Ying Ma – författare

Advances in Microbe-assisted Phytoremediation of Polluted Sites provides a comprehensive overview of the use of phytoremediation to decontaminate polluted land through microbial enhanced phytoremediation, including the use of plants with respect to ecological and environmental science. The book discusses the potential of microbial-assisted phytoremediation of the contaminant, including heavy metals, pesticides, polyaromatic hydrocarbons, etc., with case studies as examples. Key subjects covered include plant-microbe interaction in contaminated ecosystems, microbe-augmented phytoremediation for improved ecosystem services, and success stories on microbe-assisted phytoremediation of contaminated sites.

With increasing demand for land-space for social, industrial and agricultural use, the theoretical millions of hectares of contaminated sites around the world are a resource sorely needed that currently cannot be utilized. Decontamination of this land using ecologically-sound methods is paramount not only to land use, but in the prevention of toxic substances deteriorating local ecosystems by reducing productivity and contaminating the food chain - which can eventually aggregate in food chains and pose the potential risk of non-curable diseases to humans such as cancer.

This book explores Aristotelian and Confucian wisdom traditions to understand education and what counts as a good teacher in an embodied dialogic approach. The book creates a dialogue between ancient ideas and the author’s lived experiences as a teacher in cross-cultural landscapes today to ruminate on the important themes of educational purpose, teacher excellence, teacher-student relationships, and teaching skill. It asks fundamental educational questions including "Why Do We Educate? Eudaimonia and Dao"; "What Do We Educate? Phronesis, Philia and Ren"; and "How Do We Educate? Techne and Liuyi". Moving beyond the dominant epistemological concerns such as how to teach more effectively to help students gain better marks in schools, it constitutes an ethical inquiry that illuminates the values, purposes, concerns, and hopes that animate genuinely educational work. Using a comparative approach to wisdom traditions from both the East and the West, it addresses parochialism and challenges Eurocentric research paradigms. Embedded in the messy ground of teaching in intergenerational and cross-cultural narratives, the author’s own experiences as a student/teacher/daughter of a teacher/mother of a student crucially unpacks and concretizes ancient concepts and reactivates them in concrete situations. A sense of a whole without completeness, a conception of the good without closure, and an aspiration without achievement continue to haunt the search for an ultimate answer to the question "what counts as a good teacher?". It will appeal to scholars, teachers, and teacher educators with an interest in narrative inquiry and educational research, as well as those in the field of curriculum studies and the philosophy of education.

This book explores Aristotelian and Confucian wisdom traditions to understand education and what counts as a good teacher in an embodied dialogic approach. The book creates a dialogue between ancient ideas and the author’s lived experiences as a teacher in cross-cultural landscapes today to ruminate on the important themes of educational purpose, teacher excellence, teacher-student relationships, and teaching skill. It asks fundamental educational questions including "Why Do We Educate? Eudaimonia and Dao"; "What Do We Educate? Phronesis, Philia and Ren"; and "How Do We Educate? Techne and Liuyi". Moving beyond the dominant epistemological concerns such as how to teach more effectively to help students gain better marks in schools, it constitutes an ethical inquiry that illuminates the values, purposes, concerns, and hopes that animate genuinely educational work. Using a comparative approach to wisdom traditions from both the East and the West, it addresses parochialism and challenges Eurocentric research paradigms. Embedded in the messy ground of teaching in intergenerational and cross-cultural narratives, the author’s own experiences as a student/teacher/daughter of a teacher/mother of a student crucially unpacks and concretizes ancient concepts and reactivates them in concrete situations. A sense of a whole without completeness, a conception of the good without closure, and an aspiration without achievement continue to haunt the search for an ultimate answer to the question "what counts as a good teacher?". It will appeal to scholars, teachers, and teacher educators with an interest in narrative inquiry and educational research, as well as those in the field of curriculum studies and the philosophy of education.

Many students have difficulty applying mathematical techniques to solve problems in science and engineering, even after completing Calculus I and II. Students who are beginning the core coursework in their field of study often need additional guidance on practicing, learning, and improving their problem-solving skills for application. The objectives of A Mathematics Boot Camp for Science and Engineering Students are to offer a solution to this issue and are specifically designed to address common errors in mathematical problem-solving for undergraduate science and engineering students.

This concise and practical text offers "basic training" in mathematical problem-solving skills for undergraduate students in science and engineering disciplines. A Solutions Manual is available to qualifying adopting professors.

Many students have difficulty applying mathematical techniques to solve problems in science and engineering, even after completing Calculus I and II. Students who are beginning the core coursework in their field of study often need additional guidance on practicing, learning, and improving their problem-solving skills for application. The objectives of A Mathematics Boot Camp for Science and Engineering Students are to offer a solution to this issue and are specifically designed to address common errors in mathematical problem-solving for undergraduate science and engineering students.

This concise and practical text offers "basic training" in mathematical problem-solving skills for undergraduate students in science and engineering disciplines. A Solutions Manual is available to qualifying adopting professors.