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History of Chinese Education and Culture: Annotated Bibliography. PUB DATE 86 NOTE 45P
DOCUMENT RESUME ED 268 070 SO 017 092 AUTHOR Parker, Franklin TITLE History of Chinese Education and Culture: Annotated Bibliography. PUB DATE 86 NOTE 45p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PCd2 Plus Postage. DESCRIPTORS Annotated Bibliographies; Asian History; *Chinese Culture; Conflict; Educational Change; *Educational History; Educational Policy IDENTIFIERS *China; Chinese People; Taiwan ABSTRACT This extensive annotated bibliography includes books and articles on Chinese education and its impacton Chinese culture from ancient times to today. Both English and foreign language documents are included; all non-English entriesare accompanied by English abstracts. The alphabetized entries include such topicsas: (1) the impact of Confucianism on education in the Nineteenth Century; (2) childhood in China in the Eighteenth Century; (3) comparisons of educational policy in the Sui,Yuan, Ming and Ch'ing eras; (4) class conflict and education during various periods of Chinese history; (5) education in the Republic of Chinaon Taiwan; and (6) contemporary educational reform after the Cultural Revolution. (CFR) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** U.E. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCETHIS EOUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTEDBY CENTER (ERIC) Weisdocument -
Influence of Paul Monroe on China's Educational
“Cross-Fertilization” of Education: Influence of Paul Monroe on China’s Educational Development and Reforms in the 1920s Working Paper 2020 Center on Chinese Education Teachers College, Columbia University November 2020 Henan Cheng, Sarah Fischer, Baolier Huang Abstract: Paul Monroe is widely recognized for his important contributions to the development of the field of international and comparative education. Monroe’s far-reaching impact on education worldwide is best exemplified by his significant influence on modern Chinese education system, which he exerted through extensive fieldwork, lectures, and charity work spanning over three decades. However, Monroe’s legacy in China has often been overshadowed by another giant of his time, John Dewey. This paper aims to re-examine published literature and primary sources and shed light on Monroe’s groundbreaking efforts to improve education in China during the 1920s. Important connections are drawn between Monroe’s comprehensive educational surveys in 1921, the subsequent 1922 national reform, and his long-term commitment in promoting science education in China. Introduction The American-Chinese educational exchange has transcended decades throughout revolutions, political ebb and flow, and economic fluctuation. While the cultural and educational give and take is of much discussion and is often attributed to famous philosopher John Dewey, this paper sets out to illustrate the influence of a Dewey contemporary yet lesser known leader, Paul Monroe, and his innovative work in the exchange of ideology and philosophy with Chinese educational policy and development throughout the 1920’s. In a review of published literature and primary sources in both Chinese and English - from Monroe himself and various Chinese scholars who benefitted from his tutelage - connections are drawn between Paul Monroe’s 1921 trip to China, his comprehensive survey on Chinese education, and the subsequent 1922 Educational Reform. -
Bibliography
BIBLIOGRAPHY This bibliography contains only works cited in the foregoing pages. To date. the most complete bibliography of both John Dewey's writings and writings about him is Milton Halsey Thomas' John Dewey: A Centennial Bibliography (Chicago: The University of Chicago Press, (962). An exceJlent and com prehensive bibliography of Dewey's works arranged in twelve categories is contained in Guide to the Works of John Dewey edited by Jo Ann Boydston (Carbondale and Edwardsville: Southern Illinois University Press, 1970). For a chronological arrangement of Dewey's writings. a fairly comprehensive bibliography is also available in The Philosophy of John Dewey edited by Paul Arthur Schilpp (New York: Tudor Publishing Company. 2d ed .. 195\). Most recently, Jo Ann Boydston and Kathleen Poulos have provided an in dispensable aid to scholars of Dewey's thought in their Checklist of Writings About John Dewey, 1887-1973 (Carbondale and Edwardsville: Southern Illinois University Press, (974). Baker, Melvin C. Foundations of John Dewey's Educational Theory. New York: King's Crown Press, Columbia University, 1955. Barnes, Harry Elmer, ed. An Introduction to the History of Sociology. Chicago: University of Chicago Press, 1948. Berkeley, George. The Principles of Human Knowledge. La Salle: Open Court Publishing Co., 1940. Bernstein, Richard J. John Dewey. New York: Washington Square Press. 1966. ---, ed. On Experience, Nature, and Freedom. New York: Liberal Arts Press. 1960. Blewett. John, ed. John Dewey: His Thought and Influence. New York: Fordham University Press, 1960. Boydston, 10 Ann, ed. Guide to the Works of John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 1970. Brickman, William W. -
OACAC Regional Institute, Shanghai August 17-‐18, 2015 -‐-‐ Attendee List
OACAC Regional Institute, Shanghai August 17-18, 2015 -- Attendee list (as of Aug 10) First Name Last Name Institution Institution Location Sherrie Huan The University of Sydney Australia Rhett Miller University of Sydney Australia Alexander Bari MODUL University Vienna Austria Sven Clarke The University of British Columbia Canada Leanne Stillman University of Guelph Canada David Zutautas University of Toronto Canada Matthew Abbate Dulwich ColleGe ShanGhai China Katherine Arnold ShanGhai Qibao DwiGht HiGh School China LihenG Bai Shenzhen Cuiyuan Middle School China Michelle Barini ShanGhai American School-PudonG China David Barrutia Beijing No. 4 HiGh School China John Beck Due West Education ConsultinG Company Limited China Christina Chandler EducationUSA China Barbara Chen Johns Hopkins Center for Talented Youth China DonGsonG Chen ZhenGzhou Middle School China Jane Chen TsinGhua University HiGh School China Marilyn Cheng Bridge International Education China Jennifer Cheong Suzhou SinGapore International School China Chorku Cheung Yew ChunG International School China Jeffrey Cho Shenzhen Middle School China Gloria Chyou InitialView China Alice Cokeng ShenyanG No.2 Sino-Canadian HiGh School China Valery Cooper YK Pao School China Ted Corbould ShanGhai United International School China Terry Crawford InitialView China Sabrina Dubik KinGlee HiGh School China Kelly Flanagan Yew ChunG International School ShanGhai Century Park China Candace Gadomski KinGlee HiGh School China Lucien Giordano Dulwich ColleGe Suzhou China Hamilton GreGG HGIEC -
DHSZ Counselling Handbook 升学指导手册2018-2019
DHSZ Counselling Handbook 升学指导手册 2018-2019 1 Dear Students and Parents, The university application process can be daunting, filled with uncertainty, numerous deadlines, and endless questions. However, if students and parents plan early and keep an open mind to counsellors’ and other educators’ suggestions and expertise, you will find university choices and the application process to be exciting and filled with boundless opportunities. We hope this handbook serves as a guide and reference for you whenever a question arises or an uncertainty occurs, and please know we are always here for you. The information in this handbook is accurate at the time of printing and is mainly intended for current Year 13 students. Please also note that this is not an exhaustive resource but an overview and guide. The Counselling Department | | | | | | || || |2||| Table of Contents Introduction 4 • University and Careers Counselling • Philosophy • Guiding Principles Roles and Responsibilities 5 • Counsellor and School • Parents • Student Agent/Independent Counsellor Policy 7 Dulwich Success Plan 8 • Naviance and Maia Learning • Annual Objectives Year 10 – Year 13 • COIL (Cambridge Oxford Ivy League) Preparation Programme University Application Preparation 11 Application Limit 12 Transcripts 13 Timeline 14 Application Materials Required by Country 17 Brief Overview of Countries + Hong Kong 18 • Australia 19 • Canada 20 • Europe 21 • Hong Kong 22 • Japan 23 • Singapore 24 • United Kingdom 25 • United States 28 Choosing a University 29 • What is “best fit” 30 • Rankings 30 • Location 31 • Research 32 • Degree/Major Choice 32 Becoming a More Competitive Applicant 34 • Utilising Holidays Wisely 35 • Testing 35 • Essays and Personal Statements 38 Application Types and Terms 40 US/UK Early Application Agreement Policy 42 Integrity Assurance Agreement 2018 — 2019 47 3 University and Career Counselling A counsellor’s role is to advocate for students and to further advise students and parents on an individual basis. -
Education in Ceramic Art
EDUCATION IN CERAMIC ART IN THE UNITED STATES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University DOROTHY WILSON PERKINS, B. F. A., M. A M HH*« The Ohio State University 1956 Approved byt School of Fine and Applied Arta TUBUS OF CONTENTS CHAPTER PAOE « INTRODUCTION................................... 1 PART It DEVELOPMENTS PRIOR TO 1900 1. EARLY DEVELOPMENTS IN MANUAL, INDUSTRIAL, AND ART EDUCATION................................... U 2. NINETEENTH CENTURY DEVELOPMENTS IN CINCINNATI, . 31 3. NINETEENTH CENTURY DEVELOPMENTS IN NEW ORLEANS • . 50 L. NINETEENTH CENTURY LITERATURE PERTAINING TO CERAMIC A R T ...................... ........ £6 PART II. THE ESTABLISHMENT OF FORMAL EDUCATION IN CERAMIC AlF? 9. CHARLES FERGUS BINNS............................ 82 6. LITERATURE OF THE POPULAR PRESS PERTAINING TO , CERAMIC ART, 1900 - 1 9 2 5 ........................ 120 7. THE AMERICAN CERAMIC SOCIETY.................... 130 8. ADELAIDE ALSOP ROBINEAU AND THE CERAMIC NATIONALS. 176 9. ARTHUR EUGENE BAQG3.............................. 139 10. DEVELOPMENTS AT NON-COLLEGE LEVELS.............. 220 PART IIIi SURVEY 11. EDUCATION IN CERAMIC ART AT THE COLLEGE LEVEL - A NATIONAL SURVEY ....................... 256 CONCLUSION..................................... 273 APPENDIXES................................................ 290 BIBLIOGRAPHY............................................. 302 ii INTRODUCTION Since that early day when some child of primitive -
Hurun Education Top International Schools in China 2020
Hurun Education Top International Schools in China 2020 For full details, see www.hurun.net Rank Rank Change School 学校 Index 1 2 YK Pao School 包玉刚实验学校 100 2 0 Dulwich College Beijing 北京德威英国国际学校 97 3 1 International School of Beijing 北京顺义国际学校 95 4 -3 Shanghai High School International Division 上海中学国际部 94 5 1 Shenzhen College of International Education 深圳国际交流学院 90 6 -1 Shanghai World Foreign Language Middle School上海市世界外国语中学 88 7 1 SDSZ International Department 北京师范大学附属实验中学国际部 85 8 2 Keystone Academy 北京市鼎石学校 81 9 -2 Shanghai Pinghe Bilingual School 上海平和双语学校 78 10 5 International Department, The Affiliated High School华南师范大学附属中学国际部 of SCNU 75 11 18 United World Colleges of Changshu 世界联合学院常熟分校 72 11 1 Western Academy of Beijing 北京京西国际学校 72 13 -4 High School Affiliated Renmin Uni of China Joint人大附中中外合作办学项目( Program ICC) 70 13 1 Wellington College International Shanghai 上海惠灵顿国际学校 70 15 3 Dulwich College Shanghai Pudong 上海德威外籍人员子女学校(浦东)64 15 -5 Guangdong Country Garden School 广东碧桂园学校 64 15 -3 Shanghai American School 上海美国学校 64 15 1 Shenzhen High School Int'l Dept 深圳中学实验课程 64 19 2 Nanjing Foreign Language School Int'l Dept 南京外国语学校国际部 61 20 -3 Beijing National Day School International Department北京十一学校国际部 58 21 3 American International School of Guangzhou 广州美国人国际学校 56 22 -1 Harrow Beijing 北京哈罗国际学校 54 23 New to Top 50 Ulink College of Shanghai 领科教育上海校区 51 24 Same Beijing City International School 北京乐成国际学校 49 25 -4 Concordia International School Shanghai 上海协和国际学校 47 25 10 Wycombe Abbey International School 威雅公学 47 27 -7 Beijing 21st Century International -
Pdf, Accessed 9 June 2010
49巻3号 2011年12月 目次 Colonial Philippines in Transition Introduction: War, Race, and Nation in Philippine Colonial Transitions ㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀Vicente L. RAFAEL…… ( 347) Race as Praxis in the Philippines at the Turn of the Twentieth Century ㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀John D. BLANCO…… ( 356) Filipino Press between Two Empires: El Renacimiento, a Newspaper with Too Much Alma Filipina㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀Glòria CANO…… ( 395) Between the Letter and Spirit of the Law: Ethnic Chinese and Philippine Citizenship by Jus Soli, 1899- 1947 ㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀FilomenoV.AGUILAR Jr.…… ( 431) Remaindered Life of Citizen-Man, Medium of Democracy㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀Neferti X. M. TADIAR…… ( 464) Reflections on Agoncilloʼs The Revolt of the Masses and the Politics of History ㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀Reynaldo C. ILETO…… ( 496) 書評 John D. Blanco. Frontier Constitutions: Christianity and Colonial Empire in the Nineteenth-Century Philippines. Berkeley: University of California Press, 2009, 372p.㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀MeganC.THOMAS…… ( 521) Resil Mojares. Brains of the Nation: Pedro Paterno, T. H. Pardo de Tavera, Isabelo de los Reyes and the Production of Modern Knowledge. Quezon City: Ateneo de Manila University Press, 2008, 565p. ㌀㌀㌀㌀㌀Ambeth R. OCAMPO…… ( 523) Richard T. Chu. Chinese and Chinese Mestizos of Manila: Family, Identity, and Culture, 1860s- 1930s. Leiden and Boston: Brill, 2010, xx + 451p. ㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀㌀Caroline -
Investment Agreement Signed Between Minnesota and China
CCCHINHINHINAAAINSIGHT Fostering business and cultural harmony between China and the U.S. VOL.6 NO.7 Copyright © 2007 China Insight, Inc. All Rights Reserved JUNE 2007 Investment agreement signed between Minnesota and China By Greg Hugh, Staff Writer State officials and representatives from the People’s Republic of China formalized a Memorandum of Understanding (MOU) on May 16, 2007, to work together to stimulate two-way investments between Minnesota and China. The signing ceremony was held in the Twin Cities Chinese Governor’s Reception Room at the Minne- sota State Capitol and was attended by in- Dance Center and vited guests that included representatives Minhua Chorus from local Chinese organizations and other Page 9 groups that support expanded trade rela- tions with each other. Tony Lorusso, Executive Director of the Minnesota Trade Office (MTO), stated in his introductory remarks, “…today we will embark upon a new relationship between the State of Minnesota and the People’s Repub- Government officials (L to R) Consul General Xu Jinzhong, Director General Liu lic of China. Today, the Minnesota Trade Yajun, CIPA, Tony Lorusso, Executive Director, MTO, and Yu Hua, Office, representing the State of Minnesota Director General, CIPA and the Department of Employment and Eco- of China to jointly collaborate on two-way had traveled to Chicago to meet with a del- nomic Development will sign a Memoran- investment between Minnesota and egation of Chinese government and busi- dum of Understanding with the China China.” ness leaders in an effort to attract more Investment Promotion Agency of the Min- Lorusso also mentioned that earlier in the Chinese business investment to Minnesota istry of Commerce of the People’s Republic week, he and Lt. -
American Campus Target List Schools
CHINA UNIVERSITÉ PUBLICATION DISTRIBUTION LIST School Name-Shanghai School Name-Beijing Adcote School Shanghai Beanstalk International Bilingual School Britannica International School, Shanghai Beijing Aidi School Canadian International School Kunshan Beijing Biss International School Concordia International School Shanghai Beijing City International School Dulwich College Shanghai Pudong Beijing Huijia Private School Dulwich College Shanghai Puxi Beijing International Bilingual Academy Dulwich College Suzhou Beijing National Day School International Department Fudan International School Beijing New Talent Academy Harrow International School Shanghai Beijing Royal School Hong Qiao International School Beijing Shuren RIBet Private School Lucton School Shanghai Beijing World Youth Academy Lycée Francais De Shanghai Canadian International School Of Beijing Nord Anglia Chinese International School Dulwich College Beijing Nord Anglia International School Shanghai, Pudong Harrow Beijing Shanghai American School Hope International School Shanghai Community International School Innova Academy Shanghai Hd Bilingual School International School Of Beijing Shanghai High School International Division Joy El International Academy Shanghai Huaer Collegiate School Kunshan Kaiwen Academy Shanghai Jincai International School Keystone Academy Shanghai Livingston American School Limai Chinese American (International) School Shanghai Pinhe School Lycée Francais International Charles De Gaulle De Pékin Shanghai QIBao Dwight High School Saint Paul American -
Thomas Bulfinch, the Age of Fable, and the Continuity of the Classics in American Education
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1982 Thomas Bulfinch, The gea of fable, and the continuity of the classics in American education. Marie Sally Cleary University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Cleary, Marie Sally, "Thomas Bulfinch, Theg a e of fable, and the continuity of the classics in American education." (1982). Doctoral Dissertations 1896 - February 2014. 3779. https://scholarworks.umass.edu/dissertations_1/3779 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THOMAS BULFINCH, THE AGE OF FABLE , AND THE CONTINUITY OF THE CLASSICS IN AMERICAN EDUCATION A Dissertation Presented By MARIE CLEARY Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1982 School of Education Marie Cleary 1982 All Rights Reserved THOMAS BULFINCH, THE AGE OF FABLE , AND THE CONTINUITY OF THE CLASSICS IN AMERICAN EDUCATION A Dissertation Presented By MARIE CLEARY Approved as to style and content by: Professor Richard 0. Ulin, Chairperson of Committee Professor William G. Kornegay, Member / L-t^\ II' ^IA Professor Elizabeth Lyding>' Will , Member Dr. Mario D. Fantini, Dean School of Education DEDICATION In loving memory of Mary Gertrude Sullivan, who taught me about teaching, and much else besides. IV ACKNOWLEDGEMENTS Special thanks are due to several people and groups who have played a significant part in the development of this dissertation. -
2018 Physicsbowl Results
2018 PhysicsBowl Results Dear Physics Teachers, Thank you for having your students participate in this year’s AAPT PHYSICSBOWL contest. This year there were more than 7200 students participating from 320 schools from Australia, Canada, Costa Rica, the Republic of Korea, the Netherlands, New Zealand, the Philippines, Singapore, Switzerland, Turkey, the United Kingdom, and the United States, as well as 318 schools participating from China! With the addition of the large number of Chinese schools, the contest is almost in two parts with Regions 00 – 14 competing for prizes from AAPT while ASDAN China is coordinating the contest in China. As a result, for simplicity of trying to read the long lists, there are three files: the list of winners in Regions 00 – 14, the list of winners in Regions 15 – 19, and a list of the top students/teams from all regions in both divisions! Instructors from regions 00 – 14 can obtain the scores of their students from a link that will be provided to you in an email from the national office. Please realize that we were able to retrieve some scores that were disqualified for improperly recording the required information, but this was done after-the-fact. If the information was not encoded correctly, the student was immediately disqualified from winning prizes even though we may be able to link that student to your code now. Some students provided no codes, the wrong regions, no name, just a last name, etc. There are a lot of records and we cannot go back and fill in missing information.