Rethinking The Triangle

Rethinking the Triangle: Washington-Beijing-Taipei is a book on foreign policy with a difference. Under the premise that the Cold War mentality is outdated, the book explores a new paradigm for the three parties' interrelationships based on inclusiveness and opportunity rather than each hedging against increasingly unlikely crises. It states that instead of seeing Taiwan as a security liability, the US should use it as a compatible point of contact to East Asia, and China should view the US-Taiwan relationship as an opportunity rather than as an intervention. Rather than focusing only on American policy options, the book treats the most important triangular interaction in Asia from the standpoint of each of its participants, by an expert from each country. The book also includes brief discussions by experts from Japan and Macau considering the general salience of the new paradigm for Asia. For readers' easy reference, it also includes a triangular chronology as well as a selection of major documents relating to the triangle.

Rethinking Supply Chain outlines how organizations can close the gap between the supply chain capabilities they have and the supply chain capabilities they want. The supply chains built pre-covid are no longer suitable in the current volatile business environment. Rethinking Supply Chain explores why and how organizations can upgrade their supply chains to level 5 maturity, enhancing them to be more sustainable, strategy-driven and resilient. It outlines the dangers of using outdated supply chain practices, sharing what goes wrong when organizations run level 5 complexity and variability with a level 1 capability. It shows how organizations can improve their strategic planning, supply chain design, sales and operations planning and business planning processes to respond to new dynamic levels of variability and complexity. It is supported by practical frameworks and roadmaps. This book outlines why supply chain reconfiguration is needed, how to define a business case for change and the steps needed to drive effective transformation. Rethinking Supply Chain also explores how to integrate sustainability into the heart of supply chain design and operations and examines the trade-offs organizations must navigate, depending on whether they wish to be at par, differentiate or dominate on sustainability drivers.

Now in its second edition, Rethinking Disability introduces new and experienced teachers to ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this text’s unique narrative style encourages readers to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. The second edition offers clear and applicable suggestions for creating dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional and assessment strategies, co-teaching, and promoting an inclusive school culture. This second edition is fully revised and updated to include a brief history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to the post-school world. Each chapter now also includes a featured "voice from the field" written by persons with disabilities, parents, and teachers.

Rethinking Basic Design in Architectural Education provides historical and computational insights into beginning design education for architecture. Inviting the readers to briefly forget what is commonly known as basic design, it delivers the account of two educators, Denman W. Ross and Arthur W. Dow, from the turn of the twentieth century in Northeast America, interpreting key aspects of their methodology for teaching foundations for design and art. This alternate intellectual context for the origins of basic design as a precursor to computational design complements the more haptic, more customized, and more open-source design and fabrication technologies today. Basic design described and illustrated here as a form of low-tech computation offers a setting for the beginning designer to consciously experience what it means to design. Individualized dealings with materials, tools, and analytical techniques foster skills and attitudes relevant to creative and technologically adept designers. The book is a timely contribution to the theory and methods of beginning design education when fast-changing design and production technology demands change in architecture schools’ foundations curricula.

Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.

Why is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses.

In this volume, experts on East Asia focus on each of the past five decades to explain the weak predictive power of traditional IR theory as applied to the region and uncover the true forces driving change.

Differentiated cooperation and GMS cooperation provide a theoretical model and practical example to coordinate the relationship and to promote economic and political cooperation between large and small states for the purpose of economic, political, and social development on the national, regional, and international stages.