care and education in various settings, to examine interactive and structural features of these settings, and to explore program and family factors on developmental status in 4-year-olds; Phase 3, follow-up studies of development and progress in Phase 1 children at age 7. Initially, Phase 1 documented what 11 nations' official government policies have been historically toward early childhood services. They are: Belgium, The People's Republic of China, Finland, Germany, Hong Kong, Italy, Nigeria, Portugal, Spain, Thailand, and the United States. Notably, over 60% of all children surveyed spend at least some time in extraparental care or education settings. Ten major findings resulted from the Phase 1 inquiries: (1) the trend from parent care to out-of-home care or education for preschoolers is linked to the movement of women into the paid workforce; (2) the trend toward extraparental care or education is not likely to be reversed; (3) most of the children receiving extraparental care or education do so in only one such setting; (4) these children spend from 17 to 55 hours per week in extraparental settings; (5) parents electing to keep their children at home did so for parent-related reasons; (6) most out-of-home care or education services are sponsored by government or religious groups; (7) few such settings or services offered comprehensive service; (8) without exception and irrespective of stage of economic development, in each country it was the mothers who took primary responsibility for preschooler's care and supervision; (9) nonfamilial caregivers spend a widely varying amount of time daily with these children and, in some of the countries, preschoolers are left alone for extended periods; (10) the majority of children spend most of the time at home or in an organized care center. Commentary papers contain references. (ET)

Published
1994

4. Journey to China: Activities for Elementary Students.

Author

Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.

Abstract

Ten lessons designed to introduce elementary students to China are featured in this document. The lessons are aimed at second through fourth grade, but they also include follow-up activities for kindergarten through sixth grade and are easily adapted to a given grade level. The lessons also are designed to incorporate elements and skills associated with a wide range of disciplines. The 10 lessons are: (1) A day with Li Mingbao, (2) Finding the way in China, (3) What is your Chinese name? (4) Games Chinese children play, (5) Three Chinese inventions, (6) Let's cook Chinese food, (7) Learning with Chinese money, (8) Stories from Chinese proverbs, (9) Chinese paper cuts, and (10) Conclusion. An opening story, slides, activities, and follow-up lessons that introduce students to aspects of Chinese culture and daily life comprise the unit. (DB)

Published
1988