COMPETITION AMONG FOREIGN AND CHINESE AGRO-FOOD ENTERPRISES IN THE PROCESS OF GLOBALIZATION

Based on various case studies, this article examines the interaction of foreign investors and local operators in globalization in the agro-food market in China. The study found that to break the limitation of the high-end market and to position mainly in the middle market were critical for international brands to succeed. Asian companies approached the China market as an insider because of cultural proximity. The latter, plus focused management and effective technology, made their operations profitable easily, but also exposed them to the risk of overexpansion. Quality products at affordable prices were the catch-up approach adopted by local players. At the early stage of globalization, winning tactics for local enterprises include imitating and participating in foreign investments, and exploring the markets where foreign investors have no advantages. In the China market, foreign and domestic enterprises were competing, complementing, and collaborating with each other to allow each to achieve its goals. The study analyzes the sophisticated relationships between domestic and foreign players, and provides inputs to strategic discussions of foreign investors and Chinese local enterprises about how to improve their competitive positions.Agribusiness, International Relations/Trade,

Case Study: Monitoring Sleeping Patterns of a Boy with Duchenne Muscular Dystrophy and his Caregivers

Please see the pdf version of the abstract

Distances sets that are a shift of the integers and Fourier basis for planar convex sets

The aim of this paper is to prove that if a planar set $A$ has a difference set $\Delta(A)$ satisfying $\Delta(A)\subset \Z^++s$ for suitable $s$ than $A$ has at most 3 elements. This result is motivated by the conjecture that the disk has not more than 3 orthogonal exponentials. Further, we prove that if $A$ is a set of exponentials mutually orthogonal with respect to any symmetric convex set $K$ in the plane with a smooth boundary and everywhere non-vanishing curvature, then # (A \cap {[-q,q]}^2) \leq C(K) q where $C(K)$ is a constant depending only on $K$. This extends and clarifies in the plane the result of Iosevich and Rudnev. As a corollary, we obtain the result from \cite{IKP01} and \cite{IKT01} that if $K$ is a centrally symmetric convex body with a smooth boundary and non-vanishing curvature, then $L^2(K)$ does not possess an orthogonal basis of exponentials

The Australian Early Years Learning Framework: learning what?

Early childhood education and care have assumed importance in many government policy agendas. This attention is often accompanied by calls for greater accountability regarding the anticipated learning outcomes for young children. In Australia, the expected learning outcomes for children aged birth to five years are outlined in the recently published Early Years Learning Framework (EYLF). In this article, the author examines the relationship between the EYLF’s outcomes and subject area or content knowledge. The article draws from post-structural and social constructionist understandings of knowledge as unfinished, contestable and contextual. The author concludes that it is not content knowledge itself that is problematic, but it is the way the child and teacher are often positioned in relation to that knowledge that constrains the potential for effective teaching and learning in the early years. The author suggests that revisiting traditional assumptions about content knowledge extends and develops many of the ideas about teaching and learning that are identified in the EYLF, and opens up new identity positions for both children and early childhood educators

Regional scale estimates of baseflow and factors influencing baseflow in the Upper Colorado River Basin

AbstractStudy regionThe study region encompasses the Upper Colorado River Basin (UCRB), which provides water for 40 million people and is a vital part of the water supply in the western U.S.Study focusGroundwater and surface water can be considered a single water resource and thus it is important to understand groundwater contributions to streamflow, or baseflow, within a region. Previously, quantification of baseflow using chemical mass balance at large numbers of sites was not possible because of data limitations. A new method using regression-derived daily specific conductance values with conductivity mass balance hydrograph separation allows for baseflow estimation at sites across large regions. This method was applied to estimate baseflow discharge at 229 sites across the UCRB. Subsequently, climate, soil, topography, and land cover characteristics were statistically evaluated using principal component analysis (PCA) to determine their influence on baseflow discharge.New hydrological insights for the regionResults suggest that approximately half of the streamflow in the UCRB is baseflow derived from groundwater discharge to streams. Higher baseflow yields typically occur in upper elevation areas of the UCRB. PCA identified precipitation, snow, sand content of soils, elevation, land surface slope, percent grasslands, and percent natural barren lands as being positively correlated with baseflow yield; whereas temperature, potential evapotranspiration, silt and clay content of soils, percent agriculture, and percent shrublands were negatively correlated with baseflow yield

Toxicity and Safety Implications of Herbal Medicines Used in Africa

The use of herbal medicines has seen a great upsurge globally. In developing countries, many patronize them largely due to cultural acceptability, availability and cost. In developed countries, they are used because they are natural and therefore assumed to be safer than allopathic medicines. In recent times, however, there has been a growing concern about their safety. This has created a situation of ambivalence in discussions regarding their use. Some medicinal plants are intrinsically toxic by virtue of their constituents and can cause adverse reactions if inappropriately used. Other factors such as herb-drug interactions, lack of adherence to good manufacturing practice (GMP), poor regulatory measures and adulteration may also lead to adverse events in their use. Many in vivo tests on aqueous extracts largely support the safety of herbal medicines, whereas most in vitro tests on isolated single cells mostly with extracts other than aqueous ones show contrary results and thus continue the debate on herbal medicine safety. It is expected that toxicity studies concerning herbal medicine should reflect their traditional use to allow for rational discussions regarding their safety for their beneficial use. While various attempts continue to establish the safety of various herbal medicines in man, their cautious and responsible use is required

When does the action start and finish? Making the case for an ethnographic action research in educational research

This paper explores how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects. Interpretations of ethnography and action research are developed that aim to minimise the epistemological differences between them. The paper also contextualises an ‘ethnographic action research’ approach with reference to an example of the author’s research into participation in three ‘reception’ (first year of schooling) classes in the United Kingdom. It is argued that research into the theme of participation in early years education, using participative methods, was particularly suitable for this new methodological approach

The Influence of Series Elastic Bands on Energy During Acceleration Training

Please refer to the pdf version of the abstract located adjacent to the title

Changes in children’s cognitive development at the Start of School in England 2001–2008.

Since 1997, England has seen massive changes in the Early Years including the introduction of an early childhood curriculum, free pre-school education for three-year-olds and local programmes for disadvantaged communities. Many of these initiatives took time to introduce and become established. Beginning in 2001, and each year thereafter until 2008, the authors collected consistent data from thousands of children when they started school at the age of four on a range of variables, chosen because they are good predictors of later success. These included vocabulary, early reading and early mathematics. Children from the same set of 472 state primary schools in England were assessed each year. This paper contributes to the existing studies of educational trends over time by examining the extent to which children's scores on these measures changed over that period; in general, they were found to have remained stable

Theorising interprofessional pedagogic evaluation: framework for evaluating the impact of interprofessional CPD on practice change

This paper outlines the development of a conceptual framework to guide the evaluation of the impact of the pedagogy employed in continuing professional development for professionals in education, health and social care. The work is developed as part of the Centre for Excellence in Teaching and Learning: Interprofessional Learning across the Public Sector (CETL: IPPS) at the University of Southampton. The paper briefly outlines the field for pedagogic research and comments on the underpinning theories that have so far been used to guide research into interprofessional learning (IPL). It maps out the development of interprofessional CPD in its specific context as part of the CETL: IPPS with its links to a local authority undergoing service reorganisation and the role of the continuing professional development (CPD) in effecting change. It then brings together a theoretical framework with the potential toexplore, explain and evaluate the essential features of the model of pedagogy used in interprofessional CPD, in which professionals from education have for the first time been included alongside those from health and social care. The framework draws upon elements of situated learning theory, Activity Theory and Dreier’s work (2002, 1999) on trajectories of participation, particularly Personal Action Potency. By combining the resulting analytic framework with an adapted version of an established evaluation model, a theoretically-driven, practicable evaluation matrix is developed. The matrix has potential use in evaluating the impact of pedagogic input on practice change. The paper models a process for developing a conceptual framework to steer pedagogic evaluation. Such a process and the resulting matrix may be of use to other researchers who are similarly developing pedagogic evaluation