Relevant bibliographies by topics / Chinese background

Academic literature on the topic 'Chinese background'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Chinese background"

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Nasirova, Dr Saodat A. "PRINCIPLES FOR TRANSLATING VOCABULARY WITH BACKGROUND INFORMATION." European International Journal of Multidisciplinary Research and Management Studies 02, no. 07 (July 1, 2022): 82–87. http://dx.doi.org/10.55640/eijmrms-02-07-15.

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This article has incorporated the content analysis material and the problems of translating the socio-political terminology of the modern Chinese language. The question of the theory of translation, the main imperatives of this field, as well as the question of the formation of the main directions of development of the theory of translation in ancient China is touched upon. The lexica-stylistic and semantic features of terms have an important role in the study of the socio-political layer of the vocabulary of modern Chinese. Analysis of these features can give a new solution in the search for the adequacy and equivalence of new concepts. The characteristic features of the socio-political terminology of the Chinese language in terms of the political and cultural perspective, the importance of the historical context of speech and the original understanding of the terms in the socio-political layer of speech also constituted the main core of the subject of analysis.
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Machida, Sayuki. "Japanese text comprehension by Chinese and non-Chinese background learners." System 29, no. 1 (March 2001): 103–18. http://dx.doi.org/10.1016/s0346-251x(00)00048-8.

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Bin, Li. "Migration of Korean Chinese: The Economic Background." Practicing Anthropology 24, no. 1 (January 1, 2002): 10–15. http://dx.doi.org/10.17730/praa.24.1.k6057247243x4220.

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Migration is a major trend in contemporary China and that is true of Yanbian Korean Autonomous Prefecture, the easternmost part of Jilin Province. By the term migration, I will mainly refer to voluntary population movements from rural to urban areas.
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Wu, Yong. "“Restoration” of Eco-Waterfront under Chinese Background." Advanced Materials Research 518-523 (May 2012): 5968–71. http://dx.doi.org/10.4028/www.scientific.net/amr.518-523.5968.

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With some examples given, the paper points out six main misunderstandings that exist in eco-waterfront practice under Chinese background. It brings forward restoration of ecology as the principle to guide the waterfront constructions, and also offers some concrete methods through several designs. Here “restoration” has two meanings: one is that original meaning or intention should be given back to the word “ecology”; the other is instead of human’s inventing something ecological, local ecology characteristics should be given back to urban waterfront.
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Zhu, Wenyao, Zongyi Cheng, Xiaoya Wang, and Yongqing Xiong. "Background of crustal movement of Chinese mainland." Chinese Science Bulletin 45, no. 6 (March 2000): 557–59. http://dx.doi.org/10.1007/bf02887106.

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Oravecz, Márk, and Judit Mészáros. "Traditional Chinese medicine: theoretical background and its use in China." Orvosi Hetilap 153, no. 19 (May 2012): 723–31. http://dx.doi.org/10.1556/oh.2012.29365.

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This paper aims to define the concept of traditional Chinese medicine. Chinese medicine has its own unique system of knowledge, which fundamentally defines all of its therapeutic procedures (acupuncture, manual therapy, and Chinese herbal medicine). The authors offer a detailed description of the theoretical basics of Chinese medicine: classification of the normal and pathological processes of the human body based on functional models and a high degree of therapeutic individualization. The authors describe the current practice of Chinese medicine based on the Chinese model, without which modern Chinese medicine cannot exist. This concept pervades the education, clinical practice and research of Chinese medicine. If we hope to adequately satisfy scientific inquiry about Chinese medicine, we must first define its theoretical background and get acquainted with its scope of usage in modern China. The clarification of these basic issues will be beneficial to scientific research and legislative procedures. Orv. Hetil., 2012, 153, 723–731.
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Huang, Bin, Jiaqi Lin, Jinming Liu, Jie Chen, Jiemin Zhang, Yendo Hu, Erkang Chen, and Jingwen Yan. "Separating Chinese Character from Noisy Background Using GAN." Wireless Communications and Mobile Computing 2021 (May 1, 2021): 1–13. http://dx.doi.org/10.1155/2021/9922017.

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Separating printed or handwritten characters from a noisy background is valuable for many applications including test paper autoscoring. The complex structure of Chinese characters makes it difficult to obtain the goal because of easy loss of fine details and overall structure in reconstructed characters. This paper proposes a method for separating Chinese characters based on generative adversarial network (GAN). We used ESRGAN as the basic network structure and applied dilated convolution and a novel loss function that improve the quality of reconstructed characters. Four popular Chinese fonts (Hei, Song, Kai, and Imitation Song) on real data collection were tested, and the proposed design was compared with other semantic segmentation approaches. The experimental results showed that the proposed method effectively separates Chinese characters from noisy background. In particular, our methods achieve better results in terms of Intersection over Union (IoU) and optical character recognition (OCR) accuracy.
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Zhang, Yixin. "How Different Cultural Background Influence Students’ Learning Method." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1396–401. http://dx.doi.org/10.54097/ehss.v8i.4493.

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when meeting problems, different people may have different problem-solving styles. This phenomenon is easy to spot on campus. In the classroom, Chinese students often prefer to solve problems by themselves when they encounter problems, such as searching for answers on the Internet, and rarely discuss with professors or classmates. English-speaking students, on the other hand, prefer to solve problems in discussions, and they prefer to ask their own questions directly in class rather than finding answers after class. But in previous research, there has been little research on what leads to different problem-solving styles. Therefore, the following research will study the reasons why Chinese students and American students have different problem-solving styles from two aspects: historical reasons and educational systems. Chinese history has long been influenced by Confucianism, which emphasizes authoritarianism and collectivism, so Chinese students are more accustomed to receiving knowledge passively and solving problems passively. American history, on the other hand, emphasizes more free and logical thinking, so American students prefer to actively explore problems. In addition, China's unique college entrance exam education system allows Chinese students to do well in basic subjects, but the fill-in-the-blank education deprives Chinese students of the desire to actively explore knowledge. Compared to the Chinese education system, the U.S. education system was democratized after World War II, which has led to a diversity of educational resources, greater respect for students' interests, and enhanced student initiative. However, a liberal system is often more difficult to manage classes and students, and because there is no mandatory learning, American students generally perform worse in basic subjects.
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Hong-ying, Zhang. "RUSSIAN PSEUDONYM IN THE BACKGROUND OF CHINESE CULTURE." Humanities And Social Studies In The Far East 18, no. 1 (2021): 97–102. http://dx.doi.org/10.31079/1992-2868-2021-18-1-97-102.

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This article dwells on the study of the Russian-language literary pseudonym treated in the background of the Chinese linguistic culture. The relevance of this study is determined by the growing interest in studying the comparative aspect of a literary pseudonym from the position of a representative of the Chinese linguistic culture. The main purpose of this article is to study the features of literary pseudonyms in Russian and Chinese. Research methods are a method of analysis and synthesis, classification, comparative, contrastive and statistical analyzes. The study reveals that a pseudonym and culture are in a symbiotic relationship, since cultural changes can cause changes in the content of pseudonyms. Consequently, we have the right to consider a literary pseudonym as a phenomenon of linguaculture, taking into account the fact that the linguistic features of Russian and Chinese pseudonyms are evidence of the differences between the two sociocultural systems. These differences make it possible to consider a literary pseudonym, at the same time representing a kind of historical phenomenon, as a product of historical development that arises in certain cultural and historical conditions, absorbing the features of its time, closely related to traditional values and the life experience of their carriers.
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Xiao, Yun. "Heritage Learners in the Chinese Language Classroom: Home Background." Heritage Language Journal 4, no. 1 (September 30, 2006): 47–56. http://dx.doi.org/10.46538/hlj.4.1.3.

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Studies from information-processing and language comprehension research have reported that background knowledge facilitates reading and writing. By comparing Chinese language development of heritage students who had home background in Chinese language and culture with those who did not, this study found that heritage learners did significantly better than their non-heritage counterparts in speaking, listening, grammar, and sentence constructions, but not in reading comprehension, vocabulary learning, and Chinese character writing. These results suggest that heritage learners’ oral exposure to their home language does not necessarily lead them to acquire reading and writing skills more quickly than non-heritage learners. Home background knowledge of Chinese, a language with notoriously difficult orthography, may not support reading comprehension or vocabulary learning if that knowledge does not include sufficient exposure to the script system.
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Dissertations / Theses on the topic "Chinese background"

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Voon, Philip H. K. "Evangelizing the diaspora Chinese with Chinese cultural background in Malaysia." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Chen, James C. "A training plan to prepare a person from a Chinese background for evangelism." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Isa, Posiah Mohd. "A study of academic motivation, academic locus of control and academic performance of Malay and Chinese students in Malaysia." Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282631.

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Choo, Lay Hiok, and n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation." Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.

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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
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Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.

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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
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Wang, Zhe. "Does family background impact driving attitudes and risky behaviours? - An investigation on Chinese young drivers." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93722/1/Zhe_Wang_Thesis.pdf.

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This thesis took a novel approach to examining factors associated with risky attitudes and risky road use in China by investigating the economic and political background status of a sample of young Chinese drivers. Using data from an online survey significant relationships are found between some family background factors and road safety variables. Correlation analysis, ANOVA, hierarchical regression analysis and structural equation modelling are applied in this study, with culture, personality and demographic variables as additional factors for a better understanding of the key findings. The findings are discussed in light of China's political management system and potential education opportunities for young drivers.
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Liu, Suyu. "Wages, family background, on-campus performance and gender : an investigation of Chinese graduates' first job salaries." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:204bcd0c-ff1c-493a-8796-8d50c91c315d.

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The last five decades have witnessed an increasing interest in the education-employment transition. In China, millions of university students graduate each year. Their employment has important impact on various aspects of the Chinese society. Additionally, university-work transition is related to the well-being of university graduates and their families. Therefore the university-work transition in China deserves more attention from scholars and practitioners. This thesis examines the determination of Chinese university graduates’ first job salaries. It investigates whether and how university graduates’ family background, on-campus performance (OCP) and gender are linked with their first job salaries. The thesis distinguishes three dimensions of graduates’ family background: Hukou status, parental CCP membership and income. It distinguishes three dimensions of graduates’ OCP: academic achievements, professional capability and political/ideological attainment. Information collected through interviews is used to interpret the statistical results. The results show that graduates’ first job salaries are significantly affected by their professional skills, political/ideological attainments and family income. Graduates’ gender, academic performance and family Hukou status have little impact on their first job salaries. Compared with the widely observed wage disparities among less educated workers caused by gender and Hukou status, this thesis provides evidence that higher education helps reduce the gender wage gap and rural-urban disparity in China. Analyses in the thesis are consistent with ‘state as equalizer’ and ‘market as equalizer’ theories. This thesis provides little evidence to support the marketized transition theory, as we find graduates’ first job salaries are still largely affected by their political/ideological attainments in university. Considering the unique context, the results suggest that some widely used human capital indicators and productivity signals are not applicable in the Chinese labour market. Practical implications are derived from the thesis.
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Wu, Si-cheong Gilbert. "The environmental background, learning attitude and academic performance of Hakka and Hoklo students in an N.T. Secondary School in Hong Kong." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627723.

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Hole, Daniel. "EVEN, ALSO and ONLY in Vietnamese." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2217/.

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The article analyzes the system of focus-sensitive particles and, to a lesser extent, clefts in Vietnamese. EVEN/ALSO/ONLY foci are discussed across syntactic categories, and Vietnamese is found to organize its system of focus-sensitive particles along three dimensions of classification: (i) EVEN vs. ALSO vs. ONLY; (ii) particles c-commanding foci vs. particles c-commanding backgrounds; (iii) adverbial focus-sensitive particles vs. particles c-commanding argument foci only. Towards the end of the paper, free-choice constructions and additional sentence-final particles conveying ONLY and ALSO semantics are briefly discussed. The peculiar Vietnamese system reflects core properties of the analogous empirical domain in Chinese, a known source of borrowings into Vietnamese over the millennia.
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Zhang, Haiwei. "The influence of L1 background and other meta-linguistic and background variables on the learning of Pinyin and Hanzi by Arabic and English learners of Chinese as a second language." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/16332/.

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Alphabetic Pinyin and morphosyllabic Hanzi are two different writing systems used in the Chinese language. Though Pinyin and Hanzi utilize different orthographies, the development of literacy skills in both writing systems depends on phonological processing skills. Becoming aware of the phonological structure in Chinese and the orthographic structure in Hanzi are crucial for the growth of literacy skills in Pinyin and Hanzi. The present study investigated the influence of L1 background and other meta-linguistic and background variables on Chinese phonological awareness, phonetic radical awareness, Pinyin spelling, Hanzi reading and Hanzi writing among adult Arabic and English CSL learners. There are five important findings from this study. First, L1 background influenced the performance in Chinese phonological awareness and Pinyin spelling, in which the English participants outperformed the Arabic participants arguably due to the greater similarities in phonology and orthography between English and Pinyin. Second, the Arabic participants’ better achievements in Hanzi writing compared to the English participants might originate from their experience in using the Arabic script and in learning two different scripts. Third, the two CSL groups did not differ in phonetic radical awareness or Hanzi reading, probably due to the unique characteristics of Hanzi orthography and the far distance between Arabic, English and Hanzi. Fourth, L1 background influenced the importance of phonological awareness and phonetic radical awareness in developing Chinese literacy skills, which might relate to the different orthographies used in English and Arabic, as well as the learning contexts. Fifth, Chinese language proficiency, the length of staying in China, the number of languages previously learnt, phonological working memory and phonetic coding ability significantly predicted the Arabic and English CSL learners’ performance in these measures. Theoretical implications for understanding the role of L1 transfer in L2 literacy acquisition, and educational implications for teaching Chinese as a second language were discussed.
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Books on the topic "Chinese background"

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Chʻng, David C. L. The overseas Chinese entrepreneurs in East Asia: Background, business practices and international networks. [Melbourne]: Committee for Economic Development of Australia, 1993.

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Chʼen, Tse-lin. The essence and scientific background of tongue diagnosis =: [She chen yen chiu]. Long Beach, CA: Oriental Healing Arts Institute, 1989.

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East Asian philosophy: With historical background and present influence. New York: P. Lang, 1992.

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The complete book of Chinese health balls: Background and use of the health balls. Diever, Holland: Binkey Kok Publications, 1997.

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Martin, Jennifer. Australians of Chinese background from Mainland China: A resource for community workers and mainstream agencies. Collingwood, Vic: Ecumenical Migration Centre, 1999.

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Martin, Jennifer. Australians of Chinese background from Vietnam: A resource for community workers and mainstream agencies. Collingwood, Vic: Ecumenical Migration Centre, 1999.

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United States. Congress. Office of Technology Assessment. Other approaches to civil-military integration: Background paper : the Chinese and Japanese arms industries. Washington: U.S. Govt. Print. Off., 1995.

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Martin, Jennifer. Australians of Chinese background from Hong Kong: A resource for community workers and mainstream agencies. Collingwood, Vic: Ecumenical Migration Centre, 1999.

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Focus and background marking in Mandarin Chinese: System and theory behind cai, jiu, dou and ye. New York: RoutledgeCurzon, 2004.

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Hole, Daniel P. Focus and background marking in Mandarin Chinese: System and theory behind cái, ji`u, dōu and yĕ. London: RoutledgeCurzon, 2004.

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Book chapters on the topic "Chinese background"

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Liu, Mingming. "Background." In Frontiers in Chinese Linguistics, 11–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6208-7_2.

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Cooper, Raymond, Chun-Tao Che, Daniel Kam-Wah Mok, and Charmaine Wing-Yee Tsang. "Background and content." In Chinese and Botanical Medicines, 1–6. Boca Raton : CRC Press, [2017]: CRC Press, 2017. http://dx.doi.org/10.1201/9781315118956-1.

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Xie, Jingzhen. "Historical Background." In Chinese Literature and Culture in the World, 13–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94665-4_2.

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Lee, Peppina Po-lun. "Theoretical background." In Focus Manifestation in Mandarin Chinese and Cantonese, 9–36. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in Chinese linguistics: Routledge, 2019. http://dx.doi.org/10.4324/9780203705223-2.

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Mao, Yunshi. "Background of Chinese Enterprises Upgrading." In The Restructuring of Global Value Chains, 1–34. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1693-9_1.

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Wei, Jing. "Theoretical Background." In Theme and Thematic Progression in Chinese College Students’ English Essays, 27–46. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0254-0_3.

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Warner, Malcolm. "The Economic Background of Chinese Management." In How Chinese Managers Learn, 13–22. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-11711-6_2.

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Barss, Edward J. "Background, Concepts, and Related Research." In Chinese Election Interference in Taiwan, 11–34. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003157434-2.

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Weinreich-Zhao, Tingting. "Economic Background of Competition Policy in China." In Chinese Merger Control Law, 3–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43868-8_2.

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Riccardi, Lorenzo. "Legislative Background and Tax Reform." In Chinese Tax Law and International Treaties, 1–7. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00275-0_1.

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Conference papers on the topic "Chinese background"

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Liu, Ting, Hai-hong Chi, Chao Hong, and Meng-shou Zhao. "Moving object detection in dynamic background." In 2014 33rd Chinese Control Conference (CCC). IEEE, 2014. http://dx.doi.org/10.1109/chicc.2014.6895773.

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Zhan, Yinxiao, and Ting Liu. "Weighted RPCA based Background Subtraction for Automatic Berthing." In 2019 Chinese Control Conference (CCC). IEEE, 2019. http://dx.doi.org/10.23919/chicc.2019.8865150.

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Zhang, Yanbang, Fen Zhang, and Lei Guo. "Salient Object Detection Based on Background Model." In 2018 37th Chinese Control Conference (CCC). IEEE, 2018. http://dx.doi.org/10.23919/chicc.2018.8484108.

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Wang, Xianmei, Yang Yang, and Ziyu Lin. "Background Features for HMMs-based Off-line Handwritten Character Recognition." In 2006 Chinese Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/chicc.2006.280864.

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Qinghua, Shen, Li Shutao, and Li Yi. "Text Location on Complex Background Using DWT and Morphology Operation." In 2007 Chinese Control Conference. IEEE, 2006. http://dx.doi.org/10.1109/chicc.2006.4346829.

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Ji, Shujiao, Zhibin Feng, and Zhaoxia Deng. "Video stabilization algorithm based on background feature point matching." In 2020 Chinese Automation Congress (CAC). IEEE, 2020. http://dx.doi.org/10.1109/cac51589.2020.9326474.

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Du, Peng, Xiujie Qu, Tianbo Wei, Cheng Peng, Xinru Zhong, and Chen Chen. "Research on Small Size Object Detection in Complex Background." In 2018 Chinese Automation Congress (CAC). IEEE, 2018. http://dx.doi.org/10.1109/cac.2018.8623078.

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Li, Keqi, Sile Ma, Jiyang Chen, Yizhong Luan, and Xiaojing Ma. "Research on Moving Target Detection Method in Variable Background." In 2019 Chinese Automation Congress (CAC). IEEE, 2019. http://dx.doi.org/10.1109/cac48633.2019.8996253.

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Liu, Mengxue, Xiangjun Gao, Fangzhen Ge, Huaiyu Liu, and Wenjing Li. "Weakly-Supervised Temporal Action Localization by Background Suppression." In 2021 40th Chinese Control Conference (CCC). IEEE, 2021. http://dx.doi.org/10.23919/ccc52363.2021.9550506.

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Roy, Kenneth P., and Jerry Li. "Background noise in Chinese schools - student and teacher perceptions." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799449.

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Reports on the topic "Chinese background"

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Rong, Hong-guo, Xiao-wen Zhang, Xin Sun, Chen Shen, Wei-jie Yu, Xiao-zhen Lai, Mei Han, Hai Fang, Yu-tong Fei, and Jian-ping Liu. Empirical evidence from Chinese Medicine used for preventing monkeypox and similar contagious diseases: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0013.

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Review question / Objective: Whether traditional Chinese medicine could be used for preventing contagious respiratory virus diseases, including monkey pox, smallpox, measles, chickenpox and rubella? Meanwhile, this review aimed at providing the evidence for the global epidemic prevention and control. Background: Monkeypox is an emerging zoonotic infection caused by monkeypox virus (MPXV), which in the past has been primarily detected in West and Central Africa. Since May 2022, 47 countries have reported 3040 monkeypox cases to WHO. Transmission has occurred in many countries that have not previously reported monkeypox cases, and countries in the WHO European region currently report the largest number of cases. As recently recommended by the WHO, monkeypox should be actively monitored and extensively studied worldwide. Traditional Chinese medicine (TCM) has two thousand years of experience for treating infectious pox diseases. WHO also affirmed the contribution of traditional Chinese medicine to the fight against COVID-19. Therefore, we planned to summarized the classical evidence as well as the clinical evidence of TCM for smallpox, measles, chickenpox and rubella, so as to provide evidence for the treatment of monkey pox.
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Zuo, Lingyan, Fengting Zhu, Rui Wang, Hongyan Shuai, and Xin Yu. Music intervention affects the quality of life on Alzheimer’s disease: a meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0055.

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Review question / Objective: Inclusion criteria: population: 1) A randomized controlled study on the impact of music intervention on the QOL of patients with AD; 2) The participants in this study is patients with AD; 3) There is no significant difference among age, gender and education background in sorted groups before analysis which make these groups comparable; intervention: 1)Intervention Modality Music-based intervention; comparison: 1) All data were sorted into two groups: the music intervention group and the control group without any music intervention; outcome: 1) The indicators evaluated in the literature included the score of QOL-AD or WHOQOL-BERF scale, at least one of the two scales summarized in selected publications; language: 1) Only articles published in English and Chinese were considered. Exclusion criteria: 1) The participants were not diagnosed with AD; 2) Non-musical intervention;3) Non-RCTs; 4) No specific values for outcome variables; 5) Articles lacking original data; 6) Repeat published reports; 7) Full text could not be obtained.
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Batliwala, Srilatha. Transformative Feminist Leadership: What It Is and Why It Matters. United Nations University International Institute of Global Health, December 2022. http://dx.doi.org/10.37941/rr/2022/2.

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The words of ancient Chinese philosopher Lao Tsu make the simplest, yet most profound, case for transformation – a change of direction, a fundamental shift in the nature or character of something, recasting the existing order and ways of doing things. This is what the world needs now, as institutions and systems of the past century prove unable to address the challenges of impending planetary disaster, persistent poverty, pandemics, rising fundamentalism and authoritarianism, wars, and everyday violence. Against a background of a worldwide backlash against women’s rights, gender parity in leadership positions – in legislatures, corporations, or civil society – has proved inadequate, as women in these roles often reproduce dominant patriarchal leadership models or propagate ideologies and policies that do not actually advance equality or universal human rights. What is required is truly transformative, visionary leadership, whereby new paradigms, relationships and structures are constructed on the basis of peace, planetary health, and social and economic justice.
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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