The Greening of China’s Food - Green Food, Organic Food, and Eco-labelling

China is rapidly adopting, adapting and developing green technology and ideas. China is now a world leader in organic production and this can have implications for world food production. This paper examines the rapid rise of green food and organic agriculture in China, the multiple motivations that have driven it, and the innovative implementation strategies underpinning it. The first organic export from China was in 1990. The Chinese national organic standard and national organic logo were established in 2005. Thirty eight certifiers now operate in China servicing both domestic and export markets. While “Organic” is still poorly understood in the Chinese domestic market, “Green Food” is well known and readily available. Green Food is a Chinese innovation and dates from 1990. The China Green Food Development Centre was founded in 1992 to oversee the implementation of this food production innovation. Certification for Green Food production involves the regulation of inputs, with the objective of reduced use of pesticides, the oversight of production, and the residue testing of the produce. This Green Food strategy has been used as a “half-way house” between chemical food and organic food production. In 1995 Green Food certification was split into Grade A and Grade AA. It is this bifurcation of Green Food standards that laid the groundwork for the rapid articulation from Green Food certification to organic certification, and thus enabled the reported dramatic ten-fold increase in organic hectares in China in 2006 - and thereby placed China second in the world in terms of hectares under organic management, after only Australia. Longitudinal data are examined to reveal China’s organic and green trajectories, and potential future scenarios are presented. The new phenomenon of Chinese certified organic produce raises many questions. Data is presented to illuminate what role country of origin labelling (CoOL) might play, now and in the future, in a world market that is wary of Chinese food quality. China has gone well beyond being an adopter of organic concepts, and is now an active organic innovator - how successful and how exportable might these innovations be? Is the development of Chinese organics a threat or an opportunity, and for whom? China's organic sector production is valued at between US$5.6 and US$10.2 billion. China's Green Food production is valued at US$20.7 billion. China's Hazard-free agricultural production is valued between US$29.1 an US$39.7 billion. The total value of China's eco-labelled food production is between US$55.4 and US$70.6 billion. This paper reports on the new phenomenon of the export of China's Green Food production standards and certification procedures to other countries, including Canada

MIGRATORY PATHWAYS TO IRELAND FOR START-UPS AND INNOVATIVE ENTREPRENEURS. ESRI Research Series January 2020 102

The OECD recently noted a global trend towards introducing visas for start-ups and for entrepreneurs with innovative firms (OECD, 2019). That finding is borne out in this study which shows that 13 EU Member States now have a special admission scheme for start-up founders and innovative entrepreneurs from third countries in place. With the exception of those in Ireland, Italy, Netherlands, Spain and the United Kingdom, all schemes were introduced in the last three years. Other Member States, such as Germany and Sweden, use alternative entry pathways that nonetheless focus on attracting start-ups and innovative entrepreneurs. The EU-level synthesis report for this study shows that in many Member States, promoting start-ups and innovative entrepreneurship in general is a national policy priority (EMN, 2019)

A Proposed Fishery Conservation and Management Act for the Republic of China

This article has two parts. It begins with the text of the proposed (fishery) act. Following the text is a brief section-by-section analysis of the proposed act

New TESOL graduates’ employment experiences and views of teacher education: Report to the Wintec Research Committee following poster presentation at the 9th Community Languages and ESOL (CLESOL) conference, 24—27 September, 2004, Christchurch

In 2003 a new 12-week full time Teaching English to Speakers of Other Languages (TESOL) programme called Certificate in English Language Teaching (Cert ELT) was offered by the Department of Education at the Waikato Institute of Technology (Wintec) for the first time. While other TESOL programmes offered by Wintec are for trained teachers and teacher-aides, the new Cert ELT programme is for those with little or no previous teaching experience. The curriculum development and delivery of Wintec’s TESOL programmes are informed by a constructivist view of learning which has held a prominent focus in educational literature since the late 1980s. This theory of learning sees learners as active participants in the processes of incorporating, synthesising and constructing knowledge within their previous experience (Arlidge, 2000; Zepke, Nugent & Leach 2003). Of particular relevance within TESOL literature is the social constructivist view which claims that a key element in the learning process is that knowledge is socially constructed through dialogue and interaction with others (Randall & Thornton, 2001; Malderez & Bodoczky, 1999; James, 2001). Also relevant is the reflective model of TESOL teacher education as outlined by Wallace (1993) in which trainees participate in a continuous cycle of teaching, observation, reflection and discussion in order to become reflective practitioners. A lack of information concerning what happens to the Cert ELT students once they graduate from the programme motivated the research discussed in this paper. Data collection included a questionnaire and individual interviews. The questionnaire gathered information concerning the graduates' employment destinations, and the interviews focussed on the graduates' retrospective views of those components of the programme associated with a social constructivist view of learning. These components included experiential learning, reflective practice and collaborative practice. It is expected that insights gained from this project will be of interest to other TESOL professionals and teacher educators