More than twenty years ago, Chai Ling led the protesters at Tiananmen Square and became China's most-wanted female fugitive. Today, she's finally telling her astonishing story. Though haunted by memories of the horrifying massacre at Tiananmen and her underground escape from China in a cargo box, Ling threw herself into pursuing the American dream. She completed Ivy League degrees, found love, and became a highly successful entrepreneur. Yet her longing for true freedom, purpose, and peace remained unfulfilled. Years after Tiananmen, she was still searching to find meaning in all the violence, fear, and tragedy she'd endured. A Heart for Freedom is her tale of passion, political turmoil, and spiritual awakening . . . and the inspirational true story of a woman who has dedicated everything to giving people in China their chance at a future. Find out why Publishers Weekly calls A Heart for Freedom “a tale of human dignity and the imperative to live a life of meaning. . . . This book will be treasured.”
Chronicles the life of Ruth Tsao Chai, one of China's first college graduates, from her survival during civil and foreign wars to her non-traditional burial.
This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors’ design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionals to consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.
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