A gorgeous illustrated book on the classic gardens of China, explains their history, the traditions and beliefs they represent, their aesthetics, and the techniques used to create them. Includes a chapter that surveys the great gardens that tourists will visit and gardeners will want to know about.
Jie Li traces the creation, preservation, and elision of memories about China's Mao era by envisioning a virtual museum that reckons with both its utopian yearnings and cataclysmic reverberations.
The book discusses data and energy integrated communication networking technologies, including the latest research contributions in this promising area. It firstly provides an overview of data and energy integrated communication networks (DEINs) and introduces the key techniques for enabling integrated wireless energy transfer (WET) and wireless information transfer (WIT) in the radio frequency (RF) band. It then describes the ubiquitous architecture of DEINs and demonstrates the typical DEIN system and investigates the core issues in both the physical layer and the medium-access-control (MAC) layer in order to coordinate both the WIT and WET in the same RF band. Lastly, the book addresses a number of emerging research topics in the field of DEINs. It promotes joint efforts from both academia and industry to push DEIN a step closer to practical implementation. It is also a valuable resource for students interested in studying cutting-edge techniques in this field.
Critical Reflections upon Heidegger, Lao Tzu, and Dewey
Based on the intertwined complex conversations among Heidegger, Dewey, and Lao Tzu, this book explores the possibilities of the Taoist Pedagogy of Pathmarks as a clearing between truth and untruth, responding to the spiritual call of Tao as inaction and teaching as releasement. In this book, Yu provides a critical exploration of the rich dynamics in the “direct” conversations among the three great thinkers of east and west, highlighting the implications of their ideas for education throughout. As more educational researchers, teacher educators, and teachers recognize the limitations of didactic teaching-as-telling, the author brings an alternate pathway to light.