Gender Differences in Financial Literacy among Chinese University Students and the Influential Factors

Asian Women ◽  
2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Moon Chung-Sook
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Financial Literacy ◽  
Influential Factors ◽  
Chinese University ◽  
Chinese University Students

Risk Perception on Nuclear Energy Safety among Chinese University Students

2013 ◽  
Vol 448-453 ◽  
pp. 4273-4280
Author(s):  
Hui Zhang ◽  
Ling Ling Luo ◽  
Tao Wu
Keyword(s):  
Gender Differences ◽  
Risk Management ◽  
Risk Perception ◽  
University Students ◽  
Energy Policy ◽  
Questionnaire Survey ◽  
Nuclear Energy ◽  
Chinese University ◽  
Chinese University Students ◽  
The University

This paper aims to evaluate the university students’ perception towards nuclear energy safety in China. A questionnaire survey was conducted among 300 students who came from Northeastern University and Shenyang Jianzhu University during the period from October ,2011 to May, 2012.The results of the questionnaire survey show that the students’ concerns are not only related to their general risk perception and attitudes to nuclear energy, but also strongly related to the comparison of gender differences of risk perception and attitude on nuclear energy safety between study majors. Therefore, the results of this study provide useful information for risk management and implications of future nuclear energy policy for Chinese governments.

Effects of an E-Learning Platform for EFL Chinese Learners

2011 ◽  
pp. 98-115
Author(s):  
Lin Shen ◽  
Jitpanat Suwanthep ◽  
Felicia Zhang
Keyword(s):  
University Students ◽  
Influential Factors ◽  
Control Group ◽  
Spoken English ◽  
Speaking Proficiency ◽  
Learning Platform ◽  
Chinese University ◽  
Post Test ◽  
E Learning ◽  
Chinese University Students

As English has been increasingly recognized as one of the influential factors for China in taking parts in global community, students and Chinese professionals need to participate in international seminars and conferences, and internationally collaborate with academics through the lingua franca, English. Hence, being able to speak intelligible English has unavoidably become a necessity, especially for Chinese university students. The purpose of this chapter focuses on the implementation of constructive role plays (CRP) via the NHCE e-learning in learning English as a foreign language classes. This chapter exploits quantitative and qualitative methods such as pretest, post-test, student questionnaires and student role play recording analysis to collect data to demonstrate the effectiveness of CRP on Chinese university students’ spoken English development. Results showed that there was a significant increase in the students’ speaking proficiency for the experimental group as compared to the control group. The results also indicated that CRP has been highly successful as an effective aid in improving EFL students’ speaking. The NHCE e-learning platform can provide a motivating environment for L2 students to practice spoken English. However, the empirical results showed that the use of online audio chat facility to perform the CRP may make some students feel anxious, due to its synchronized nature. This suggests that its use should be carefully considered in relation to divergent groups of learners.

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