In today's world, contact with other cultures is an inevitable part of university and college life. "Learning and Teaching across Cultures in Higher Education" is intended for anyone who has an interest in intercultural aspects of higher education. The book contains theoretical rationale, resources and examples to help readers understand and deal with situations involving contact between learners or educators from different cultural backgrounds, as well as giving insights into the new global context of higher education.

The Student Workbook is intended to be used with the Teacher's Guide. Both provide chapter summaries which teachers may use in teaching students to read for the main idea. The Student Workbook contains reading questions for each chapter of the LAND OF HOPE text; the Teacher's Guide has the same questions with answers. Primary documents accompany each chapter, broken into shorter segments to help with reading comprehension. These documents also have reading questions; the Teacher's Guide provides the answers. Documents are often the text of speeches, but may include diary entries and song lyrics. There are about two dozen map exercises; the Teacher's Guide has the keys. There are synthetical essay questions for each chapter and for final exams. Learning strategies and study "tricks" are also given.  The purpose of the Student Workbook is to assist students in working through the LAND OF HOPE text with a close reading, and also to add some depth through the supplementary documents. The map exercises are "hands-on" and should help students master the crucially important geographic knowledge that the subject requires.

The Student Workbook is intended to be used with the Teacher's Guide. Both provide chapter summaries which teachers may use in teaching students to read for the main idea. The Student Workbook contains reading questions for each chapter of the LAND OF HOPE text; the Teacher's Guide has the same questions with answers. Primary documents accompany each chapter, broken into shorter segments to help with reading comprehension. These documents also have reading questions; the Teacher's Guide provides the answers. Documents are often the text of speeches, but may include diary entries and song lyrics. There are about two dozen map exercises; the Teacher's Guide has the keys. There are synthetical essay questions for each chapter and for final exams. Learning strategies and study "tricks" are also given.    The purpose of the Student Workbook is to assist students in working through the LAND OF HOPE text with a close reading, and also to add some depth through the supplementary documents. The map exercises are "hands-on" and should help students master the crucially important geographic knowledge that the subject requires.

The Chinese Buddhist canon is a systematic collection of all translated Buddhist scriptures and related literatures created in East Asia and has been regarded as one of the "three treasures" in Buddhist communities. Despite its undisputed importance in the history of Buddhism, research on this huge collection has remained largely the province of Buddhologists focusing on textual and bibliographical studies. We thus aim to initiate methodological innovations to study the transformation of the canon by situating it in its modern context, characterized by intricate interactions between East and West as well as among countries in East Asia. During the modern period the Chinese Buddhist canon has been translated, edited, digitized, and condensed as well as internationalized, contested, and ritualized. The well-known accomplishment of this modern transformation is the compilation of the Taisho Canon during the 1920s. It has become a source of both doctrinal orthodoxy as well as creativity and its significance has greatly increased as Buddhist scholarship and devotionalism has utilized the canon for various ends. However, it is still unclear what led to the creation of the modern editions of the Buddhist canon in East Asia. This volume explores the most significant and interesting developments regarding the Chinese Buddhist canon in modern East Asia including canon formation, textual studies, historical analyses, religious studies, ritual invention, and digital research tools and methods.

"Learning and Teaching Across Cultures in Higher Education "contains theoretical rationale, resources and examples to help readers understand and deal with situations involving contact between learners or educators from different cultural backgrounds, as well as giving insights into the new global context of higher education.

Learning and Teaching Across Cultures in Higher Education contains theoretical rationale, resources and examples to help readers understand and deal with situations involving contact between learners or educators from different cultural backgrounds, as well as giving insights into the new global context of higher education.

Designed to accompany the Student Workbook, the Teacher's Guide provides chapter summaries which teachers may use in teaching students to read for the main idea. There are reading questions with answers for each chapter of the LAND OF HOPE text; the Students Workbook has the same questions with blank spaces for students to write answers. Primary documents accompany each chapter, broken into shorter segments to help with reading comprehension; these documents also have reading questions with answers. Documents are often the text of speeches but may include diary entries and song lyrics. There are about two dozen map exercises, with keys. (The maps, without the answers, are also in the Student Workbook.) Extensive testing materials are included: multiple choice and put-in-order short answer questions, quote identifications, and synthetical essay questions for each chapter and for final exams. Teaching strategies are suggested, as well as supplementary materials to "thicken" topics covered in the text when teachers or students desire further details or alternate interpretations. The authors have long experience with teaching US History and know, and share here, a lot of tricks.  Did you know the original Wizard of Oz was a spoof of the Populist Party in the late 18th century? The Populists wanted to get off the gold standard (the yellow brick road) and into greenbacks (the Emerald City). Dorothy is accompanied by an industrial worker (no heart), a farmer (no brain), and the Cowardly Lion (William Jennings Bryan). Any student who has seen the movie then remembers the Populists!  

Designed to accompany the Student Workbook, the Teacher's Guide provides chapter summaries which teachers may use in teaching students to read for the main idea. There are reading questions with answers for each chapter of the LAND OF HOPE text; the Students Workbook has the same questions with blank spaces for students to write answers. Primary documents accompany each chapter, broken into shorter segments to help with reading comprehension; these documents also have reading questions with answers. Documents are often the text of speeches but may include diary entries and song lyrics. There are about two dozen map exercises, with keys. (The maps, without the answers, are also in the Student Workbook.) Extensive testing materials are included: multiple choice and put-in-order short answer questions, quote identifications, and synthetical essay questions for each chapter and for final exams. Teaching strategies are suggested, as well as supplementary materials to "thicken" topics covered in the text when teachers or students desire further details or alternate interpretations. The authors have long experience with teaching US History and know, and share here, a lot of tricks.  Did you know the original Wizard of Oz was a spoof of the Populist Party in the late 18th century? The Populists wanted to get off the gold standard (the yellow brick road) and into greenbacks (the Emerald City). Dorothy is accompanied by an industrial worker (no heart), a farmer (no brain), and the Cowardly Lion (William Jennings Bryan). Any student who has seen the movie then remembers the Populists!  

How do we go about imagining different and better worlds for ourselves? Collective Dreams looks at ideals of community, frequently embraced as the basis for reform across the political spectrum, as the predominant form of political imagination in America today. Examining how these ideals circulate without having much real impact on social change provides an opportunity to explore the difficulties of practicing critical theory in a capitalist society.

Different chapters investigate how ideals of community intersect with conceptions of self and identity, family, the public sphere and civil society, and the state, situating community at the core of the most contested political and social arenas of our time. Ideals of community also influence how we evaluate, choose, and build the spaces in which we live, as the author's investigations of Celebration, Florida, and of West Philadelphia show.Following in the tradition of Walter Benjamin, Keally McBride reveals how consumer culture affects our collective experience of community as well as our ability to imagine alternative political and social orders.

Taking ideals of community as a case study, Collective Dreams also explores the structure and function of political imagination to answer the following questions: What do these oppositional ideals reveal about our current political and social experiences? How is the way we imagine alternative communities nonetheless influenced by capitalism, liberalism, and individualism? How can these ideals of community be used more effectively to create social change?