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"The book explores the academic characteristics, career development, and impact of "foreignness" of Chinese overseas returnees in research universities. It provides valuable insights into the international mobility of academics and the challenges and opportunities that returnee scholars face in terms of research, teaching, international exchange, income, academic promotion, job satisfaction, and career mobility in their academic careers. Using first-hand large-scale survey data, the author presents quantitative analyses of the international mobility of Chinese academics at the individual level. She evaluates the impact of overseas experience on academic career development, and further proposes practical policy suggestions to attract and retain returnee talent in academia in China. The book's findings have important implications for policymakers, university administrators, and academics who seek to address the challenges and opportunities of international academic careers and promote the internationalization of research universities in China and beyond"--

1. China : an introduction -- 2. Evolution of the Chinese city and regional planning system -- 3. The government system and administrative framework for planning and development -- 4. Regional planning and regional governance innovation -- 5. Statutory city comprehensive plan -- 6. Statutory regulatory detailed plan and planning norms -- 7. Non-statutory plan : urban development strategic plan -- 8. Land use system, its reform and planning management -- 9. Performance of Chinese city and regional planning system.

AbstractThis paper argues that the value of openness to epistemic plurality and the value of social responsiveness are essential for epistemic agents such as scientists who are expected to carry out non-epistemic missions. My chief philosophical claim is that the two values should play a joint role in their communication about earthquake-related damages when their knowledge claims are advisory. That said, I try to defend a minimal normative account of science in the context of communication. I show that these epistemic agents when acting as communicators may encounter various epistemic and practical uncertainties in making their knowledge claims. Using four vignettes, I show that the value of openness to epistemic plurality and the value of social responsiveness may best serve their epistemic and practical purposes across different contexts by reducing their epistemic and practical risks associated with the knowledge claims they communicated. The former may reduce the risks of prematurely excluding epistemic alternatives and is conducive to two types of epistemic plurality; the latter is supposed to reduce the risks of making self-defeating advisory claims and harmful wishful speaking by minimizing the values in tension that can be embedded in the social roles the epistemic agents play.

In this paper author considers political education in Chinese universities. Political education has always been a controversy as much as a top issue of social-political life in modern China. Along with the drastic changes brought by the Reform in 1978, political education in Chinese universities has gradually shifted in both contents and forms from stereotyped ideological-political work to a modernized scientific educational disciplinary with strong theoretical supports. It is shown that political education differs in the east and the west in many ways. So, it's necessary to make clear what political education means in Chinese context. Political education is far-reaching in its scope, in general it concerns with the theoretical, empirical, normative and conceptual dimensions of political practices. Up to now, there are no acknowledgements, no required doctrines in western political philosophy to advocate that political educationist do or ought to address an authoritative definition for political education. Although the general features of political education can always be outlined because of the sameness of political, social and cultural background of individual researchers. Considering the achievements of political education in Chinese universities for the past 30 years, the author notes that there is political education dilemma. Summarizing the author outlines the future prospects of political education in Chinese universities.

Devolution, globalisation, and marketisation have made Chinese municipalities key players in urban development and construction, policy makers for increasing competitiveness, and stakeholders in the process of local social and economic development. These changes have greatly affected Chinese urban planning, which was initiated in the centrally planned economy. In this paper I attempt an exploration of the underlying concepts of Chinese planning and its approaches for coping with uncertainties within the new social and economic contexts in practice. Xiamen, one of the special economic zones in China, first confronted the concepts of the market economy in development. I select Xiamen as a case study to assess and to illustrate existing Chinese planning to aid the market economy learning process. I find that different planning approaches have been applied by local politicians and planners to cope with the changes.

Conventional wisdom dictates that Chinese literati in the Qing dynasty (1644–1912), like their forerunners in previous dynasties, were politically active. Chinese Marxist historians tend to portray the Qing literati as politicians rather than scholars. Tang Zhiju, a China-based historian and the author of a book with an explicitly political title, Jindai Jingxue yu Zhengzhi (Modern Classical Learning and Politics), argues that the forefather of the Qing Evidential Research School, Gu Yanwu (1613–1682), used classical learning to maintain the Han people's national consciousness, and that the founders of the Gongyang New Text School, Zhuang Cunyu (1719–1788) and Liu Fenglu (1776–1829), applied the 'sublime words with deep meaning' in the Gongyang Chunqiu (Gongyang Commentary on Spring and Autumn Annals) to justify the Manchu's tianming (mandate of heaven). In late Qing, Tang contends, the New Text scholars Kang Youwei (1858–1927) and Liang Qichao (1873–1929) studied the classics with the intention of political reform, while the Old Text scholar Zhang Taiyan (1869–1936) developed the tradition in Confucianism of jingshi (managing the world) for anti-Manchu revolution.