Yong Zhao – författare

Computational Fluid-Structure Interaction: Methods, Models, and Applications provides detailed explanations of a range of FSI models, their mathematical formulations, validations, and applications, with an emphasis on conservative unstructured-grid FVM. The first part of the book presents the nascent numerical methods, algorithms and solvers for both compressible and incompressible flows, computational structural dynamics (CSD), parallel multigrid, IOM, IMM and ALE methods. The second half covers the validations of these numerical methods and solvers, as well as their applications in a broad range of areas in basic research and engineering.

Chinese students'' consistently stunning performance on the international PISA exams— where they outscore students of all other nations in math, reading, and science—have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China''s education system in order to maintain our status as an education leader and global superpower.

Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We''re following in China''s footsteps—but is this the direction we should take?

Who''s Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider''s account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world. Born and raised in China''s Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world''s highest-achieving students in reading, math, and science—yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who''s Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China.

Chinese students'' consistently stunning performance on the international PISA exams— where they outscore students of all other nations in math, reading, and science—have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China''s education system in order to maintain our status as an education leader and global superpower.

Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We''re following in China''s footsteps—but is this the direction we should take?

Who''s Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider''s account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world. Born and raised in China''s Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world''s highest-achieving students in reading, math, and science—yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who''s Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China.

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives.

Using a culture-based framework, the volume is organized in five sections, each devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia.

Uniquely combining description and interpretation of educational practices in Asia, this Handbook is a must-have resource for education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, and Asian studies, and for educational administrators and education policy makers.

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives.

Using a culture-based framework, the volume is organized in five sections, each devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia.

Uniquely combining description and interpretation of educational practices in Asia, this Handbook is a must-have resource for education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, and Asian studies, and for educational administrators and education policy makers.

Learning for Uncertainty explores technology’s role in education, specifically unpacking the question: How should educators prepare today’s children for a world that has yet to be made?

As technology evolves faster than our capacity to fully understand the social, cultural, economic, and moral implications of many innovations, today’s educators are tasked with the unique role of preparing students to capitalize on technology’s opportunities and also mitigate its dangers to their society, to democratic processes, and to institutions. Veteran educators McDiarmid and Zhao explore the implications of emerging technologies for future jobs, organizations, students, and learning, covering topics such as

• The future of work and workers as technology eliminates some industries while creating new ones.

• Potential futures, both bright and dark, awaiting students.

• The qualities, dispositions, social behaviors, and skills that are likely to advantage students in the future.

• The possibility of technology to revolutionize education in ways that will better position students for an uncertain future.

• How technology can free teachers from time and effort devoted to routine matters to instead assuming roles that are potentially more satisfying and supportive of their students’ learning.

• Learning opportunities and educator roles that have the potential to bring about needed changes.

• Capitalizing on these uncertain times to rethink curriculum, pedagogy, opportunities to learn, and the organization of school as well as the roles of students, educators, parents, and policymakers.

This latest book in the Routledge Leading Change series is ideal reading for educators and policymakers in both P–12 and higher education interested in ensuring our education systems provide the experiences and learning opportunities necessary to cultivate the innovative, iconoclastic, and generative thinkers and creators needed for a future that nourishes the minds, bodies, and spirits of all.

Learning for Uncertainty explores technology’s role in education, specifically unpacking the question: How should educators prepare today’s children for a world that has yet to be made?

As technology evolves faster than our capacity to fully understand the social, cultural, economic, and moral implications of many innovations, today’s educators are tasked with the unique role of preparing students to capitalize on technology’s opportunities and also mitigate its dangers to their society, to democratic processes, and to institutions. Veteran educators McDiarmid and Zhao explore the implications of emerging technologies for future jobs, organizations, students, and learning, covering topics such as

• The future of work and workers as technology eliminates some industries while creating new ones.

• Potential futures, both bright and dark, awaiting students.

• The qualities, dispositions, social behaviors, and skills that are likely to advantage students in the future.

• The possibility of technology to revolutionize education in ways that will better position students for an uncertain future.

• How technology can free teachers from time and effort devoted to routine matters to instead assuming roles that are potentially more satisfying and supportive of their students’ learning.

• Learning opportunities and educator roles that have the potential to bring about needed changes.

• Capitalizing on these uncertain times to rethink curriculum, pedagogy, opportunities to learn, and the organization of school as well as the roles of students, educators, parents, and policymakers.

This latest book in the Routledge Leading Change series is ideal reading for educators and policymakers in both P–12 and higher education interested in ensuring our education systems provide the experiences and learning opportunities necessary to cultivate the innovative, iconoclastic, and generative thinkers and creators needed for a future that nourishes the minds, bodies, and spirits of all.

Imagining the Future of Global Education examines the Grand Educational Narrative (GEN) and the major institutions that shape and disseminate it. The book focuses on national visions of education and the imaginary futures that nations seek to make reality. It critiques how the GEN policy implementation process frequently turns dreams of upward mobility into nightmares. In this way, the book takes a distinctly different approach than most comparative and international education studies. Rather than being oriented toward the past and asking how education systems around the world ended up where they are, chapters in this volume seek an understanding of how various educational visions from around the world inform the present and shape the future.

Following an introductory summary of important concepts from scholarship on "imaginary futures" and global education reform, the book is organized around three themes: "What Dreams are Made Of," illustrating, through three case studies, what the GEN looks like at the national level and how it operates across national boundaries; "A Dream within a Dream," considering some of the more novel trends in international education reform in order to provide insight into how dreams seem to function; and "Keeping Dreams from becoming Nightmares," comprising three thematic essays that describe trends in education policy in one or more countries. The book concludes with lessons for scholars and policymakers.

Imagining the Future of Global Education examines the Grand Educational Narrative (GEN) and the major institutions that shape and disseminate it. The book focuses on national visions of education and the imaginary futures that nations seek to make reality. It critiques how the GEN policy implementation process frequently turns dreams of upward mobility into nightmares. In this way, the book takes a distinctly different approach than most comparative and international education studies. Rather than being oriented toward the past and asking how education systems around the world ended up where they are, chapters in this volume seek an understanding of how various educational visions from around the world inform the present and shape the future.

Following an introductory summary of important concepts from scholarship on "imaginary futures" and global education reform, the book is organized around three themes: "What Dreams are Made Of," illustrating, through three case studies, what the GEN looks like at the national level and how it operates across national boundaries; "A Dream within a Dream," considering some of the more novel trends in international education reform in order to provide insight into how dreams seem to function; and "Keeping Dreams from becoming Nightmares," comprising three thematic essays that describe trends in education policy in one or more countries. The book concludes with lessons for scholars and policymakers.