Chris Sinha, Ph.D.|
Professor of Cognitive Science
College of Foreign Languages
Hunan University, China
Chris Sinha is Distinguished Professor of Cognitive Science in the College of Foreign Languages, Hunan University. He gained his BA in Developmental Psychology at the University of Sussex and his doctorate at the University of Utrecht. Chris has taught in departments of Education, Psychology, and Language and Communication, in Britain, the Netherlands, Denmark, India and Sweden, including two previous positions at full professor rank. He is Past President of the International Cognitive Linguistics Association and of the UK Cognitive Linguistics Association; General Editor of the journal Language and Cognition; and a member of four international journal editorial boards and three book series editorial boards.
Situated Learning, Language and Culture
To view learning and cognition as situated involves rethinking cognitive and learning processes in terms of their framing by context, communication and social practice — in contrast to traditional views which focus upon the individual learner confronting a cognitive task. Re-thinking the learner from a situated perspective requires, first and foremost, the abandonment of the universalistic presupposition that learners, in all essentials, are the same in all times and places, and that their transactions with the human and natural environment are (at some suitable level of abstraction) equally universal. This challenge to universalism is not new, but as I will explain, current research in cognitive and language sciences adds new force to it. I suggest that learning language is to learn to communicate symbolically in an intersubjective field or universe of discourse.
Qingli Meng, Ph.D.|
Department of Sociology, Anthropology, and Criminology
University of Northern Iowa USA
Dr. Qingli Meng received her Ph.D. in Public Policy (with the focus on Criminal Justice and Criminology) from the University of North Carolina at Charlotte (UNCC) and MPA from the University of North Carolina at Pembroke. She had been served as an assistant to the Treasurer, World Society of Victimology (In Consultative Status with the United Nations ECOSOC and Council of Europe) during 2009 to 2011. She is an active member of the World Society of Victimology and the American Society of Criminology. Dr. Meng is currently an assistant professor of criminology in the Department of Sociology, Anthropology and Criminology at the University of Northern Iowa (UNI). Dr. Meng’s research areas are Chinese corruption, comparative white-collar crime, victimology.
Chinese Higher Education Corruption
Corruption in the Chinese higher educational sector is an increasing concern but it has not been systematically studied. This study distinguishes three major intermingled structural typologies of corruption in the Chinese higher education sector: academic specific, non-academic specific and a combination of the two. Data supporting this conceptualization come from a case statistical analysis of a non-randomized sample of 215 court decisions on corruption cases detected in Chinese universities during 1994-2009 and the cases disclosed during 2012 and 2015 in different Chinese universities. The result postulates taxonomy of the distribution of corruption among the three typologies. This study finds non-academic specific corruption cases take up a disproportionately high portion of corruption compared to that of academic specific corruption in the Chinese higher education sector. None of the scholarly academic corruption cases was detected from the case statistical analysis though there is obvious reflection of scholarly academic corruption in the perception-based data. It also reveals that there are tremendous changes in corruption patterns before and after 2012. What has been neglected is the lack of sector-specific Chinese central government anti-corruption initiatives, especially those that are scholarly academic related even though the consequences could be more detrimental than corruption in the non- academic field.