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Czesław Porębski

This book offers a synoptic introduction to an important chapter of Polish 20th century philosophy, by introducing the studies of Kazimierz Twardowski, Tadeusz Czeżowski, Tadeusz Kotarbiński, Władysław Tatarkiewicz, Roman Ingarden, Henryk Elzenberg, Maria Ossowska, and Józef Maria Bocheński and how they contributed to value theory, ethics and aesthetics. These philosophers differed in their more definite interests, methodological approaches, and main results and yet their investigations share a number of characteristic features. Questions of value, considered as extremely vital, are treated with care and precision. In spite of the richness of their insights and an impressive number of detailed results these philosophers refrain from hasty conclusions, trying here, as elsewhere, to conduct their studies in an intellectually and morally responsible way.


Edited by Ivan Löbl and Daniel Löbl

A comprehensive work covering the about 100,000 species of Coleoptera known to occur in the Palaearctic Region. The complete work is planned for 8 volumes that will be published in intervals of about 18 months. The information provided for each species will be the following:
• Primary taxonomic information of all available names in the genus and species levels published by the end of 1999.
• The taxonomic information below subfamily will be organized alphabetically.
• The type species of genera and subgenera, incl. synonyms, are given.
• The area covered also includes the Arabian Peninsula, Himalayas and China.
• The distributional data of species and subspecies is given per country.
• Detailed distributional information for strict endemics is given.
• Introduced species are indicated.
The catalogue is a collective work of about one hundred coleopterists from Europe, Japan, America and Australia.

A revised edition of this work will be published in October 2017.


Thomas Backhuys, Charikleia Armoni, Robert W. Daniel, Jannik Korte, Klaus Maresch, Gesa Schenke, Alkestis A. Spinou and Wolfgang Wegner

Gerechter Krieg

Ideengeschichtliche, rechtsphilosophische und ethische Beiträge


Edited by Michael Quante and Dieter Janssen

Spätestens seit der Beteiligung deutscher Soldaten am Kosovo-Krieg im Jahr 1999 hat ein verstärktes Nachdenken über die Problematik der Ethik militärischer Einsätze auch in Deutschland begonnen. Angesichts der Greuel und Massaker in vielen Teilen der Welt hat sich ein strikter, jede Form der Gewaltausübung ablehnender Pazifismus als unbefriedigende Haltung gegenüber diesen Schrecken erwiesen. Es stellt sich jedoch die Frage, was eine sinnvolle Alternative sein könnte. Die Wiederbesinnung auf Theorien gerechter Krieg e stellte sich als eine der möglichen Antworten heraus. Mit Beiträgen von: Matteo Fornari, Otfried Höffe, Dieter Janssen, James Turner Johnson, Ulrike Kleemeier, Frank Köhler, Barbara Merker, Michael Quante, Ludwig Siep, Suzanne Uniacke.

Jewish Education from Antiquity to the Middle Ages

Studies in Honour of Philip S. Alexander


Edited by George J. Brooke and Renate Smithuis

In Jewish Education from Antiquity to the Middle Ages fifteen scholars offer specialist studies on Jewish education from the areas of their expertise. This tightly themed volume in honour of Philip S. Alexander has some essays that look at individual manuscripts, some that consider larger literary corpora, and some that are more thematically organised.

Jewish education has been addressed largely as a matter of the study house, the bet midrash. Here a richer range of texts and themes discloses a wide variety of activity in several spheres of Jewish life. In addition, some notable non-Jewish sources provide a wider context for the discourse than is often the case.

Drawing for Science Education

An International Perspective

Edited by Phyllis Katz

This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking—sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader.
Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques.
The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education:
- An instance of observation (Audubon, Linnaeus);
- A process (how plants grow over time, what happens when chemicals combine);
- Conceptions of what science is and who does it;
- Images of identity development in science teaching and learning.


STEPS to STEM – Student Science Notebook

Aaron D. Isabelle and Gilbert A. Zinn

A “Sci-Book” or “Science Notebook” serves as an essential companion to the science curriculum supplement, STEPS to STEM. As students learn key concepts in the seven “big ideas” in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of “Science and Engineering Practices” as set forth in the Next Generation Science Standards (NGSS).
Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students’ documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.

A Companion to Interdisciplinary STEM Project-Based Learning

For Educators by Educators (Second Edition)

Edited by Robert M. Capraro, Mary Margaret Capraro, Jennifer G. Whitfield and Matthew J. Etchells

This text contains 24 Project-Based Learning (PBL) lessons written by high school teachers (adaptable for middle school) that include lesson appropriate for all subjects. All the PBL lessons in the book were used in urban high-school classrooms. The lessons were developed over a three-year period while working with the Aggie Science, Technology, Engineering, and Mathematics (STEM) Center. The PBL lessons are mostly extended activities but adaptable to various situations and are interdisciplinary covering science, mathematics, technology, engineering, social studies, and language arts objectives. Each chapter contains the information necessary to implement each lesson, including handouts, scenario descriptions, rubrics for scoring, and all the elements likely to ensure successful implementation. All lessons include both formative and summative assessment tools as well as a separate section on assessment with sample multiple-choice items matched to high-stakes assessments common in most states. This practical book is the perfect companion to the handbook for learning about implementing PBLs: Project-based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach.