Regulation and Identity of Florigen: Flowering Locus T Moves Center Stage

The transition from vegetative to reproductive growth is controlled by day length in many plant species. Day length is perceived in leaves and induces a systemic signal, called florigen, that moves through the phloem to the shoot apex. At the shoot apical meristem (SAM), florigen causes changes in gene expression that reprogram the SAM to form flowers instead of leaves. Analysis of flowering of Arabidopsis thaliana placed the CONSTANS/FLOWERING LOCUS T (CO/FT) module at the core of a pathway that promotes flowering in response to changes in day length. We describe progress in defining the molecular mechanisms that activate this module in response to changing day length and the increasing evidence that FT protein is a major component of florigen. Finally, we discuss conservation of FT function in other species and how variation in its regulation could generate different flowering behaviors

The state, citizenship education, and international events in a global age: The 2008 Beijing Olympic Games

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Understanding China’s Curriculum Reform for the 21st Century

This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the 21st century, and that the state plays an important role in the reform of curriculum-making mechanisms and in the social distribution of knowledge, skills and dispositions through curriculum making. Data are drawn from a discourse analysis of public texts, such as official documents and curriculum standards. This study has four major findings. First, China uses curriculum reform as a key strategy to counter manpower-related global challenges and to empower the country in the 21st century. Second, to this end, China has re-oriented its curriculum making from a state-dominated model to one that is state-led, expert-assisted and evidence-based. Third, China's new curriculum reflects the increasing tension between globalization and nationalism; while preparing its students to compete globally, China also urges them to identify with and take pride in the nation's achievements and culture. Fourth, Chinese curriculum reform for the 21st century may not unfold as the state expects, as it is constrained by curricular and extra-curricular factors.postprin

Globalization and citizenship education in Hong Kong and Taiwan

The article focuses on goals adopted in Hong Kong and Taiwan in order to prepare citizens for the challenges of globalization. Notwithstanding the demands to create global citizens, in Hong Kong and in Taiwan, school curricula have responded to contemporary sociopolitical changes primarily in relation to the People's Republic of China. Recent reforms in both Hong Kong and Taiwan have emphasized generic and transnational skills, such as English proficiency and information technology, and developed tripartite frameworks for citizenship education at local, national, and global levels. The reconfiguration of citizenship and citizenship education in Hong Kong and Taiwan are useful counterexamples to the predictions of transnational convergence offered by some globalization theorists.published_or_final_versio

Culture, Gender, and School Leadership: School Leaders' Self-Perceptions in China

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Educational leadership and culture in China: Dichotomies between Chinese and Anglo-American leadership traditions?

This article explores the extent to which Chinese school leaders espouse dichotomous or integrated Chinese and Anglo-American leadership and management preferences. Data are drawn from questionnaires completed by school leaders and from semi-structured interviews with individual school leaders from different parts of China. The exploratory study shows that Chinese school leaders perceive a coexistence of Chinese and Anglo-American leadership and management values, rather than the domination of one over the other. The findings suggest that it is important to understand the impact of national cultures on leadership and management. Differences between Chinese and Western culture and leadership and management are open to the challenge of stereotyping, and should not be over-stressed, as school leaders are working in an increasingly interconnected and interdependent world, and are exposed to and socialized into cultures of a multileveled polity ranging from the school to the local, national, and even global levels. © 2011 Elsevier Ltd.postprin