This book reconstructs Benjamin Bowen Carter’s (1771–1831) experience learning Chinese in Canton, describes his interactions with European sinologists, traces his attempts to promote Chinese studies to his compatriots, and forces a rewriting of the earliest years of US-China relations.
This book, inspired by the sociologist Günter Dux, co-edited by the historian Hans Ulrich Vogel, and introduced by Mark Elvin, is a collective intellectual masterpiece written by some of the world’s leading scholars. Its purpose is to illuminate premodern Chinese ways of thinking about Nature by comparing them with their counterpart traditions in Europe. In so doing it also subtly reshapes our understanding of premodern European concepts of the natural world. The domains covered principally include philosophy, language, poetry, science, and mathematics, and their relations with society, technology, and politics. By analyzing the frequent partial similarities between these great two cultural areas in the context of their overall contrasts, it points the way for the first time to defining accurately the differences that have been critical for world history.
With rapid technological and cultural advancements, the 21st century has witnessed the wide scale development of transnationalist economies, which has led to the concurrent evolution of language and literacy studies, expanding cross-cultural approaches to literacy and communication. Current language education applies new technologies and multiple modes of text to a diverse range of cultural contexts, enhancing the classroom experience for multi-lingual learners. The Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development provides an authoritative exploration of cross-cultural approaches to language learning through extensive research that illuminates the theoretical frameworks behind multicultural pedagogy and its myriad applications for a globalized society. With its comprehensive coverage of transnational case studies, trends in literacy teaching, and emerging instructive technologies, this handbook is an essential reference source for K-20 educators, administrators in school districts, English as a Second Language (ESL) teachers, and researchers in the field of Second Language Acquisition (SLA). This diverse publication features comprehensive and accessible articles on the latest instructional pedagogies and strategies, current empirical research on cross-cultural language development, and the unique challenges faced by teachers, researchers, and policymakers who promote cross-cultural perspectives.
Knowledge, as intellectual capital in organizations, is one of the most valuable resources in the global economy; yet knowledge management research has been largely contained both within organizational boundaries and from the perspective of the West (in particular the United States). Here, the views of a diverse range of well-known academic researchers, industry leaders, and public policy experts have been brought together to show how knowledge and knowledge management perspectives vary across different cultures, in different contexts, using different processes for different purposes.
This volume addresses the proper character of patient informed consent to medical treatment and clinical research. The goal is critically to explore the current individually oriented approach to informed consent which grew out of the dominant bioethics movement that arose in the United States in the 1970s. In contrast to that individually oriented approach, this volume explores the importance of family-oriented approaches to informed consent for medical treatment and clinical research. It draws on both East Asian moral resources as well as a critical response to the ways in which the practice of informed consent has developed in the United States
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. As one of psychology's oldest fields, personality assessment is one of the most extensively studied subsets of contemporary psychology. The Oxford Handbook of Personality Assessment synthesizes new and existing literature with clinical practice to provide a comprehensive volume on contemporary personality assessment, including its historical developments, underlying methods, applications, contemporary issues, and assessment techniques. This handbook, part of the Oxford Library of Psychology, addresses both the historical roots of personality assessment and the evolution of its contemporary methodological tenets, thus providing a foundation for the handbook's other innovative focus: the application of personality assessment in clinical, personnel, and forensic assessments. With a wealth of respected international contributors and unequalled breadth of content, the Oxford Handbook of Personality Assessment offers an authoritative and field-encompassing resource for researchers and clinicians from across the medical health and psychology disciplines (i.e., clinical psychology, psychiatry, and social work) and would be an ideal text for any graduate course on the topic of personality assessment.
Decode Chinese values and cultural norms while identifying cross-cultural factors that often lead to failed business negotiations with Encountering the Chinese. In this third edition, the advice and recommended skills enable Westerners and the Chinese to establish more effective and rewarding relationships, both inside and outside of the People's Republic of China.
This book argues that constructivism and realism, two prominent theories of scholarly inquiry in a variety of fields, both have their strengths and weaknesses as descriptive models of how research is conducted and written up and as normative models for improving inquiry.