How does family background influence students’ choice of subjects for the National College Entrance Examination?

2021 ◽  
pp. 1-15
Author(s):  
Fang Fang ◽  
Brian McCall ◽  
Binglin Zhong
Keyword(s):  
Family Background ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
National College Entrance Examination

ResumeVis Interactive Visualization of Resumes Based on Multi-Source Data

2021 ◽  
Vol 18 (2) ◽  
pp. 40-53
Author(s):  
Xiaohui Wang ◽  
Jiaqi Zhang ◽  
Kekuan Yao ◽  
Jingyan Qin
Keyword(s):  
Interactive Visualization ◽  
Entrance Examination ◽  
Career Patterns ◽  
Job Seekers ◽  
College Entrance Examination ◽  
College Entrance ◽  
Visualization System ◽  
Source Data ◽  
The Times ◽  
National College Entrance Examination

Resumes are critical for individuals to find jobs and for HR to select staffs. To explore the career patterns and demographic information correlation, 372,829 Chinese resumes working in Beijing in 2015 are collected with rich attributes. Besides, 1,837,281 documents in the People's Daily from May 1946 to December 2015 and the national college entrance examination scores of 42 majors in 27 Beijing universities from 2005 to 2015 are collected to build the multi-source dataset to assist resume data mining. The decade characteristics and major characteristics are explored from the multi-source dataset. Based on the data observation, an interactive visualization system called ResumeVis is developed to explore career patterns in the context of the times, especially the correlations among the resume attributes. The system is helpful for both job seekers and human resources.

scholarly journals Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

RELC Journal ◽  
2021 ◽  
pp. 003368822110200
Author(s):  
Jim McKinley ◽  
Heath Rose ◽  
Sihan Zhou
Keyword(s):  
Language Use ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Chinese Universities ◽  
Language Support ◽  
English Medium Instruction ◽  
Group Interviews ◽  
National College Entrance Examination ◽  
The Impact

This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.

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