This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child's cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child's learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

This book offers a rich collection of international research narratives that reveal the qualities and value of peer play. It presents new understandings of peer play and relationships in chapters drawn from richly varied contexts that involve sibling play, collaborative peer play, and joint play with adults. The book explores social strategies such as cooperation, negotiation, playing with rules, expressing empathy, and sharing imaginary emotional peer play experiences. Its reconceptualization of peer play and relationships promotes new thinking on children's development in contemporary worlds. It shows how new knowledge generated about young children's play with peers illuminates how they learn and develop within and across communities, families, and educational settings in diverse cultural contexts. The book addresses issues that are relevant for parents, early years' professionals and academics, including the role of play in learning at school, the role of adults in self-initiated play, and the long-term impact of early friendships. The book makes clear how recent cultural differences involve digital, engineering and imaginary peer play. The book follows a clear line of argument highlighting the importance of play-based learning and stress the importance of further knowledge of children's interaction in their context. This book aims to highlight the narration of peer play, mostly leaning on a sociocultural theoretical perspective, where many chapters have a cultural-historical theoretical frame and highlight children's social situation of development. Polly Bjoerk-Willen, Linkoeping University, Sweden

This volume constitutes the proceedings of the 18th Asia Simulation Conference, AsiaSim 2018, held in Kyoto, Japan, in August 2018. The 45 revised full papers presented in this volume were carefully reviewed and selected from 90 submissions. The papers are organized in topical sections on modeling and simulation technology; soft computing and machine learning; high performance computing and cloud computing; simulation technology for industry; simulation technology for intelligent society; simulation of instrumentation and control application; computational mathematics and computational science; flow simulation; visualization and computer vision to support simulation.

This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child's cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child's learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.

This book provides a comprehensive and advanced overview of the basic theory of thermal remote sensing and its application in hydrology, agriculture, and forestry. Specifically, the book highlights the main theory, assumptions, advantages, drawbacks, and perspectives of these methods for the retrieval and validation of surface temperature/emissivity and evapotranspiration from thermal infrared remote sensing. It will be an especially valuable resource for students, researchers, experts, and decision-makers whose interest focuses on the retrieval and validation of surface temperature/emissivity, the estimation and validation of evapotranspiration at satellite pixel scale, and the application of thermal remote sensing. Both Prof. Huajun Tang and Prof. Zhao-Liang Li work at the Chinese Academy of Agricultural Sciences (CAAS), China.

This textbook contains the contents coming from hydraulics, hydrodynamics, chemical principles, chemical reaction engineering and bioengineering, which relates closely with fundamental principles in environmental engineering. It mainly covers principles including basic concepts, theories, methods and related equipment in fluid flow and transportation, heat transfer, absorption, chemical and biological reaction kinetics and reactors, as well as their applications in environmental engineering. At same time, the readers learns the basic viewpoints and methods commonly used in engineering technology, such as balance method, reasonable simplification, dimensional analysis method, boundary layer theory, optimization and mathematical model method. It broadens the student’s understanding in solving those problems in environmental engineering, and enhances their awareness of industrialization. This book is the specialized foundation and principles for learning the professional courses of environmental engineering, such as "water pollution control," "air pollution control," "solid waste treatment and disposal" and "ecological restoration engineering", while avoiding the repetition of the contents of those professional books.