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Écrit à l'origine en chinois, ce livre raconte l'histoire de la vie de Hiouen-Thsang, un moine bouddhiste du VIIe siècle. Le livre fournit un aperçu unique de l'histoire, de la religion et de la culture de cette époque. Destiné aux étudiants et aux chercheurs en histoire et en religion, ce livre constitue une ressource inestimable.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.

"After learning how to draw Chinese characters, Lulu and her dog Dumpling step into a magical world where the characters come to lifee."--

Using comparative qualitative methodology, this book examines three Chinese societies, Taiwan, Hong Kong, and Mainland China, as specific cases of democratic, hybrid and authoritarian regimes, presenting the theoretical underpinnings of civic education in contexts other than liberal democracy. It highlights on the concept of ¿good citizens¿ in these three regime contexts and explores how these concepts are reflected in civic education and perceived by students in the three societies. The book focuses on three levels of comparison to ensure that all relevant issues can be identified: Level 1: regime ¿type¿; Level 2: curriculum and policy formulations; Level 3: students¿ personal experiences. These three levels are linked with each other and form a continuous process of civic education implementation in Taiwan, Hong Kong, and Mainland China.

This book is the first publication on record that systematically and comprehensively addresses the acquisition and development of Cantonese in early childhood. It draws upon evidence from up-to-date reviews of associated literature, on the outcomes of numerous research studies conducted by the authors and on the outcomes of an in-depth study of the largest corpus of early childhood Cantonese. To supplement and illuminate published trends in the literature, carefully gathered reliable and valid empirical data are critically scrutinized. The evidence is used to clarify and examine theoretical assumptions and to outline putative developmental trends in early childhood Cantonese pragmatics.