Training and education is important in negotiation. For a trained negotiator, good results are the consequence of knowing when to follow to his/her instincts and when to employ negotiation theories or use a combination of them. As the economics within Greater China become more internally linked together, it becomes increasingly important to understand the nuances of each culture encompassed by this term. There is very little comparing the negotiation styles of Chinese who live in Taiwan, Hong Kong, and China among themselves. To fill the gap, the present research focuses on negotiations style comparison by education among Chinese in Taiwan, Hong Kong, and China. The population was chosen from public companies listed under the stock markets. Data was collected using an online survey technique. SPSS was used to conduct data analyses, and a variety of statistical measures were used, including descriptive statistics and MANOVA, and coefficient alphas was reported for modified instruments in order to address reliability and validity of the instrument. The results indicated that three dimensions-intuitive, normative, and analytical-had a significant relationship affected by education among the three regions. The researcher suggests that the negotiators still need to be trained in body language, strategies, temper control, international manners, and customs. A better knowledge of negotiation should be helpful in understanding business and in realizing which negotiation styles are most appropriate for a particular country. The appropriate negotiation skills can bring more competitive advantages and benefits.
[Copyright of Information Management and Business Review is the property of International Foundation for Research and Development.
Access via Directory of Open Access Journals: http://ifrnd.org/JournalDetail.aspx?JournalID=1]

This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings of this study show similarities in preference for assignment type across students and parents. Between-group discrepancies are observed in preference for homework involvement and endorsement of homework functions. Moreover, homework perceptions are found to relate to students' and parents' efficacy attributes and involvement behaviour. Findings of this study are discussed in light of the Chinese sociocultural context in Hong Kong. Suggestions are made on the design and use of homework in primary schools by incorporating the views of different stakeholders.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055698.2010.539788]

In an era of rapid globalization, space and time are seriously compressed. People from different nations, cultures, religions and other backgrounds have become much more interconnected and interdependent. Since people are rapidly intermingling, what values should be considered as standards and norms in regulating this situation, so that people of different backgrounds can relate peacefully to each other with mutual respect? United Nations (UN) human rights standards could be considered as sets of shared global norms and values in a search for global ethics. As a consequence, the UN has been eager to promote human rights education (HRE), aiming at the cultivation of a human rights culture. This paper reports on two case studies of school-based curriculum development of HRE in two Hong Kong secondary schools. We also recommend some research directions important for the implementation of HRE in schools. It is hoped that the paper can provide some insight into the development of quality HRE in schools.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14675986.2011.567072]

This article is an exploration of the emerging narratives on learning and teacher education in the United States and Hong Kong, as found in official policy statements and curriculum documents. Particular attention is given to Hong Kong's initiative in implementing an interdisciplinary liberal studies curriculum, and the continued professional development of teachers for this proposed Change. This recent trend is used to illustrate the possibilities for a broader vision of creating and substantiating knowledge and learning in teacher education programs in the United States.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00131946.2011.573606]

This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2011.625000]

Deliberative mode of curriculum development has been hailed as one effective way of developing schoolbased curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there is little such research in Hong Kong and thus very little is known as to the what, why and how in doing deliberative mode of curriculum development. Aims: This study intended to examine the patterns of curriculum development of a local primary school and how they had evolved over the span of four years. Method: The case school was selected due to its successful curriculum innovations over the years. Two site visits were made to the case school, one in 2003 and one in 2007. Eight teachers and the principal were interviewed and some lesson observations were made. Results: It was found that the success of the school's curriculum development pattern is similar to Decker Walker's 'naturalistic model' which is premised on the notion and practice of deliberation. It is also found that the school's ethos, organizational arrangements and professional relationships contribute to the success of the school's deliberative mode of curriculum development. Conclusion: With the knowledge gained in this study as to the what, why and how of doing a deliberative curriculum development, it is hoped that it will illuminate for local teachers, school administrators and school curriculum development personnel the kind of personal, organizational and social context in order that deliberative curriculum development can thrive and sustain.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Association is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

The article reviews the book "Curriculum, Schooling and Society in Hong Kong," by Paul Morris and Bob Adamson.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2011.575268]