Most Popular Books by Lin Wang

This is an open access book. This textbook contains about 200 fully solved problems in analytical and numerical methods for nonlinear osccillations. These comprise all the end-of-chapter problems in Ali H. Nayfeh and Dean T. Mook’s famous textbook Nonliear Oscillations. Mathematical software are adopted to make those solutions more accessible from a graphical point of view. This book can be adopted as a supplement to course work study for graduates or senior undergraduates. Since many exercise problems are adapted from scientific research papers, this book also has a good reference value for scientists and engineers who work in nonlinear vibration.

Ideal for upper-intermediate and advanced Chinese students.Used at Yale and many other universities. Free access to listening exercises & audio-visual materials at www.MyChineseClass.com. Ch1:China in Modern Society, Ch2: Short stories (Romance and family), Ch3: Idioms, Pop Rhymes, and Comic dialogues. Ch4: Chinese food and Chinese music

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Since March 2020, the COVID-19 pandemic has placed unprecedented stresses on the public education system in the United States. Many of these challenges have been operational in nature. Existing research on COVID-19 and teaching has largely focused on teachers'' practices and experiences. What has not been examined in the same depth is the guidance that teachers received about instruction during the pandemic and the ways guidance changed from before the pandemic. This work is important, especially as the pandemic continues to affect the provision of in-person learning in the 2021-2022 school year. It is also important to understand how state and district efforts to improve instruction have fared during this unprecedented educational disruption. Developing a coherent, standards-aligned instructional system is challenging for education leaders and teachers in the best of times, and it may be especially difficult to achieve as the pandemic continues to affect public schooling. This report examines issues of instructional system coherence during the 2020-2021 school year, and how teachers'' perceptions compared with the 2019-2020 school year. The authors investigate teachers'' perceptions of the (1) guidance they received about English language arts (ELA) instruction, (2) guidance around addressing the needs of traditionally underserved students, (3) coherence of their school''s ELA instructional system, and (4) presence of contextual conditions identified through literature as supporting coherence. The authors also explore variation in these findings across grade spans, instructional modes (in-person, remote, hybrid), and focal states (Louisiana, Massachusetts, Rhode Island, and Tennessee).

School principals are charged with complex responsibilities that can include developing a school vision and culture, supporting teacher effectiveness, managing challenges and crises, communicating with the greater community, and more. However, recent research and surveys of school administrators indicate that principal preparation programs do not adequately prepare graduates to cope with school realities. In response to concerns about the state of initial principal preparation, The Wallace Foundation established the University Principal Preparation Initiative (UPPI), a four-year effort to redesign seven universities'' principal preparation programs according to evidence-based principles and practices. Each university collaborates on the redesign with high-need school districts and a state partner, and is supported by a mentor program. The report summarized in this document focuses on the implementation of UPPI in its first year, from fall 2016 to fall 2017. The authors report on UPPI progress and identify cross-cutting themes in the UPPI implementation effort that can help other university principal preparation programs and their partners undertake their own principal preparation system improvement efforts.

Standards-based reform is a key feature of U.S. education policy. Several decades ago, scholars posited that if states set ambitious standards and then aligned curriculum, assessments, and professional development (PD) to those standards, teaching and learning would improve. However, the focus on establishing standards has often overshadowed the important idea that standards are effective only if the other inputs in an instructional system (e.g., curriculum, assessments, PD) are in alignment with those standards and coherent with each other. Without that alignment and coherence, teachers may perceive different messages about what to teach and how to teach it. At worst, those messages can conflict, leading to both fragmented instruction and reduced learning opportunities. In this report, researchers aim to contribute to evidence on the extent to which an instructional system is coherent and provides consistent and clear messages to teachers about instruction, including messages about how to address the learning needs of traditionally underserved students. The research team uses survey responses from a nationally representative sample of public school kindergarten through grade 12 (K-12) English language arts and mathematics teachers to present a portrait of instructional system coherence in schools across the country during the 2021-2022 school year.

Located on the westernmost tip of San Francisco''s coastline, the site of Sutro Bath Ruins is famous for its magnificent natural setting. The Baths were recognized as one of the greatest public baths in the early nineteenth century. As a historical place under the ministration of the National Park service, an appropriate architectural intervention is needed to rejuvenate the landscape culture of the site and enhance its recreational values to the public. A possible strength solution is designing a new public bathhouse as a revival of the old baths - a public realm, but the challenges are here. Long overshadowed by private bath facilities of the present day, public baths gradually lost their importance within the cultures. Furthermore, a controversial transition also happened inside public bathhouses. These spaces became the separated terrain for gay people''s community life, and for intimate encounters. Therefore, the study for the thesis is to look into the history of bath cultures and rediscover the value of public baths as a mirror of physical, social, and cultural ideals and recapture the essence of a bathhouse as a public, non-sexual space by using appropriate architectural intervention.