Knowing Chinese may give you an edge when competing for an important position. China will play a major role in world affairs in the future. As China now has opened up to the West, there are opportunities for employment in all areas.
But to study Chinese finally means to study a culture, a people. At the heart of Chinese civilization is its rich heritage of novels, short stories, poetry, drama, and, more recently, film.
What you might already know. China is one of the world’s oldest and richest continuous cultures, over 5000 years old. China is the most populous nation in the world, with 1.28 billion people. One fifth of the planet speaks Chinese.
In addition to the People’s Republic of China and Taiwan, Mandarin Chinese is also spoken in the important and influential Chinese communities of Indonesia, Thailand, Malaysia, Singapore, Brunei, the Philippines, and Mongolia. China is the second largest economy in the world. China is one of largest trading partners of the United States.
No prior knowledge of Chinese language is required to study abroad in Shanghai, but students will be required to study Chinese while in the program. Students in the Language and Culture program study two semesters’ worth of Chinese in one term. In the Internship Program, students can choose to study Chinese at the normal semester pace ...
International businesses prefer to hire people who speak more than one language. China has become a huge market, and business leaders are looking for people who can speak Chinese and operate successfully in a Chinese cultural context. Knowing Chinese may give you an edge when competing for an important position.
Chinese families are very…show more content…. They will live with the old people because they could like to look after them . This is quite important for Chinese family.
Dara Murphy 112519063 Chinese Culture Essay: There are many different aspects to Chinese culture that make it so broad and interesting. I will be focusing mainly on the more modern features to the culture and how it has changed from the traditional culture. Chinese culture is one of the oldest cultures out there today. I personally find the culture as a whole very interesting and intriguing and I extremely enjoyed learning about the ancient culture that is still ever so prominent today
Malagasy culture is more based on laws and regulations. A Chinese values survey is developed by Hofstede and Bond (1980) to explore cultural values in 22 Asian and western countries from the Chinese social values. In this survey, Confucian dynamism which refer to "the acceptance of legitimacy. Read More.
China has about five thousand years history which is a very long period of time. Also, the Chinese civilization was growing with these periods of time and it will continues greater than ever. Many wars and unhappinesses were happening during this period. Although, the time has passed, the histories and the civilizations have not passed. These family virtues, serious, working attitudes, sense of justice and the great Confucian tradition have been deeply assimilated into the Chinese people. Some Chinese traditions are different from North American ’s. The Chinese culture has many special characteristics which are very interesting for people to learn. The family life is very important for every Chinese. Chinese families are very…show more content…
The unique guanxi culture in Chinese society sets its societal framework distinctively apart from the West. Although guanxi is often portrayed as one’s social network, it is much different from the so-called “connections” in Western society. Guanxi is a special social phenomenon in the Chinese societal context.
Socialization ------ American Born Chinese Children under Chinese Culture According to the American Heritage Dictionary, socialization is "the process of learning interpersonal and interactional skills that are in conformity with the values of one 's society" (American Heritage). It is a process of learning culture.
Five points of area that affect nursing care when taking care of a Chinese patient, are the cultural beliefs with medical treatments, who and when to discuss the prognosis and medical treatment to, dietary beliefs, pregnancies beliefs, and death and dying.
Ye’s A Writing Course for College Students contains ten chapters. The first chapter is an introduction, and includes definitions of writing and a discussion of the essential skills required of writers. Ye (1) defines “writing” as “creative mental work that a writer engages in to express thoughts with words. The writing process includes collecting material, refining themes, considering structure and discourse, draft writing, revising and editing.” The essential skills (12–24) include “the abilities to use language, to observe, to think critically, to imagine, and to express oneself.” The remaining chapters of the book deal with the collection of material for writing and conceiving ideas; expressing and refining/revising; writing poetry, prose, novels and drama; yingyong writing (practical writing), e.g., writing a proposal/plan, a summary, regulations, reports, briefings, news, and advertisements; business writing; writing administrative documents; writing academic papers; writing speeches. The final chapter on Shenlun writing is of particular interest. Shenlun refers to argumentative essay writing, and this forms an integral part of the current Chinese examination for selecting State civil servants. The Shenlun examination comprises four sections, namely: reading; summarising; writing a proposal; and defending arguments. The Chinese characters of Shen and Lun respectively refer to explaining, demonstrating, proposing arguments and defending oneself. According to Ye (406), the words shen lun are found in the Confucian Analects “shen er lun zhi,” meaning “explaining, expounding, arguing, and reasoning.” Shenlun essay writing, as an examination format or item, was introduced into the Chinese Examination for State Civil Servants in 2000. The purpose of including Shenlun essay writing is to test the participants’ abilities to “analyse, summarise, refine, and process texts”, in addition to their abilities to comprehend reading material, analyse material comprehensively, propose arguments, and use the Chinese language skillfully.
Qiao’s book on university writing has eight chapters: the introduction; summative writing; deductive writing; petition writing; evaluative writing; research writing; entertainment writing; and story writing. Qiao emphasises the importance of “establishing a thesis statement”, “material selection and arrangement”, and “process writing, including drafting and revising”. The thesis statement should be positive, in-depth, and appropriate. In terms of the selection and arrangement of material, it is important to select useful and relevant materials, and arrange them so that the structure is complete (and the structure can be the qi cheng zhuan he structure we discussed and exemplified in Chapter 2). Qiao cites a metaphor from classical Chinese to describe an appropriate rhetorical structure: “the opening should be as attractive as the head of a phoenix; the body should be as rich as the body of a pig, and the closing should be as forceful and strong as the tail of a leopard (凤头, 猪肚, 豹尾).” In the remaining chapters, Qiao defines the different types of writing, and gives specific samples to illustrate a number of key points in writing. For example, “theme is the soul of writing” (52) and it is determined by means of “writing purpose”, “writing style”, and the “careful selection of material and genre” (53–8). In terms of the relationship between “theme” and “material” (63–4), Qiao argues that “material forms the basis for theme development”, “material is the content, while the theme is the core”, “material centers around the theme, serving to verify the theme”, “material is a collection of objective facts and other’s viewpoints, while theme is the result of the writer’s independent thinking”, and “material is the means for deepening the theme, while theme serves as the end for material selection and use”. In terms of language use, Qiao places much attention on “conciseness” and “expressiveness”.
Wu’s University Writing Course comprises three major sections including narrative writing, argumentative writing, and practical writing. What is worthy of special attention in this book are the two chapters (Chapter 9 and Chapter 10) as these discuss ways to present and strengthen an argument. These include two major categories: 1) setting up and defending one’s arguments; and 2) describing and attacking others’ arguments. Seven specific ways are listed for setting up and defending one’s arguments. This can be done with the use of a. facts; b. theories; c. cause-effect relationships; d. analogies; e. contrasts and comparisons; f. metaphors; and g. indirect argumentation. The second category includes ways to attack the others’ themes, their supporting details or evidence, and their means of argumentation. There are also direct and indirect ways of attacking others’ arguments, e.g., revealing or disclosing the mismatch or gap between the others’ viewpoints or arguments and supporting details; the breaching of logic and rules for argumentation; arguing by contradiction; and setting a person’s own spear against his own shield (a Chinese expression which means refuting somebody with his own argument).
Japan’s Meiji narrative is truly remarkable and remains highly relevant to this date. It is a vivid illustration of the quote attributed to Charles Darwin that “it is not the strongest species that survive, nor the most intelligent, but the ones most responsive to change”.
Jean-Pierre Lehmann is emeritus professor at IMD, Lausanne, Switzerland , where he was appointed to the chair of international political economy in 1997. He has worked intensively and extensively across Asia for 50 years.
Japan had been a closed country for two centuries. When the Western menace began appearing off Japan’s shores in the mid-19th century, the policies of the xenophobes were to “expel the barbarians”, while the progressives argued that, on the contrary, if only for the sake of survival, Japan should open up and learn from the West as an indispensable means for strengthening the country. From 1871-73, one of history’s most impressive international learning expeditions occurred, in what was known as the Iwakura mission, after the name of the leader of the expedition, Iwakura Tomomi.
Nakamise Street in Asakusa, Tokyo, is decked out to celebrate Japan’s hosting of the 1964 Tokyo Olympics, in October of that year. The 1960s heralded the country’s post-war economic miracle. Photo: Kyodo. In the mid-1960s, footloose and fancy-free, I was kicking around East Asia.
On a recent occasion, two British executives who go to China admitted they had never heard , or only dimly heard, of the Opium wars. At a preparatory session in January for about 100 executives who were going to China, many for the first time, on an “education” trip, I focused on the question: in order to know where China is going to, where has it come from? So we looked at Confucianism, including the impact it had on European enlightenment philosophers, such as Immanuel Kant; China’s traditional view of its place in the world; the voyages of Zheng He and their significance; and so on down to contemporary issues – for example, the position of#N#Taiwan#N#. As this was a four-hour session, it was impossible to go into depth on any of these issues, but in the course of the presentation, I gave references to a lot of books for further reading, including Chinese novels.