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A wide variety of incentive and disincentive programs are presented in an effort to stabilize the population and prevent bankruptcy of physical, economic, and social resources, particularly in countries like India and China. Following an introduction, the document discusses several programs, including (1) the use of small one-time payments for individuals who become sterilized and to family planning workers or doctors for each acceptor recruited; (2) incentives that improve welfare such as deferred incentive schemes like the "No-Birth Bonus Scheme" by private industry or government pension programs, in which accounts are credited with later collection contingent upon success in having a small family; (3) community development incentives in which whole villages are rewarded with development programs if the birth rate falls; (4) penalization of large families by imposing costs or withholding benefits; (5) emergency measures such as India's compulsory sterilization and China's one-child policy; and (6) expansion of the role of other incentive and disincentive schemes such as paying women to remain childless longer and developing programs to improve the lot of women. Also provided are four data tables illustrating countries offering small, one-time payments; average number of living children of women undergoing sterilization; fertility declines of all of India and the Tea Estates with and without "No-Birth Bonus" schemes; and Singapore's birthrate from 1960-1982. (LH)

Sixteen papers are presented. Topics covered include language teaching, discourse analysis, code switching, phonetics, language and cultural identity, and descriptive and comparative studies. All presenters were from the Asia-Pacific area of the world. Papers include: "The Baba Malay Lexicon: Hokkien Loanwords in Baba Malay" (Anne Pakir); "Pronouns in Japanese: Their Functions and Meaning" (Yasukata Yano); "Code Switching and Code Mixing as a Communicative Strategy in Multilingual Discourse" (Mary W. J. Tay); "Teaching English as a Foreign Language in India: A Socio-Functional View" (Shivendra K. Verma); "Language Education and Literary Creativity in English: a Tale of Two Cities" (Agnes Shun-Ling Lam); "A Study of Scientific Palatography: A Comparison of English and Japanese Palatal Consonants by Dynamic Electropalatography" (Tsutomu Oyabu, Richard L. Dusek, Mitsuaki Yoshinaga, and Sadahiko Ikeura); "A Study in the Adequacy of Data for Strategy Analyses in Spoken Discourse" (E. Berendt and H. Takahashi); "The Use of Aspect in Papua New Guinea English" (Anne-Marie Smith); "Language Attitudes and the Social Order in Hong Kong after 1997" (Gail Schaefer Fu and Pui-to Lu); "A Proposed Descriptive Framework for the Pragmatic Meanings of the Particle "la" in Colloquial Singaporean English" (Loke Kit-Ker and Johna Low Mei-Yin); "Working for an English Syllabus for Senior English Majors in China's Tertiary Institutions" (Hu Zhuanglin); "Interpretation of Anaphora in English and Japanese in Sentences with Prepositional Phrases" (Shuzo Yamanaka); "On Japanese Onomatopoeia: A Functional Approach" (Hisao Kakehi); "English-Chinese Code Switching of Primary School Children in Singapore" (Kay Cheng Soh); "A Comparative Discourse Analysis of English and Japanese" (Makoto Oshima); and "On the Acquisitional Strategies of Complex Sentence Formation: Examples from Japanese and English Speaking Children" (Katsutoshi Ito). (Each chapter contains references.) (NAV)

Papers on national library services and activities, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "The National Library of China in its Gradual Application of Modern Technology," a discussion by Zhu Nan and Zhu Yan (China) of microform usage and library automation; (2) "The Catalogue and Bibliography Hall at the Bibliotheque Nationale: Tradition and Technology," a discussion of online search experimentation by Marie-Louise Bossuat (France); (3) "On the Way to a German National Bibliography of the 16th Century," by Irmgard Bezzel (West Germany); (4) "China's Four Modernizations and Library Service" by Hu Yaohui (China); (5) "Research and Development and Its Contribution to National Library Services," in which B. J. Perry (United Kingdom) reviews forms of government support for library/information science research and development in Great Britain; (6) "Die Bibliotheken des Goethe-Instituts im Ausland und die Bibliotheksarbeit im Ausland als Teil des Kulturpolitischen Auftrags des Goethe-Institut" (The Libraries of the Goethe Institute in Foreign Countries and Library Activities in Foreign Countries as Part of the Cultural Mission of the Goethe Institute) by Dieter Vollprecht (West Germany--paper in German); (7) "Publishing by National Libraries: Results of the (7) "Publishing by National Libraries: Results of the Pilot Questionnaire" by Stephen Green (United Kingdom), with a sample of the 1983 questionnaire provided; and (8) "The Management of Change," in which Guy Sylvestre (Canada) advocates a pragmatic approach to managing technological change in libraries. (ESR)

Papers on library architecture, which were presented at the 1982 International Federation of Library Associations (IFLA) conference focus on the effect of library networks on library design. Topics include: (1) "Some Problems in Designing of the University Library Buildings in China: A Developing Country University Librarian's View Based on His Own Experience," a discussion by Zhu Chenggong (People's Republic of China) of library facilities at the Tsing Hua (Qing Hua) University Library, located in Peking, and the need for comparison with library building design in other countries, flexibility in library space design, and cooperation between librarians and architects in designing libraries; (2) "Library Buildings in the Network Context: A Canadian Architect's Perspective" by Michael G. Werleman (Canada), which considers the responsibilities of librarians, library building consultants, and architects in library building design, and gives an example of flexible space design for a mixed-use building at Concordia University which will contain both library and non-library space; and (3) "Library Buildings in the Network Context," a discussion by Margaret Beckman (Canada) of the implications of changing information technologies and increasing library network participation on library collection space and access, staff space and organization, user needs, changing library functions and functional relationships, and mechanical/electrical/structural considerations in building design. (ESR)

Papers on national library services and activities which were presented at the 1984 IFLA general conference, include: (1) "The Role of National Libraries of the Soviet Union in Reading Promotion" (N. S. Kartashov, USSR); (2) "Regional Library Cooperation in East and Southeast Asia--A Japanese Overview" (Takayasu Miyakawa, Japan); (3) "Window of Chinese Libraries--A Brief Sketch of Bulletin of China Society of Library Science, the Learned Journal of Chinese Libraries" (Yuan Yongqiu, China); (4) "Central Service to Public and School Libraries in Norway" (Harald Granheim, Norway); and (5) "The Basis of Library and Information Services for National Development: Library and Information Systems and Services in Greece" (Joanna Polydorou, Eleftheria Halvadakis, and Efi Kavalierou, Greece). (THC)

As the Chinese economy opens up to the outside world, the decision to engage in joint ventures with foreign capital is among the most important national policies. Significant direct consequences of joint ventures are the influx of foreign capital, expanding exports, and employment creation. However, the great importance of joint ventures lies in their indirect effects, such as the modernization of production processes, backward linkages in quality control and modern industrial standards, management, and training. The economic results have been very favorable. Disincentives to foreign investors are excessive complications and other barriers in dealing with the government, cultural distances, and language barriers. In addition, the Chinese have imported the competitive model of poaching the best workers but not the protections against some of the model's shortcomings for training. The Chinese can learn from the problems of training policies in Western countries, including the chronic problems of school-based training that results in mismatches between training and needs and the reluctance to commit resources to training. Discussion regarding training policy should touch upon legislation reestablishing a minimum level of expenditures on training, tax rebate policies to encourage those expenditures, and reestablishment of the apprenticeship system. (YLB)

Two articles address teaching English in the Peoples Republic of China. In "Why Bother About Culture in English Language Teaching?," Hu Wenzhong attempts to determine opinions about the importance of awareness of cultural traits through a study of 36 English-speaking teachers at Chinese institutions and 64 Chinese students who had studied English. The study concludes that: (1) more information should be included in textbooks on customs, habits, and behavior patterns of native English speakers; (2) programs on cultural traits in different regions of China should be offered; (3) English teaching films should be shown in classes; (4) students should be encouraged to develop contact with native English speakers; (5) short stories and plays in English and books on intercultural communication should be added to the curriculum; and (6) lectures which compare Chinese customs and habits with western cultures should be presented. Deborah Leonard in "A Walking Footnote: Teaching American and English Literature to Chinese Students" writes that these students have not developed skills for interpreting and analyzing literature and since they learn English for pragmatic reasons, students do not usually bring a deep interest in literature to the classroom. Other problems include the scarcity of textbooks, the political bias which occurs during the selection process, and the fact that many texts include only excerpts of literary works. Despite these problems, the freshness of the vision that the students turned on even the most familiar works brought new insights to these works and made teaching them a highly rewarding experience. (JHP)

Relations between the United States and China are discussed, and future policy recommendations are made. There are eight major sections. Section I contains an introduction. Section II examines common interests of the United States and its friends and allies. The third section deals with the evolution of relations between the United States and China. The recent background is described. Evolution of Chinese policy--economic, domestic political, foreign, and defense--is discussed. Evolution of U.S. policy regarding U.S./China economic relations, mutual understanding, U.S./China security relations, and U.S./China cultural and educational relations is also examined. Sections IV, V, and VI explore the prospective influence and likely interaction of other key actors that may influence the U.S./China relationship, e.g., the Soviet Union, Taiwan, and other Asian countries. The seventh section deals with the relationship between Atlantic and Pacific security. Policy recommendations conclude the publication. (RM)

When an educator was invited by a Chinese university to teach a seminar in American drama, she used "family drama" as the organizing theme of her course because she was (and is) convinced that from Eugene O'Neill on, American playwrights have been obsessed with family disintegration and the failure of family harmony. This paper is an outgrowth of the course that the educator gave, first in China and then in her own university. The paper first presents a historical overview of the changing shape of the American family. It then explores how four major American dramatists have portrayed tensions within the family in what became their significant works. The following plays are discussed in detail in the paper: "Long Day's Journey into Night" (Eugene O'Neill); "Death of a Salesman" (Arthur Miller); "The Glass Menagerie" (Tennessee Williams); and "Raisin in the Sun" (Lorraine Hansberry). In addition, the paper discusses two other plays the educator has used in her course: "Who's Afraid of Virginia Woolf" (Edward Albee) and "Night, Mother" (Marsha Norman). It finds that in each of the families portrayed by the dramatists, the tensions of the family between security and freedom are played out again and again, taking people over the same questions in search of answers. (NKA)

China Incarnate Word (CIW) is a joint venture of University of the Incarnate Word (San Antonio, Texas), and South China Normal University (Guangzhou, China). Courses are taught in English by U.S. professors, and a University of the Incarnate Word degree is earned. Two of the main goals of China Incarnate Word are: (1) to create an environment in which the finest aspects of Chinese and United States cultures are respected and communicated; and (2) to provide multicultural opportunities to enable students to learn about various cultures in the contemporary world. This paper describes how eloquently the sadness and empathy was unspoken on the streets of Guangzhou (formerly Canton) the day the New York twin towers fell, defining cross-cultural communication. The paper notes that the author serves as Vice President for Academic Affairs at China Incarnate Word Education Center and that was settling U.S. instructors (n=17) into the campus, who had arrived just one week before the U.S. terrorist attacks. It relates the personal experiences of the author and colleagues as they interacted with the Chinese in the community about the September 2001 U.S. terrorist attacks. (BT)

This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part 3, Promoting Democratization, contains these papers: "Learning in a Global Society" (Alexander); "Citizenship and Democracy in Socrates' and Grundtvig's Europe" (Ronai); "Education for Non-Discrimination" (Millan); "Lifelong Learning and Work in Developing Countries" (Pieck); "Globalization, Lifelong Learning, and Response of the Universities" (Peng); and "Combining the World of Work with the World of Education" (Romijn). The papers in Part 5, Making Lifelong Learning Work for Women, are "Gender Equality in Basic Education" (Messina); "Women as Lifelong Learners" (Benaicha); and "Lifelong Learning for Elimination of Violence Against Women" (Kuninobu). The papers in Part 6, Learning Across Generations, are "Achieving Youth Empowerment Through Peer Education" (Wissa); and "Role of Intergenerational Programs in Promoting Lifelong Learning for All Ages" (Ohsako). The papers in Part 7, Learning Across Cultures, are "Cultural Contexts of Learning: East Meets West" (Yang); "Building Community Through Study Circles" (Oliver); "Culturally-Based Adult Education" (Smith); and "Perspective of Lifelong Learning in South Asia" (Bordia). In Part 8, Laying Foundations and Sustaining Achievements Through Literacy and Nonformal Education, are "Literacy Linked Women Development Programs" (Usha); "Lifelong Learning Policy and Practices in the Laos People's Democratic Republic" (Mithong Souvanvixay); "Distance Learning and Adult Education" (Wilson, White); "Role of Partnerships in the Promotion of Lifelong Learning" (Lin); and "Toward the Eradication of Illiteracy Among Youth and Adults in China" (Guodong). Part 9, Creating Environments Conducive to Lifelong Learning, has these papers: "Learning Cities/Region in the Framework of Lifelong Learning" (Doukas); "Adult Education and Lifelong Learning in Sweden" (Salin); "Promoting Lifelong Learning in Beijing for a Learning Society" (Shuping); and "Reorienting Teachers as Lifelong Learners" (Tiedao). (YLB)

Everyone has a name. Names are more than a symbol or label. The culture of a people finds expression in the language they employ. When personal names are studied historically, philosophically, etymologically, and psychologically the reflection of the social and natural environment can be perceived. This paper focuses on the analysis of the formation of personal names, the semantic meaning and the connotation embedded in names, and the connection between given names and Chinese culture. The paper concludes that names are the mirror of society. (KFT)

The paper discusses the development of counseling and psychotherapy in China. These have developed rapidly for more than ten years, with special technique integration, varied methods, and the spread of concepts. But measured by scientific criterion, it still is in the primary stage of development. Although the number of diversified forms of counseling and psychotherapy increased very fast, there still lacks a unified administration. The paper states that the cause is from a lack of an assessment and examination system of qualification for the counselors or therapists, therefore quality of service cannot be guaranteed. It recommends the founding of a supervision and training system in order to ensure the consistent, effective direction and systematized training for counselors and therapists. In light of the fact that there are still many prejudices against counseling and therapy, it recommends efforts be taken to publicize general knowledge about mental health, counseling, and psychotherapy to make people not be ashamed of it but believe in the strength of science. (Contains 13 references.) (JDM)

The knowledgeable professional who works with special children recognizes that the parents of special children have an important effect in the children's development. The paper states that in China, parent involvement in special children's education has been limited by the parents' need to work and their lack of counseling experience with special needs children. With the development of Chinese special education, more professionals now are aware of the gravity of the situation. The paper suggests that through behavior counseling, parents can create healthy parent-child interactions, get involved positively in their child's education, and contribute more to the growth of their child. The assumption of behavior counseling is that most human behavior is learned and can be changed. Studies have shown that special children have many problem behaviors. The paper also suggests that teaching parents the principles and skills of behavior management can bring about specific changes in their child's behavior. It describes behavioral counseling as having four essential stages: (1) understanding the feelings of parents; (2) developing a close relationship with parents; (3) helping parents learn and apply behavioral principles; and (4) keeping in touch with parents. (JDM)

This paper discusses how to raise the level of children's psychological soundness and explains why it is beneficial to do so since it complies with the development of modern society. Many educators have realized that only by improving the psychological quality of students can they improve teaching efficiency, build a sound personality, and cultivate constructs that can meet the requirements of our age. Families should also take an active role in improving children's psychological soundness. Two ways in which this can occur are: (1) parents accepting the fact that children can have psychological problems; and (2) parents improving their own psychological soundness. Other suggestions on how to help children improve their psychological soundness include parents helping children learn independence and caring for their own things; parents encouraging children to cultivate their own thinking and problem solving skills; parents allowing children to express their feelings without rebuke; and parents having close contact with their children's school in order to know about their children's psychological changes. By reaching these goals, the paper suggests that future generations will be more open-minded, more understanding, and will represent a psychologically sound future. (JDM)

In China, psychologically oriented student counseling services are just beginning to appear on college campuses and professional assistance is badly needed from all sources. In order to help these counseling centers to develop, this paper attempts to discuss what Chinese counselors can do to help students to cope with their academic and emotional difficulties at school. Specifically, the paper begins with a description of some of the most common problems among Chinese college students. It then addresses the psychological significance of these problems to students' intellectual growth and their needs for counseling assistance. This is followed by a discussion of four suggestions as to what Chinese counselors can do to develop, expand, and improve their services to students. A tribute is paid to Chinese counselors for their enthusiasm, energy, and efforts in helping to develop more fully their intellectual and emotional potentials. It is noted that their work may not be fully appreciated by society now, but they certainly have a bright future ahead of them. The paper concludes with a plea for more social and governmental support for the development of student counseling services in China. (ABL)

In this paper, we attempt to give an insider's perspective on mainland China's tertiary vocational education/training (VET) through reflecting upon its recent history, the social and economic conditions for its current growth and survival, and the challenges facing its future. We will take stock of four major problems that have been hindering the tertiary VET's future growth in China, including graduates' low job placement rate, lack of funding, the need for social recognition, and concentration of students from low-income families. In order to solve these problems, we believe that China's tertiary VET practitioners and policy-makers need to work together and overcome five challenges, which are to seek recognition and acceptance both in wider society and at policy level, collaborate closely with industrial enterprises, adopt appropriate staff development/recruitment strategies, and launch balanced program structures in response to the job market realities. [Abstract modified to meet ERIC guidelines.]

Educational and economic factors in evidence in the People's Republic of China (PRC) that indicate it will become a major power by the year 2000 are described. The factors were observed during a lecture tour from December 1982 to January 1983. Following a description of the lecture tour, four characteristics of the PRC's educational system are presented: (1) the amount of time students devote to school work is approximately double that of public schools in most countries; (2) key schools are used to furnish the best students with the best facilities and the most qualified teachers; (3) an examination process beginning in the fifth grade is used to filter students and track abilities into areas of need and quality; and (4) there is a heavy and increasing concentration on science, mathematics, and foreign languages. Eight facts related to economic growth focus on increasing industrial and agricultural production and on the sixth Five Year Plan (1981-1986). The article concludes by listing five basic trends evident in the PRC in January 1983: a progressive moderate government, increased freedom of movement for foreigners, higher standards of living, improved health and housing conditions, and a desire to improve international relations. (DC)

Research suggests that the current division between reading and writing instruction for Chinese English as a Second Language (ESL) students, the lack of authentic communication that typically exists in ESL contexts, and difficulties with sequencing teaching-learning activities combine to hinder the development of writing skills. The paper suggests that writing teachers must understand that there is much more involved in writing than the final copy turned in by students. It recommends integrating reading and writing in ESL education, noting that reading and writing are interactive. Writing teachers must move beyond giving students a topic to write on and then grading the final product. They must include plenty of process work, from reading to writing, so students will progress from reading, to discussing and analyzing, to writing. Writing instruction is effective when contextualized through background reading related to real-life interests. This allows students to understand the purpose of the relationship between reading and writing. This integration allows educators to teach more effectively by dealing with reading and writing simultaneously and students to write more effectively in an authentic context. Reading strategies that students learn early in the process will become part of their writing strategies later on. (Contains 15 references.) (SM)

East Asia is the region which has experienced unprecedented growth in the past few decades. This growth resulted in the increase in education opportunities and the empowerment of women. Modernization and globalization provided opportunities for many women in China, Hong Kong, Korea, Singapore, Taiwan, and Japan. Modern Asian women can obtain higher education and gain status in their careers; they are at the crossroads between tradition and modernity. This paper provides information about the women's movements in China, Hong Kong, Japan, Korea, Singapore, and Taiwan. Readers obtain an understanding of globalization and its impact on women's lives in these societies. It concludes that the status of women has improved dramatically over the last 30 years; but there are still obstacles that prevent women from achieving equity in political participation, equal pay, and equal share of household responsibilities. Contains a 13-item bibliography. (Author/BT)

Based on an analysis of the direction of library development and changes in librarians' social functions, this paper presents some key measures in the reform of library and information science education. The first section discusses the developing direction of the library cause under the network environment. The second section covers librarians' social responsibilities under the network environment, including: (1) Internet navigation (providing source information); (2) Internet information organization (providing processed information); (3) Internet information development (providing desired information); and (4) Internet information consulting service. The third section addresses principles and measurement of library and information science (LIS) education reform, including putting more weight on the practical teaching of Internet information, taking the guidance and education of the idea of intellectual property rights seriously, strengthening the education of information literacy for LIS students, and reforming and designing a course system for LIS education. (MES)

This document presents the personal narratives of 19 participants in the National Fellowship/Leadership program. In their narratives, the Kellogg fellows recount their experiences developing leadership knowledge, skills, and competencies while addressing human, societal, and community issues. The following papers are included: "Preface" (William C. Richardson); "Foreword" (Barbara Kellerman); "Introduction" (Roger H. Sublett); "Ride for Righteousness and Justice: Leadership Lessons from a Transcontinental Bike Ride for Hunger Relief" (David G. Altman); "Leading through Conflict: The Interconnectedness of AIDS and Land Conflict in Zimbabwe" (Paul Terry); "Toward Ethical Leadership: My Journey from Tanzania to Belize" (Edward J. O'Neil, Jr.); "Among Angels and Soldiers" (Jenna Berg); "Bringing Attention to America's Forgotten Caregivers: Grandparents Raising Grandchildren" (Meredith Minkler); "Building a Community Vision" (Army Lester); "Practice, Practice" (Pat Mora); "Spirituality in Leadership: Must It Remain the Unspoken?" (Melinda K. Lackey); "Loud, Proud, and Passionate: Women with Disabilities Emerge in Beijing" (Susan Sygall); "Child of the Mississippi Delta" (Royal P. Walker, Jr.); "The Longest Journey" (Colleen Stiles); "Recognizing Others' Truths" (Paul J. Gam); "Something to Contribute, Something to Learn" (Suzanne Burgoyne); "Falling Slate and Sacrifice" (Bob Henry Baber); "Three Faces of Leadership" (Patrick F. Bassett); "Leadership Weather" (Steven J. Moss); "Leadership Lessons in Rock Climbing" (Donna L. Burgraff); "Leadership Lessons from the Jungle" (Fay M. Yoshihara); and "Adelberto's Dilemma" (Ken Fox). (MN)

This paper discusses how today's children must be prepared to meet the challenge of the information age, stressing the importance of cultivating the whole child and noting the teacher's role in this endeavor. The first section describes basic education in China, focusing on required schooling, the curriculum, textbooks, examinations, and moral education. The second section presents a view of education in the United States, focusing on the state of Massachusetts. The third section compares the two education systems, examining commonalities and disparities. The fourth section focuses on the cultivation of the whole child, which is one of the commonalities between the two countries. It discusses the cultivation of children's personal qualities (moral, psychological, physical, cultural, and professional) and cultivation of children's abilities, including the ability to learn and the ability to adapt in an ever-changing world. The accumulation and application of knowledge accompany the development of children's personal qualities and abilities. When children are trained to become people with high personal qualities and abilities, they are learning how to know and how to do. As their knowledge increases, their personal qualities and abilities also grow. (SM)

This paper examines the concept of nature from the perspective of Chinese history and culture, and is partially based on personal experiences. The perspective used to understand science education in the culture is one that science itself maintains a culture-independent existence. Students in China worry about the lifestyle of the West, however they have no concept of Western culture and values. Concludes that Western knowledge and influence has an important place in the science curriculum and education in China. (Contains 17 references.) (YDS)

"Culture shock" is the expression generally associated with the frustrations that occur when persons have difficulty functioning in a different culture or when persons are exposed to individuals from another culture. Culture shock typically occurs in a 4-stage process that can unfold over varying lengths of time: the honeymoon, crisis, resolution, and stabilization. The honeymoon stage exists during the initial intrigue with a place; the crisis stage occurs when an event or situation becomes a significant obstacle; the resolution stage begins when a means for dealing with the obstacle encountered begins to be developed; and the stabilization stage occurs when the earlier confusion has been resolved and a balanced outlook is achieved. For one instructor who experienced culture shock while teaching in China, an incident with his students and plagiarized materials taught him that plagiarizing research documents is not considered a serious offense in China--he used the incident to explain to his students that writing research papers was done a bit differently in the United States. The key to dealing successfully with culture shock rests with being able to recognize the stages of culture shock as they are being experienced. Once the shock in "culture shock" is understood, it can be changed from a frustrating experience to a learning experience. (NKA)

This paper presents information on a new educational phenomenon in China--private schools. It reflects on the history of private education in China and its disappearance since 1949. Economic, social, and political conditions that prompted the reemergence of private schools since China's economic reform started in 1978 are examined. The article provides a preliminary overview of the rapid development of private schools by examining three major types of private schools, analyzing their characteristics, and pinpointing their potentials and problems. The three major types of private schools include: (1) urban elite primary and secondary; (2) ordinary private schools; and (3) private regular (degree-granting) universities and adult universities. The reappearance and rapid development of private schools in China raises questions concerning educational inequality, efficiency, and diversity. Private schools give parents more choices, may stimulate public schools to improve educational quality, and more closely link schools with society. They feature self-governance, self-support, self-defined curriculum, self-selected students and faculty, and small size. Their exemption from state mandate and self-defined mission give them greater latitude for development. However, their autonomy is influenced by the marketplace, social and legal support, and government regulations. Although the Chinese government has generally responded positively to private schools, it has not developed concrete policies or provided support for improvement. (Author/LMI)

This discussion on the interpretation of language and the role of inference argues that language is a tool in the sense that it provides the basic operators and rules of operation for speech just as arithmetic does for calculation. It is suggested that because language is a tool that is restricted in its expressive potential by the linguistic system, speakers often have to rely on inferences made on the basis of the meaning of sentences to get at the messages conveyed, and learn to take advantage of this process to carry on communication. The discussion is divided into the following sections: (1) language is used to say something; (2) the model of saying things; (3) the interpretation of sign meanings; (4) the interpretation of grammatical signs; (5) lexical systems; (6) the interpretation of lexical signs; (7) the role of inference in sign interpretation; (8) logical inference at all levels of language use; (9) inference at the phonological level; (10) inference at the lexical level; (11) inference at the grammatical level; (12) inference at the lexico-grammatical level; and (13) a model for inference in sign and sentence interpretation. (Author/JL)

This paper examines two examples in Third World countries of new media being used for national development through education. The first example is the increase in television universities in China, i.e., universities that offer courses through broadcast educational television as well as videotaped recordings of television programs. Positive results in increased numbers of graduates and broadened curriculum are noted. Negative results reported include the choice of the particular brand of microcomputer to assist in the management of the television universities, and the plethora of television studios that now exist. Based on a study funded by the Harold Macmillan Trust, the second example is the increase in use of microcomputers in African, Asian, and Arabic-speaking nations. Reasons why developing nations with problems including poverty, rural lifestyles, lack of infrastructure, and disease, are spending national resources on the installation of computers in schools are suggested, and four rationales for educational improvement through technology--social, vocational, pedagogical, and catalytic--are discussed. (DB)

At its Summer 2003 meeting, the Business-Higher Education Forum (BHEF) engaged the questions of America's role in the post-Sept.11, 2001 world. Following a series of panel presentations, BHEF members specifically examined the important issues of sustaining, legitimating, and using American power. Six major foreign policy challenges facing the United States were identified: (1) Defeating Islamist terrorism; (2) Stemming the proliferation of weapons of mass destruction; (3) Extending the benefits of globalization; (4) Adapting to a growing China; (5) Averting catastrophic climate change; and (6) Containing virulent infectious diseases. The report concludes that America has confronted many challenges during its history, has always risen to the occasion in the past, and that it is time to do so again. The authors urge advocating a thorough and searching national debate that sees the world as it is, acknowledging both American power and its limits, understanding that accomplishing U.S. goals will often require the cooperation of others, and that there are no simple answers to these challenges.

This article describes how new communication technologies and channels of communication are impacting historically basic channels of communication. This impact is described as being an incremental and evolutionary process rather than a blunt transition. A main theme stressed is that historically basic channels of communication, strongly grounded in our five senses, are affected through reduced use. But, even though these historically basic channels of communication are used less, the patterns of their usage are still ingrained in us from years of evolutionary development. The new communication technologies and resulting new channels of communication pose a challenge because of their constant change, redefinition and varied application. The posted outlook for the future is that we will continue to evolve with the new communication technologies but still be grounded in more historic basic channels of communication due to thousands of years of emphasis.

This is a narrative inquiry of my cross-cultural identity as a teacher in three countries: China, Canada, and the United States of America. Taking an individual approach to cultural studies, I inquired the Chinese-Canadian life experiences of myself and my former student--a Chinese-Canadian woman immigrant. Beyond our similar ethnic and gender backgrounds, we found each other from warring social classes in China. Underneath our differences, we recovered the Taoist intersubjective knowing as our common deep identity with the Chinese culture. I further developed this research with my former student--a Mexican-American male teacher. Underneath our different and opposing gender, social class, and ethnic identities, we reconstructed the Buberian ontology of I and Thou as our common way of relating to each other, listening to and telling each other's cultural stories. We transcended our differences, and reconstructed our identities as fuller cultural beings. I concluded that individuals from opposing cultures coming into contact intersubjectively generated cultural creativity. My cross-cultural teacher identity was a Taoist intersubjective becoming of I and Thou.

What does "education" mean? According to the dictionary, "to educate" means "to bring up and train the mind and way of thinking." Education is an important thing which can brighten people's minds and expand their knowledge. To some degree, the educational systems of two big countries in the world, the United Kingdom (UK) and China, are very complicated. They both have advantages and disadvantages in each phase of education. This document provides a brief comparison of the educational systems in the UK and China relating to the following levels of education: (1) Primary Education; (2) Secondary Education; and (3) Higher Education. It provides suggestions for how the educational systems in each country could be improved, concluding that education is one of the most basic, yet most important elements in a society, thus countries need to try to improve their educational systems to the extent possible. [Abstract modified to meet ERIC guidelines.]

This collection consists of four papers dealing with the delivery of health care in the People's Republic of China. The papers resulted from a study tour of the Chinese health care system in June 1980. Included in the volume are the following papers: "A Comparison of Selected Aspects of the Health Care Systems of the Socialist Federal Republic of Yugoslavia and the People's Republic of China," by Ellen Hooker; "Ethics and Health Care in the People's Republic of China," by Bobby E. Adams; "Observations on Care of the Physically Disabled in the People's Republic of China," by Ann McElroy; and "China's Revolution in Health Care: Will It Continue?" by Madge Attwood. Extensive references are included. (MN)

Focusing on educational reform in China, this paper suggests policies that will lead to the optimal diffusion of educational innovations so as to enhance China's modernization efforts. The intention is to identify a theory of knowledge about the types of educational policies likely to be most beneficial in helping China achieve its educational modernization objectives. Rogers' (1983) model, used as a framework for describing the phenomena under observation, posits four crucial elements in the diffusion of new ideas: (1) the innovation itself; (2) communication through certain channels; (3) time; and (4) the social system. The paper begins with a survey of educational development in China from before 1949 to the present. The recommendations are based on data collected, first, through the involvement of faculty members of the University of Victoria in cooperative programs with the East China Normal University in Shanghai, and, second, through an open-ended data-gathering questionnaire sent to 30 Chinese scholars who had also studied in Canada. Reviewed by China experts at the East-West Center in Honolulu, the policy recommendations call for (1) continuation of existing exchange programs sponsored by international agencies; (2) an increase in the number of Chinese scholars studying abroad and higher levels of support for Chinese students by western universities; (3) enhancement of the teaching of English as a foreign language, especially for adults; (4) special attention to development of the legal and administrative infrastructure of education in China; and (5) cooperative education programs to establish closer ties between education and industry. Appended are four papers detailing the procedures involved in executing and evaluating the collaborative programs described in the paper. (TE)

This paper examines John Dewey's major educational thoughts and his influence on education from a dynamic-historical perspective. Dewey's marked and enduring influence on Chinese educational thought and practice is a central theme. The paper argues that because Dewey himself and his ideas grew and matured in a dramatically changing and developing social-historical context no simple-minded judgments should be made in regard to his educational thoughts. The analysis and discussions are presented in four sections: (1) John Dewey, a son of his times; (2) John Dewey, a fighter against dualisms; (3) John Dewey a resolver not perfect; and (4) John Dewey, a thinker welcomed and attacked in China. (Author/JD)

Effective education is achieved through the efforts of a team of high-quality teachers. Teacher quality is determined by the quality of their teacher educators. Teachers' colleges have the responsibility to construct a high-quality teaching team to train prospective teachers who are creative, adaptable, and able to help shape the future. Construction of a strong team requires strict rules and regulations, clear requirements for teachers in teaching and scientific research, and concern for their professional progress, social welfare, and well-being. Tianjin Normal University is the only key teacher training university in Tianjin, China. It focuses on training secondary teachers, college teachers, and special personnel, and it is a center for scientific research in basic education. It provides an example of a school that is training teachers and teacher educators for the future. To meet the requirements of the new millennium, it is necessary to construct a qualified team of teacher educators with good moral character and professional ethics, rich creativity, strong teaching and research ability, great concern for the interests of teacher education, and excellent teaching skills and pedagogical knowledge (enhanced through professional training). (SM)

This article describes high context messaging in Chinese English-language mass media. A case study analysis of said mass media, during the 1996 Taiwan sovereignty/reunification controversy related to People's Liberation Army exercises in the Taiwan Straits, is done as a means of focusing on one singular event. The exercises were staged to dampen the first-ever Taiwanese presidential elections on March 23. "China Daily," the government-owned and government-controlled English language newspaper, is studied as a representative mass media channel (being inclusive of China Radio International and China Central Television newsreporting topics). The author was in China during the aforementioned military exercises. Contains 13 references. (Author/RS)

Despite the relative novelty of lifelong learning in the People's Republic of China (PRC), significant achievements have been made, and China's potential for economic development and personal enrichment remains undisputed. Economic and social change, as well as technological advancements, have profoundly influenced educational development and increased the need for lifelong learning. The PRC's new market-oriented economic system has created a demand for skilled personnel. Additional demand comes from senior citizens, who desire self fulfillment and a higher quality of life. As a result, several facilities for the older population have become available. The most important reform has been that of educational administration. Whereas previously the government-funded public institutions were the most powerful, the private and semi-private institutions have achieved increasing influence and wider access to adult education programs. In addition, vocational education has been added to the junior, middle, and senior secondary schools, with a great increase in literacy and in-service training programs. Lack of financial resources, however, prevents widespread support and opportunities for innovation. Private and semi-private institutions, along with the media, must make further attempts to promote lifelong learning, with public institutions volunteering its facilities for the community. (YKH)

In the last 5 or 6 years, there has been an outburst of scholarly work published about traditional and contemporary Chinese rhetoric. Some of these pieces have appeared in communication journals and some in English and composition journals, and disciplinary boundaries may have prevented getting a good idea of exactly what, and how much research, is going on. Most of the work done so far concerns rhetoric of the Classical Chinese period or of the modern era--much more remains to be done. The great wealth of texts, both of theory and of practice, have so far received almost no attention from rhetoricians. Early Chinese philosophy is an extremely rhetorical phenomenon, therefore an understanding of rhetoric is crucial for understanding Chinese political and intellectual life. (A bibliography of 20 recent works on Chinese rhetoric is attached.) (CR)

An American instructor taught a 5-week course on the family in American drama to a group of graduate English majors on the campus of Hebei Teachers' University in the People's Republic of China. The instructor learned as much about Chinese culture as the students learned about American culture. Lecture is the standard pedagogy even in graduate level classes. Students were stumped by the instructor's request that they write about the plays before being told what the plays meant. Nonetheless their observations were stimulating. For example, excerpts from their comments show that students were highly critical of Tom's escape from the Wingfield family in Tennessee Williams'"The Glass Menagerie." The Chinese culture places more emphasis on communal responsibility than on individual fulfillment. In reading Arthur's Miller's "Death of a Salesman," the students continued in the vein of social critique, laying all the blame for Willy's tragedy on the American capitalistic society. Some students saw in Lorraine Hansberry's "A Raisin in the Sun" a confirmation of their worst fears of American bigotry; others appreciated the cohesiveness of the African-American family. After some initial confusion, students liked Edward Albee's "The American Dream" enormously and read its indictment of human folly as universal, perhaps because of its comedic and non-realistic mode. The students had a particularly difficult time with Marsha Norman's "'Night, Mother" because they could not understand how a lack of an autonomous self could drive someone to desperation. (TB)

The memory of the student uprising at Tiananmen Square in 1989 invites one professor to examine more closely what she does: rhetoric and composition, especially rhetorical invention. To examine the kind of power exercised by official Chinese public discourse and whether language could help to avoid reoccurrences such as the loss of innocent people's lives, the Taoist thought of Zhuang Zi might help. And such an examination could also benefit comparative/contrastive rhetoric studies. Many recent studies of Zhuang Zi deal with his ideas about language use and rhetoric. Zhuang Zi illustrates repeatedly in his works that things are not as different as they seem no matter how they appear to the eye; in fact, they are one in the Tao. At Tiananmen Square the students' discursive practice bore similarities to the official government one: their language decided for the audience what to think, and these rhetors seemed to be experienced with how to manipulate the audience, just as the government was. The Tao is not the absolute truth but a path to truth. For Zhaung Zi, the word is "spontaneity." This means that a person can stop doing what others think is right and can make decisions guided by the Tao. If rhetoric is to teach, it will have to include the heuristic and catalytic power of language and discourse. Comparing and contrasting rhetorics in China and in the West is challenging and more studies by rhetoricians, philosophers, and linguists are needed. (Contains 39 references.) (NKA)

The persistent cultural conservatism in Western scholarship has led to the exclusion of Chinese rhetoric from the canon of rhetorical studies. However, the assumption that Chinese culture does not have a rhetorical tradition is misleading and inappropriate. It stems from any number of notions: that the Chinese language is not as logical as those of Western cultures; that rhetoric is an outgrowth of democracy while China's system of politics is hierarchical; that rhetoric is about logical thinking as defined by Western culture. Robert Oliver, however, contends that rhetoric should be seen as a culturally relative term, designating a "mode of thinking." While it is true that the Chinese political system is hierarchical--no two people are considered equal--this system engendered its own kind of rhetoric. The Machiavellian rhetorical theories of Han Fei-tzu illustrate the necessity of a certain kind of persuasion suited to the imbalance of power between the speaker and listener. Couching and phrasing an argument correctly could be a matter of life and death in ancient China. In ancient Chinese oratory, the speaker is always male, a person of authority and nobility; his motive is to carry out his social duty, for example, to help the ruler make just policies and promote social harmony. The audience is usually one person, the ruler, who is passive and less cooperative than the audience generally envisioned in Western rhetorical theories. (Contains 22 references.) (TB)