Reframing China’s heritage conservation discourse. Learning by testing civic engagement tools in a historic rural village

Urban heritage conservation in China has been subject to severe criticism, although there is now a sense of paradigm shift. Charters, declarations and agendas had the merit of filtering down the international discourse on heritage, while more innovative approaches were arising. The UNESCO Historic Urban Landscape recommendation, offers a new angle from which to observe this process of change. The underlying argument of this article is that HUL can provide a platform to achieve greater sustainability in transforming historic sites in China, particularly in rural areas, overcoming, at the same time, the easy shortcut of the East–West discourse of difference in respect to heritage conservation. This is primarily due to the shifting focus from the materiality of heritage to its role in sustainable development with increasing attention on the role played by local communities. By presenting the proposal for the protection of the historic rural village of Shuang Wan in the Jiangsu Province, this paper aims to reflect on this shift showing its advantages but also some of the risks. These are inherent in a discourse of heritage in danger of legitimising mere pro-growth development approaches, if not accompanied by participatory practices considerate of the specific social reality of China

Abiotic factors influencing biomass accumulation of green tide causing Ulva spp. on Pyropia culture rafts in the Yellow Sea, China

Annually recurrent green-tides in the Yellow Sea have been shown to result from direct disposal into the sea of fouling Ulva from Pyropia aquaculture. The role abiotic factors play in Ulva biomass accumulation on rafts was studied to find ways to mitigate this problem. Dissolved inorganic nitrogen (DIN) was very high at all sites, but the highest Ulva biomass was associated with the lowest DIN and anthropogenic N. Under luxuriant background nutrient conditions, variability in temperature and periods of emersion, rather than pH, light and salinity determined Ulva biomass. Two dominant species of Ulva displayed differing tolerances to temperature and desiccation which helped explain why Ulva prolifera dominates floating green-tides. Rather than trying to mitigate green tides only by reducing nutrient pollution, an earlier harvest of Pyropia in southern Jiangsu Province especially before temperatures increase greatly above 10 degrees C during April, could reduce the biomass of U. prolifera disposed from rafts. Crown Copyright (C) 2016 Published by Elsevier Ltd. All rights reserved

A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities

Set in the context of today’s globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science