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Life is ever-changing and unpredictable. Because of drastic changes in our society, numerous people are under pressure from various sources at school, in the workplace, or in their families. People need a therapeutic pedagogy to develop the capacity to heal from their traumas. Conventionally, education is assumed to enhance learners' self-realisation. This article proposes another viewpoint of self-realisation, or rather its reverse, from the spiritual aspect as a manner of self-realisation without the self, called "no-self realisation." The idea is developed from both the Buddhist and Daoist perspectives on the wisdom of the no-self. This article suggests that no-self realisation is a therapeutic approach that supports one to turn direction from seeking for extrinsic value to exploring inner wisdom while meeting with misfortune. It can be applied as a manner of self-education for equipping positive attitude to cope with human trauma. No-self realisation can be attained by achieving freedom from releasing self-consciousness. It deconstructs the narrow idea of the "ego-self." When the ego is out of mind, the capacity of the human self is able to broaden its scope. This creates a realisation--a no-self realisation--for completing a mature life with a no-self mind that opens up the capacity for unlimited tolerance. One is thus able to embrace this world and the harm caused in the world.

Symbiosis is a biological phenomenon in which two dissimilar organisms coexist for mutual subsistence. The concept of symbiosis can be employed to foster mutual learning. In this paper, the idea of symbiotic learning is explored. To achieve this purpose, the concept of symbiosis is interpreted from a philosophical perspective, which is primarily derived from ecological philosophies such as Gestalt thinking, philosophy of coevolution, Chinese ecological wisdom from Buddhism and Daoism, and Kurokawa's idea of the philosophy of symbiosis. These philosophies are essential for considering symbiotic learning. Furthermore, the significance and application of symbiotic learning are discussed. Specifically, this paper addresses the effect of symbiosis, demands of heterogeneous cultures, and scope of symbiotic learning. Moreover, this paper investigated the types of symbiotic learning in Chinese classics, including "Xue Ji," Confucius' "Analects," and "Zhuangzi." Finally, through the idea conveyed in "Zhuangzi," I argue that a supreme symbiotic interaction is not maintained in purpose-built conduct but is bridged by "forgetting" in the mind.

Curriculum mapping has been emphasized in recent curriculum innovations in higher education in the drive for global competitiveness. This paper begins by providing an outline of current discourses of curriculum mapping in higher education. Curriculum mapping is frequently associated with outcome-based learning and work readiness, and guiding the learner/traveler towards a "prosperous" future. Critiquing this perspective, this article explores other implications of maps (or mapping) in curriculums from a philosophical viewpoint, mainly derived from Gilles Deleuze and Félix Guattari's account of mapping. The paper is intended to overturn the current "sedentary" thinking about curriculum mapping, and to encourage alternative perspectives on curriculum practices. The paper concludes with the view that, in Deleuze and Guattari's terms, current practices of curriculum mapping trace rather than map the ideas, and the paper highlights the value in seeing curriculum mapping rhizomatically.

This study was conducted to address the concept of higher education curricula and its practice from an ecological perspective. First, the significance of ecology is investigated based on two streams of thought; the ecological concept of the university proposed by Ronald Barnett; and the text, "The Three Ecologies" authored by the Italian philosopher Félix Guattari. Second, the notion of ecology is explored, and thoughts on the ecological curriculum and its feasibility are elaborated. Third, outcome-based education is currently the predominant curriculum practice applied in higher education. From an ecological perspective, this learning approach is insufficient. Finally, the practices used for achieving an ecological connection of curricula in higher education are discussed with particular regard to curriculum organisation, the learning process and students' role as global citizens.

The article presents the discussion on collective writing intended to portray the contour of philosophy of education in contemporary Taiwan. Topics include Taiwan becoming a prosperous and flourishing society from a wildland, inhabited by headhunters and visited mainly by pirates and fishermen; and changing from the European colonisers to the Qing dynasty, the Japanese government, and to the Republic of China.

This paper explores the significance of the concept of power/knowledge in educational theory. The argument proceeds in two main parts. In the first, I consider aspects of Stephen J. Ball's highly influential work in educational theory. I examine his reception of Foucault's concept of power/knowledge and suggest that there are problems in his adoption of Foucault's thought. These problems arise from the way that he settles interpretations into received ideas. Foucault's thought, I try to show, is not to be seen in a confined way. In the second part, I seek a different reading of Foucault's notion of power/knowledge in order to break with this tendency to confine, referring to the work of Gilles Deleuze. I draw particularly on Deleuze's thought of the outside as a means of manifesting the significance of power/knowledge in relation to processes of subjectification. At the end of the paper, I suggest how educational theory might be reconceived in the light of potencies of power/knowledge that the paper has demonstrated. (Contains 6 notes.)

We present a method whereby the excited triplet state of diphenylmethylene can be populated in a spin-polarized manner. The method features sensitization by benzophenone triplet excitons. We ascertain the spin-polarized nature of the excited triplet by observing magnetic field effects on the fluorescence. The observed effects provide information concerning the spin dipolar and intersystem crossing nature of excited diphenylmethylene. [ABSTRACT FROM AUTHOR]

Due to the benefits of Schottky diodes, 0.18-\mu\ m CMOS technology is being promoted for millimeter wave applications. In this paper, 60-GHz dual-conversion down-/up-converters using Schottky diodes are realized by using 0.18-\mu\ m foundry CMOS technology. A \ CoSi2{\ {--Si}} Schottky diode, fabricated on a lower doped N-well by blocking the threshold voltage adjustment implant, has a lower reverse leakage current and a better ideality factor. Thus, it is ideal for the 60-GHz sub-harmonic mixer design. Two new types of Schottky-diode mixers, a down-conversion sub-harmonic mixer with a dual-band lump-distributed phase-inverter rat-race coupler and an up-conversion sub-harmonic mixer with a trifilar transformer, are realized and employed at the high-frequency conversion stage of the dual-conversion architecture to achieve small size and broadband isolations. The silicon-based Schottky diode with a low turn-on voltage offers great advantage in LO pumping power, especially for an antiparallel diode pair structure. In our Schottky-diode sub-harmonic mixers, the required LO power is only 1 dBm. The dual-conversion down-converter achieves 5-dB conversion gain and 19 dB noise figure under Vdd=2.5\ V and Idd=22\ {\ {mA}}, and the dual-conversion up-converter, with Vdd=2.5\ V and Idd=26\ {\ {mA}}, attains greater than 40-dB sideband rejection and -1 dB conversion gain over the whole 60-GHz bandwidth. [ABSTRACT FROM PUBLISHER]

Background: The deficiency of endothelial progenitor cells has been demonstrated to be associated with cardiovascular events in patients undergoing dialysis. However, their correlation with dialysis graft outcomes remains unknown. The objective of this study was to investigate the relationship between circulating endothelial progenitor cells and dialysis graft outcomes., Methods: After excluding 14 patients with acute coronary syndrome, decompensated heart failure or graft thrombosis in the prior three months, a total of 120 patients undergoing dialysis who underwent endovascular therapy of dysfunctional dialysis grafts were prospectively enrolled. Blood was sampled from study subjects in the morning of a mid-week non-dialysis day. Surface makers of CD34, KDR, and CD133 were used in combination to determine the number of circulating endothelial progenitor cells. All participants were prospectively followed until June 2013., Results: The median follow-up duration was 13 months, within which 62 patients experienced at least one episode of graft thrombosis. Patients with graft thrombosis had lower CD34 + KDR + cell counts compared with patients without graft thrombosis (median 4.5 vs. 8 per 10 5 mononuclear cells, p = 0.02). Kaplan-Meier analysis demonstrated thrombosis-free survival was lower in the low CD34 + KDR + cell count group (30%) than in the high CD34 + KDR + cell count group (61%; p = 0.007). Univariate analysis showed diabetes, high sensitive C-reactive protein, lesion length and CD34 + KDR + cell counts associated with graft thrombosis. Multivariate analyses confirmed an independent association between low CD34 + KDR + cell counts and graft thrombosis (hazard ratio, 2.52; confidence interval, 1.43-4.44; p = 0.001)., Conclusions: Our study demonstrated an independent association between low circulating endothelial progenitor cell counts and dialysis graft thrombosis.